001hello thank you for taking the time to watch our presentation on multilingual programming in the sun pre School District I'm Stephanie Leonard the assistant superintendent for teaching learning and equity and I'm joined today by Dr Sarah Chaya Clarity director of secondary as well as process lead for multilingual programming in our system Rick Miller Elementary director of teaching learning and equity and Tony Janeiro our multilingual program coordinator districtwide next slide please we're grateful to the board for providing uh guidance for our presentation and in today's presentation we'll cover the four areas as asked for by the board how do we measure Student Success for multilingual Learners what data demonstrates our multilingual student growth and in fact we've included that data if goals for multilingual students are not being met why and what will we change to
002see the student growth that the multilingual students deserve and the community expects and with that I'm going to turn it to Dr Chia clity to get us started Sarah thanks staff so when I asked how we measure success for our multilingual Learners we're looking at four key areas in addition to how we measure success for all students our multilingual learner English language proficiency growth is a key indicator in ensuring that our multilingual Learners are making uh gains towards being English language proficient we assess students using the access assessment uh and that is a part of the requirement under title three and then we're also looking at our multilingual learner students and determining the number each year of students who are exiting Services meaning they no longer require multilingual learner um language service supports in order
003to be successful our academic outcomes are aligned with sr2 and sr3 we are looking at disaggregated data for multilingual Learners in literacy numeracy as well as social emotional learning and these results have been previously shared this year through both Elementary and secondary results presentations we in addition are playing close attention to our Spanish English dual language emerging program and looking at bilingual language development as well as biliteracy growth and then making sure that we are amplifying our multilingual family engagement the research base for multilingual programs is pretty clear this research has been conducted by Thomas and Kier and what this slide represents is a longitudinal study that examined different program models for multilingual Learners or English language Learners or Ells as they're referred to on this slide their findings highlight that the type of program
004a student is placed in has a direct impact on their long-term academic achievement Beyond Elementary School and into high school and as well as Beyond this graph illustrates how different program models impact Student Success over time the key takeaway is that our multilingual Learners who participate in dual language immersion programs where students learn in both their home language and English outperform their peers both multilingual Learners in other types of programs and native English speakers by middle school and high school convers ly students in programs that Focus solely on English acquisition such as ESL programs that most of our system delivers upon right now tend to fall behind academically in the long run the less excess students have to sustain bilingual instruction The Wider the academic Gap becomes over time as a district This research suggests
005we ought to maintain our commitment to high quality bilingual education expand access to effective language programs and ensure that our multilingual Learners have the supports they need to thrive academically without sacrificing their home language under the every student succeeds act or Essa states are required to set long-term goals for multilingual Learners Wisconsin chose to create an OnTrack measure for multilingual Learners growth to proficiency with an annual goal of increasing the percent of students who are on track to becoming proficient student access growth is based on percentiles compared to their peers across the state of Wisconsin as this is a norm referenced assessment we are seeing an increase in students performing in the high range as well as students who are decreasing their performance in the low range and here you can see a couple of
006call outs on the slide um with some specific details about our average student growth percentile as well as a celebration at some pre West uh with no other school of any comparable size having that level of performance across the state another area that we look at is multilingual learner reclassification ation so reclassifying students based on the access test that they take each year it's important to note that reclassification rates can be influenced by various factors including the effectiveness of language support programs the initial proficiency levels of students and the specific criteria that are set by um individual districts therefore while State averages provide a general Benchmark actual reclassification rates may differ across different districts students who are exiting language Services based on achieving language proficiency are shown on this slide you can see the total
007numbers of students who are being reclassified across the past two years is increasing the number of our multilingual Learners is also increasing um when we look at our Spanish home language that's our highest population of students with over 50% of our students making up this language group um increasing by nearly 5% of students being reclassified and then you can see the breakdown for our second highest groups both Mong language as well as tuu Tony thank you Sarah we want to focus in on our dual language programming our um which be particularly because of what Sarah mentioned in a few slides ago about the the research base that really is behind our two-way dual language immersion program um and why we are investing so much in this program so the next few slides we'll look at
008uh student outcomes academic outcomes for this year is Fall and Winter benchmarks for those students currently just kindergarten in first grade those multilingual Learners in dual language and it will compare them um to multilingual Learners uh Hispanic multilingual Learners who are not into a language all of our multilingual Learners K1 and then all students so this first slide you can see um outcome growth in liter outcome results in Literacy for our multilingual Learners in dual language and really what we're seeing here is that what the beginning years of dual language uh outcomes are showing is that it's it's comparable to what we see the research would expect um so we are seeing comparability with their their multilingual learner peers um we're also it's worth noting that students are learning literacy in two languages so we
009have um English learn literacy outcomes here as well as Spanish literacy outcomes and those are more promising for our multilingual Learners in dual language immersion which is perhaps to be expected as they're learning in their home language next slide we also on this slide are looking at numeracy outcomes um and we see some promising very promising growth between fall and winter Benchmark amongst our dual our multilingual Learners in dual language immersion um and it's really worth noting that they are those students are on track with their multilingual learner peers across the district um and the growth is kind of you know not noted amongst any other group it's also worth noting that students are learning math in Spanish K K2 in our dual language immersion program so this we expect will continue to grow and
010we hope to see these these results continue to grow over time next slide we really wanted to to dwell for a moment on our social emotional learning outcomes uh because we see some really promising results our multilingual Learners and dual language immersion are outperforming their peers of any other any other group that's noted here um so you can see 72 over 72% of multilingual Learners in dual language programming um are meeting Benchmark expectations with social emotional learning the really interesting thing next slide as well is that if we look at all students in dual language immersion we see really promising results when it comes to social emotional learning especially if we disaggregate by students racial background and we'll we see that our students of color are outperforming students of color across our system um not
011just our our multilingual learners but all students of color and dual language and they're actually also outperforming their their white counterparts within dual language um and so I think this really highlights the belonging and sense of self that is in the integral to a d dual language program um it goes beyond just that learning um two languages and and bilingual language development and it goes beyond U by literacy development but also a sociocultural component where students are seen seen and have a sense of belonging now on to Rick thanks Tony um so on this slide you'll see through a number of different approaches we're striving to continuously improve in our family engagement and uh and services provided uh with multilingual families here you can see examples of the interpreting and the translation that is happening
012as a result of our talented multilingual team as you can see here there's a lot of good work that's been done to remove language barriers and to strengthen communication and engagement with our multilingual families next slide um The Next Step steps for continuous Improvement are focusing in on program development we will continue to uh better serve our diverse community Through uh program development and and dual language immersion expansion um expansion of newcomer courses at the 6 through 12 level and continuing our curriculum development um we will continue also to Monitor and adjust to the changing language landscape of our community so that has us uh in a regular cycle of reviewing our staffing and services provided and uh we will continue uh development of have a training plan for language acquisition strategies for all Educators
013in Sun Prairie related to our instructional framework next slide uh so in to sum it up uh we want to end with gratitude um so thank you thank you to our community for your commitment to equity and support of services for multilingual Learners thank you to our dedicated multilingual learner team we value you and uh we see the impact that you're making for students and families thank you to our school board for your strong commitment to our Equity values and to our uh your Equity Vision that you set forth for the community we look forward to discussing this information with you at the upcoming Schoolboard meeting thank you [Music]