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Overview of the K-12 English Language Learner (ELLs) Population and Instructional Programs in Virginia

Overview of the K-12 English Language Learner (ELLs) Population and Instructional Programs in Virginia. Virginia Department of Education September 19, 2008. Limited English Proficient Student Enrollment Compared to All Student Enrollment.

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Overview of the K-12 English Language Learner (ELLs) Population and Instructional Programs in Virginia

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  1. Overviewof the K-12 English Language Learner (ELLs) Population and Instructional Programs in Virginia • Virginia Department of Education • September 19, 2008

  2. Limited English Proficient Student Enrollment Comparedto All Student Enrollment

  3. Definition of Limited English Proficient (LEP) Student • A LEP student is one: • who was not born in the U.S. or whose native language is a language other than English; and • whose difficulties speaking, reading, writing, or understanding English may deny him/her the ability to: • meet the state’s proficient level of achievement on state assessments; • achieve successfully in classrooms where the language of instruction is English; or • participate fully in society. [Public Law 107-110, Title IX, Section 9101, (25)]

  4. LEP Enrollment from 1997 to 2007

  5. Comparison of All Student Enrollment to LEP Enrollment for 2007by Superintendent’s Region

  6. Definition of Immigrantand Youth • Immigrant children and youth are those individuals who: • are aged 3 through 21; • were not born in any state; and • have not been attending one or more schools in any one or more states for more than 3 full academic years. • [Public Law 107-110, Section 3301,(6)]

  7. Immigrant and Youth Enrollment: 2003 to 2007

  8. Comparison of LEP Enrollment to Immigrant and Youth Enrollment

  9. LEP Student Countryof Birth for 2007-2008

  10. Most Commonly Spoken Languages by LEP Students in 2007

  11. Provision of Servicesto LEP Students The Code of Virginia provides for English as a Second Language (ESL) instruction to LEP students§22.1-212.1states inpart: “School boards shall endeavor to provide instruction in the English language which shall be designed to promote the education of students for whom English is a second language.” The Regulations Establishing Standards for Accrediting Public Schools in Virginia(8 VAC 20-131-10 et. seq.) set high achievement expectations for all students, including LEP students.

  12. Provision of Servicesto LEP Students The No Child Left Behind Act of 2001 requires states to increase English language proficiency and acquisition of academic content in reading, mathematics, and science for LEP students. [Public Law 107-110, Section 1111(b), 3102]

  13. Percent Passing Virginia’sStandards of Learning Assessments *Reading and mathematics testing was expanded to include all grades, 3 through 8, in 2005-2006.

  14. Percent Passing Virginia’sStandards of Learning Assessments *Reading and mathematics testing was expanded to include all grades, 3 through 8, in 2005-2006.

  15. Percent Passing Virginia’sStandards of Learning Assessments *Reading and mathematics testing was expanded to include all grades, 3 through 8, in 2005-2006.

  16. Percent Passing Virginia’sStandards of Learning Assessments *Reading and mathematics testing was expanded to include all grades, 3 through 8, in 2005-2006.

  17. Percent Passing Virginia’sStandards of Learning Assessments *Reading and mathematics testing was expanded to include all grades, 3 through 8, in 2005-2006.

  18. Percent Passing Virginia’sStandards of Learning Assessments *Reading and mathematics testing was expanded to include all grades, 3 through 8, in 2005-2006.

  19. Percent Passing Virginia’sStandards of Learning Assessments *Reading and mathematics testing was expanded to include all grades, 3 through 8, in 2005-2006.

  20. Percent Passing Virginia’sStandards of Learning Assessments *Reading and mathematics testing was expanded to include all grades, 3 through 8, in 2005-2006.

  21. Statewide Percentage of LEP Students Achieving Progress on ELP Assessments

  22. Statewide Percentage of LEP Students Achieving Full Proficiency on ELP Assessments

  23. Most Common Instructional Program Types in Virginia • ESL Approach • English as a second language (ESL) is an educational approach in which English language learners are instructed in the use of the English language. Their instruction is based on a special curriculum that involves little or no use of the native language, focuses on language (as opposed to content), and is usually taught during specific school periods or as part of the mainstream curriculum. [U.S. General Accounting Office, 1994]

  24. Most Common Instructional Program Types in Virginia • Sheltered English Approach (Content-based Instruction) • An instructional approach used to make academic instruction in English understandable to English language learners. The goal is for the student to acquire proficiency in English and the content areas.  Sheltered English instruction differs from ESL in that English is not taught as a language with a focus on learning the language.  Rather, content knowledge and skills and English language proficiency are the goals.  • [National Clearinghouse for Bilingual Education, 1997]

  25. Statewide Professional Development Opportunities • George Mason University – “Reading and Writing Strategies for English Language Learners” • (fall, spring, summer) • University of Mary Washington - “Differentiated Instruction for English Language Learners” • (fall, spring) • Center for Applied Linguistics –“What’s Different About Teaching Reading to Students Learning English” • (fall, spring)

  26. Statewide Professional Development Opportunities • Center for Applied Linguistics • Sheltered Instructional Operational Protocol (SIOP) (as requested by LEAs) • Parents as Educational Partners (PEP) (summer) • Rural Symposium (spring) • Visions to Practice Academy • (summer)

  27. Virginia Department of EducationContact Information • Judy Radford • ESL Coordinator • (804) 786-1692 • Judy.Radford@doe.virginia.gov

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