No Child Left Behind Act No Child Left Behind Act of 2001of 2001

Title I and Title III: Title I and Title III: Partnership for Academic Partnership for Academic

Achievement Achievement

Virginia Department of Education

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Enacted Enacted ““to close the achievement gap with accountability, to close the achievement gap with accountability,

flexibility, and choice, so that flexibility, and choice, so that no child is left behindno child is left behind””

No Child Left Behind Act of 2001No Child Left Behind Act of 2001 PurposePurpose

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Accountability for ResultsAccountability for Results

Local school divisions must know:Local school divisions must know: Within 12 years, beginning with 2002-2003, Within 12 years, beginning with 2002-2003, allall

students in Virginia are to achieve proficiency in students in Virginia are to achieve proficiency in Reading (English/language arts) and mathematics.Reading (English/language arts) and mathematics.

Results from the state assessment systemResults from the state assessment system will be the will be the primary measure for determining whether Virginia primary measure for determining whether Virginia public schools, school divisions, and the state make public schools, school divisions, and the state make Adequate Yearly Progress (AYP). Adequate Yearly Progress (AYP).

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Adequate Yearly ProgressAdequate Yearly Progress

Annual measurable objectives must be met by all of Annual measurable objectives must be met by all of the following the following subgroupssubgroups of students: of students: Students with disabilitiesStudents with disabilities Economically disadvantaged Economically disadvantaged

studentsstudents Limited English proficient Limited English proficient

studentsstudents Major racial/ethnic groupsMajor racial/ethnic groups

Black (not of Hispanic origin), White (not of Hispanic Black (not of Hispanic origin), White (not of Hispanic origin), Hispanicorigin), Hispanic

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How Does Title I Help?How Does Title I Help?

…by realizing a need as …by realizing a need as far far

back as 1994back as 1994No longer does a No longer does a

local educational agency need to demonstrate local educational agency need to demonstrate that the needs of LEP students stem from that the needs of LEP students stem from

educational deprivation and not solely from educational deprivation and not solely from their limited English proficiency. their limited English proficiency.

based on the based on the Improving America’s School’s Act of 1994Improving America’s School’s Act of 1994

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Why Does Title I Need to Help?Why Does Title I Need to Help?

There are 5.5 million LEP students in U.S. There are 5.5 million LEP students in U.S. public schools who speak more than 400 public schools who speak more than 400

different languages. different languages.

Eighty percent of LEP students speak Spanish Eighty percent of LEP students speak Spanish as their first language. as their first language.

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How Does How Does Title I and Title III Help?Title I and Title III Help?

Under Title I and Title III, NCLB provides more Under Title I and Title III, NCLB provides more than $13 billion (FY 04 funding) for LEP students than $13 billion (FY 04 funding) for LEP students

for English language acquisition and academic for English language acquisition and academic achievement. achievement.

With the support of funds provided through NCLB, With the support of funds provided through NCLB, states are developing better assessments and states are developing better assessments and

accommodations for LEP students. accommodations for LEP students.

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What do we know about What do we know about addressing the needs of LEP addressing the needs of LEP

students through their inclusion students through their inclusion in the law?in the law?

What do we know about services What do we know about services to and for LEP students?to and for LEP students?

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““Read All About It”Read All About It”

…but where?…but where? Adequate Yearly Progress shall be defined by Adequate Yearly Progress shall be defined by

the state in a manner that includes measurable the state in a manner that includes measurable annual objectives for continuous and sustained annual objectives for continuous and sustained improvement for each of the following:improvement for each of the following: All schoolsAll schools Economically disadvantaged studentsEconomically disadvantaged students Students from major racial and ethnic groupsStudents from major racial and ethnic groups Students with limited English proficiencyStudents with limited English proficiency

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““Read All About It”Read All About It”(continued)(continued)

State policies must guarantee that each State policies must guarantee that each LEP studentLEP student is included in the is included in the State assessment system.State assessment system.

LEP studentsLEP students are to be provided an individualized determination of are to be provided an individualized determination of

the most appropriate language and form of assessment for that the most appropriate language and form of assessment for that student based on English language proficiency, native language student based on English language proficiency, native language proficiency, and language and format or their current instructional proficiency, and language and format or their current instructional program, or other factors. program, or other factors.

Whether an Whether an LEP studentLEP student should be tested with the state assessment, should be tested with the state assessment, the state assessment with accommodations, or (to the extent the state assessment with accommodations, or (to the extent practicable) a native language assessment will depend on which practicable) a native language assessment will depend on which assessment most validly and reliably measures the knowledge and assessment most validly and reliably measures the knowledge and skills of the student. skills of the student.

