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New Directors’ Meeting. September 22, 2009 Kellogg Center. New Directors’ Meeting. Agenda Introductions Title III Program Calendar for the Year Student Identification Home Language Survey Assessment - ELPAS. New Directors’ Meeting. Agenda – Cont’d. Consolidated Application

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New directors meeting

New Directors’ Meeting

September 22, 2009

Kellogg Center


New directors meeting1

New Directors’ Meeting

  • Agenda

    • Introductions

    • Title III Program

      • Calendar for the Year

    • Student Identification

      • Home Language Survey

      • Assessment - ELPAS


New directors meeting2

New Directors’ Meeting

  • Agenda – Cont’d.

    • Consolidated Application

      • Allowable Expenses

      • Supplement/Supplant


New directors meeting3

New Directors’ Meeting

  • Agenda – Cont’d.

    • Allocations

      • Counts

      • SDS

    • English Language Learner Curriculum

    • Testing - ELPA


New directors meeting4

New Directors’ Meeting

  • Agenda – Cont’d.

    • AMAOs

      • Progress

      • Proficiency

      • AYP


New directors meeting5

New Directors’ Meeting

  • Agenda – Cont’d.

    • Monitoring

      • Self-study

      • Desk Monitoring

      • On-site Monitoring

        Combined

        Single


New directors meeting6

New Directors’ Meeting

  • Parent Support

    • Permission to serve students

    • Parent approval of the service program

    • Parent Literacy


New directors meeting7

New Directors’ Meeting

  • Staff Development

    • SIOP Initiative


Getting started

Getting Started

  • Do we have to serve them?

  • Civil Rights Requirements

    • Title VI of Civil Rights Act of 1964

    • Lau v. Nichols

    • Castaneda v. Pickard

    • Equal Educational Opportunities Act of 1974


Now what

Now What?

  • Home Language Survey

    • Part of the registration packet for ALL children

    • If answer to either question is YES, you must test them

    • If the test reveals that they need support, you must offer support


Now what1

Now What

  • Offer services to family in writing

  • Family can decline services

    • Student must still be tested on spring ELPA

  • If family accepts services, provide to student and monitor progress


Allocations and applications

Allocations and Applications

  • How do you access your Title III funds?

    • We determine funding amounts based on student counts

      • From Student Data System (SDS) and those tested

      • Be sure that they are in both categories


Allocations and applications1

Allocations and Applications

  • Exception

    • Pre-school students linked to your K-12 program

  • Must qualify for a minimum grant of 10,000

    • If not, part of a consortium


Allocations and applications2

Allocations and Applications

  • Current allocations in MEGS are 85% of last year’s allocation

  • Final allocations will be made in December when your 2008-2009 carryover is known.

  • Modify your Consolidated Application


Allocations and applications3

Allocations and Applications

  • Consolidated Application

    • Opens in spring of each year for the following school year

    • Field Service Consultant is the contact for the Consolidated Application

    • Due July 1 of each year in order to get the earliest possible obligation date


Allocations and applications4

Allocations and Applications

  • How can I use the funds?

    • Support extended learning opportunities for Title III students

      • Before/after school

      • Weekends

      • Summer/Jump Start


Allocations and applications5

Allocations and Applications

  • How can I use the funds? - cont’d.

    • Family literacy

      • Assist parents with knowledge of language and how to navigate the American school system

      • Not translation services – Civil Rights


Allocations and applications6

Allocations and Applications

  • How can I use the funds? - cont’d.

    • Professional Development

      • Sustained

      • Not a “one shot deal”

      • General ed staff as well as ELL staff

      • Administration


New directors meeting

Supplement/Supplant


Background

Background

  • Civil Rights Requirements

    • Title VI of Civil Rights Act of 1964

    • Lau v. Nichols

    • Castaneda v. Pickard

    • Equal Educational Opportunities Act of 1974


Background1

Background

The Civil Rights Act and ensuing Supreme Court rulings mean that schools MUST provide language acquisition services for ONE student or many students.

NO exceptions


Determination of supplement supplant

Determination of Supplement/Supplant

  • First Test:

    • An LEA uses Title III funds to provide services that the LEA is required to make available under state or local laws, or other Federal laws.


Determination of supplement supplant1

Determination of Supplement/Supplant

  • Second Test

    • Supplanting exists if the LEA uses Title III funds to provide services that it provided in the prior year with state, local, or other federal funds


Use of title iii funds

Use of Title III Funds

  • Title III funds to be used 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.


Use of title iii funds1

Use of Title III Funds

  • Funds can be used for:

    • providing additional services to ELL students beyond the “core language instruction educational programs and services for limited English proficient students.”


Implications

Implications

  • Salaries of teachers who provide core services for language students – general fund

  • Salaries of paraprofessionals who provide core services for language students – general fund

  • Salaries for administration who support the ELL program – general fund

  • All assessments (ELPA and Screener) – general fund


Core language instruction

Core Language Instruction

  • Determinations to be made:

    • What is the “Core Language Curriculum” for English Language Learners?

      • Determined in the same way that an LEA determines other core curricula

      • Teachers, texts, supplies, materials

    • These are general fund responsibilities


Core language instruction1

Core Language Instruction

  • What other requirements are made in the pertinent laws and court rulings?

    • Communicating with parents

      • Written

      • Oral

    • These are general fund expenses


Core language instruction2

Core Language Instruction

  • What other requirements are made in the pertinent laws and court rulings?

    • Testing

    • Eligibility Assessments

  • These are general fund expenses


Core language instruction3

Core Language Instruction

  • What other requirements are made in the pertinent laws and court rulings?


