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Title III Language Instruction for Limited English Proficient and Immigrant Students August 2011 Coordinators Technical Assistance Academy August 2011.

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Presentation on theme: "Title III Language Instruction for Limited English Proficient and Immigrant Students August 2011 Coordinators Technical Assistance Academy August 2011."— Presentation transcript:

1 Title III Language Instruction for Limited English Proficient and Immigrant Students August 2011 Coordinators Technical Assistance Academy August 2011

2 State Provision of Services to Limited English Proficient Students The Code of Virginia provides for English as a Second Language instruction to limited English proficient students § states in part: School boards shall endeavor to provide instruction in the English language which shall be designed to promote the education of students for whom English is a second language. The Regulations Establishing Standards for Accrediting Public Schools in Virginia (8 VAC et. seq.) set high achievement expectations for all students, including limited English proficient students.

3 Federal Provision of Services to Limited English Proficient Students The No Child Left Behind Act of 2001 requires states to increase English language proficiency and acquisition of academic content in reading, mathematics, and science for limited English proficient students. [NCLB, Section 1111(b), 3102]

4 World-Class Instructional Design and Assessment Consortium Update The WIDA ® Consortium presently consists of twenty-six partner states: Alabama, Alaska, Delaware, Georgia, Hawaii, Illinois, Kentucky, Maine, Maryland, Minnesota, Mississippi, Missouri, Montana, New Hampshire, New Jersey, New Mexico, North Carolina, North Dakota, Oklahoma, Pennsylvania, Rhode Island, South Dakota, Vermont, Virginia, Wisconsin, and Wyoming, and the District of Columbia.The WIDA ® Consortium presently consists of twenty-six partner states: Alabama, Alaska, Delaware, Georgia, Hawaii, Illinois, Kentucky, Maine, Maryland, Minnesota, Mississippi, Missouri, Montana, New Hampshire, New Jersey, New Mexico, North Carolina, North Dakota, Oklahoma, Pennsylvania, Rhode Island, South Dakota, Vermont, Virginia, Wisconsin, and Wyoming, and the District of Columbia. Nationwide, approximately 835,000 English language learners in kindergarten through grade 12 were assessed during the school year using the ACCESS for ELLs ®.Nationwide, approximately 835,000 English language learners in kindergarten through grade 12 were assessed during the school year using the ACCESS for ELLs ®. In Virginia, approximately 91,000 English Language Learners in kindergarten through grade 12 were assessed during the school year using the ACCESS for ELLs ®.In Virginia, approximately 91,000 English Language Learners in kindergarten through grade 12 were assessed during the school year using the ACCESS for ELLs ®.

5 Demographics

6 Definition of a Limited English Proficient (LEP) Student An LEP student is one: Who was not born in the U.S. or whose native language is a language other than English; and Whose difficulties speaking, reading, writing, or understanding English may deny him/her the ability to: Meet the states proficient level of achievement on state assessments; Achieve successfully in classrooms where the language of instruction is English; or Participate fully in society.

7 Immigrant Children and Youth as defined in Section 3301 (6) of the Elementary and Secondary Education Act: are aged three through 21; were not born in any state; and have not been attending one or more schools in any one or more states for more than three full academic years.

8 Elementary and Secondary Education Act Definition of State Under Section 3101(14) of the ESEA, the termState means each of the 50 States, the District of Columbia, and the Commonwealth of Puerto Rico. For this reason, children born overseas to U.S. military personnel, because they were not born in a State, can fall within the ESEA definition of immigrant child and youth if they meet all of the other criteria of that definition. Under Section 3101(14) of the ESEA, the termState means each of the 50 States, the District of Columbia, and the Commonwealth of Puerto Rico. For this reason, children born overseas to U.S. military personnel, because they were not born in a State, can fall within the ESEA definition of immigrant child and youth if they meet all of the other criteria of that definition.

