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No Child Left Behind Act of 2001 Title I and Title III: Partnership for Academic Achievement Virginia Department of Education.

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Presentation on theme: "No Child Left Behind Act of 2001 Title I and Title III: Partnership for Academic Achievement Virginia Department of Education."— Presentation transcript:

1 No Child Left Behind Act of 2001 Title I and Title III: Partnership for Academic Achievement Virginia Department of Education

2 VDOE: May Enacted “to close the achievement gap with accountability, flexibility, and choice, so that no child is left behind” No Child Left Behind Act of 2001 Purpose

3 VDOE: May Accountability for Results Local school divisions must know: Within 12 years, beginning with , all students in Virginia are to achieve proficiency in Reading (English/language arts) and mathematics. Within 12 years, beginning with , all students in Virginia are to achieve proficiency in Reading (English/language arts) and mathematics. Results from the state assessment system will be the primary measure for determining whether Virginia public schools, school divisions, and the state make Adequate Yearly Progress (AYP). Results from the state assessment system will be the primary measure for determining whether Virginia public schools, school divisions, and the state make Adequate Yearly Progress (AYP).

4 VDOE: May Adequate Yearly Progress Annual measurable objectives must be met by all of the following subgroups of students: Annual measurable objectives must be met by all of the following subgroups of students: Students with disabilities Students with disabilities Economically disadvantaged Economically disadvantaged students students Limited English proficient Limited English proficient students students Major racial/ethnic groups Major racial/ethnic groups Black (not of Hispanic origin), White (not of Hispanic origin), Hispanic Black (not of Hispanic origin), White (not of Hispanic origin), Hispanic

5 VDOE: May How Does Title I Help? …by realizing a need as far back as 1994 No longer does a local educational agency need to demonstrate that the needs of LEP students stem from educational deprivation and not solely from their limited English proficiency. based on the Improving America’s School’s Act of 1994 based on the Improving America’s School’s Act of 1994

6 VDOE: May Why Does Title I Need to Help? There are 5.5 million LEP students in U.S. public schools who speak more than 400 different languages. Eighty percent of LEP students speak Spanish as their first language.

7 VDOE: May How Does Title I and Title III Help? Under Title I and Title III, NCLB provides more than $13 billion (FY 04 funding) for LEP students for English language acquisition and academic achievement. With the support of funds provided through NCLB, states are developing better assessments and accommodations for LEP students.

8 VDOE: May What do we know about addressing the needs of LEP students through their inclusion in the law? What do we know about services to and for LEP students?

9 VDOE: May “Read All About It” …but where? “Read All About It” …but where? Adequate Yearly Progress shall be defined by the state in a manner that includes measurable annual objectives for continuous and sustained improvement for each of the following: Adequate Yearly Progress shall be defined by the state in a manner that includes measurable annual objectives for continuous and sustained improvement for each of the following: All schools All schools Economically disadvantaged students Economically disadvantaged students Students from major racial and ethnic groups Students from major racial and ethnic groups Students with limited English proficiency Students with limited English proficiency

10 VDOE: May “Read All About It” (continued) State policies must guarantee that each LEP student is included in the State assessment system. State policies must guarantee that each LEP student is included in the State assessment system. LEP students are to be provided an individualized determination of the most appropriate language and form of assessment for that student based on English language proficiency, native language proficiency, and language and format or their current instructional program, or other factors. LEP students are to be provided an individualized determination of the most appropriate language and form of assessment for that student based on English language proficiency, native language proficiency, and language and format or their current instructional program, or other factors. Whether an LEP student should be tested with the state assessment, the state assessment with accommodations, or (to the extent practicable) a native language assessment will depend on which assessment most validly and reliably measures the knowledge and skills of the student. Whether an LEP student should be tested with the state assessment, the state assessment with accommodations, or (to the extent practicable) a native language assessment will depend on which assessment most validly and reliably measures the knowledge and skills of the student.

