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ENLARGE
Eagle Valley High School student Jose Gonzalez, 16, and teacher Catherine Nanin work on using the word neglected in a sentence Monday in Gypsum. Gonzalez and other spanish speaking students are part of a program to teach English as a second language.
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ENLARGE
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English as a second language educator Becky Cuevas, left works with Spanish-speaking children at Gypsum Elementary School to develop their math skills.
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EAGLE COUNTY - It has become one of the most frustrating and contentious issues of public education. How do we best teach children, who come into our schools speaking little or no English?
Across the nation, test scores show that Hispanic children, with minimal English skills, continue to lag far behind their white counterparts in core academic skills, such as reading, writing and math.
In Colorado, language-divide trends tend to follow national ones. While 83 percent of non-Hispanic students throughout Colorado scored at the proficient or advanced category in reading at the third-grade level on the 2004 standardized tests, only 54 percent of Hispanic students did.
In Eagle County, with its growing immigrant population, 91 percent of non-Hispanic students scored proficient on the 2004 CSAP reading test, while just 54 percent of Hispanic students did. Similar disconnects are apparent in writing and math scores.
Educators argue the so-called "achievement gap" is neither as simple to decipher, or as one-dimensional, as test scores would suggest.
Part of the problem is sheer numbers, with more and more limited English speakers moving to Eagle County all the time.
"Almost every teacher in the district has at least one student in their classroom whose native language is other than English - except the charter school," said Melisa Rewold-Thuon, the Eagle County School District's English Language Acquisition coordinator.
Nearly 30 percent of district students speak another language.
New this year
The Eagle County School District is constantly tweaking its second language program. Just this month, the school district's curriculum department came up with a revised English Language Acquisition program with a more definitive timeline for students to transition to English.
"One of our goals for the program is that all of our students learn English. That, and our English language learners learn the content standards and concepts with the same expectations that we have for the native English speakers," said Carolyn Neff, director of curriculum for elementary education for the district.
That expectation is that 80 percent of students - English- or Spanish-native language speakers - will prove proficient on standardized tests in reading and language arts.
Elementary school students receive approximately an hour-and-a-half instruction in Spanish daily.
"A lot of the research we looked at shows that when each child is taught to read in his or her native language, the transition to a second language is easier," Neff said.
Across the nation, test scores show that Hispanic children, with minimal English skills, continue to lag far behind their white counterparts in core academic skills, such as reading, writing and math.
In Colorado, language-divide trends tend to follow national ones. While 83 percent of non-Hispanic students throughout Colorado scored at the proficient or advanced category in reading at the third-grade level on the 2004 standardized tests, only 54 percent of Hispanic students did.
In Eagle County, with its growing immigrant population, 91 percent of non-Hispanic students scored proficient on the 2004 CSAP reading test, while just 54 percent of Hispanic students did. Similar disconnects are apparent in writing and math scores.
Educators argue the so-called "achievement gap" is neither as simple to decipher, or as one-dimensional, as test scores would suggest.
Part of the problem is sheer numbers, with more and more limited English speakers moving to Eagle County all the time.
"Almost every teacher in the district has at least one student in their classroom whose native language is other than English - except the charter school," said Melisa Rewold-Thuon, the Eagle County School District's English Language Acquisition coordinator.
Nearly 30 percent of district students speak another language.
New this year
The Eagle County School District is constantly tweaking its second language program. Just this month, the school district's curriculum department came up with a revised English Language Acquisition program with a more definitive timeline for students to transition to English.
"One of our goals for the program is that all of our students learn English. That, and our English language learners learn the content standards and concepts with the same expectations that we have for the native English speakers," said Carolyn Neff, director of curriculum for elementary education for the district.
That expectation is that 80 percent of students - English- or Spanish-native language speakers - will prove proficient on standardized tests in reading and language arts.
Elementary school students receive approximately an hour-and-a-half instruction in Spanish daily.
"A lot of the research we looked at shows that when each child is taught to read in his or her native language, the transition to a second language is easier," Neff said.