9 U.S Department of Education of the Definition of immigrant as it pertains to the children of military personnel born overseas U.S Department of Education Clarification of the Definition of immigrant as it pertains to the children of military personnel born overseas Children born overseas to U.S. military personnel may be counted by an LEA as immigrant and included in the count of immigrant students utilized for funding purposes for the Title III immigrant children and youth program. Children born overseas to U.S. military personnel may be counted by an LEA as immigrant and included in the count of immigrant students utilized for funding purposes for the Title III immigrant children and youth program. [U.S. Department of Education, September 4, 2009] [U.S. Department of Education, September 4, 2009]

10 U.S. Department of Education Clarification of three full academic years The number of months that a student has been in school in any one or more states must not add up to more than three full academic years. LEAs must apply the three full academic years requirement on a cumulative basis. [U.S Department of Education, January, 2011]

11 three full academic years U. S. Department of Education Clarification of three full academic years (continued) LEAs need to track the amount of time that a child has attended school in the same division, other divisions, or states, if applicable, in prior years in order to determine if a childs period of attendance is within the three full academic years requirement. [U.S Department of Education, January, 2011]

12 Virginia Limited English Proficient Student Enrollment 1997 to 2010

13 Limited English Proficient Student Enrollment Compared to All Student Enrollment

14 Comparison of Limited English Proficient Student Enrollment by Superintendents Region

15 Immigrant and Youth Student Enrollment 2003 to 2010

16 Comparison of Limited English Proficient Student Enrollment to Immigrant and Youth Enrollment

17 School Divisions with the Greatest Number of Limited English Proficient Students as of September 2010

18 School Divisions with the Greatest Percentage of Limited English Proficient Students as of September % 35% 27% 26% 20% 18% 17% 16% 10% 9%

19 Most Commonly Spoken Languages as of September 2010 Most Commonly Spoken Languages as of September 2010

20 Title III Funding

21 Possible Funding Sources for English as a Second Language Programs Local funds State funds Federal funds to include: – –Title I, Part A (Improving Basic Programs by Local Education Agencies) – –Title I, Part C (Education of Migratory Children) – –Title II, Part A (Improving Teacher Quality) – –Title III, Part A (Language Instruction for Limited English Proficient and Immigrant Students) – –Title IV, Part B (21 st Century Competitive Grants) – –Refugee (Newcomer Services, Department of Social Services)

22 Summary of No Child Left Behind Title III Funding Title III FundsImmigrant and Youth (IY) Funds Total Title III and IY Funds ,818,7141,091,0086,909, ,300,528461,1398, ,840,756491,1539,331, ,265,228514,7359,779, ,285,363593,96711,879, ,875,619572,40111,448, ,009,301579,43711,588, *estimated amounts 11,474,998* 573,749*12,048,747*

23 Two Subsets for Title III Funding Title III Title III Allocations to divisions are determined on a per pupil basis. Allocations to divisions are determined on a per pupil basis. Limitation: Divisions must receive $10,000 to apply. School divisions that receive less than $10,000, must enter into a consortium to receive funds. Limitation: Divisions must receive $10,000 to apply. School divisions that receive less than $10,000, must enter into a consortium to receive funds. Immigrant and Youth (IY) State reserves five percent of Title III funds for IY allocations to eligible divisions. State reserves five percent of Title III funds for IY allocations to eligible divisions. Only those school divisions that have experienced a significant increase of IY students as compared to the average of the two preceding fiscal years qualify for funds. Only those school divisions that have experienced a significant increase of IY students as compared to the average of the two preceding fiscal years qualify for funds. *Significant increase is defined as five or more students. *Significant increase is defined as five or more students. State awards $2,000 to all divisions meeting the IY criteria and an additional per pupil amount. State awards $2,000 to all divisions meeting the IY criteria and an additional per pupil amount. Divisions allocated IY funds may apply for funds via the Title III application. Divisions allocated IY funds may apply for funds via the Title III application.

