1. Strategies to Improve Graduation Rates For LEP Students Creating Successful Transitions to Postsecondary Opportunities Coordinators’ Academy July 23, 2015 Strategies to Improve Graduation Rates For LEP Students Creating Successful Transitions to Postsecondary Opportunities Coordinators’ Academy July 23, 2015

2. Joseph Wharff Virginia Department of Education Joe LeGault Roanoke County Public Schools Presenters

3.  Steps to effective planning  Transitioning newcomers  Assumptions  Things you need to know  English Language Learners (ELLs) over the age of 18  Challenges  Division practices and resources  Planning high school courses  Using WIDA Data for Planning  Graduation Requirement Overview

4.  Foreign transcript review  General types of transcripts  Secondary cycles - examples  Planning post-secondary paths  Develop transitions  Create a modified plan  Additional resources  Student scenarios Overview

5.  Develop a plan to address Limited English Proficient (LEP) students needs. Effective Planning

6. Newcomer ELL Create a Plan High School Courses Diploma or Alternatives* English Language Classes *Transition to GED, Community College, or Career Academy

7. Assumptions  Division enrollment and identification process for LEP students  Division instructional model offers multiple approaches and paths to success  Division uses the WIDA and WIDA alternative placement test (Wapt)  Wapt and ACCESS tests for ELL leveling and reporting

8.  Prior Schooling - As much information about previous schooling should be gathered prior to establishing schedules. This includes accurately translated credits from all previous schooling. Things that Must be Known

9.  Validation test results - If there are courses on the transcript that do not align exactly, students may test for verification of content mastery. These must be completed before a schedule can be established. Things that Must be Known

10.  Wapt results - The student’s level is critical and gives you the best evidence to determine an early path for success. Things that Must be Known

11.  Student/family goals – A good understanding of the individual student’s goals and aspirations will help you and the families align on the amount of time and effort to achieve said goals. Things that Must be Known

12. ELLs Over the Age 18  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.

13. ELLs Over the Age 18  Without appropriate academic advisement and preparation, these students may find themselves lost and/or misinformed regarding secondary education and the alternatives available to them.

14. Challenges for ELLs Over 18  Students who enter at an older age (19, 20) may face challenges with being able to complete graduation requirements in the time remaining.  English Language Learners need additional time to build academic language.  Students may have limited formal education.

15. Division Practices and Resources A division should begin by answering the following questions: 1. Do you have students at risk of aging out ? 2. If so, what kind of academic advising do you provide ? 3. What pathways and resources are available to student at risk of aging out ?

16. Division Practices and Resources  Work with students to provide as much English language instruction as possible.  Make the best possible academic schedules which include core academic subject areas: English/ESL, social studies, science, and mathematics.  Reflect on current course offerings and consider dual enrollment courses.

17. Division Practices and Resources English as a Second Language (ESL) Course Codes Grades 9-12 English as ESL courses intended to satisfy English requirements for graduation should have curricula that have been correlated to the Virginia Standards of Learning (SOL) for English grades 9, 10, 11, and 12. These courses must be taught by “highly qualified” teachers. Students in such ESL English courses must pass the SOL English: Reading/Literature/Research and English: Writing end-of-course assessments to earn verified units of credit and satisfy graduation requirements.

18. Division Practices and Resources Virginia’s grades 9-12 ESL courses that are intended to satisfy English, foreign language, and/or elective credits should carry the following course codes: At local discretion, credit for ESL courses may be counted for one of several applications: 1. English credit; or 2. Foreign language credit; or 3. Elective credit for the Standard Diploma or the Advanced Studies Diploma English as a Second Language Course Codes  ESL I – 5710  ESL II – 5720  ESL III – 5730  ESL IV- 5731  ESL V-5732

19. Division Practices and Resources  Ensure students know their options  Develop a transition plan for educational alternatives to graduation, such as: General Equivalency Diploma, External Diploma Program, English as a Second Language, Adult Basic Education, and community college programs

20. Division Practices and Resources  Review available assessments and data  WIDA  Available pre-assessments  Ensure students are informed and know their options

21. Using WIDA Data for Planning

23. Determine Graduation Requirements

24. Transcript Review  Divisions should provide consistent and equitable evaluations of foreign transcripts.  Recognize course work completed at comparable ‘high school’ levels abroad.  Division may consider training certain staff on transcript reviewing.

