1. Annual Measurable Achievement Outcomes

2. District ELL Demographics January 9, 2015 (2 nd Friday count) Total Enrollment (EP 1-5): 1081 = 13% Total Enrollment (EP 1-6):1,764 = 21% - Total Special Education: 171 = 16% - Economically Disadvantaged: 882 = 82% - Number of Languages: 37

3. Languages (EP 1-6) All other languages (2% or less each) Afrikaans Albanian Amharic Arabic American Sign Language Azerbaijani, South Cantonese Chinese (other) Dutch German Filipino French Gujarati Haitian Hindu Ibibio Italian Iu Mien Khmer Konkani Korean Laotian Mandarin Panjabi Persian Polish Portuguese Russian Telugu Thai Ukrainian Urdu Vietnamese Winnebago Yoruba Hmong 1,401 = 80% Spanish 155 = 9%

4. English Proficiency Levels EP Level 1: Beginning/Preproduction WIDA Level = Entering: The pupil understands/speaks only a few isolated words or expressions. (Newcomer) EP Level 2: Beginning/Production: (a) The pupil understands and speaks conversational and academic English with hesitancy and difficulty. (b) The pupil understands parts of lessons and simple directions. (c) The pupil is at a pre-emergent/emergent level of reading and writing in English, significantly below grade level. EP Level 3—Intermediate [WIDA level = Developing]: : (a) The pupil understands and speaks conversational and academic English with decreasing hesitancy and difficulty. (b) The pupil is post- emergent, developing reading comprehension and writing skills in English. (c) The pupil’s English literacy skills allow the student to demonstrate academic knowledge in content areas with assistance. EP Level 4—Advanced Intermediate [WIDA level = Expanding]: (a) The pupil understands and speaks conversational English without apparent difficulty, but understands and speaks academic English with some hesitancy. (b) The pupil continues to acquire reading and writing skills in content areas needed to achieve grade level expectations with assistance. EP Level 5—Advanced [WIDA level = Bridging]: (a) The pupil understands and speaks conversational and academic English well. (b) The pupil is near proficient in reading, writing, and content area skills needed to meet grade level expectations. Depending on literacy score and academic performance, a student at this level may be exited from ELL programming, EP Level 6—Formerly Limited-English Proficient/Now Fully-English Proficient: (WIDA level = Reaching): The pupil reads, writes, speaks and comprehends English within academic classroom settings. At this point the student is exited for ELL programming.

5. Annual Measurable Achievement Outcomes– AMAOs The state and federal education laws hold districts accountable for the outcomes of the Limited English Proficient students. Districts’ achievement outcomes for ELLs are measured in three categories: AMAO 1: Progressing in English Language Acquisition AMAO 2: Reaching English Language Proficiency AMAO 3: ELL-Annual Measurable Objectives (AMO)

6. AMAO 1: Progressing in English Language Acquisition AMAO 1 focuses on student progress in learning English based on ACCESS for ELLs 2013-14 Target: 41% of ELLs gaining 0.4 or more in composite English language proficiency score (ELP) Current or Two Year Calculation Number of ELLs making Progress Number of ELLs with Two Composite Scores Percent Gaining 0.4 Percent Gaining 0.4 in Upper Confidence Interval TargetMet Target AMAO 1 Determination Current Year 44475458.9%62.4%41.0%YES Two Year 1027163362.9%65.2%41.0%YES

7. AMAO 2: Reaching English Language Proficiency AMAO 2 focuses on the number of students that reach English language proficiency. Students who achieve an ELP composite score of 5 or above are considered proficient. 2013-14 Target: 11.0% of ELLs reaching English Language Proficiency Current or Two Year Calculation Number Reaching Proficiency Number Enrolled Percent Reaching Proficiency Percent Reaching – Upper Confidence Interval TargetMet Target AMAO 2 Determination Current Year 33993736.2%39.3%11.0%Yes Two Year 795201739.4%41.6%11.0%Yes

8. AMAO 3: Annual Measurable Objectives (AMO) for ELLs AMAO 3 is made of of three components: 1. ELL proficiency in reading and mathematics as measured by the WKCE and the WAA-SwD 2. ELL test participation on the WKCE and the WAA-SwD 3. ELL high school graduation The WSD made the targets for components 2 and 3, but MISSED the target in component 1. Note: 67 out of 89 districts with qualifying numbers of ELLs missed this target for the first time.

9. ELL Proficiency in Reading and Mathematics as measured by the WKCE AMAO 3 is calculated at each grade range (elementary, middle and high). If the targets are met in each grade ranges for proficiency and test participation, then the target is met. Targets Subject2011201220132014201520162017 Reading 9.6%16.3%23.0%29.7%36.4%43.1%49.8% Math 24.0%30.9%37.8%44.7%51.6%58.5%65.4%

10. WSD Results SubjectGrade Range Current year ELLs profi- cient Current year ELLs tested Current year profi- cient % 2-Yr ELLs profi- cient 2-Yr ELLs tested 2-Yr profi- cient % TargetMet Target ReadingElem5433316.2%10366715.4%29.7%No ReadingMS3228311.3%5855710.4%29.7%No ReadingHS138814.8%161779.1%29.7%No MathElem11833335.4%23366734.9%44.7%No MathMS6628323.3%12255721.9%44.7%No MathHS118812.5%2217712.4%44.7%No

12. Annual Measurable Achievement Outcomes