24 Required Uses of Funds for Title III Subgrants Funds must be used for: Programs that increase English language proficiency and student achievement in core content classes. Providing high-quality professional development to classroom teachers, principals, administrators, and other school personnel. [NCLB, Section 3111(b)]

25 Allowable Uses of Funds for Title III Subgrants Title III funds may be used for: Upgrading program objectives and instructional strategies; Improving ESL instruction through updating/upgrading ESL curriculum, materials, or technology; Tutoring; Developing/implementing elementary or secondary language instruction programs coordinated with other relevant programs; [NCLB, Section 3111(b)]

26 Allowable Uses of Funds for Title III Subgrants (continued) Improving the English proficiency and academic achievement of LEP children; Providing community participation programs; and Improving LEP instruction through the acquisition of technology. [NCLB, Section 3111(b)]

27 Allowable Uses of Funds for Immigrant and Youth (IY) Subgrants IY funds may be used for: Family literacy and parental outreach; Support for personnel; Tutoring or mentoring; Identification/acquisition of curricular, materials and technology; and Classroom supplies or transportation costs directly related to program. [NCLB, Section 3115]

28 Title III Grant Applications

29 No Child Left Behind Application Applications for federal funds under the No Child Left Behind Act of 2001 Announced in Superintendents Memorandum No , released April 29, Deadline: July 1, 2011 Options: Individual or Consolidated Application

30 No Child Left Behind Application Technical Assistance Pre-recorded modules include the following topics: Application Overview and Mechanics of Data Entry Common Elements: Conducting the Needs Assessment, Completing the Program Overview, Coordination of Services, Measurable Objectives, and Budget Pages Program Specific Modules including Title III

31 Supplement, Not Supplant Provision Federal funds made available under Title III, Part A, shall be used so as to supplement the level of federal, state, and local public funds that, in the absence of such availability, would have been expended for programs for limited English proficient children and immigrant children and youth and in no case to supplant such federal, state, and local public funds. [NCLB, Section 3115(g)]

32 Consortium Requirement For Title III funds only, school divisions that receive less than $10,000, must enter into a consortium to receive funds. Interested school divisions may contact the state ESL coordinator. For the school year, a total of 64 divisions make up 12 Title III consortia. [NCLB, Section 3114 (b)]

33 Reminder Title III funds for the school year must be encumbered by September 30, Reimbursements must be submitted by November 15, 2011.

34 Accountability Requirements

35 Notice of Final Interpretations (Title III Compliance) The intent of the Notice of Final Interpretations is to ensure that all states comply with Title III assessment and accountability requirements.

36 Final Notice of Interpretations Published in the Federal Register on October 17, 2008

37 Virginias Compliance with the Final Notice of Interpretations (NOI) Virginia has updated its Title III Accountability Plan to comply with the NOI. Once approved by the U.S. Department of Education, Virginias plan will be posted to the Virginia English as a Second Language Web site.

38 Identification of Limited English Proficient Students

39 Identification of Limited English Proficient Students A home/primary language survey must be completed as part of the initial identification of LEP students at the time of enrollment. School divisions must assess students who have been identified with a home language survey for English language proficiency. Based on the results of the assessment, the students may be placed in a program designed to improve their English language proficiency.

40 30-Day Parent Notification Letter School divisions must inform parents annually regarding their childs placement in a language instruction education program within 30 days after the beginning of the school year, or within two weeks of the childs placement within a program. [NCLB, Section 3302(a) and (c)] A checklist and sample letter have been posted to the VDOE/ESL Web site, which include the eight required elements under the No Child Left Behind Act of 2001: ental_notification_checklist.pdf

41 Determining English Language Proficiency Levels

42 Guidelines for Determining K-12 World-Class Instructional and Design (WIDA) English Language Proficiency (ELP) Levels (Instructional Levels) WIDA ® ELP LevelsACCESS for ELLs ® Scores Level 1Composite Score of 1.0 through 1.9 Level 2Composite Score of 2.0 through 2.9 Level 3Composite Score of 3.0 through 3.9 Level 4Composite Score of 4.0 through 4.9 Level 5Composite Score of 5.0 through 6.0 and a Literacy Score less than 5.0