The transition into English begins in kindergarten with English as a Second Language instruction, also known as ESL. This is typically done outside the classroom, but instruction continues in the regular classroom, where students learn core subjects in English.
"About two-thirds of the day is spent in an English environment," Neff said.
In first grade, an English learner's first semester looks much the same -except the instruction in students' native language is decreased to about 45 minutes a day. By the second semester of first grade, however, the whole day is spent with English instruction, with 45 minutes spent in ESL classes.
The idea, explained Neff, is that by third grade students are receiving some ESL support in content areas, but the instruction is entirely in English.
Elementary school
Each school in the district handles its own English Language Acquisition program, based on the abilities of its students.
At Gypsum Elementary School, English teacher Kim Chambers said the school's English learners students are generally testing proficient on the Colorado Student Assessment Program tests, better known as the CSAPs.
She attributes much of this to instruction outside regular classrooms, in which, to highlight a lesson on volcanoes, for instance, Chambers' students will read and write about volcanoes in English, but she will explain some things in Spanish, she said.
Additionally, Chambers and fellow English teacher Becky Cuevas have been holding quarterly pizza parties, where families of students learning English are invited to come and get to know the school, the community and each other.
"What we're trying to do is make an alliance between the community, the parents and the school," Chambers said.
At those parties, information is shared, such as how to sign up for sports programs through the recreation districts, how to use the library, and how parents can become involved in the schools.
Several Hispanic parents also come in during literacy hour to read with their child. "If you empower the parents, usually, what you start remains," Chambers said.
At Avon Elementary School, grants are funding five-day kindergarten classes, and the school is seeing big gains, Principal Barbara Collins said.
Students are exhibiting expanded vocabularies and advanced language development, as well as reading skills, and are familiar with computer use, she said.
"About two-thirds of the day is spent in an English environment," Neff said.
In first grade, an English learner's first semester looks much the same -except the instruction in students' native language is decreased to about 45 minutes a day. By the second semester of first grade, however, the whole day is spent with English instruction, with 45 minutes spent in ESL classes.
The idea, explained Neff, is that by third grade students are receiving some ESL support in content areas, but the instruction is entirely in English.
Elementary school
Each school in the district handles its own English Language Acquisition program, based on the abilities of its students.
At Gypsum Elementary School, English teacher Kim Chambers said the school's English learners students are generally testing proficient on the Colorado Student Assessment Program tests, better known as the CSAPs.
She attributes much of this to instruction outside regular classrooms, in which, to highlight a lesson on volcanoes, for instance, Chambers' students will read and write about volcanoes in English, but she will explain some things in Spanish, she said.
Additionally, Chambers and fellow English teacher Becky Cuevas have been holding quarterly pizza parties, where families of students learning English are invited to come and get to know the school, the community and each other.
"What we're trying to do is make an alliance between the community, the parents and the school," Chambers said.
At those parties, information is shared, such as how to sign up for sports programs through the recreation districts, how to use the library, and how parents can become involved in the schools.
Several Hispanic parents also come in during literacy hour to read with their child. "If you empower the parents, usually, what you start remains," Chambers said.
At Avon Elementary School, grants are funding five-day kindergarten classes, and the school is seeing big gains, Principal Barbara Collins said.
Students are exhibiting expanded vocabularies and advanced language development, as well as reading skills, and are familiar with computer use, she said.
Although the results won't be evident on CSAP scores until they reach third grade, these kindergarten students are already catching up to where third-grade students currently are.
"We're seeing a huge difference already over last year's classes, which was mostly part time," said Collins.
Better still, the disparity in skills between white and Hispanic students is disappearing in kindergarten. "It's across the board," said Collins. "They are all as smart as one another, now. We've leveled the playing field, now."
Middle school
At Gypsum Creek Middle School, English teacher Marie Rita used to have just five to seven children in her Second Language Acquisition classes. But today, she typically teaches 17 to 22 students in each class.
With roughly 30 percent of the middle school's population needing most intensive English instruction, the school recently hired more teachers and assistants.
Rita's students, following the district model, are divided into three levels based on ability. The beginners take roughly three periods throughout the day. In one group, Rita builds on a student's basic vocabulary and literacy skills.
