1. ESOL Program Superintendent’s Advisory Council on Instruction January 12, 2012 Mrs. Janine Sadki, Director, ESOL Mr. Timothy Healey, Associate Superintendent for Student Learning and Accountability

2. Session Purpose ESOL Enrollment and Placement Background The former Council (2009-2010) was concerned about the enrollment policy for high school ESOL students. In Prince William County, approximately one-third of our High Schools are over 40% ‘Free and Reduced Lunch’ with a large ESOL population. We would like Central Office to address the challenge of enrollment of older aged ESOL students (above age 18) into our high schools, who often enroll with no credits and/or little or no English language skills, as this impacts each high school’s graduation statistics and accreditation.

3. Former Council Recommendations Clarification on enrollment and placement of ESOL students Teaching of ESOL high school students Solutions to assist in graduation

4. The Many Acronyms of ESL ACCESS Assessing Comprehension and Communication in English State-to- State LEP Limited English Proficient ELLs English language learners ELD English language development WIDA World-Class Instructional Design and Assessment EL English learner SDAIE EEOA Equal Education Opportunities Act ELA English language arts ESL English as a Second Language SLIFE FLEP Former Limited English Proficient CALLA SLA Second Language Acquisition SIFECLDCLDSIOP NES DWWHLSHLSNCELABL L1 First language TWI ESOL English for Speakers of Other Languages TPRTPRL2 second language TESOLTESOLOCR Office of Civil Rights W-APT WIDA-ACCESS Placement Test

6. Fall 2011 ELL Population Identified for Service Total K-12 ELLs Identified = 13,868 Represents 16.3% of Division’s Enrollment (Based on 2011 Fall Verification Report)

7. Fall 2011 Total ELL Population (Identified + Former LEP) Total K-12 ELL Population (Identified + Former LEP) = 17,988 Represents 21.95% of Division’s Enrollment (Based on 2011 Fall Verification Report)

8. VDOE Fall Verification Report Limited English Proficient (LEP) Students by Grade and Language SpokenLimited English Proficient (LEP) Students by Grade and Language Spoken [Ref Appendix 1]

9. Home Languages of PWCS ELLs* 2011-2012 School Year *Top 12 of 96 represented languages other than World English as of October 18, 2011

10. Countries of Origin for PWCS ELLs* 2011-2012 School Year *Top 12 of 112 identified countries as of October 18, 2011

11. Federally Regulated Program 1974: Equal Educational Opportunities Act 1975: Lau vs. Nichols 1981: Casteneda vs. Pickard 1981: Plyler vs. Doe 1991: OCR Enforcement Policy 2002: No Child Left Behind

12. 1991 Office of Civil Rights 1.Enforcement Policy: Required schools to have adequate, formal programs for LEPs 2.LEPs must be taught by teachers with formal qualifications. 3.If qualified teachers can’t be found, training needs to be provided. 4.All district personnel should have a working knowledge of LEPs and their rights. 5.LEPs may not be categorically denied access to gifted programs. Defined meaningful participation of LEPs in regular education: 1. LEPs are able to keep up with their nonLEP peers. 2. LEPs are able to participate in all aspects of the school’s curriculum without simplified materials. 3. Grade level retention and drop out rates must be comparable.

13. 2002: NO CHILD LEFT BEHIND NCLB requires: 1.A comprehensive language instruction program; 2.A language instruction program based on scientific research for teaching LEP students that focuses on development of English language proficiency and academic content; 3.All LEP students participate in the Standards of Learning assessments in reading/language arts and mathematics; 4.A process in place for tracking the progress of LEP students in regard to attaining proficiency and the performance on the SOL assessments in reading/language arts and math; and 5.Provide high quality professional development designed to improve the instruction and assessment of LEP children. [NCLB Section 3102 (1)(2)(5)]

14. LEP Student Federal Definition A limited English proficient student is classified as one: (Federal Definition)  who is aged 3 through 21;  who is enrolled or preparing to enroll in an elementary school or secondary school; who was not born in the United States or whose native language is a language other than English, and who comes from an environment where a language other than English is dominant; OR  who is a Native American or Alaska Native, or native resident of outlying areas; and who comes from an environment where a language other than English as had a significant impact on the individual’s level of English language proficiency; OR  Who is migratory, Whose native language is a language other than English, and who comes from an environment where a language other than English is dominant;  AND Whose difficulties speaking, reading, or understanding the English language may be sufficient to deny the individual: 1). the ability to meet the State’s proficient level of achievement on State assessments, 2). the ability to achieve successfully in classrooms where the language of instruction is English; or 3). the opportunity to participate fully in society.

15. 15 VA - a WIDA state WIDA = World-Class Instructional Design and Assessment WIDA supports academic language development and academic achievement for linguistically diverse students through high quality standards, assessments, research, and professional development for educators of ELLs. The Consortium has 27 member states, including Virginia!

