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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



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 1 Letter to parents

    • Year 2 Letter to parents and Plan

    • Year 3 Letter to parents and implement the plan

    • Year 4 Letter 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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