"Some of these students come into the room and can't say, 'Hello, my name is,' in English," Rita said.
The intermediate group focuses more on reading. She meets with these students twice daily, and they, too, have a study skills class. The most advanced student have already passed reading and writing proficiency tests, continue to build their vocabularies and writing skills.
"An average 12 to 13 year old has a 7,000 word vocabulary," Rita said.
High school
The English Language Acquisition program Catherine Nanin oversees as coordinator at Eagle Valley High School teaches some 100 students at various levels, ranging from new students who speak no English to students who only need to be monitored for progress.
This represents nearly one-sixth of the student body. Every year, the school enrolls 10 to 15 students who are brand new to the area and typically speak little or no English.
Perhaps this accounts for why, by 10th grade, the gap on the CSAP scores sometimes widens, with 86 percent of white students scoring at the proficient level in reading in 2004, versus only 30 percent of Hispanic students.
"We're seeing a huge difference already over last year's classes, which was mostly part time," said Collins.
Better still, the disparity in skills between white and Hispanic students is disappearing in kindergarten. "It's across the board," said Collins. "They are all as smart as one another, now. We've leveled the playing field, now."
Middle school
At Gypsum Creek Middle School, English teacher Marie Rita used to have just five to seven children in her Second Language Acquisition classes. But today, she typically teaches 17 to 22 students in each class.
With roughly 30 percent of the middle school's population needing most intensive English instruction, the school recently hired more teachers and assistants.
Rita's students, following the district model, are divided into three levels based on ability. The beginners take roughly three periods throughout the day. In one group, Rita builds on a student's basic vocabulary and literacy skills.
"Some of these students come into the room and can't say, 'Hello, my name is,' in English," Rita said.
The intermediate group focuses more on reading. She meets with these students twice daily, and they, too, have a study skills class. The most advanced student have already passed reading and writing proficiency tests, continue to build their vocabularies and writing skills.
"An average 12 to 13 year old has a 7,000 word vocabulary," Rita said.
High school
The English Language Acquisition program Catherine Nanin oversees as coordinator at Eagle Valley High School teaches some 100 students at various levels, ranging from new students who speak no English to students who only need to be monitored for progress.
This represents nearly one-sixth of the student body. Every year, the school enrolls 10 to 15 students who are brand new to the area and typically speak little or no English.
Perhaps this accounts for why, by 10th grade, the gap on the CSAP scores sometimes widens, with 86 percent of white students scoring at the proficient level in reading in 2004, versus only 30 percent of Hispanic students.
Immersion controversy continues
How best to teach students English has been a hot-button issue in past elections, and tends be an emotional one, with some people advocating for total immersion from day one.
"I know that there are a lot of people in this valley that believe we should be teaching them in English only. It is a model some schools choose," said Carolyn Neff, director of curriculum for elementary education for the Eagle County School District. "Our concern is that if we do English only, they make no academic gains in either language during this time." Students entering the school system in third grade (or higher) who don't speak English will receive English as a Second Language instruction. But each school must make the assumption, at this grade level, that the student is proficient in reading in his native language, and will pick up literacy concepts more readily in English. "But this isn't always true," Neff said. Research shows it takes five to year years to become proficient in a second language. "Even though we are saying by third grade they will be doing all their work in English, their skills aren't a 100 percent proficient," she said. To gauge an incoming student's English skills and proficiency in other subjects, schools in Eagle County administer a language-proficiency test. The test is given in the fall, and again in the spring to test for growth. The district expects all students to gain at least one level. Some gain two. - Connie Steiert |
English learners at Eagle Valley are divided into four levels. Levels 1, 2, and 3 receive instruction outside of regular classes. The school also just started an English class, focusing on literacy skills, to help these students transition faster into English-only class work. Level 4 students take no English as a Second Language classes, but are monitored for two years for continued success.
"I used to teach a history class in Spanish, but now I do everything in English," said Nanin, who has been teaching in the district for nine years. "When they are in high school, they are going to be let go soon; they need to learn everything they can."
Gap narrowing?
