Title III:  Language Instruction for Limited English Proficiency LEP and Immigrant Students

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Major Purpose of Title III

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Title III: Language Instruction for Limited English Proficiency LEP and Immigrant Students

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1. Title III: Language Instruction for Limited English Proficiency (LEP) and Immigrant Students Overview of Programs and Requirements for Limited English Proficient (LEP) Students

2. Major Purpose of Title III – English Language Acquisition To ensure that LEP students attain English proficiency and develop high levels of academic attainment in English, and meet the same challenging state academic content and student achievement standards as all children.

3. No Child Left Behind Act of 2001 – Performance Goals for All States All LEP students: Will become proficient in English and reach high academic standards, at a minimum, attaining proficiency or better in reading/language arts and mathematics.

4. Demographics

5. LEP Enrollment Comparison 2004-2005

6. Broad Goals of the Legislation for LEP Students Increase English language proficiency and acquisition of academic content in reading and mathematics (science by 2007-2008). Measure progress and proficiency in English language acquisition with a valid and reliable English language proficiency assessment.

7. Broad Goals of the Legislation for LEP Students Requires states to set performance targets for increases in proficiency and progress for LEP students [annual measurable achievement objectives (AMAOs)]. Requires states to notify divisions regarding their progress in meeting the AMAOs.

8. Broad Goals of the Legislation for LEP Students Provide professional development to all staff to ensure that LEP students meet the state academic content and English language proficiency requirements. States and school divisions must provide professional development. School divisions must inform parents regarding the progress of LEP students.

9. Requirements Inclusion of LEP students in state content assessments in reading/language arts, mathematics, and science (2007-2008). Reporting of all K-12 LEP student performance on English language proficiency assessments in speaking, listening, reading, writing and comprehension. Progress in English language proficiency. Proficiency in English, reclassification as non-LEP.

10. Assessment Requirements for LEP Students Academic assessments in mathematics and reading/language arts for grades 3 through 8 and an end-of-course assessments (science by 2007-2008). [Sec. 1111(3)(A)] Academic assessment of English language proficiency for all LEP students measuring students’ oral language, reading, and writing. [Sec. 1111(7)]

11. Virginia’s Approach to the Mathematics Assessment Requirement Standards of Learning (SOL) Assessment Requirement LEP students (proficiency levels 1, 2 or first year of enrollment in a U.S. school in grades 3 through 8) may take a plain English form of the mathematics SOL assessment. LEP students (proficiency levels 3, 4, Monitor 1 and Monitor 2 status in grades 3 through 8) take the regular SOL assessments in mathematics.

12. Annual Measurable Objectives -- AYP Mathematics Percent Pass

13. Virginia’s Approach to the Reading/Language Arts Assessment Requirement Standards of Learning (SOL) Assessment Requirement LEP students (proficiency levels 1, 2 or first year of enrollment in a U.S. school in grades 3 through 8) may use the reading component of the SELP as a substitute for the Reading/Language Arts SOL Assessment. LEP students (proficiency levels 3, 4, Monitor 1 and Monitor 2 status in grades 3 through 8) take the regular SOL assessments in reading/language arts.

14. Annual Measurable Objectives -- AYP Reading/Language Arts: Percent Pass

15. SELP and Plain English Mathematics Assessments LEP students may only take the SELP or plain English mathematics SOL for three consecutive years if they remain at proficiency levels 1 or 2 as defined by the English Language Proficiency SOL.

16. Virginia’s Approach to the English Language Proficiency Assessment Requirement For 2004-2005, the Stanford English Language Proficiency (SELP) Assessment was used as the state assessment of English language proficiency. For 2005-2006, the Department of Education will allow each school division flexibility in selecting the ELP assessment it wants to use. The flexibility will allow school divisions to use the SELP, if desired, or choose among other available ELP assessments that are approved by the Virginia Board of Education. Additionally, school divisions have the option of submitting their locally developed assessment for approval by the Board of Education.