43 Guidelines for Determining K-12 World-Class Instructional and Design (WIDA ® ) English Language Proficiency (ELP) Levels Formerly LEP (Monitored Levels) WIDA ® ELP LevelsACCESS for ELLs ® Scores Level 6 Year 1 (Formerly LEP) For kindergarten students: Accountability Proficiency Score; Composite Score of 5.0 or above; and Literacy Score of 5.0 or above. For students in Grades 1-12: Tier C; Composite Score of 5.0 or above; and Literacy Score 5.0 or above. Level 6 Year 2 (Formerly LEP) *Note: Level 6, Year 1, and Level 6, Year 2, Formerly LEP students do not take the annual ELP assessment and are only included in the calculation for AMAO 3 (Adequate Yearly Progress) for reading/language arts and mathematics. For kindergarten students: Accountability Proficiency Score; Composite Score of 5.0 or above; and Literacy Score of 5.0 or above. For students in Grades 1-12: Tier C; Composite Score of 5.0 or above; and Literacy Score 5.0 or above.

44 Title III Formerly Limited English Proficient Student Monitoring Plan The No Child Left Behind Act of 2001 requires that students classified as FLEP (Level 6, Year 1, and Level 6, Year 2) be monitored for two full academic years to ensure that they are able to participate meaningfully in the regular educational program.

45 Sample Parent Notification Letter and Monitoring Documents Sample documents are provided on the ESL Web site under Standards, Assessment and Resources; Administrative Resources to include: Sample of requirements of Title III Formerly Limited English Proficient (FLEP) Student Monitoring Plan Sample: Parent Notification of Exiting Limited English Proficient (LEP) Status and Two Year Monitoring Plan Samples: Monitoring Documents for FLEP Students Grades K through 12

46 Student Record Collection Receiving Services Codes 1 = Identified as LEP and receives ESL services (Students at ELP Levels 1-5) 2 = Identified as LEP but has refused ESL services (Students at ELP Levels 1-5) 3 = Identified as formerly LEP for each of the two years after exiting ESL services (Students at Level 6 Year 1 and Level 6 Year 2) *Students reported as Receiving Services Codes 1 or 2 will be reported in the federal Title III count, which is used to determine Title III allocations.

47 Title III Annual Measurable Achievement Objectives

48 Accountability Requirements for Limited English Proficient (LEP) Students Title III requires states to ensure: annual increases in the number or percentage of LEP students making progress in learning English (Annual Measurable Achievement Objective: AMAO 1); annual increases in the number or percentage of LEP students achieving full proficiency in English (AMAO 2); and annual increases in the percentage of LEP students meeting the Annual Yearly Progress (AYP) targets in reading/language arts and mathematics (AMAO 3).

49 Title III Annual Measurable Achievement Objective Targets and Results *USED waived the calculation of AMAO 1 for the school year. * *Proposed targets; pending approval from the USED. School Year AMAO 1: Progress Target AMAO 1: Results AMAO 2: Proficiency Target AMAO 2: Results %47%10%20% %74%15%31% %85%20%38% %85%25%43% %74%30%67% % NA* 35%78% %75%15%19% %** - 16%** %** - 17%** %** - 18%** %** - 19%** -

50 Annual Measurable Achievement Objective Targets and Results School Year AMAO 3: AYP Reading Target AMAO 3: Results AMAO 3: AYP Mathematics Target AMAO 3: Results %65%59%76% %70%63%77% %72%67%65% %67%71%70% %80%75%75% %83%79%78% %83%79%81% %-85% %-90% %-95% %-100%-

51 Separate Notification Letter School divisions must inform parents of the divisions failure to make progress on the Annual Measurable Achievement Objectives within 30 days after such failure occurs. [Section 3302 (b)] A sample separate notification letter has been posted to the VDOE/ESL Web site: rces/failure_meet_objectives_letter.pdf rces/failure_meet_objectives_letter.pdf

52 State Annual Measurable Achievement Objective (AMAOs) Results (based on Spring 2010 data) TargetPercent Achieved Met Target State LEP Progress AMAO 1 64%75%Yes State LEP Proficiency AMAO 2 15%19%Yes State LEP AMAO 3 (Adequate Yearly Progress) Reading/language arts 81%83%Yes State LEP AMAO 3 (Adequate Yearly Progress) Mathematics 79%82%Yes

