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ARLINGTON PUBLIC SCHOOLS

Responses to Questions Arlington County Civic Federation

January 7, 2014

CIVIC FEDERATION QUESTION: The Schools Committee has been approached and asked if there is a policy and/or practice of pushing out older personnel and hiring younger personnel in part to save money? Would you be willing to share human resource data with the Civic Federation to show that there is no age discrimination occurring in practice?

RESPONSE: School Board policy 35-4.04 Employee Relations – Equal Employment Opportunities states, “Consistent with existing laws, the School Board supports the concept of equal opportunity within the Arlington Public Schools. To this end, employment opportunities shall not be restricted, abridged or otherwise adversely affected on the basis of race, color, religion, age, gender, sexual orientation, national origin, marital status or disability.” http://www.apsva.us/cms/lib2/VA01000586/Centricity/Shared/School%20Board%20Policies/35-Personnel/35-4-04-eeo.pdf. There is no policy or practice of pushing out older personnel and hiring younger personnel to save money.

CIVIC FEDERATION QUESTION: There has been an ongoing issue this school year with a shortage of bus drivers, most recently causing bus routes to be combined and children experiencing extended travel times. What is the underlying cause for this shortage, and why was it not an issue in years past? Will it be your policy to uncouple bus routes immediately upon hiring additional drivers?

RESPONSE: Presently, 133.50 drivers have been budgeted for Transportation. With a full complement of the 133.50 drivers, Transportation is able to meet present needs.

Our present shortage results from an additional 10 routes added. Increases in transportation needs are due to increases in requests for special needs population as well as other general requests. We added four regular education routes and six special needs routes this year. Currently, we have seven vacancies and six drivers who are on Family and Medical Leave. We have candidates for the seven vacancies with a bus class of 14 applicants beginning on January 13. These 14 applicants have completed background checks and other requirements that make them eligible to be considered for bus driver positions. If all 14 applicants complete the class, we will fill the seven vacancies and have seven additional substitute drivers as we move forward.

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CIVIC FEDERATION QUESTION: Can you summarize our plan with the progressive planning model for FLES and the recommendation. Please justify the unequal instructional time at the elementary schools and explain why financial considerations should play any role in the plan to gradually phase out this discrimination versus ending it promptly? What is the specific plan for adding FLES to the remaining elementary schools?

RESPONSE: Staff has proposed and the School Board has accepted a World Languages Progressive Planning Model (see attached presentation) that consists of three phases. Within each phase are programs, strategies, and materials that support a comprehensive K-12 World Language continuum. Each of these individual elements can be accelerated, pending availability of funding and School Board direction. While we would like to be able to implement every element immediately, the current fiscal forecast presents challenges for a school division as diverse as Arlington Public Schools that has many competing needs—all of them valid and all of them of value to students—but, still, a finite amount of funding. In general, any response to an identified need that requires staffing will have both a higher initial cost and then a recurring yearly cost. The implementation of FLES through the elimination of early release days is one of those approaches with significant associated staff costs. It is important to note that increasing the minutes in the school day requires additional staff, not only for reasons of certification and licensure, but for the simpler reason that all teachers are currently teaching a full contract day. For these reasons, the cost of adding FLES to one school is approximately $600,000 a year. We will be recommending to the School Board that FLES be expanded to 2-3 schools for FY15, with the remaining schools to be phased in following the framework of the World Languages PPM over the next two budget cycles.

CIVIC FEDERATION QUESTION: You mentioned some possible ways to close FY2015 budget gap, including changes or eliminating services. Can you provide some examples of the types of services you are considering changing or eliminating?

RESPONSE: We have asked our principals and program managers to work together and with their staffs to recommend changes in service delivery that result in savings. We are in the process of gathering these recommendations and assessing their impact. Some examples might be to reduce the number of school field trips, eliminate selected late bus runs, or reconfigure how students are registered in APS. We are in the first stages of this review and will communicate options as they are identified as candidates for the budget.

