Limited English Proficient (LEP) Caucus Presentation November 2010

1. Limited English Proficient (LEP) Caucus PresentationNovember 2010

2. The LEP Caucus includes school board members and staff from school districts: that have a large Limited English Proficient (LEP) student population, or an increasing LEP student population, or who are simply interested in issues concerning the impact of LEP students on a school district.  LEP Caucus

3. LEP Data: Enrollment in Virginia • Total LEP enrollment for 1993 = 17,594 • Total LEP enrollment for 2009 = 86,751 Data from VDOE ESL Web Page – November 2010

4. LEP Data: Languages in Virginia Top 5 Shown Below – 187 Total Data from VDOE ESL Web Page – November 2010

5. Overview – Language Acquisition Reaching Year 2 – WIDA 6 Reaching Year 1 – WIDA 6 EXIT LEP Status Bridging Year 2 – WIDA 5 Bridging Year 1 – WIDA 5 WIDA 4 WIDA 3 World-Class Instructional Design and Assessment (WIDA) English Language Proficiency (ELP) Standards WIDA 2 WIDA 1

6. Many LEP students are born in the USA, for example, in Arlington 56.3% of all APS LEP students are born in the United States.(APS Survey of Limited English Proficient Students for 2009-2010) LEP students affect us in several ways: They bring a wonderful diversity to our schools. They help prepare everyone for a global economy. They also bring added costs and, especially, testing requirements because of ESEA. But, Who Are Our LEP Students?

7. The Elementary and Secondary Education Act (ESEA), formerly called NCLB, has two goals for LEP students: English language learners attain English proficiency in order to develop high levels of academic achievement English language learners meet the same academic content standards that all students are expected to meet How do we, in Virginia, work to support and achieve those goals? Goals for LEP Students

8. ESEA Assessment Requirements ESEA requires two types of assessments for LEP students, while other students only take one: Subject Content: Grade level reading and mathematics tests for all students, these tests are either the SOL or the VGLA, Virginia Grade Level Alternative (Adequate Yearly Progress – AYP) English Proficiency: Yearly assessments of LEP students in listening and speaking, reading, and writing to document English language proficiency (Annual Measurable Achievement Objectives – AMAO) Note: 95% of students must participate in the annual tests for reading and mathematics.

9. ESEA Assessment 2010-2011 ENGLISH PROFICIENCY Annual Measurable Achievement Objectives (AMAOs) English Language ProficiencyAssessment (Grades K-12) SUBJECT CONTENT Adequate Yearly Progress (AYP) SOL – Reading1 and Math(Grades 3-8) Levels 1-5 Levels 1-5 ACCESS for ELLs Levels 1-32 Levels 3-5 Writing Reading Plain English Math SOL3 Math SOL Speaking Listening Reading SOL or VGLA Reading SOL 1. Students enrolled in a U.S. school for less than 12 months receive a one-time exemption from the Reading SOL. 2. Level 3 students may be eligible for VGLA and PEM depending on their ACCESS for ELLs score. 3. LEP students who are first year enrollees in U.S. schools are also eligible to take the PEM.

10. How Are LEP Students Counted For AYP Determinations? LEP students may count in many different categories. In one example, a group of 58 students included 38 students who were counted in the groups of: All Students, LEP, Poverty, and Hispanic

11. Accountability of Groups – Example Groups in Which LEP Students are Included for AYP (58 LEP Students in Reading)

12. We do. The United States Department of Education does not pay for the mandated tests … The Commonwealth of Virginia does not pay for the mandated tests … So, who pays? We do -- approximately $30 per student So, who pays for it?

13. Funding The need for the state to cover the cost of the mandated tests taken by LEP students.   Rationale: Currently these are the only mandated tests not funded by the state.   This is inequitable and makes those divisions with many LEP students carry a heavier financial burden for testing than other divisions. LEP Caucus Issue #1

14. Staffing The need to increase the staffing ratio for ESOL from 17 teachers for every 1,000 students to 30 for every 1,000 students in the Standards of Quality, and to provide for 2 pupil personnel positions per 1,000 LEP students. Rationale: This will provide adequate staffing for reasonable class sizes and sound instruction in the classroom as well as the external support (parent liaisons, interpreters, counselors, social workers) vital for our LEP students’ school success. LEP Caucus Issue #2

17. LEP Caucus Issue #3 On-Time Graduation Rate The need to change the way the On-Time Graduation Rate is calculated to allow credit, in calculating the rate, for those students who remain in school beyond the time when they count against a district in the calculation of the on-time rate. Rationale: There is a contradiction between wanting to enroll LEP students who are over 18 and under 22 but who lack credits or English proficiency. As calculated now, these students then contribute to low on-time graduation rates. This disincentivizes districts for pursuing these students for enrollment and/or offering diploma or GED programs.

18. DREAM Act The need to provide support for the DREAM Act. Rationale: The Development, Relief, and Education for Alien Minors (DREAM) Act is bipartisan legislation that addresses the situation faced by young people who were brought to the United States years ago as undocumented immigrant children and who have since grown up here, stayed in school, and kept out of trouble. The DREAM Act would enact two major changes in current law: Permit certain immigrant students who have grown up in the U.S. to apply for temporary legal status and to eventually obtain permanent status and become eligible for U.S. citizenship if they go to college or serve in the U.S. military Eliminate a federal provision that penalizes states that provide in-state tuition without regard to immigration status. LEP Caucus Issue #4

19. 30 states have considered legislation to allow in-state tuition for undocumented students and 10 states have passed legislation: States that Have Passed DREAM Act Legislation • California • Illinois • Kansas • Nebraska • New Mexico • New York • Oklahoma • Texas • Utah • Washington

20. Senate Bill 354 (Obenshain): § 1. That local school divisions in the Commonwealth may administer a limited English proficiency assessment mandated for students pursuant to the federal No Child Left Behind Act that is locally developed or selected and has been approved by the Board of Education in accordance with federal requirements. Arlington is considering pursuing, depending on cost and time constraints, applying to VDOE to use its existing local body of evidence as a locally developed proficiency assessment. We will share our progress and eventual product with everyone. Final Note: 2010 General Assembly Legislation

21. What Else? Next Steps • Monitor changes to VDOE reporting to ensure appropriate counting for funding purposes of all LEP students receiving services in districts • Support efforts in General Assembly that provide adequate funding and staffing for LEP student progress and achievement • Monitor reauthorization of Elementary and Secondary Education Act for impact on LEP (Title III) funding and programs

22. LEP Caucus Linkwww.apsva.us/LEPCaucusLibby GarveyArlington Public Schools