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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 meeting2
New Directors’ Meeting
  • Agenda
    • Introductions
    • Title III Program
      • Calendar for the Year
    • Student Identification
      • Home Language Survey
      • Assessment - ELPAS
new directors meeting3
New Directors’ Meeting
  • Agenda – Cont’d.
    • Consolidated Application
      • Allowable Expenses
      • Supplement/Supplant
new directors meeting4
New Directors’ Meeting
  • Agenda – Cont’d.
    • Allocations
      • Counts
      • SDS
    • English Language Learner Curriculum
    • Testing - ELPA
new directors meeting5
New Directors’ Meeting
  • Agenda – Cont’d.
    • AMAOs
      • Progress
      • Proficiency
      • AYP
new directors meeting6
New Directors’ Meeting
  • Agenda – Cont’d.
    • Monitoring
        • Self-study
        • Desk Monitoring
        • On-site Monitoring

Combined

Single

new directors meeting7
New Directors’ Meeting
  • Parent Support
    • Permission to serve students
    • Parent approval of the service program
    • Parent Literacy
new directors meeting8
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 what11
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 applications13
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 applications14
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 applications15
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 applications16
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 applications17
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 applications18
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
background21
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 supplant23
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 funds25
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 instruction28
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 instruction29
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 instruction30
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 supports32
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 supports33
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 funds34
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 funds35
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 funds36
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 steps38
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 steps39
Next Steps
  • LEAs should identify their ELL support program
  • LEAs should identify their ELL professional development program
next steps40
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
testing42
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
testing43
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
amaos46
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)
amaos47
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
amaos48
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
monitoring50
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
monitoring51
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 support53
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 support54
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
sifes57
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

forwardl@michigan.gov

517-373-8480

  • Mike Radke

Director, Office of Field Servicesf

radkem@michigan.gov