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The discussion addresses emergent bilingual enrollment trends from 9th to 12th grade, STAAR language testing consistency, reclassification performance, and concerns within STAAR results. Responses describe reclassification timing, requested dropout data, LPAC decision processes, and ongoing supports. 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Additional dropout data from last year was requested and was pending.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the district decide which students test in Spanish versus English?",{"text":117,"@type":113},"Each campus LPAC meets in spring to discuss STAAR participation, including language of assessment and linguistic designated supports. The LPAC follows TEA guidelines and evaluates multiple data points such as MAP Growth results, teacher recommendations, language of instruction, TELPAS scores, and STAAR scores.",{"name":119,"@type":110,"acceptedAnswer":120},"How should STAAR performance be interpreted after reclassification?",{"text":121,"@type":113},"The response states this outcome matches expectations: with PEIMS codes identifying students who have ever been Emergent Bilingual learners, the district can examine the data. 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What is the explanation for that? Does it reflect a high rate of students dropping out? If so, what is being done to improve retention, graduation rates and supports for students and their families?  \nOn the STAAR data, it is helpful to have all slides on the same scale to make the data easier to compare.  \nIs there a consistent system for deciding which students test in Spanish and which in English?  \nHow do you explain the very different STAAR performance of students after reclassification?  \nWhat are you seeing in the STAAR data that is especially concerning?  \nAre you seeing impacts from the family engagement?  \nDo you see differences in effectiveness in teachers who are recruited from other countries?  \nWhat options are being offered for students from DL elementary and middle school programs who are not enrolled at one of the five AISD DL high schools? What's being offered when they reach the end of standard high school language courses offered-to ensure they can continue learning in both languages and preserve their bilingualism and biliteracy through AISD graduation?  \nRESPONSE: 1. The data show a steep drop-off from 9th to 12th grade in the number of emergent bilingual students in Austin ISD. What is the explanation for that? Does it reflect a high rate of students dropping out? If so, what is being done to improve retention, graduation rates and supports for students and their families?  \nTypically as students matriculate through grades they begin to reclassify. The research says that students gain academic language proficiency typically in 5-7 years. So this could explain some of the decrease.  \nWe have requested the drop-out data from last year and are currently awaiting the report. In addition to the work that is being done by the AISD Enrollment Team through the 3-tiered  \nAttendance response plan, the secondary Multilingual Education team is working closely with the CCMR team to identify ways we can provide a clear and targeted messaging system for Emergent Bilingual students and their families about opportunities in HS. We believe that ensuring students and families have access to the many certification and ECHS program options can provide pathways toward post high school that students may have never considered. Weare so fortunate that our district offers so many opportunities at High School. Now it is our job to make sure families know about them and are able to capitalize on them. In addition we have been collaborating with E3 Alliance who is working to collect and analyze this kind of data across Region 13 to find solutions for access to programs that will support student retention through ACE.  \nFinally, we currently have a pilot program in collaboration with Dr. Jose Zelaya. We are developing a Newcomer Leadership Program as a pilot at IHS. Through this program students will gain valuable tools of self advocacy that will provide opportunities for them to learn about programs and plan their pathways to graduation. We are focused on this community of learners because we know that as they come into middle school and high school the accountability system and graduation requirements can be significantly challenging. This is also why we have reorganized our International Welcome Center to move beyond enrollment and language assessment to provide a more comprehensive support system that mirrors what the Refugee Office was doing for other classifications of newcomers.  \n2. On the STAAR data, it is helpful to have all slides on the same scale to make the data easier to compare.  \nThe slides have been updated.  \n3. Is there a consistent system for deciding which students test in Spanish and which in English? ","cbCaieNfaiyBVZ9w","https://ap.wps.com/l/cbCaieNfaiyBVZ9w","pdf",134994,"English","# STUDENT ACHIEVEMENT AND SCORECARD GOALS\n## Item 6.3 Multilingual Education Report","[{\"question\":\"What explains the steep drop-off in emergent bilingual students from 9th to 12th grade?\",\"answer\":\"The responses note that as students matriculate they begin to reclassify, and research indicates academic language proficiency can take roughly 5–7 years. Additional dropout data from last year was requested and was pending.\"},{\"question\":\"How does the district decide which students test in Spanish versus English?\",\"answer\":\"Each campus LPAC meets in spring to discuss STAAR participation, including language of assessment and linguistic designated supports. The LPAC follows TEA guidelines and evaluates multiple data points such as MAP Growth results, teacher recommendations, language of instruction, TELPAS scores, and STAAR scores.\"},{\"question\":\"How should STAAR performance be interpreted after reclassification?\",\"answer\":\"The response states this outcome matches expectations: with PEIMS codes identifying students who have ever been Emergent Bilingual learners, the district can examine the data. It explains that successful reclassification is linked to meeting both STAAR requirements and TELPAS criteria, and it cites research suggesting benefits from bilingualism.\"}]","Trustee Questions and Responses - October 19 Regular Voting Meeting - Student Achievement and Scorecard Goals - Item 6.3 Multilingual Education Report | PDF",1790986613]