17. Annual Measurable Achievement Objectives for LEP Students Section 3122(a)(3) of the No Child Left Behind Act of 2001 (NCLB) requires that States’ annual measurable achievement objectives (AMAOs) for LEP students include: Annual increases in the number or percentage of children making progress in learning English; Annual increases in the number or percentage of children attaining English proficiency by the end of the school year, as determined by a valid and reliable assessment of English language proficiency.

18. LEP Student Progress Target State Performance Target: The percentage of LEP students making progress shall be determined by the percentage of LEP students who have been enrolled for a full academic year in a Virginia public school and have increased one level or more on the ELP SOLs as measured by a body of evidence that includes the state-approved English language proficiency assessment results. [Consolidated State Application Accountability Workbook, September 2003 Submission, Amended May 26, 2004.]

19. LEP Student Progress Target

20. LEP Proficiency Target Non-LEP students shall be defined as those students who maintain full English proficiency by scoring at the proficient level on the reading and writing portions of the English language proficiency assessment for two consecutive years after formally exiting the language instruction program. [Consolidated State Application Accountability Workbook, September 2003 Submission, Amended May 26, 2004.]

21. LEP Student Proficiency Target

22. Title III Accountability System

23. What is reported to for NCLB? Number and percentage of LEP student progress in learning English. Number and percentage of LEP students achieving proficiency in acquiring English. LEP students achieving proficiency on SOL assessments in reading/language arts, mathematics (science 2007-2008).

24. Parental Notification under Title III School divisions must inform parents annually regarding their child’s placement in a language instruction education program within 30 days after the beginning of the school year, or within two weeks of the child’s placement within a program. [Section 3302(a), 1112 (g)(1)(A)]

25. Parental Notification to Parents of LEP Students A school no later than 30 days after the beginning of the school year or within two weeks of enrollment must inform parents- Why student was identified as LEP Level of English proficiency How level was assessed Academic level Method of instruction Exit requirements Parental right to remove student from program or refuse services. [Section 3302(a)]

26. Separate Notification School divisions must inform parents of their failure to make progress on the AMAOs within 30 days after such failure occurs. These notifications are to be sent out annually in the fall.

27. Inclusion of Stakeholders Divisions must provide assurances that they consulted with stakeholders, researchers, school administrators, parents and if appropriate, with education-related community groups and nonprofit organizations and institutions of higher education in developing a plan for the use of Title III funds. [Section 3116 (b)(5)]

28. Language Instruction Program School divisions must assure that the instruction programs for LEP students: Is designed to improve the education of LEP students by assisting them in learning English and meeting state standards; and Is based on scientifically based research for teaching LEP students.

29. Highly Qualified Teachers of LEP Students Teachers who teach in a language instruction program for LEP students must be fluent in English and any other language used for instruction including written and oral communication skills. If teachers of LEP students are the sole provider of instruction in core academic subjects, they must meet the requirements for highly qualified teachers. Core academic subjects- English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography.

30. Identification of LEP 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 student will be placed in a program designed to improve their English language proficiency.

31. Professional Development School divisions are required to provide high-quality professional development to classroom teachers (including teachers in classroom settings that are not the settings of language instruction) principals, administrators, and other school or community-based personnel that is: Designed to improve the instruction and assessment of LEP students; Based on scientifically based research; Of sufficient intensity and duration to have a positive and lasting impact. [Section 3115 (2)]

32. Fiscal Responsibilities No more than 2% of the LEP subgrant can be used for administrative costs. Divisions with entitlements of less than $10,000 must enter into a consortium to be eligible to receive funds through Title III.

33. Resources The Office of English Language Acquisition http://www.ed.gov/about/offices/list/oela/index.html?src=mr Virginia Department of Education’s English as a Second Language Website http://www.pen.k12.va.us/VDOE/Instruction/ESL/

34. Contact Val Gooss, ESL Coordinator Virginia Department of Education (804) 786-1692 [email protected]

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