11 VDOE: May “Read All About It” (continued) Assessment results are to be disaggregated within each state, local educational agency, and school by: Assessment results are to be disaggregated within each state, local educational agency, and school by: gender gender each major racial and ethnic group each major racial and ethnic group English proficiency status English proficiency status Migrant Migrant students with disabilities as compared to non-disabled students students with disabilities as compared to non-disabled students economically disadvantaged students as compared to students who are not economically disadvantaged… economically disadvantaged students as compared to students who are not economically disadvantaged…

12 VDOE: May “Read All About It” (continued) Each State plan shall identify the languages other than English that are present in the student population for which assessments are not available Each State plan shall identify the languages other than English that are present in the student population for which assessments are not available and make every effort to develop such assessments. and make every effort to develop such assessments. Beginning , each state shall provide for an annual assessment of English proficiency in all schools (measuring students’ oral language, reading, and writing skills in English). Beginning , each state shall provide for an annual assessment of English proficiency in all schools (measuring students’ oral language, reading, and writing skills in English).

13 VDOE: May Read all about it in the Title I Law.

14 VDOE: May What do we know about addressing the needs of LEP students through their inclusion in the law? What do we know about services to and for LEP students?

15 VDOE: May and what is the source of information? Title I Schoolwide Program Schools (Title I, Section 1114) The flexibility to combine funding sources helps schools use resources t o improve the entire instructional program to better serve all children in these schools. Rather than having several different categorical programs which separately provide extra assistance for a portion of a school's population, Schoolwide Programs serve all students in the school while at the same time ensuring that target populations succeed. a. Children with Limited English Proficiency (LEP) are eligible for Part A - Basic Grants supplemental services on the same basis as other children who are selected for services. That is, in targeted assistance schools they should be selected on the basis of multiple, education related, objective criteria for determining which children are failing or most at risk of failing to meet the state's student performance standards. In schools operating schoolwide programs the goal is to upgrade the entire school. The needs of all students, including LEP students, are to be considered in designing those programs. School reform efforts need to be comprehensive in nature and need to incorporate the unique challenges of educating children with limited English proficiency. LEP students may receive services that stem from educational deprivation or from their limited English proficiency. However, they are also first entitled to services required by law because of their limited proficiency in English, e.g., the Bilingual Bicultural Education Act, Title VI of the Civil Rights Act, the Equal Educational Opportunities Act. To avoid supplanting, Title I schools may not use Part A funds to provide the level of services necessary to meet Federal, State, or local law requirements for limited- English-proficient children. Part A funds may be used, however, to coordinate and supplement these services, as well as to provide additional direct services to these children. In contrast to the previous Chapter 1 legislation, under IASA there is no prohibition from providing students services that specifically address students' limited English proficiency. In all cases Title I funded staff should work closely with the ESL/bilingual teachers and the regular classroom teachers to create high quality educational programs with maximum continuity of instruction for LEP students.

16 VDOE: May Title I Schoolwide Program Schools (Title I, Section 1114) Schoolwide Programs may combine funds of various NCLB federal programs with state and local education funds. Schoolwide Programs may combine funds of various NCLB federal programs with state and local education funds. Schoolwide Programs that combine funds allocated under federal programs, however, must carry out activities that meet the intent and purposes of those programs. Schoolwide Programs that combine funds allocated under federal programs, however, must carry out activities that meet the intent and purposes of those programs.

17 VDOE: May Title I Schoolwide Program Schools and Benefits to the LEP Program Workshop Time Describe how each component below can further the LEP program objectives within the Schoolwide Program. An Effective Schoolwide Program School Can: Encourage and facilitate collaboration and planning among regular classroom teachers, administrators, specialists, support staff, and parents; Encourage and facilitate collaboration and planning among regular classroom teachers, administrators, specialists, support staff, and parents; Encourage innovation in instruction, use of time, staffing, and other resources; Encourage innovation in instruction, use of time, staffing, and other resources; Involve parents more centrally in planning, decision making, and instructional support roles; Involve parents more centrally in planning, decision making, and instructional support roles; Coordinate budgets from multiple sources; Coordinate budgets from multiple sources; Integrate and streamline pupil services, including diagnostic and counseling assistance as well as health services; and Integrate and streamline pupil services, including diagnostic and counseling assistance as well as health services; and Consolidate and tailor professional development to a school's particular needs. Consolidate and tailor professional development to a school's particular needs.

