Aurora Public Schools Proposes New Curriculum for English Learners

December 30, 2024

Aurora Public Schools is taking significant steps to enhance the educational experience for high school students learning English as a new language. With English learners making up nearly 40% of the district’s 40,000 students, the need for a structured and effective curriculum has become increasingly apparent. The district’s recent proposal for a new curriculum follows a successful pilot program aimed at addressing the lack of consistent instructional materials in English language development (ELD) classes. High school students dedicated 45 minutes daily to ELD classes designed to improve their language skills. However, this daily commitment highlighted the necessity for structured materials, as teachers previously struggled to keep their lessons consistent and effective due to the need to create them from scratch.

The Need for a Structured Curriculum

Alice Wilcox, a culturally and linguistically diverse education consultant, pointed out the importance of a structured curriculum to free up teachers’ time and allow them to focus on instructional strategies rather than creating units and assessments from scratch. The pilot program, launched last year, provided valuable insights that led the district to request school board approval for a formal ELD curriculum. By implementing this structured approach, it is anticipated that English learners will better comprehend other subjects taught by native English speakers, leading to overall academic improvement. The significance of this move cannot be overstated, as teachers’ ability to access standardized materials would play a pivotal role in providing consistent and effective education to English learners.

Addressing Academic Disproportionality

A significant challenge in Aurora has been the disproportionately larger decrease in test scores among English learners compared to their native English-speaking peers. Statewide test data revealed this disparity, exemplified by ninth graders’ math scores dropping from 47% at or above the state’s college readiness benchmark in 2023 to 40% in 2024. Aurora’s district data further indicated a widening gap in PSAT reading scores between English learners and their non-English learner peers, with tenth-grade English learners’ average reading score plummeting from 358 in 2022 to 320 recently, while native speakers’ scores saw a slight increase. However, these academic challenges extend beyond test scores; declining growth scores on the ACCESS test, which measures English proficiency, underscored the urgent need for enhanced support for high school English learners.

Additionally, the district’s graduation rates reflect a concerning trend, revealing that many multilingual students are less likely to be on track for graduation. District leaders have acknowledged these critical issues and suggested that implementing a structured curriculum could help bridge these learning gaps. By better preparing students for other academic subjects and standardized tests, the district aims to foster a more inclusive and equitable educational environment for all students. The hope is that a structured approach will alleviate some of the barriers English learners face, thereby supporting their academic and personal growth. This means not only improving their English proficiency but also enabling them to excel in other academic endeavors.

Positive Outcomes from Pilot Programs

Aurora Public Schools’ effort to introduce structured ELD curriculum materials started in 2019 at the elementary school level and extended to middle schools in 2020. Initial results from these pilot programs demonstrated noteworthy progress, with students at both the elementary and middle school levels showing above-average growth in English proficiency. Encouraged by these promising outcomes, district leaders concluded that a similar approach for high school ELD classes could yield significant improvements in language acquisition and overall academic success. During the pilot phase, all seven comprehensive high schools in Aurora implemented the program, providing valuable data and insights that informed the district’s decision-making process.

The current proposal involves adopting materials from Vista Higher Learning, including the ‘Get Ready!’ program for newcomers and the ‘Engage’ curriculum for more advanced learners. Feedback from both teachers and students who participated in the pilot reflected a generally positive response. The district is optimistic that formal implementation of these materials will enhance the overall learning experience and contribute to students’ academic achievement. By leveraging the data and feedback gathered during the pilot, district leaders aim to ensure that the final curriculum choices effectively address students’ diverse needs and foster a more inclusive and supportive educational environment. The hope is that this structured, comprehensive approach will set a new standard for English language education within the district.

Teacher and Student Feedback

District data collected from the pilot program revealed that 85% of the 746 student respondents agreed that the provided materials were beneficial for their other classes as well. Teachers also weighed in, with 91% endorsing the ‘Get Ready!’ materials. However, only 67% of teachers supported the ‘Engage’ curriculum due to concerns about its complexity and the high transition demands for students moving from newcomer lessons. In response, the curriculum publisher has been working closely with the district to address these concerns by making necessary adjustments and offering teacher training to ensure smoother transitions.

High school consultant Missy Winternitz observed that teachers appreciated the new materials because they integrated content relevant to other subjects students were learning. This approach facilitated better planning and collaboration among teachers, leading to an enhanced overall learning experience for students. Additionally, classroom observations during the pilot phase showed high levels of student engagement, with students actively practicing writing alongside speaking, listening, and reading skills. These are all critical components of language learning, and this comprehensive approach underscores the potential benefits of the proposed curriculum. By addressing the concerns and leveraging the positive aspects of the pilot, the district aims to create a tailored and effective learning environment for English learners.

Supporting Newcomers and Cultural Representation

Aurora faces a significant challenge with a disproportionately larger drop in test scores among English learners compared to their native English-speaking counterparts. Statewide test data highlighted this issue, showing ninth graders’ math scores fell from 47% at or above the state’s college readiness benchmark in 2023 to 40% in 2024. Aurora’s district data also showed a widening gap in PSAT reading scores between English learners and their peers, with tenth-grade English learners’ average score dropping from 358 in 2022 to 320 recently, while native speakers’ scores slightly rose. Additionally, declining growth scores on the ACCESS test, which gauges English proficiency, emphasize the urgent need for more support for high school English learners.

The district’s graduation rates indicate a troubling trend, showing that many multilingual students are less likely to be on track for graduation. District leaders acknowledge these issues and propose that a structured curriculum could help close these learning gaps. By better preparing students for academic subjects and standardized tests, the district aims to create a more inclusive and equitable educational environment. The structured curriculum seeks to remove barriers for English learners, supporting both their academic and personal growth.

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