16. 16 WIDA ELP Standards ELP Standard 1: English language learners communicate for SOCIAL AND INSTRUCTIONAL purposes within the school setting. ELP Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS. ELP Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS. ELP Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE. ELP Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES.

17. 17 WIDA Consortium / CAL / Metritech The WIDA ELP Levels 6 ENTERING BEGINNING DEVELOPING EXPANDING 1 2 3 4 5 BRIDGING REACHINGREACHING VA FLEP = Former LEP Students

18. VA Regulations Compliance with NCLB Requirements [Ref Appendix 2]Compliance with NCLB Requirements § 22.1-1 Definitions “Person of school age” means a person who will have reached his fifth birthday on or before September 30 of the school year and who has not reached twenty years of age on or before August 1 of the school year. § 22.1-5 Regulations concerning admission of certain persons to schools; tuition charges D. School boards may accept and provide programs for students for whom English is a second language who entered school in Virginia for the first time after reaching their twelfth birthday, and who have not reached 22 years of age on or before August 1 of the school year. No tuition shall be charged such students, if state funding is provided for such programs.

19. Students coded LEP - Age 19+ Responsible School Serving School EOY 2010-11 1 Sept 30 2011 2 19202122 Total19202122Total BATTLEFIELD 12 310 1 11 Total12 310 1 11 BRENTSVILLE 3 3 1 1 Total3 3 1 1 FOREST PARK 65 115 5 Total65 115 5 FREEDOM 1884 302277 36 Total1884 302277 36 GAR-FIELD 15162 332458 37 NEW DIRECTIONS 1 1 Total15162 332468 38 HYLTON 142 1642 6 Total142 1642 6 OSBOURN PARK 723 121031 14 Total723 121031 14 PATRIOT 1 1 Total 1 1 POTOMAC 522 9112 13 Total522 9112 13 STONEWALL 17741291483 25 NEW DIRECTIONS3 2 523128 Total207613416114233 WOODBRIDGE 842 14852 15 Total842 14852 15 Division Total974819116511038232173 1 Age as of 08/01/2010 2 Age as of 08/01/2011

20. June 2011 Summaries Table 1: Total by Entry Year for No. of June 2011 Active English Language Learners (ELLs) - whose ages were 18-21 at time of enrollment Entry Year Entry Age20072008200920102011 Row Totals for # ELLs by Age 18 years4112030 38 19 years141381 27 20 years03454 16 21 years00100 1 Column Totals for # Active ELLs by Entry Yr51838165 82

21. June 2011 Summaries Table 2: Total by Graduation Status for No. of June 2011 Active English Language Learners (ELLs) - whose ages were 18-21 at time of enrollment Entry Age # Active ELLs June 2011 # Graduated June 2011 % Graduated of Active Age group# Special Diploma # Standard Diploma # Advanced Studies Diploma 18 years3814 36.8% 111 2 19 years279 33% 06 3 20 years1616.2%01 0 21 years11100%01 0 Column Totals822530.4%1195

22. June 2011 Summaries Table 3: Total No. Transfer Credits at Initial Registration for June 2011 Active ELLs - whose ages were 18-21 at time of enrollment Range of Transfer Credits at Time of Enrollment Entry Age 0-12-45-67-89-1011-1213-1415-1617-1819-2021-22 Row Totals # by Age 18 years174224332-- 138 19 years11123232-12 -27 20 years4-3511-11- -16 21 years----1----- -1 Column Total for # Active ELLs by credits3257108753221 82

23. June 2011 Summaries Table 4: Total Number of Credits Earned as of June 2011 by Active ELLs - whose ages were 18-21 at time of enrollment Range of Credits Earned as of June 2011 Entry Age 0-12-45-67-1011-1415-1819-2223-2627-3031-3435-38 Row Totals # by Age 18 years---1437757 438 19 years1--1136741 327 20 years-1-13335-- -16 21 years-------1-- - Column Total for # Active ELLs by credits earned110389162098782

25. Educational Opportunities Educational Opportunities for Students over 18Educational Opportunities for Students over 18 Graduation Plan and Requirements for ELLs (Form 1.4)Graduation Plan and Requirements for ELLs (Form 1.4) ESOL Summer High School Program Night School Offerings Adult Education Schedule Options [Ref Appendix 3]

26. ESOL Program Prince William County Schools ESOL Program Models 1) ESL Instruction: Direct, explicit instruction about the English language using a systematic, developmentally appropriate approach to teaching language within the context of academic content from grade-level curriculum; 2) Sheltered Instruction: Integrates language and literacy development into grade level content (math, science, social studies, language arts) instruction using an array of teaching strategies. K-12 Instructional Delivery Models Co-Taught: ESOL and content teacher provide access to grade level content while extending academic language development Pull-Out (K-8) Self-Contained (9-12): ESOL teacher provides explicit content-based language development derived from grade-level curriculum Push-In: ESOL teacher provides collaborative inclusionary support to content teacher

