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Schools report English-learner enrollment shifts, SAS grant supports Afghan students
Summary
Division staff said EL enrollment has declined from previous peaks because refugee resettlement paused; staff described SAS grant-funded supports for Afghan students, 28 EL teachers, ACCESS proficiency targets and higher chronic absenteeism among ELs.
Charlottesville City Schools presented an overview of its English-learner (EL) program at the Nov. 6 board meeting, outlining enrollment trends, staffing, proficiency measures and targeted supports for newly arrived students.
Dr. Vautz said the welcome center enrolled 214 English learners last year and that total EL counts have decreased from earlier multiclass peaks (around 720 in prior years), a shift she attributed to changes in federal immigration policy and a pause in refugee resettlement. "This is the first time since I took this role in 2021 that we've seen our numbers drop," she said.
The presentation described staffing (28 English-language teachers) and assessment (the annual ACCESS test, which determines exit from EL services). Division staff noted elementary EL growth met the state's expectation (57%), while middle and high school growth lagged the target (approximately 38% and 43%, respectively). Chronic absenteeism for ELs was noted at roughly 30% versus 21.4% districtwide.
The district said it received a federal SAS grant to support Afghan students, which funded four bilingual instructional assistants, an Afghan family liaison and a contracted IRC staff member who worked with elementary schools; the SAS grant funds staffing through the end of the current school year. Dr. Vautz said bilingual staff and IRC partnerships help address barriers, but the district is preparing to pivot supports as refugee resettlement activity remains paused.
Board members asked about attendance barriers, older students who must balance work and school, the IRC role and how the city and community partners can support engagement and extracurricular access. Dr. Vautz said schools use bilingual IAs, language lines for family communication and community partner meetings (including the IRC and food-resource partners) to connect families with services.
Staff listed next steps: continued SIOP training for staff, monitoring of federal funding (Title 3 and SAS), and planning for reconfiguration impacts on EL services, including the future location of the welcome center.