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Constance SkeltonAssistant Superintendent, Instruction

Marleny PerdomoSupervisor, World Languages

Pat TeskeDirector, Virtual@APS

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• Citizen Remarks (WLAC)• Progressive Planning Model• High School Performance: AP and IB data,

Credit by Exam• Status of Elementary Programs• Articulation Plans, elementary• Plans for Middle School• Distance Learning Discussion• FLES Selection Matrix

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Mme. Caroline Bosc, Co-Chair, World Languages Advisory Committee

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Phase 1:Immediate (2013‐14)

•Review and revise PPM with WLAC and other stakeholders•Implement FLEX option at non‐FLES schools•Ensure a minimum of 90 minutes of instruction in all FLES schools•Collect data relevant to articulation between MS and HS students’ passage from Grade 8 into HS•Complete the revision of Spanish for Fluent Speakers (SFS) and Latin curriculums•Provide professional development on language modeling, differentiation, and accommodations•Study impact of offering Grade 6 World Language instruction in French, Latin and Spanish

Phase 2:Short‐term (by fall 2014)

•Maintain FLEX option at non‐FLES schools

• Recommence FLES implementation by adding 3 FLES sites

• Analyze data relevant to articulation between MS and HS students’ passage from Grade 8 into HS 

• Consider offering Grade 6 World Language Instruction as part of 2015‐16 Program of Studies process

• Implement textbook adoption for French and Spanish for Fluent Speakers

• Consider addition of Advanced Spanish I and II to 2015‐2016 Program of Studies

Phase 3:Mid‐term 

(by fall 2015)

•Maintain FLEX option at non‐FLES schools

• Continue FLES implementation by adding 4 FLES sites (includes NES #1)

• Continue addressing articulation issues across levels for all language levels

• Offer Grade 6 World Language instruction in French, Latin, and Spanish 

Phase 4:Long‐term 

(by fall 2016)

•Complete FLES implementation by adding 3 FLES sites 

• Identify World Languages as a core subject in APS for scheduling and staffing

• Increase number of specialized Immersion staff (e.g., Special Education Assistant, Spanish Language Arts Coach) 

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• Advanced Placement (AP)

• International Baccalaureate (IB)

• Credit-by-Exam update

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French Language Fail PassCount 6 28 34

Percentage 17.6% 82.4% 100.0%

Count 10 13 23

Percentage 43.5% 56.5% 100.0%

Count 14 17 31

Percentage 45.2% 54.8% 100.0%

Total Count 30 58 88

Percentage 34.1% 65.9% 100.0%

2011-12

2010-11

2009-10

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Spanish Language  Fail PassCount 72 132 204

Percentage 35.3% 64.7% 100.0%

Count 52 137 189

Percentage 27.5% 72.5% 100.0%

Count 46 123 169

Percentage 27.2% 72.8% 100.0%

Total Count 170 392 562

Percentage 30.2% 69.8% 100.0%

Spanish Literature  Fail PassCount 31 11 42

Percentage 73.8% 26.2% 100.0%

Count 23 27 50

Percentage 46.0% 54.0% 100.0%

Count 10 22 32

Percentage 31.3% 68.8% 100.0%

Total Count 64 60 124

Percentage 51.6% 48.4% 100.0%

2011-12

2010-11

2009-10

2011-12

2010-11

2009-10

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Fail Pass Total Pass%2012-13 French 0 37 37 100%

Latin 8 12 20 60%Spanish 1 36 37 97%

All Languages 9 85 94 90%2011-12 French 3 41 44 93%

Spanish 1 41 42 98%Latin 0 4 4 100%

All Languages 4 86 90 96%2010-11 French 4 28 32 88%

Spanish 0 32 32 100%Latin 1 4 5 80%

All Languages 5 64 69 93%

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M.S. Percent Enrolled (6-8) 58%M.S. Percent Enrolled (7-8) 78%H.S. Percent Enrolled 55%

• (includes Langston and Arlington Mill)

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Secondary Enrollment

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• FLEX program

• FLES and Immersion

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• Foreign Language Exploratory (Spanish): after school program twice a week at the nine elementary schools that do not have a FLES program

• Program duration: October 15-April 10• Beginning Enrollment: 172• Current Enrollment: 147

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• Transitional Spanish class

• Options for FLEX Students

• Jefferson Grade 6 rotations

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Claremont: 660 (K-5) 729 (PreK-5)

Key: 622 (K-5) 684 (PreK-5)

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• Jefferson Grade 6 rotations

• Swanson and Williamsburg Cohorts

for Spanish I and II

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Day Monday Tuesday Wednesday Thursday Friday

7th

PeriodElective World

LanguageElective World

LanguageElective

8th

PeriodPE Music/

ElectivePE Music/

ElectivePE

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• Meet IBMYP requirements for Language B, Fine Arts and Technology, 2015 re-authorization.

• Enable students to engage in a deeper study of the culture of the target language.

• Students would not be required to choose between music classes, traditional electives and World Languages. (aligns with the middle school model and APS Strategic Goal #5-Meeting the Needs of the Whole Child).

• 6th grade language solves TJMS (APS) problem with matriculating students from FLES, IBPYP and Immersion programs.

• Language options at the 6th grade will allow students to make a more informed decision by grade 7.

