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Title III: Strategic Planning & Consolidated Monitoring May 4, 2010.

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Presentation on theme: "Title III: Strategic Planning & Consolidated Monitoring May 4, 2010."— Presentation transcript:

1 Title III: Strategic Planning & Consolidated Monitoring May 4, 2010

2 Overview of the Presentation Overview of Consolidated Monitoring Monitoring Summary for –Counties monitored –Common findings –Samples Best Practices Title III Updates –K-2 Exemplars –WESTELL Shortening the test –RTI/ELL Guidance

3 Counties Monitored in 3 Year Cycle BarbourBerkeleyBoone BrookeCabellFayette BraxtonHancockGrant CalhounHarrisonHampshire ClayJacksonHardy DoddridgeKanawhaJefferson GilmerLewisLincoln GreenbrierLoganMarion MercerMasonMarshall MineralMingoMcDowell PendletonMonroeMonongalia PrestonMorganPleasants PutnamNicholasRitchie RaleighOhioRoane SummersPocahontasTyler UpshurRandolphWebster WayneTaylorWetzel WoodTuckerWirt Wyoming

4 Document Components Monitored by Title III Highly Qualified Personnel – 2.8 Professional Development – 3.2 Parent/Community Involvement –4.1 Parent/Community Notification – 5.2, 5.3 a-g Private Schools – 6.1 Title III Requirements –Identification procedures – 14.1 –High quality services –14.2 –Fiscal Requirements – 14.3 –AMAOs –14.4 –Parental Involvement/Notification – 14.5, 14.6 –WESTELL – 14.8

5 Activities During On Site Monitoring- ESL Classroom Observation In order to effectively and comprehensively monitor standard 14.2, school visits observing ESL classes will be scheduled Purpose of the visit is to make programmatic observations WVDE selects schools based on WVEIS data, prior year WESTELL and WESTEST Observation Protocol is used for school visits County Title III Directors are encouraged to participate in school visits

6 Summary of Best Practices ESL Teachers use appropriate balance of Content-based ESL and direct ESL instruction based on individual student proficiency needs ESL Teachers reinforce classroom content goals, objectives through Pre-teaching, re- teaching, and use of supplemental materials School administrators are aware of and attentive to the needs of LEP students LEP students are specifically scheduled into classes that are co-taught and/or led by experienced teachers

7 Summary of Best Practices Teachers/administrators advise LEP students regarding other outside opportunities Students are served in designated instructional spaces Students with special needs receive joint services, ESL teacher coordinates with RTI, Gifted etc. Parent Support – ESL teacher often communicates with parents and school administrators also are involved in ongoing communication

8 Common Findings & Recommendations for Parental Notification ificationSAMPLEFORM081403_002.doc ificationSAMPLEFORM081403_002.doc –Within 30 day timeline -Better communication to the principals/schools of the procedures to follow upon the arrival of an ESL student in the school – notification to central office to begin testing process –(2 weeks if a child enrolls after the beginning of school) –Including all components required by law –Put graduation time line in the parents notification letter (only for high school students)

9 2.6.1 Private Schools –Notify private schools that they can receive ESL services as well. Notification can be in the same letter as Title I letters to the private schools High Quality programs (school visits) –Amount services –Linked to ELP/CSO standards –Grade Placement –Special Education –Appropriate space Common Findings & Recommendations for


11 K-2 Exemplars –Background: Discrepancy in student scores from 2 nd to 3 rd grade (from Inventory to paper test) –Purpose: In order to provide better technical assistance for teachers regarding the scoring process for the K-2 WESTELL Inventory assessment, the ELDA states are currently working to collect exemplars of this process. Each state is being asked to use the test administration to collect these exemplars from 2-4 teachers per grade. (WV was assigned kindergarten and 2 nd grade) –Participants: teachers from Jackson County, Kanawha County, and Harrison County

12 K-2 Exemplars Teachers collected sample tasks for Listening, Speaking, Reading, Writing of the K-2 Inventory 1.Collect samples of all questions, prompts, or settings that were used to assess the various task. 2.Collect samples of student responses and observations made of the students responses. 3.Collect samples of the scores given for the various tasks and rationales for each score (referring to the K2 ELDA scoring Guide when assigning scores.) RESULT – package of exemplars from multiple states to use when training for 2011 K-2 WESTELL administration

13 WESTELL TEST Shortening WESTELL Test (plan to implement 2011 testing) February ELDA meeting - in which teachers from Greenbrier, Cabell, Harrison participated Listening and Reading sections The number of questions will be from 50 questions to 35 questions. Writing section The number of questions will stay the same. Speaking section The number of questions will be from 16 from 12.

14 RTI/ELL Frequently Asked Questions 10 Committee members (RTI specialists and ESL teachers) and staff from WVDE worked on this FAQ since November –Sample questions What are the potential positive results for progress monitoring for ELLs? What are the challenges and appropriate responses within the current RTI progress monitoring system for ELL students? What are the challenges and recommended responses within the current RTI approach to interventions for ELL students? What role do ESL services play as a Tiered Intervention? For Review purposes only – not for distribution. Please send feedback by May 28th to

15 Contact Information Nancy Griffith, Consultant Mami Itamochi, Coordinator Amelia Courts, Executive Director

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