Additional supports

Additional Supports

  • What additional supports might a student need?

    • Common determiner to determine that a student may need additional support in order to acquire the language skills necessary to master the curriculum required of all students


Additional supports1

Additional Supports

If, based on the common determiner, a student needs additional support

  • Is the need centered on the acquisition of the curriculum?

    • Could use Title I funds IF the student is Title I eligible


Additional supports2

Additional Supports

If, based on the common determiner, a student needs additional support

  • Is the need centered on the acquisition language skills necessary to access and master the curriculum?

  • Could use Title III funds if the student is Title III eligible


Use of title iii funds2

Use of Title III Funds

  • Title III funds can be used to:

    • provide additional services to ELL students beyond the “core language instruction educational programs and services for limited English proficient students.”


Use of title iii funds3

Use of Title III Funds

Funds can be used for:

  • additional tutoring.

  • additional parental supports.

  • additional after school/weekend/summer supports.

  • additional materials and tools.


Use of title iii funds4

Use of Title III Funds

  • Funds can be used for:

    • Professional development for classroom and ELL staff


Next steps

Next Steps

  • LEAs should identify their core ELL curriculum in the same way that a core curriculum is identified for other subject matter


Next steps1

Next Steps

  • LEAs should be sure that they have uniform criteria in place to determine that ELL students need additional support – similar to Title I criteria

  • LEAs should be sure that they have uniform criteria in place to determine that ELL students can exit the support program – similar to Title I criteria


Next steps2

Next Steps

  • LEAs should identify their ELL support program

  • LEAs should identify their ELL professional development program


Next steps3

Next Steps

  • Based on these decisions about curriculum and supports, decisions can be made about which funding source can be used to fund the program/activity


Testing

Testing

  • Two tests:

    • English Language Proficiency Assessment Screener (ELPAS)

      10 days to assess a student upon arrival in your district

    • English Language Proficiency Assessment

      • Spring of each year


Testing1

Testing

  • Who to test?

    • Screener

      • Any student who answered yes on one of the two home language survey questions

    • ELPA

      • Any student who qualified for services EVEN if they are NOT receiving the services


Testing2

Testing

  • All students must be tested

    • Over parent objections

    • Not receiving services at the time of the test

    • Optional testing once the exit the program – monitor FLEPS


Annual measurable achievement objectives

Annual Measurable Achievement Objectives

  • AMAOs

    • Measure the progress of a program

    • Three components

      • Progress

      • Proficiency

      • AYP


Amaos

AMAOs

  • Progress

    • 75% of students must improve on the ELPA from one year to the next

      • Measure – 4 scale score points

      • Two questions

    • New twist – look for students back to the beginning of the testing requirement


Amaos1

AMAOs

  • Proficiency

    • 10% of students move to the FLEP category on SDS

      • New this year – for 2009-2010 – information will come from SDS

      • Your responsibility to move them to FLEP status by the end of the school year (JUNE)


Amaos2

AMAOs

  • AYP

    • Do the ELL students in your district make AYP?

      • Measured at the district level

      • Same calculations as those used for AYP

      • Same appeal process


Amaos3

AMAOs

  • Consequences

    • Year 1Letter to parents

    • Year 2Letter to parents and Plan

    • Year 3Letter to parents and implement the plan

    • Year 4Letter to parents, change staff or model


Monitoring

Monitoring

  • Annual Self Assessment

    • Sent in fall

    • Generally due back December/January

  • Desk Monitoring

  • On-site Monitoring

  • Risk Factors


Monitoring1

Monitoring

  • Onsite Monitoring

    • Two Possibilities

      • Onsite – Visit focuses only on Title III

      • Combined with Field Services

        • All federal programs are reviewed

        • Time spent with you to review Title III thoroughly

        • Report comes as a single report


Monitoring2

Monitoring

  • Change Required

    • Respond with a plan to correct the situation

    • Consultant will approve and monitor to be sure that the changes were made

  • Federal Monitoring

    • USED really monitoring us


Parent support

Parent Support

  • Permission to Serve

  • Support

    • Translations – general fund

      • Parent-Teacher conferences –not translated by the child

      • News letters

      • Field Trips


Parent support1

Parent Support

  • Support – cont’d.

    • American school system

    • Decisions for the child

      • staff does not always know best

      • they are a voice for their child


Parent support2

Parent Support

  • Literacy

    • helping the parents become English language speakers


Students with interrupted formal education

Students with Interrupted Formal Education

  • SIFEs

    • Usually come from countries with political upheaval

    • Might come from countries with little/no formal education in remote areas


Sifes

SIFEs

  • Issues

    • Age can be a problem

    • Nothing from which to transfer knowledge

      • Concrete learning – math

      • Conceptual learning – core democratic values


Sifes1

SIFEs

  • Factors to Consider

    • Age

    • Family support

    • College/training

    • Rigor


Staff development

Staff Development

  • SIOP – Research based

    • Sheltered Instruction Observation Protocol

    • Helps all teachers provide instruction for ELLs

    • Summer program


New tools

New Tools

  • Fall Conference

    • Power point for administration/boards of education

    • Handbook

    • Online tools – there now

      • www.michigan.gov/mde

        • Office of School Improvent


Contact information

Contact Information

  • Linda Forward

    Supervisor, School Improvement Support

    Office of Education Improvement and Innovation

    [email protected]

    517-373-8480

  • Mike Radke

    Director, Office of Field Servicesf

    [email protected]


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