• This proposed elective schedule would build all World Language programs while also strengthen the language skills of rising 9th graders who will be taking Level III language classes at the high school level.

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• Instructional Delivery Formats:

– Online

– Blended

– Distance Learning

• Enrollment

• Teacher/student ratios

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1. Develop a plan to replace early release Wednesdays with FLES• identify issues such as space constraints and adjusted

teacher-planning time associated with eliminating early release• contain as a component, the school selection process for

FLES and plans for implementing FLES at the new elementary schools

• delineate options for implementation and budget strategies, including potential budget offsets that may be required to fully fund sustained program implementation

2. Develop a plan for world language K-12 that focuses on transition plans from elementary to middle school and middle to high school

3. Provide a public briefing on the findings in advance of the FY 2015 proposed budget submission

DirectiveConsideration

Response

Space constraints As a push-in program FLES does not necessitate additional space except for storage and work station for teachers.

Adjusted teacher planning time

Addressed through each school’s scheduling process.

FLES site selection process

Criteria: community readiness, principal support, parental support and geographic equity.

Budgetary implications

To be determined and identified publicly through FY15 budgetprocess (October)

Transition from Elementary to Middle School and Middle to High School

Addressed through internal efforts (revisions to the Program of Studies, analyses of obstacles to smooth articulation from MS to HS, cross-level articulation meetings and curriculum development) and through the recommendation in Phase 1 to study opportunities in middle school schedule to allow for a world language introductory course in Grade 6.

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Recommendation Approximate Cost

Phase in FLES at remaining elementary schools over a two year period beginning in 2014-15

$1,700,000 per year

Maintain FLEX at interested non-FLES schools until implementation complete

$70,000 per year

Implement semester Grade 6 World Language/Reading model at all middle schools

n/a

Adopt new French I-VI textbooks for 2014-15 $250,000

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Proposed Timeline for the Development of PPM

July-August Complete development of initial PPM by staff

September Review and revision of PPM by WLAC and others

October Prepare final PPM for School Board review

November Provide public briefing on PPM

December Include budget and policy implications in proposed FY15 budget

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• Ashlawn• Barcroft• Barrett• Campbell• Carlin Springs• Claremont• Drew• Glebe• Henry

• Jamestown• Key• McKinley• Randolph

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• Abingdon*• Arlington Science

Focus• Arlington

Traditional School• Long Branch• Hoffman-Boston• Nottingham• Oakridge

• Taylor• Tuckahoe

*Abingdon= Spanish in Grades K, 1 and 2

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• Approximately $482,350 at a site with 535 students to implement

• Approximately $35,000 in the first year of program implementation for FLES materials costs (textbooks, etc.)

• Approximately $4,000 in one time costs for furniture

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Foreign Language in Elementary Schools (FLES) Decision Matrix – 2010-2011The Decision Matrix is designed to assist the School Board concerning possible program continuation, expansion, or reduction. Any

decisions that require budgetary or policy changes must be approved by the School Board.

School Board Values Regarding APS World Language;All APS students should be proficient in at least two languages upon graduation and should have access to world language proficiency 

programs regardless of school of attendance.As a subset of the School Board Values Regarding World Languages: The FLES Program Design:• Reflects School Board goals that students learn Twenty‐first Century skills and prepare students to become successful global citizens• Ensures students receive a minimum of 90 minutes of Spanish instruction weekly • Requires teachers to hold a Virginia teaching license in Spanish as Foreign Language (Spanish PreK‐12)• Aligns curriculum with national and state standards for Foreign Language instruction and developmentally‐appropriate• Increases total weekly instructional time and provide teacher planning time (at least 360 minutes of teacher planning time each week; many 

schools have up to 450 minutes per week)

FLES Fiscal Impact  =  Approximately $575,000 per site

Focus Area Standards

Criteria

Exceeds MeetsDoes Not

Meet

Alignment Aligns with APS Strategic Plan and School Board Vision, Mission, and Priorities (student success and achievement and elimination of gaps)

Efficacy of Implementation

Meets FLES program goals of novice mid‐ to novice high levels for student language proficiency as detailed by the American Council on the Teaching of Foreign Languages (ACTFL)

AccountabilityMeets APS policy requirements for  teacher planning time and planning factors (staffing)

Potential Long‐Term Benefits for 

Students

Meets established ACTFL National Standards for World Language Learning, thereby affording students with strong access to future participation and success in world languages at the secondary level and for college and career readiness

Note: In addition to the standards referring to language proficiency outcomes and alignment, APS monitors achievement in all academic areas in allschools as well as instructional time and teacher planning time.