Limited English Proficient (LEP) Caucus Presentation Virginia School Boards Association November 2009

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

Total LEP enrollment for 1993 = 17,594 Total LEP enrollment for 2008 = 87,026 LEP Data: Enrollment in Virginia Data from VDOE ESL Web Page – November 2009

LEP Data: Languages in Virginia Top 5 Shown Below – 207 Total Data from VDOE ESL Web Page – November 2009

Many LEP students are born in the USA, for example, in Arlington Many LEP students are born in the USA, for example, in Arlington 53.5% of all APS LEP students are born in the United States. (APS Survey of Limited English Proficient Students for ) LEP students affect us in several ways: They bring a wonderful diversity to our schools. They bring a wonderful diversity to our schools. They help prepare everyone for a global economy. They help prepare everyone for a global economy. They also bring added costs and, especially, testing requirements because of NCLB. They also bring added costs and, especially, testing requirements because of NCLB. But, Who Are Our LEP Students?

The Arlington Latino Network (ALN), in collaboration with Arlington Public Schools (APS), sponsored its first Latino Education Summit on October 22. The summit brought together the Latino community with leadership from APS and the broader community to forge an enduring partnership for improving the academic achievement of Latino students. These testimonials were a powerful part of the Summit. Latino Education Summit Student Testimonials /lib/ /AETV_Media/voc es.wmv

NCLB Assessment Requirements NCLB requires two types of assessments for LEP students, while other students only take one: 1. 1.Grade level reading and mathematics tests for all students, these tests are either the SOLs or the VGLA, Virginia Grade Level Assessment (Adequate Yearly Progress – AYP) 2. 2.Yearly assessments of LEP students in oral language, listening, 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.

Reading SOL or VGLA Plain English Math SOL 4 Math SOL Reading SOL Levels Annual Measurable Achievement Objectives (AMAOs) English Language Proficiency Assessment (Grades K-12) Levels 3-5 NCLB Assessments Adequate Yearly Progress (AYP) SOLs – Reading 1 and Math (Grades 3-8) Listening Speaking Reading Writing ACCESS for ELLsLevels Students who have been enrolled in a U.S. school for less than 12 months receive a one-time exemption from the Reading SOL. 2. WIDA/ELP Levels as described in Superintendent’s Memorandum # Level 3 students may be eligible for VGLA and PEM depending on their ACCESS for ELLs score. 4. LEP students who are first year enrollees in U.S. schools are also eligible to take the Plain English Mathematics.

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

Accountability of Groups – Example

Arlington:~$125,000 Harrisonburg:~$ 42,000 Shenandoah:~$ 7,300 So, how much does it cost?

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. So, who pays for it?

The need for the state to cover the cost of the mandated tests taken by LEP students. 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. Question: How much money is this costing your school division? LEP Caucus Issue #1

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. 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. 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. Question: How could this increase in the staffing ratio impact instruction for LEP students in your division? LEP Caucus Issue #2

Alignment – very important, both a standardized test and a body of evidence have to measure and show the same things to be valid, which then means they are aligned with each other. And, of course, all assessments should align with what is taught. Body of Evidence – group of measures, could include DRA, VGLA, SOLs, portfolio WIDA – the World-Class Instructional Design and Assessment (WIDA) Consortium who developed and markets the ACCESS assessment. ACCESS – Assessing Comprehension and Communication in English State to State for English Language Learners (ACCESS for ELLs). The assessment that Virginia has selected to use to assess LEP students’ English proficiency. Testing is Important -- A Few Terms

The challenge of testing is how to best reflect the whole child. Many divisions meet this challenge by using a body of evidence (lots of different tests and assessments). One single test score is not the best way to determine a child’s ability level, success in school, or a child’s future. However … A New Testing Issue

Many school divisions in Virginia have been using a body of evidence, several different measures, to determine LEP students' level of proficiency. They use these measures both to meet NCLB requirements and to place students properly. Body of Evidence What Many Divisions Use

USDOE wants each State to either use only one assessment, or if a State wants to use a body of evidence, align the body of evidence with that one assessment. Under Consideration by State Board of Education (Decision in January 2010): No multiple measures, only one test – ACCESS for ELLs – to determine 1. a student's proficiency in English and 2. if the student will take the SOL or the VGLA. A New Testing Issue

Measures reading, writing, speaking and listening. The two last are tested one on one with a trained test giver and can last 30 minutes or more. The ACCESS is a good test, but it is expensive to administer and takes a lot of time per student. It also does not align with previous ELL levels and some students are placed higher than they should be and some lower. This means some students at a low level are assigned the SOL test, not the VGLA. WIDA/ACCESS Testing

1.It will probably cost some divisions even more money we do not have… 2.And, even more importantly, some students will not be placed in the proper proficiency level, will take the SOLs and may not do as well on that test as their hard work and their teachers efforts would indicate, and their school or division may not make AYP. What Happens if We Can’t Use the Body of Evidence?

Two Real Examples Current Grade 4 Student – –Results of English Language Proficiency assessment suggests the student could take the VGLA (ACCESS score of 3.3) – –However, the results of the local standardized reading assessment (body of evidence) suggests that the SOL would be the more appropriate assessment (DRA score of 38 – end of Grade 3) Current Grade 5 Student – –Results of English Language Proficiency assessment suggests the student could take the SOL (ACCESS score of 4.3) – –However, the results of the local standardized assessment (body of evidence) suggests that the VGLA would be the more appropriate assessment (DRA score of 18 – end of Grade 1-beginning of Grade 2)

A standardized, statewide, local body of evidence allows for a more accurate assessment of a student’s English language proficiency/WIDA level by taking into consideration multiple measures over a period of time. Question: Do we want to come together and help the State do the research necessary to keep the body of evidence as a local option? What Else? Next Steps

LEP Caucus Link Libby Garvey Arlington Public Schools