County educators, however, say it is too early to determine how effective these strategies are. They point out that, although the CSAP measures proficiency, the test measures different groups of students each year, not the same students. That, however, will change and results will be available next year.
Even so, argue some educators, the test data is misleading. Rewold-Thuon pointed out that student scores lumped in as 'Hispanic' on the CSAP tests, are not just students learning English.
"It also includes Chicanos, who have been here for many years, even generations," she said. "I am confident, with all the new tracking systems we have now, and all the staff development in the schools that the teachers are going to, it will ensure those kids succeed."
One measurement of success that can't be read on a standardized test are the observations of teachers and students.
"For students that come here from Mexico, they have a much better education than if they had remained in Mexico," Rewold-Thuon said. "Students come up to me and tell me they appreciate the system here."
Many parents, too, have told Rewold-Thuon they are pleasantly surprised how thoroughly their child was evaluated and followed by the school, she said.
Also encouraging, is the desire to learn and succeed that teachers are observing, Nanin said.
"(Students) appreciate this, they want to learn," she said. "We have some really smart kids here, who come from Mexico, and already know calculus."
Still, Nanin sees students who becoming frustrated, even dropping out, because of their future educational and career possibilities, she said.
This past spring, 65.6 percent of Hispanic students graduated from Eagle Valley High School, versus 92.3 percent of non-Hispanic students. Seventy-four percent of Hispanics graduated from Battle Mountain, versus 93.8 percent of non-Hispanics.
While this is up significantly from 2002 graduation rates at Eagle Valley, where only 41.4 percent of Hispanics graduated from Eagle Valley, it is still a concern to educators.
"I used to teach a history class in Spanish, but now I do everything in English," said Nanin, who has been teaching in the district for nine years. "When they are in high school, they are going to be let go soon; they need to learn everything they can."
Gap narrowing?
County educators, however, say it is too early to determine how effective these strategies are. They point out that, although the CSAP measures proficiency, the test measures different groups of students each year, not the same students. That, however, will change and results will be available next year.
Even so, argue some educators, the test data is misleading. Rewold-Thuon pointed out that student scores lumped in as 'Hispanic' on the CSAP tests, are not just students learning English.
"It also includes Chicanos, who have been here for many years, even generations," she said. "I am confident, with all the new tracking systems we have now, and all the staff development in the schools that the teachers are going to, it will ensure those kids succeed."
One measurement of success that can't be read on a standardized test are the observations of teachers and students.
"For students that come here from Mexico, they have a much better education than if they had remained in Mexico," Rewold-Thuon said. "Students come up to me and tell me they appreciate the system here."
Many parents, too, have told Rewold-Thuon they are pleasantly surprised how thoroughly their child was evaluated and followed by the school, she said.
Also encouraging, is the desire to learn and succeed that teachers are observing, Nanin said.
"(Students) appreciate this, they want to learn," she said. "We have some really smart kids here, who come from Mexico, and already know calculus."
Still, Nanin sees students who becoming frustrated, even dropping out, because of their future educational and career possibilities, she said.
This past spring, 65.6 percent of Hispanic students graduated from Eagle Valley High School, versus 92.3 percent of non-Hispanic students. Seventy-four percent of Hispanics graduated from Battle Mountain, versus 93.8 percent of non-Hispanics.
While this is up significantly from 2002 graduation rates at Eagle Valley, where only 41.4 percent of Hispanics graduated from Eagle Valley, it is still a concern to educators.
When some immigrant students find they have no chance to obtain government financial aid or scholarships, because of their questionable legal status, many give up.
"A lot of them really want to go on to higher education," Nanin said. "But when they find out they need to be a resident in order to get the scholarships and the tuition in order to get to school, they just kind of wonder what's the use in continuing, or even finishing high school."
Connie Steiert can be reached at csteiert@CMNM.org.
Vail, Colorado
"A lot of them really want to go on to higher education," Nanin said. "But when they find out they need to be a resident in order to get the scholarships and the tuition in order to get to school, they just kind of wonder what's the use in continuing, or even finishing high school."
Connie Steiert can be reached at csteiert@CMNM.org.
Vail, Colorado
