Approving the List of English Language Proficiency Assessments for LEP Students and Approving the Process for Board of Education Approval for the Locally Selected or Developed Instruments
Resolution Number 2003-1
January 6, 2003
Resolved:
The Board of Education approves the list of English language proficiency assessments for LEP students and approves the process for Board of Education approval for the locally selected or developed instruments. The No Child Left Behind Act of 2001 requires local school divisions to administer an annual assessment for all kindergarten through twelfth-grade limited English proficient (LEP) students. The English language proficiency assessment must measure the oral language, reading, and writing skills of all LEP students in a school division. According to the non-regulatory Title III, Part A Guidance on Standards, Assessment, and Accountability, if a state decides to allow school divisions to use multiple measures to assess English language proficiency, the state must: 1) set technical criteria for the assessment; 2) ensure that any assessments used are equivalent to one another in their content, difficulty, and quality; 3) review and approve each assessment; and 4) ensure that data from all assessments can be aggregated for comparison and reporting purposes and can be disaggregated by English language proficiency levels and grade levels. The following proposed assessment instruments to measure English language proficiency for limited English proficient students for Title III sub-grantees were approved by the Board:
- Council of Chief State Schools (CCSSO) States Collaborative on Students
- Standards and Assessment (SCASS) for English Language Proficiency
- Idea Proficiency Test (IPT)
- Language Assessment Scale (LAS)
- Woodcock-Munoz Language Scale (WMLS)
Signature:
Mark C. Christie, President
Board of Education
Adopted in the Minutes of the Virginia Board of Education
January 6, 2003
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