18 VDOE: May And What is the Source of Information? Title I Targeted Assistance Schools (Title I, Section 1115) Children with Limited English Proficiency are eligible for Title I, Part A - Basic Grants supplemental services by law based solely on their limited English proficiency. This eligibility alone qualifies an LEP student to be served in a Title I Targeted Assistance school. The needs of all students that will receive services, including LEP students, are to be considered in designing the supplemental educational programs.

19 VDOE: May Use of Title I, Part A, Funds in a Targeted Assistance Schools Title I, Part A, funds may be used to coordinate and supplement services that are required by federal, state, and local law to be provided to limited English proficient students. Title I, Part A, funds may be used to coordinate and supplement services that are required by federal, state, and local law to be provided to limited English proficient students. Title I, Part A, funds may be used to provide additional direct services to LEP children. Title I, Part A, funds may be used to provide additional direct services to LEP children. There is no prohibition from providing students services that specifically address students' limited English proficiency. There is no prohibition from providing students services that specifically address students' limited English proficiency. In all cases, Title I funded staff should work closely with the ESL/bilingual teachers and the regular classroom teachers to create high quality educational programs with maximum continuity of instruction for LEP students. In all cases, Title I funded staff should work closely with the ESL/bilingual teachers and the regular classroom teachers to create high quality educational programs with maximum continuity of instruction for LEP students.

20 VDOE: May Title I Targeted Assistance Schools (Title I, Section 1115) Workshop Time From your experience, how would you best use Title I funds in a Targeted Assistance school program to supplement the required services provided to LEP students? Assume the program serves twenty-five LEP students out of a total of one hundred students that have been targeted for supplemental services in this school. Assume the program serves twenty-five LEP students out of a total of one hundred students that have been targeted for supplemental services in this school. Assume there are 2 Title I Teachers Assume there are 2 Title I Teachers Assume the supplemental services block is 45 minutes 3 days a week. Assume the supplemental services block is 45 minutes 3 days a week. Assume that 15 students are not excelling in English/reading and mathematics and 10 are not excelling in English/reading only. Assume that 15 students are not excelling in English/reading and mathematics and 10 are not excelling in English/reading only.

21 VDOE: May What is needed to help teachers become better prepared to work with LEP students?

22 VDOE: May Program Responsibilities for Limited English Proficient Students The school division must: The school division must: Increase the English language proficiency of limited English proficient children by providing high-quality language instruction educational programs that are based on scientifically-based research Increase the English language proficiency of limited English proficient children by providing high-quality language instruction educational programs that are based on scientifically-based research Provide high quality professional development to classroom teachers, principals, administrators, and other school or community- based personnel Provide high quality professional development to classroom teachers, principals, administrators, and other school or community- based personnel

23 VDOE: May What do we know about supporting the active involvement of parents in addressing the needs of LEP students?

24 VDOE: May Accommodating Parent Needs In carry out the parental involvement requirements of Title I, Section 1118, the local educational agencies and schools, to the extent practicable, shall provide full opportunities for the participation of parents with limited English proficiency, parents with disabilities, parents of migratory children, including providing reports required under Title I, Section 1111 (assessment results).

25 VDOE: May Parental Notification: LEP Programs Under Title I and Title III parental notification requirements, local school divisions must ensure that LEP parents are notified no later than 30 days after the beginning of each school year or within two weeks of placement in a language instruction educational program. Under Title I and Title III parental notification requirements, local school divisions must ensure that LEP parents are notified no later than 30 days after the beginning of each school year or within two weeks of placement in a language instruction educational program. LEP parents must be notified of: LEP parents must be notified of: The reason their child has been identified as LEP The reason their child has been identified as LEP Their child’s level of English proficiency and how the level was assessed Their child’s level of English proficiency and how the level was assessed Their child’s academic level Their child’s academic level The method of instruction that will be used The method of instruction that will be used The program exit requirements The program exit requirements Their rights to remove child from program or Their rights to remove child from program or refuse services refuse services

26 VDOE: May What do we now know about the support Title I can provide to LEP students?

27 VDOE: May Contact Information Brenda A. Spencer Division of Instruction Office of Program Administration and Accountability Virginia Department of Education Phone: Fax:


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