Non English Speaking Program (NESP)

State of Indiana

English as a Second Language Student Population

Student Population Growth

  • The state of Indiana has experienced a 409% growth in the last 10 years
  • 231 different languages are represented in Indiana’s K-12 population
  • 260 of 292 Indiana districts have ESL students as of the 2007/08 school year
  • Limited federal funding only serves 87 out of 292 Indiana districts

Other Funding

  • Federal funding has an extremely limited scope of how it can be spent

State Accountability for Assessment (ISTEP)

  • In 2002, districts were not required to test any of their ESL students
  • As of 2006, districts are required to test every ESL student

Law Requirements

  • Lau v. Nichols (1974)
  • Plyler v. Doe (1982)


Non English Speaking Program (NESP)

MSD of LawrenceTownship

English as a Second Language Student Population

MSD of LawrenceTownship’s student population in the Non English Speaking Program (NESP):

  • Represents 47 different languages
  • Enrolled in all of our elementary, middle and high schools
  • Experienced a 329% increase in (NESP) student population in the last 10 years
  • Represents 11% of our total student population
  • Participate in all formative assessments for state and federal accountability (such as ISTEP).

Non English speaking program presently supports:

  • Instruction to students at varying levels of English proficiency with highly qualified personnel, certified and classified
  • Translation of school documents in various languages
  • Above activities are required by law as per Lau v. Nichols (1974)

Cut in Non English Speaking Program would:

  • Eliminate 70% of our presently employed Non English Speaking Program staff, while we have experienced an average of 10-30% student growth per year
  • Reduce academic support amidst high accountability expectations for all children


Non English-Speaking Program (NESP)

EFFECTS OF FUNDING LOSS

Indianapolis Public Schools

  • IPS has largest numbers of LEP students among all Indiana districts.
  • 44 languages spoken in IPS
  • Current funding provides for:
  • 7 ESL teachers
  • bilingual secretary
  • training opportunities for teachers
  • parent involvement activities
  • interpreters for after-school and evening school-sponsored meetings
  • administration of state mandated LAS Links assessment
  • instructional materials
  • Goals of increasing ISTEP+ scores with LEP population and of improving parent participation were met in 2007-08 and are on track for continued improvement in 2008-09.
  • If funds are cut, staff and services will be lost that cannot be replaced.
  • During year of increased NESP funding, ESL subgroup in IPS made gains in E/LA and Math on ISTEP+. Similar results expected for current year.
  • Accountability for the academic success of these students will continue to increase.


Non English Speaking Program (NESP)

Warsaw Community Schools

English as a Second Language Student Population

Warsaw Community Schools’ student population in the Non English Speaking

Program (NESP):

  • Represents 27 different languages
  • Enrolled in all of our elementary, middle and high schools
  • Experienced a 428% increase in (NESP) student population in the last 10 years
  • Represents 14% of our total student population
  • Participate in all formative assessments for state and federal accountability (such as ISTEP)

Non English speaking program presently supports:

  • Instruction to students at varying levels of English proficiency with highly

qualified personnel, certified and classified

  • Translation of school documents in various languages
  • Above activities are required by law as per Lau v. Nichols (1974)

Cut in Non English Speaking Program would:

  • Eliminate 30% of our presently employed Non English Speaking Program staff,

while we have experienced an average of 10-15% student growth per year

  • Reduce academic support amidst high accountability expectations for all children


Non-English Program (NESP)

Limited English Population

SchoolCity of Hammond

DATA AND SUCCESSES

  • Language Groups: 65 languages served
  • Enrollment Average: 2.73 years vs. national average of 5 years
  • LEP (Limited English Proficient) Attendance: 94.6% vs. 94.3% for mainstream student population
  • Attainment of Fluency and ISTEP Results: Within two past years, fluency attainment increased from 57% to 73%. Twice as many LEPs enrolled in NESP Program classes passed ISTEP vs. those not enrolled in classes.
  • High School Success, Graduation and Dropout Rate: High school courses are presented by staff highly trained in ESL strategies. There has been an increase of graduates with diplomas vs. certificates, and consequently has resulted in a decrease in dropout rates. College enrollment has increased.
  • Overall Success: LEP student progress contributes to the academic success and accountability for the entire school corporation. This results in the further development of a better workforce for the state of Indiana and American society. A better educated workforce attracts new global based industries.
  • Office for Civil Rights, LAU vs. NICHOLScompliancy and PL221 and NCLB mandates met through NESP Program activities.

LOSS OF NESP FUNDING CONSEQUENCES

  • Elimination of highly trained staff
  • Elimination or significant reduction of valuable services which have increased LEP academic progress in the past two years. Much of the progress is the direct result of the recent increase in NESP funding.
  • The elimination of support for the state- wide increase of LEPs will result in a reduction in academic progress and accountability as required by NCLB and PL221 in the state of Indiana.

The following areas which are funded by other sources would be reduced or eliminated to cover the loss of NESP:

  • Professional Development: The initiative for projects which have been developed by staff, have been found to be effective strategies that positively impact the entire state’s LEP population.
  • Support Activities: Through the provision of translation, parental support, summer school and extended day and high school credit bearing classes, high school graduation has increased, meanwhile decreasing the dropout rate.

Non English Speaking Program (NESP)

B.C.S.C. of ColumbusIndiana

English as a Second Language Student Population

B.C.S.C. of ColumbusIndianastudent population in the Non English Speaking Program (NESP):

  • Represents 43 different languages
  • Enrolled in all of our elementary, middle and high schools
  • Experienced a 645% increase in (NESP) student population in the last 12 years
  • Represents 11% of our total student population
  • Participate in all formative assessments for state and federal accountability (such as ISTEP).

Non English speaking program presently supports:

  • Instruction to students at varying levels of English proficiency
  • Purchases of appropriate curriculum materials and creation of interactive technology
  • Professional Development for OCR compliance training
  • Interpreting for parent conferences and Translation of school documents in various languages
  • Above activities are required by law as per Lau v. Nichols (1974)

Cut in Non English Speaking Program would:

  • Eliminate 53% of our presently employed Non English Speaking Program staff, while we have experienced an average of 24% student growth per year
  • Reduce academic support amidst high accountability expectations for all children

Non English Speaking Program (NESP)

Evansville Vanderburgh School Corporation

English as a Second Language Student Population

Evansville Vanderburgh student population in the Non English Speaking Program (NESP):

  • Represents 34 different languages
  • Enrolled in 19 elementary, 10 middle and 5 high schools
  • Represents 1.3% of our total student population
  • Participates in all formative assessments for state and federal accountability (such as ISTEP).

Non English speaking program presently supports:

  • Professional Development of highly qualified personnel who provide instruction to students at varying levels of English proficiency.
  • Translation of school documents in various languages
  • Salary of a bilingual Parent and Community Outreach Coordinator
  • Summer school teacher salaries to sustain a “continuum of ESL services” throughout the summer months.
  • Most above activities are required by law as per Lau v. Nichols (1974)

Cut in Non English Speaking Program would:

  • Reduce academic support amidst high accountability expectations for all children
  • Reduce parent and family support for English Language Learners

Note: 43% of our ELLs were born in the US