Revising the Limited English Proficient (LEP) Performance Indicator 2.1 to the September 1, 2003, Submission Under the No Child Left Behind Act of 2001
Resolution Number 2003-42
November 19, 2003
By action of the Board of Education, revisions are adopted in response to requests made by USED for revisions to the Limited English Proficient (LEP) performance indicator 2.1 to the September 1, 2003, submission. The following proposed modifications are made to the text:
- The wording in the description of the cohort defined as LEP students has been modified. The AMAO targets for percent or number of LEP students making progress in acuiring English language proficiency have been modified to show an increase in increments of five as opposed to increments of one as had been originally submitted.
- The AMAO targets for LEP students attaining proficiency have been increased in increments of five as opposed to holding them steady for two years and then three years as had been originally submitted.
- The condition to submit evidence of assessing all LEP students with an English language proficiency assessment by April 30, 2004, will be difficult, if not impossible to meet in a timely manner. Dr. Wright explained that Virginia is participating in a consortium of states under the leadership of the Council of Chief State School Officers to develop the English Language Development Assessment (ELDA) to serve as an English language proficiency assessment for LEP students. The ELDA will not be available for administration until April 2004. Thus, the target date for submitting evidence of all LEP students by April 30, 2004, is not attainable for any school division using the ELDA.
Thomas M. Jackson, Jr., President
Board of Education
Adopted in the Minutes of the Virginia Board of Education
November 19, 2003