VESAdata06

Using Data to Meet the Annual Measurable Achievement Objectives: 

Using Data to Meet the Annual Measurable Achievement Objectives Increasing the English Language Proficiency of Limited English Proficient (LEP) Students

Broad Goals of the Legislation for LEP Students : 

Broad Goals of the Legislation for LEP Students Increase English language proficiency and acquisition of academic content in reading and mathematics (science by 2007-2008). Measure progress and proficiency in English language acquisition with a valid and reliable English language proficiency assessment.

Broad Goals of the Legislation for LEP Students : 

Broad Goals of the Legislation for LEP Students Requires states to set performance targets for increases in proficiency and progress for LEP students [annual measurable achievement objectives (AMAOs)]. Requires states to notify divisions regarding their progress in meeting the AMAOs.

Broad Goals of the Legislation for LEP Students : 

Broad Goals of the Legislation for LEP Students Provide professional development to all staff to ensure that LEP students meet the state academic content and English language proficiency requirements. States and school divisions must provide professional development. School divisions must inform parents regarding the progress of LEP students.

Assessment Requirements for LEP Students : 

Assessment Requirements for LEP Students Academic assessments in mathematics and reading/language arts for grades 3 through 8 and an end-of-course assessments (science by 2007-2008). [Sec. 1111(3)(A)] Academic assessment of English language proficiency for all LEP students measuring students’ oral language, reading, and writing. [Sec. 1111(7)]

Virginia’s Approach to the Mathematics Assessment Requirement: 

Virginia’s Approach to the Mathematics Assessment Requirement Standards of Learning (SOL) Assessment Requirement LEP students (proficiency levels 1, 2 or first year of enrollment in a U.S. school in grades 3 through 8) may take a plain English form of the mathematics SOL assessment. LEP students (proficiency levels 3, 4, Monitor 1 and Monitor 2 status in grades 3 through 8) take the regular SOL assessments in mathematics.

Annual Measurable Objectives -- AYP  Mathematics Percent Pass: 

Annual Measurable Objectives -- AYP Mathematics Percent Pass

Virginia’s Approach to the Reading/Language Arts Assessment Requirement: 

Virginia’s Approach to the Reading/Language Arts Assessment Requirement Standards of Learning (SOL) Assessment Requirement LEP students (proficiency levels 1, 2 or first year of enrollment in a U.S. school in grades 3 through 8) may use the reading component of the SELP as a substitute for the Reading/Language Arts SOL Assessment. LEP students (proficiency levels 3, 4, Monitor 1 and Monitor 2 status in grades 3 through 8) take the regular SOL assessments in reading/language arts.

Annual Measurable Objectives -- AYP  Reading/Language Arts: Percent Pass: 

Annual Measurable Objectives -- AYP Reading/Language Arts: Percent Pass

English Language Proficiency Requirements: 

English Language Proficiency Requirements Academic assessment of English language proficiency for all LEP students measuring students’ oral language, reading, and writing. [Sec. 1111(7)] States shall develop annual measurable achievement objectives for LEP children that relate to their development and attainment of English proficiency while meeting challenging state academic content and student academic achievement standards. [Section 3122 (1)] [Section 1111 (b)(1)]

LEP Student Progress Target: 

LEP Student Progress Target State Performance Target: The percentage of LEP students making progress shall be determined by the percentage of LEP students who have been enrolled for a full academic year in a Virginia public school and have increased one level or more on the ELP SOLs as measured by a body of evidence that includes the state-approved English language proficiency assessment results. [Consolidated State Application Accountability Workbook, September 2003 Submission, Amended May 26, 2004.]

LEP Student Progress Target: 

LEP Student Progress Target

LEP Proficiency Target: 

LEP Proficiency Target Non-LEP students shall be defined as those students who maintain full English proficiency by scoring at the proficient level on the reading and writing portions of the English language proficiency assessment for two consecutive years after formally exiting the language instruction program. [Consolidated State Application Accountability Workbook, September 2003 Submission, Amended May 26, 2004.]