25. Foreign Transcript Review  Take the time to learn some basic types of educational systems.  Understand that variations exist from country to country.  Remember that systems are fluid and constantly changing.  Transcripts from individual schools may or may not reflect expectations set by country.

26. Example by Silvia Hoke http://www.worknotes.com/MD/MAFSA/member/t.aspxhttp://www.worknotes.com/MD/MAFSA/member/t.aspx General Types of Transcripts United States United Kingdom FranceSoviet South Korea, Japan, Taiwan, Mexico, People’s Rep. Of China, U.A.E., Vietnam Britain, Uganda, Kenya, Nigeria, Jamaica, India, Pakistan Francophone Africa, Iran, Afghanistan, Haiti Former Soviet countries, Russia, Turkey, Poland 12 years of primary and secondary education, ending with a high school diploma or certificate 11 years of primary and secondary education (12 in India/Pakistan/ Nigeria), ending with an exam (‘O’ levels, GCSE, Higher Secondary Exam) 12 years of primary and secondary education, ending with Baccalaureat 10-12 years of primary and secondary education ending with a certificate Age of graduation is generally 17-18, and can then attend college Age of graduation is generally 16 +, and need two more years (A levels) to attend college Age of graduation is generally 17-18, and need a passing Bac to attend college Systems vary greatly due to political transitions

27. Secondary Cycles: Examples 10 years11 years12 years13 years PhilippinesTurkey, Russia, Colombia, Peru, Brazil, Jamaica, Nicaragua Unites States, France, Saudi Arabia, Nigeria, India, Canada, China, South Korea, Mexico Italy, Germany, Switzerland, Cuba, Czech Republic 6 + 48 + 3 9 + 2 6 + 5 8 + 4 6 + 3 + 3 8 + 2 + 3 6 + 3 + 4 9 + 4 Diploma Bachillerato Certificate External Exit Exam (CXC) Diploma External Exit Exam (GSEC, Higher Secondary Cert., Baccalaureat, etc.) Diploma or Certificate Example by Silvia Hoke http://www.worknotes.com/MD/MAFSA/member/t.aspxhttp://www.worknotes.com/MD/MAFSA/member/t.aspx

28. Planning Post-Secondary  Develop a transition plan for educational alternatives to graduation, such as: General Equivalency Diploma, External Diploma Program, English as a Second Language, Adult Basic Education, and community college programs

29. Planning Post-Secondary Create modified plans for students that might age out:  Include an individual student plan (2 year, 3 year)  Encourage students to make use of best use of their time by thoughtful, purposeful selection of courses  Identify academic courses that compliment alternative programs (GED, etc.) and align to desired goal (ESL, English, Mathematics, Social Studies, Science)  Investigate credit recovery options (summer school, evening school, virtual courses, etc.)

30. http://www.worknotes.com/MD/MAFSA/member/t.aspx

31. Resources  Metropolitan Area Foreign Student Advisors  http://www.worknotes.com/MD/MAFSA/member/t.aspx http://www.worknotes.com/MD/MAFSA/member/t.aspx  Virginia Community College Resource  http://courses.vccs.edu/colleges/nova/courses/ESL20- EnglishAsaSecondLanguageII http://courses.vccs.edu/colleges/nova/courses/ESL20- EnglishAsaSecondLanguageII  Transcript Review Services  http://www.naces.org/members.html http://www.naces.org/members.html

32. Student Scenario #1  An ESL student (age 17) has recently enrolled in the school division’s high school.  The translator tells you that the student has already graduated from secondary school in El Salvador.  The enrollment documents show the student had only completed through 11th grade in their previous school.  The documents do show the student completed two years of Bachillaro level and that they had completed the high school level.  The student wants to transfer to an alternative educational program to finish classes.

33. Student Scenario #2  An ESL student (age 19) is actively enrolled in the school division’s high school.  The transcript from Afghanistan is a basic list of courses, and the high school guidance counselor cannot determine what equates to courses in the U.S.  The student wants to stay in school and continue the educational program at the high school and to finish classes towards graduation.

34. Questions

35. General Information Joseph A. Wharff Student Assistance Systems Coordinator/School Counseling Specialist Virginia Department of Education Joseph.Wharff@doe.virginia.gov (804) 225-3370 Joe LeGault Coordinator of English, ESL, and Virtual High School Roanoke County Schools jlegault@rcs.k12.va.us (540) 562-3900 ext: 10252 35