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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 - PowerPoint PPT Presentation
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October 2009
New Directors’ Meeting
September 22, 2009Kellogg Center
October 2009
New Directors’ Meeting
• Agenda– Introductions– Title III Program
• Calendar for the Year
– Student Identification• Home Language Survey• Assessment - ELPAS
October 2009
New Directors’ Meeting
• Agenda – Cont’d.– Consolidated Application
• Allowable Expenses• Supplement/Supplant
October 2009
New Directors’ Meeting
• Agenda – Cont’d.– Allocations
• Counts• SDS
– English Language Learner Curriculum– Testing - ELPA
October 2009
New Directors’ Meeting
• Agenda – Cont’d.– AMAOs
• Progress• Proficiency• AYP
October 2009
New Directors’ Meeting
• Agenda – Cont’d.– Monitoring
– Self-study– Desk Monitoring– On-site Monitoring
CombinedSingle
October 2009
New Directors’ Meeting
• Parent Support– Permission to serve students– Parent approval of the service program– Parent Literacy
October 2009
New Directors’ Meeting
• Staff Development– SIOP Initiative
October 2009
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
October 2009
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
October 2009
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
October 2009
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
October 2009
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
October 2009
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
October 2009
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
October 2009
Allocations and Applications
• How can I use the funds?– Support extended learning opportunities
for Title III students• Before/after school• Weekends• Summer/Jump Start
October 2009
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
October 2009
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
October 2009
Supplement/Supplant
October 2009
Background
• Civil Rights Requirements– Title VI of Civil Rights Act of 1964– Lau v. Nichols– Castaneda v. Pickard– Equal Educational Opportunities Act of
1974
October 2009
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
October 2009
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.
October 2009
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
October 2009
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.
October 2009
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.”
October 2009
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
October 2009
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
October 2009
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
October 2009
Core Language Instruction
• What other requirements are made in the pertinent laws and court rulings?
• Testing• Eligibility Assessments
– These are general fund expenses
October 2009
Core Language Instruction
• What other requirements are made in the pertinent laws and court rulings?
October 2009
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
October 2009
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
October 2009
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
October 2009
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.”
October 2009
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.
October 2009
Use of Title III Funds
• Funds can be used for:– Professional development for classroom
and ELL staff
October 2009
Next Steps
• LEAs should identify their core ELL curriculum in the same way that a core curriculum is identified for other subject matter
October 2009
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
October 2009
Next Steps
• LEAs should identify their ELL support program
• LEAs should identify their ELL professional development program
October 2009
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
October 2009
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
October 2009
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
October 2009
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
October 2009
Annual Measurable Achievement Objectives
• AMAOs– Measure the progress of a program– Three components
• Progress• Proficiency• AYP
October 2009
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
October 2009
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)
October 2009
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
October 2009
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
October 2009
Monitoring
• Annual Self Assessment– Sent in fall– Generally due back December/January
• Desk Monitoring • On-site Monitoring• Risk Factors
October 2009
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
October 2009
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
October 2009
Parent Support
• Permission to Serve• Support
– Translations – general fund• Parent-Teacher conferences –not translated
by the child• News letters• Field Trips
October 2009
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
October 2009
Parent Support
• Literacy – helping the parents become English
language speakers
October 2009
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
October 2009
SIFEs
• Issues– Age can be a problem– Nothing from which to transfer
knowledge• Concrete learning – math• Conceptual learning – core democratic
values
October 2009
SIFEs
• Factors to Consider– Age– Family support– College/training– Rigor
October 2009
Staff Development
• SIOP – Research based– Sheltered Instruction Observation
Protocol – Helps all teachers provide instruction for
ELLs– Summer program
October 2009
New Tools
• Fall Conference– Power point for administration/boards of
education– Handbook– Online tools – there now
• www.michigan.gov/mde– Office of School Improvent
October 2009
Contact Information
• Linda ForwardSupervisor, School Improvement SupportOffice of Education Improvement and [email protected]
• Mike RadkeDirector, Office of Field Servicesf