27. ESOL Program Sample English Course Sequence (Standard Diploma) for ELL Entering 9th Grade Table 1: Sample LA/English course sequence for entering 9th graders age 18-19 Table 2: Sample LA/English course sequence for entering 9th graders age 20 SequenceYear 1Year 2Year 3Year 4 English CourseN/A Sheltered English 10 Sheltered English 11 English Language Development (ELD) support ESL I Concepts of LA ESL IIESL IIIESL IV AccelerateSummer School Newcomer Summer School Sheltered English 9 Night School Option – Sheltered English 10 SequenceYear 1Year 2Year 3 English CourseN/ASheltered English 10Sheltered English 11 English Language Development (ELD) support ESL I Concepts of LA ESL IIESL III AccelerateSummer School Sheltered English 9 Summer/Night School option – Sheltered English 10, Sheltered English 11

28. ESOL Program Sample Math Course Sequence (Standard Diploma) for ELL Entering 9th Grade Table 1: Sample Math course sequence for entering 9th graders age 18-19 Table 2: Sample Math course sequence for entering 9th graders age 20 SequenceYear 1Year 2Year 3 Mathematics Course N/AAlgebra I, Part 1 Algebra I, Part 2 Double-blocked Algebra, Functions & Data Analysis English Language Development (ELD) support ESL I: Concepts of Math ESL IIESL III AccelerateSummer School Options: Sheltered Algebra I; Sheltered Geometry Summer 2012 potential additions: Algebra, Functions & Data Analysis; Algebra II SequenceYear 1Year 2Year 3 Mathematics Course N/AGeometryAlgebra, Functions & Data Analysis ELD supportESL I: Concepts of Math ESL IIESL III AccelerateSummer School Sheltered Algebra I Summer School Options: Sheltered Geometry or Sheltered Algebra, Functions & Data Analysis

29. ESOL Program Sample High School Schedule (Standard Diploma) for ELLs Entering 9th Grade Table 3 Expansion: Sample annual schedule for entering 9th graders age 18-19 Course SequenceYear 1Year 2Year 3Year 4 EnglishN/A Sheltered English 9 Sheltered English 10 Sheltered English 11 ELD Support ESL I: Concepts of Language Arts ESL IIESL III ESL IV or ESL Adjunct Eng 11 Math Algebra I, Part 1 Algebra I, Part 2 Double- blocked Geometry Algebra, Functions & Data Analysis Optional: Mathematics ELD SupportESL I: Concepts of MathN/A ScienceESL I: Concepts of ScienceSheltered BiologySheltered Earth ScienceChemistry Social Studies ESL I: Concepts of Social Studies Sheltered World History ISheltered US/VA HistoryN/A Economics & Personal FinanceN/A Economics & Personal Finance Health & P. E.HPE IHPE IIN/A ElectivesN/A ESL Adjunct World History I Fine ArtsCTE ESL Adjunct Earth Science Summer/Night SchoolSummer School Newcomer LA or Algebra I N/ANight or Summer School: Sheltered US/VA Government N/A

30. 30 Professional Development ESOL Program offers 8 Strands: 1) Learning Standards 2) Classroom Instruction 3) Meeting ELL Needs 4) Instructional Program & Curriculum 5) Meeting Administrator Needs 6) Meeting Parent Needs 7) Meeting Teacher Needs 8) Data and Assessment 65 different workshops Graduate/Undergraduate Courses leading to ESL endorsement School-wide pilots: 7

31. Parent Outreach Central Registration Sites: Ann Ludwig and Coles Sampling of Services : –School Registration –Screening for LEP identification ESOL Program Eligibility ELP Level designation –Foreign Transcript Analysis –School Orientation Code of Behavior multi-lingual videos –Community Resources –Parent Activities –Notary Public

32. 32 Parent Outreach Parents as Educational Partners (PEP) Meets NCLB requirement section 3302(6): To promote parental and community participation in language instruction educational programs for the parents and communities of limited English proficient children. School-based semester classes Free classes to introduce parents to U.S. educational system Curriculum Focus: PWCS procedures, school routines, English for school purposes, role of parents in U.S. schools, home literacy, rights and responsibilities

33. Parent Outreach ELL Parent/Guardian Letter RE: Graduation PlanELL Parent/Guardian Letter RE: Graduation Plan Parents as Educational Partners ESOL Calendar of Parent Activities [Ref Appendix 4]

35. 35 Parent Outreach Interpreting/Translation Services Coordinate translations of communications to parents in: Arabic (2%), Chinese (1%), Farsi (1%), French (1%), Korean (1%), Spanish (72%), Twi (3%), Urdu (4%), Vietnamese (2%) [% of total ELL population] Trained 66 PWCS freelance interpreters serving 48 languages Translate and edit key division documents into Spanish Provide multi-lingual resources Coordinate telephonic interpretation services for schools

36. Questions/Reflections…?