LEP Student Proficiency Target: 

LEP Student Proficiency Target

Title III Accountability System: 

Title III Accountability System

Additional flexibility for 2005-2006: 

Additional flexibility for 2005-2006 Beginning with the 2005-2006 school year, the Virginia Department of Education will permit LEP students classified as monitor year one or monitor year two in grades kindergarten through eighth grade who have passed the SOL reading assessment in the prior year to use the SOL reading assessment as a proxy for the ELP assessment requirement. Monitor students who use the flexibility must pass the SOL assessment to demonstrate proficiency.

Additional flexibility for 2005-2006: 

Additional flexibility for 2005-2006 K-2 Flexibility The United States Department of Education denied Virginia’s request for a waiver but indicated in its response that states may use a variety of assessments to measure the progress of LEP students. For example, LEP students in K-2 may demonstrate proficiency on state ELP standards in reading and writing with a portfolio of work samples or recorded structured observations of students’ classroom performance over a period of time. The ELP reading and writing assessments of K-2 students need not be group-administered, a paper/pencil test, or a single testing event.

K-2 Flexibility: 

K-2 Flexibility   For the 2005-2006 school year, school divisions may continue to use all four subtests of the Virginia Stanford English Language Proficiency (SELP) Preliteracy Assessment to fulfill the ELP assessment requirement for K-2 LEP students. However, school divisions also have the option of using a locally developed assessment or another alternative assessment to determine the English language proficiency of their LEP students in K-2.

What is reported to for NCLB?: 

What is reported to for NCLB? Number and percentage of LEP student progress in learning English. Number and percentage of LEP students achieving proficiency in acquiring English. LEP students achieving proficiency on SOL assessments in reading/language arts, mathematics (science 2007-2008).

Access to Data: 

Access to Data Data may be accessed through the SSWS login. Title III Coordinators are informed when data is posted.

Slide21: 

SSWS – Access to proficiency and progress data http://www.doe.virginia.gov/VDOE/Publications/

Slide22: 

SSWS Login

Slide27: 

Data Report

Slide28: 

Progress and Proficiency

Responsibilities: 

Responsibilities If the SEA determines, based on the AMAOs, that the local education agency (LEA) has failed to make the targets for progress and proficiency for 2 consecutive years, the LEA must: Provide separate notification of the failure to parents; [Section 3302 (b)] and Develop an improvement plan that ensures that the LEA will meet the targets. [Section 3122 (b) (2)]

Closing the Gap: 

Closing the Gap Knowing where you are. Knowing where you need to be.

Challenges : 

Challenges Student mobility Lack of resources, financial and instructional Small numbers of students Large numbers of students Increasing benchmark percentages Large numbers of newcomers Lack of training

Resources: 

Resources Federal program monitoring document http://www.pen.k12.va.us/VDOE/Instruction/title1/FederalProgramMonitoring.doc Proper identification and placement of LEP students Home language survey Placement test Instruction

Resources: 

Resources Testing accommodations http://www.pen.k12.va.us/VDOE/Assessment/Fall05WritingManuals/VA0506resource_WOH.pdf pages 3-93

Participation in assessments: 

Participation in assessments Assessment guide - http://www.pen.k12.va.us/VDOE/Instruction/ESL/chartforpaticipation.pdf

Resources: 

Resources English: Strategies for Teaching Limited English Proficient (LEP) Students http://www.pen.k12.va.us/VDOE/Instruction/ESL/LEPenglishResource.pdf Mathematics: Strategies for Teaching Limited English Proficient (LEP) Students http://www.pen.k12.va.us/VDOE/Instruction/ESL/LEPmathResource.pdf

Proposed Professional Development Opportunities : 

Proposed Professional Development Opportunities Technical Assistance WebEx March/April 2006 New Title III Coordinator’s Institute Summer, 2006 Second annual Vision to Practice Summer Institute and Academy July, 2006

Resources and Contacts : 

Resources and Contacts Virginia Department of Education’s English as a Second Language (ESL) Web Page http://www.pen.k12.va.us/VDOE/Instruction/ESL/ Val Gooss ESL Coordinator Virginia Department of Education 804-786-1692 Valerie.Gooss@doe.virginia.gov