1. Federal Title III Monitoring Visit Educational Equity Charlene Lui, Paul Ross, Cheryl Pietz, Nathan Moore, Sara Moore

2. Objectives Content: Participants will understand Granite School District’s Title III program Language: Participants will role play a Title III monitoring visit and answer questions about Title III services in Granite School District

3. Exercise fidelity to the core Implement the instructional framework Use district provided tools and assessments Organize and implement PLCs Implement MTSS District Non-Negotiables

4. ESEA Title III Background  Civil Rights Act of 1964 : “No person in the United States shall, on the grounds of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance.”  Lau V. Nichols, 1974 : “There is no equality of treatment merely by providing students with the same facilities, textbooks, teachers, and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education.”  ESEA, Title III : The overarching purpose of Title III is to ensure that English learners, including immigrants, attain English proficiency and meet the same challenging academic content and achievement standards that other students are expected to meet.

5. Mark your Calendars Representatives from the US Department of Education will be doing an ESEA Title III monitoring visit on Tuesday, April 8 ALP LEAD Meeting is canceled for this day!

6. Questions you may be asked:  What is your school’s protocol for identifying English Learners?  What is your school’s service pattern for English Learners?  What is your school’s procedure for exiting and monitoring former English Learners?  How do teachers know who the English Learner students are?  How are Special Education and English Language Development services coordinated for students who require both?  How does your school ensure the parent involvement for the families of English Learners?  What is the role of ESL para-educators within your school? ?

7. What is your school’s protocol for identifying English Learners?

8. Identification Overview Registration Card with Language Survey BLCF Step 1 Initial Placement Assessment Qualification Determination Parent Notification WIDA Model or IPT Proficiency Level 1-4

9. Registration Card Language Questions

10. Identification Overview Registration Card with Language Survey BLCF Step 1 Initial Placement Assessment Qualification Determination Parent Notification WIDA Model or IPT Proficiency Level 1-4

11. Bilingual Language Classification Form

12. Identification Overview Registration Card with Language Survey BLCF Step 1 Initial Placement Assessment Qualification Determination Parent Notification WIDA Model or IPT Proficiency Level 1-4

13. Role Play #1  Find a partner.  Partner A will play the role of a federal official  Partner B will play a school official  Partner A will ask the following question: “What is your school’s protocol for identifying English Learners?”  You will have four (4) minutes

14. What is your school’s service pattern for English Learners?

15. Core Content I need the same learning (math, language arts, science, etc.) that other students receive… To get a fair and equal education, I also need help with my English language development… English Language Development Our Responsibilities for English Learners All English Learners receive sheltered content instruction throughout the school day. Additionally, students receive English Language Development Services that are above and beyond regular language instruction.

16. Elementary ELD Time  Level 1 to 4 English Learners participate daily in 45 minutes of English Language Development (ELD) time  ELD time has the following characteristics:  Explicit language instruction targeted in each language domain : reading, writing, speaking, and listening.  Provide oral language, grammar, literacy, vocabulary, and writing development that can cross other content areas such as science and social studies.  Targets student’s proficiency level.  Taught by a highly qualified ESL endorsed teacher.

17. Secondary ELD Time

18. Core Content I need the same learning (math, language arts, science, etc.) that other students receive… To get a fair and equal education, I also need help with my English language development… English Language Development Our Responsibilities for English Learners All English Learners receive sheltered content instruction throughout the school day. Additionally, students receive English Language Development Services that are above and beyond regular language instruction.

19. Key Points  Targeted to grade level and proficiency level  Above and beyond with an ESL endorsed teacher  Instruction in reading, writing, listening and speaking

20. Targeted to grade level and proficiency level

21. Learning Task Pair -Share  Talk to your partner about the following questions:  How does your school ensure students receive grade level ESL instruction?  How does your school ensure student instruction is targeted to their proficiently level ?  Be prepared to share with whole group

22. Above and Beyond with an ESL Endorsed Teacher

23. Required ESL Courses (7-9 ) Level 1 (Entering) Level 2 (Beginning) Level 3 (Developing) Level 4 (Expanding) Level 5 (Bridging) Level 6 (Reaching) ESL Oral Language Development Level 1 ESL English (Grade Level Specific) ESL Social Studies ESL Oral Language Development Level 2 ESL English (Grade Level Specific) ESL Social Studies ESL Oral Language Development Level 3 ESL English (Grade Level Specific) Level 4 Students must take one ESL course (Examples: ESL English, ESL Math, ESL Science, ESL Social Studies) Level 5 and Level 6 Students are not enrolled in ESL classes. English Proficiency Level: Required ESL Courses: & & & & &

24. Required ESL Courses (10-12) ESL Oral Language Development Level 1 ESL English (Grade Level Specific) ESL Oral Language Development Level 2 ESL English (Grade Level Specific) ESL Oral Language Development Level 3 ESL English (Grade Level Specific) Level 4 Students must take one ESL course (Examples: ESL English, ESL Math, ESL Science, ESL Social Studies) Level 5 and Level 6 Students are not enrolled in ESL classes. English Proficiency Level: Required ESL Courses: & & & Level 1 (Entering) Level 2 (Beginning) Level 3 (Developing) Level 4 (Expanding) Level 5 (Bridging) Level 6 (Reaching)

25. Learning Task Summarize  How is ELD time at your school above and beyond regular instruction?

26. Instruction in Reading, Writing, Listening and Speaking

27. About 25 Minutes About 15 Minutes About 35 Minutes (RIGOR I & II Only) Phonemic Awareness & Phonics Vocabulary ReadingWriting A 90 Minute Lesson

28. Role Play #2  Find a partner.  Partner B will play the role of a federal official  Partner A will play a school official  Partner B will ask the following question: “What is your school’s service pattern for English Learners?  You will have four (4) minutes

29. What is your school’s procedure for exiting and monitoring former English Learners?

30. Exit/Monitor Overview Annual Proficiency Assessment (UALPA or WIDA ACCESS) Students scoring Level 5 or 6 are Exited Students are monitored for 2 years. Teams provide interventions as needed. Parents are sent notification regarding the exit from ELD services. Exited students are then monitored for two years. ALP Leads and school teams track student’s grades, standardized test scores, attendance, common formative assessments, and other data to ensure student success. Students are given interventions as needed.

31. How do teachers know who their English Learners are?

32. EL Roster Data

33. How are Special Education and ESL services coordinated for students who require both?

34. SPED/LEP Students  The school ensures the student’s English Language Development needs are met  English language development services are either :  provided by an ESL endorsed special educator, or  provided in mainstream elementary ELD time or secondary ESL classes

35. SPED/LEP Form

36. How does your school ensure parental involvement for families of English Learners?

37. Family Engagement  The school provides parent notification of ELD services.  Translation services are provided for parents as needed.  Parents are encouraged to attend SEP conferences and other family and parent activities at the school.

38. What is the role of ESL para-educators within the school?

39. ESL Para Educators  The ESL para-educator always works under the direction of an ESL endorsed teacher and spends a majority of their time tutoring English Learners and providing appropriate ELD instruction.  ESL para-educators are not used primarily for testing and paperwork.  When an ESL para-educator is paid from multiple funds, the para-educator and administrator are careful to ensure that the Title III funds are properly allocated and reflected in the documentation of their time and effort.

40. Objectives Content: Participants will understand Granite School District’s Title III program Language: Participants will role play a Title III monitoring visit and answer questions about Title III services in Granite School District