53 State Additional Indicators for the Limited English Proficient Subgroup (based on data) TargetPercent Achieved Met Target Science70%77%Yes History/Social Science70%80%Yes Writing81%83%Yes Graduation80% 56% (*FGI 4 yr.) 56% (*FGI 4 yr.) 63% (FGI 5 yr.) No *Federal Graduation Indicator

54 Title III Reports

55 Division Title III Limited English Proficiency Reports Available in Single Sign-On Web Systems (SSWS) Limited English Proficient Report – This report displays the individual school divisions yearly Annual Measurable Achievement Objective (AMAO) results. Title III Achievement Summary Report – This report displays the individual school divisions historical AMAO results to include a Yes or No for Title III division improvement plan status. Spring ACCESS for ELLs ® Test Results – This report includes the Spring ACCESS for ELLs ® Test Results for students whose scores were used in AMAO 1 (progress) and AMAO 2 (proficiency) calculations.

56 Title III Improvement

57 Number of Divisions Not Meeting Title III Annual Measurable Achievement Objectives AMAO 1 Progress AMAO 2 Proficiency AMAO 3 AYPReading/ language arts AMAO 3 AYPMathematics NA

58 Title III Improvement Under Section 3122(b)(2) of the No Child Left Behind Act of 2001, an improvement plan shall be required for any division that has not met any Annual Measurable Achievement Objectives (AMAOs) for two consecutive years.

59 Title III Improvement Under Section 3122(b)(4) of the No Child Left Behind Act of 2001, modification of the curriculum and method of instruction shall be required for any division that has not met its Annual Measurable Achievement Objectives (AMAOs) for four consecutive years.

60 Federal Program Monitoring

61 Federal Program Monitoring Title I Part A; Title I, Part D; Title III; and Title X, Part C VDOE will be conducting the Federal Program Monitoring (FPM) visit to 28 divisions for the school year. The FPM visit will be conducted through onsite visits by the Department who will provide technical assistance before, during, and after the monitoring.

62 Federal Program Monitoring Title I Part A; Title I, Part D; Title III; and Title X, Part C School divisions identified for FPM visits during the school year will be notified by letter. The FPM protocol for monitoring will be available on the VDOE Web site. ex.shtml ex.shtml

63 Private School Participation

64 Title IX, Part E, Uniform Provisions, Subpart 1Private Schools Non-regulatory Guidance, Revised March

65 Consultation with private school officials should include: – –how the LEP childrens needs will be identified; – –what services will be offered; – –how, where, and by whom the services will be offered; – –how the services will be assessed; – –how the results of the assessment will be used to improve those areas; and – –the size and scope of services. (Office of Non-Public Education [ONPE], Private School Participation in Title III Programs)

66 Professional Development Opportunities

67 Parents as Educational Partners (PEP) What's Different About Teaching Reading to Students Learning English Virginia-WIDA Institutes EDUC 600: Reading and Writing Strategies for Limited English Proficient Students Parents as Educational Partners (PEP) What's Different About Teaching Reading to Students Learning English Virginia-WIDA Institutes TESL 532: Differentiated Instruction for English Language Learners Across the Curriculum EDUC 600: Reading and Writing Strategies for Limited English Proficient Students

68 Additional Resources National Clearinghouse for English Language Acquisition (NCELA) World-Class Instructional Design and Assessment (WIDA ®) Schools Moving Up

69 U.S. Department of Education Contacts Dr. Rosalinda Barrera - Assistant Deputy Secretary for the Office of English Language Acquisition (OELA) Supreet Anand - Group Leader for Title III Consolidated Grants within Student Achievement and School Accountability Program (SASA) Office Petraine Johnson – Education Program Specialist assigned to Virginia

70 Virginia Department of Education Contacts Judy Radford ESL Coordinator (804) Stacy Freeman (Regions II,IV, VI, and VII) ESL Specialist (804) Patience Scott (Regions I, III, V, and VIII) Education Specialist (804)


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