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Strategies to Improve Graduation Rates For LEP Students
Creating Successful Transitions to Postsecondary Opportunities
Coordinators’ AcademyJuly 23, 2015
Joseph WharffVirginia Department of Education
Joe LeGaultRoanoke County Public Schools
Presenters
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
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
Develop a plan to address Limited English Proficient (LEP) students needs.
Effective Planning
NewcomerELL
Create a Plan
High School
Courses
Diploma or
Alternatives*
EnglishLanguageClasses
*Transition to GED, Community College, or Career Academy
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
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
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
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
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
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.
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.
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.
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 ?
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.
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.
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; or2. Foreign language credit; or3. 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
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
Division Practices and Resources
Review available assessments and data WIDA Available pre-assessments
Ensure students are informed and know their options
Using WIDA Data for Planning
Using WIDA Data for Planning
Determine Graduation Requirements
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.
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.
Example by Silvia Hoke http://www.worknotes.com/MD/MAFSA/member/t.aspx
General Types of Transcripts
United States
United Kingdom
France Soviet
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
Secondary Cycles: Examples
10 years 11 years 12 years 13 years
Philippines Turkey, 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 + 4 8 + 39 + 26 + 5
8 + 46 + 3 + 3
8 + 2 + 36 + 3 + 49 + 4
Diploma DiplomaBachilleratoCertificateExternal Exit Exam (CXC)
DiplomaExternal Exit Exam (GSEC, Higher Secondary Cert., Baccalaureat, etc.)
Diploma or Certificate
Example by Silvia Hoke http://www.worknotes.com/MD/MAFSA/member/t.aspx
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
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.)
Copy to: School Counselor, Student/Parent
Four Year High School Plan Student Name: DOB:
Graduation Requirements English Social Studies Mathematics Science Physical Ed. Health Fine Arts Technology Ed. Program Choice Electives Total Credits
4 credits 3 credits 3 credits 3 credits
1/ 2 credit 1/ 2 credit
1 credit 1 credit
2 – 4 credits 1 – 3 credits
21 credits (By Age 21)
Program Choice:
Foreign Language * (2 credits) OR
Advanced Technology (2 credits) OR
Career and Technology Completer (Career Academy or CRD)
(4 credits)
Additional Requirements: Service Learning
9th = 75 hours 10th= 50 hours 11th= 40 hours (1st Semester) 30 hours (2nd Semester) 12th= 15 hours (1st Semester) 10 hours (2nd Semester)
World of Work High School Assessment (HSA)
Requirements English 10 Biology Algebra 1 Government
(Sample Schedule Below) Grade 9 19 yrs. 2009-2010
Grade 10 20 yrs. 2010-2011
Grade 11 Grade 12
English ESOL 1
English ESOL 2
English 10 (H.S.A.)
English 11/ 12
U.S. History Am. Government (H.S.A.)
MW History
Intro. To Algebra 1 Algebra 1 (H.S.A.) Math
Science Biology (H.S.A..) Science
ESOL Language & Development 1*
ESOL Language & Development 2*
ESOL Language & Development 3*
Fitness for Life/ Health
Summer School-Optional Summer School-Optional Summer School-Optional
Summer School-Optional
http://www.worknotes.com/MD/MAFSA/member/t.aspx
Resources
Metropolitan Area Foreign Student Advisors http://
www.worknotes.com/MD/MAFSA/member/t.aspx Virginia Community College Resource
http://courses.vccs.edu/colleges/nova/courses/ESL20-EnglishAsaSecondLanguageII
Transcript Review Services http://www.naces.org/members.html
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.
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.
Questions
General Information
Joseph A. Wharff
Student Assistance Systems Coordinator/School Counseling Specialist
Virginia Department of Education
(804) 225-3370
Joe LeGault
Coordinator of English, ESL, and Virtual High School
Roanoke County Schools
(540) 562-3900 ext: 1025235
