Strategies to Improve - PowerPoint Presentation

Strategies to Improve Graduation Rates For LEP Students Creating Successful Transitions to Postsecondary Opportunities December 17, 2015

Joseph Wharff Virginia Department of EducationChris KellyVirginia Department of Education Presenters

Steps to effective planningIdentify Existing ELLS Transitioning newcomers AssumptionsThings you need to knowEnglish Language Learners (ELLs) over the age of 18 ChallengesDivision practices and resources Planning high school coursesUsing WIDA Data for PlanningGraduation Requirement Overview

Foreign transcript review General types of transcriptsSecondary cycles - examples Planning post-secondary paths Develop transitions Create a modified planAdditional resourcesStudent scenarios Overview

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

Review FGI Data Use the FGI cohort list to identify which students are enrolled as ELLs Data will show enrollment status and withdrawal codesResearch students who have no Graduation– Completion status and no withdrawal code

FGI Cohort List Report

Newcomer ELL Create a Plan High School Courses Diploma or Alternatives* English Language Classes *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: Do you have students at risk of aging out ? If so, what kind of academic advising do you provide ? 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; 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- 5731ESL 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 + 3 9 + 2 6 + 5 8 + 4 6 + 3 + 3 8 + 2 + 3 6 + 3 + 4 9 + 4 Diploma 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.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.)

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

Resources Metropolitan Area Foreign Student Advisorshttp://www.worknotes.com/MD/MAFSA/member/t.aspx Virginia Community College Resourcehttp://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 SpecialistVirginia 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 37