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““Read All About It”Read All About It”(continued)(continued)

Assessment results are to be Assessment results are to be disaggregated within each state, local disaggregated within each state, local educational agency, and school by:educational agency, and school by: gendergender each major racial and ethnic groupeach major racial and ethnic group English proficiency statusEnglish proficiency status MigrantMigrant students with disabilities as compared to non-students with disabilities as compared to non-

disabled studentsdisabled students economically disadvantaged students as economically disadvantaged students as

compared to students who are not economically compared to students who are not economically disadvantaged…disadvantaged…

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““Read All About It”Read All About It”(continued)(continued)

Each State plan shall identify the Each State plan shall identify the languages languages other than Englishother than English that are present in the that are present in the student population for which assessments are student population for which assessments are not availablenot available

and make every effort to develop such and make every effort to develop such assessments.assessments.

Beginning 2002-2003, each state shall provide Beginning 2002-2003, each state shall provide for an for an annual assessment of English proficiencyannual assessment of English proficiency in all schools (measuring students’ oral in all schools (measuring students’ oral language, reading, and writing skills in language, reading, and writing skills in English).English).

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Read all about it in the Read all about it in the Title I LawTitle I Law..

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What do we know about What do we know about addressing the needs of LEP addressing the needs of LEP

students through their inclusion students through their inclusion in the law?in the law?

What do we know about services What do we know about services to and for LEP students?to and for LEP students?

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...and what is the source of ...and what is the source of information?information?

Title I Schoolwide Program Schools Title I Schoolwide Program Schools (Title I, Section 1114)(Title I, Section 1114)

The flexibility to combine funding sources helps schools use resources t o improve the entire instructional program to better serve all children in these The flexibility to combine funding sources helps schools use resources t o improve the entire instructional program to better serve all children in these schools. Rather than having several different categorical programs which separately provide extra assistance for a portion of a school's population, schools. Rather than having several different categorical programs which separately provide extra assistance for a portion of a school's population,

Schoolwide Programs serve all students in the school while at the same time ensuring that target populations succeed.Schoolwide Programs serve all students in the school while at the same time ensuring that target populations succeed.

a.a. Children with Limited English Proficiency (LEP)Children with Limited English Proficiency (LEP) are eligible for Part A - Basic Grants supplemental services on are eligible for Part A - Basic Grants supplemental services on the same basis as other children who are selected for services. That is, in targeted assistance schools they the same basis as other children who are selected for services. That is, in targeted assistance schools they should be selected on the basis of multiple, education related, objective criteria for determining which children should be selected on the basis of multiple, education related, objective criteria for determining which children are failing or most at risk of failing to meet the state's student performance standards. In schools operating are failing or most at risk of failing to meet the state's student performance standards. In schools operating schoolwide programs the goal is to upgrade the entire school. The needs of all students, including LEP students, schoolwide programs the goal is to upgrade the entire school. The needs of all students, including LEP students, are to be considered in designing those programs. School reform efforts need to be comprehensive in nature and are to be considered in designing those programs. School reform efforts need to be comprehensive in nature and need to incorporate the unique challenges of educating children with limited English proficiency.need to incorporate the unique challenges of educating children with limited English proficiency.

LEP students may receive services that stem from educational deprivation or from their limited English LEP students may receive services that stem from educational deprivation or from their limited English proficiency. However, they are also first entitled to services required by law because of their limited proficiency proficiency. However, they are also first entitled to services required by law because of their limited proficiency in English, e.g., the Bilingual Bicultural Education Act, Title VI of the Civil Rights Act, the Equal Educational in English, e.g., the Bilingual Bicultural Education Act, Title VI of the Civil Rights Act, the Equal Educational Opportunities Act. To avoid supplanting, Title I schools may not use Part A funds to provide the level of services Opportunities Act. To avoid supplanting, Title I schools may not use Part A funds to provide the level of services necessary to meet Federal, State, or local law requirements for limited-English-proficient children. Part A funds necessary to meet Federal, State, or local law requirements for limited-English-proficient children. Part A funds may be used, however, to coordinate and supplement these services, as well as to provide additional direct may be used, however, to coordinate and supplement these services, as well as to provide additional direct services to these children. In contrast to the previous Chapter 1 legislation, under IASA there is no prohibition services to these children. In contrast to the previous Chapter 1 legislation, under IASA there is no prohibition from providing students services that specifically address students' limited English proficiency. In all cases Title from providing students services that specifically address students' limited English proficiency. In all cases Title I funded staff should work closely with the ESL/bilingual teachers and the regular classroom teachers to create I funded staff should work closely with the ESL/bilingual teachers and the regular classroom teachers to create high quality educational programs with maximum continuity of instruction for LEP students.high quality educational programs with maximum continuity of instruction for LEP students.

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Title I Schoolwide Program Schools Title I Schoolwide Program Schools (Title I, Section 1114)(Title I, Section 1114)

Schoolwide Programs may combine funds of Schoolwide Programs may combine funds of various NCLB federal programs with state and various NCLB federal programs with state and local education funds.local education funds.

Schoolwide Programs that combine funds Schoolwide Programs that combine funds

allocated under federal programs, however, allocated under federal programs, however, must carry out activities that meet the intent and must carry out activities that meet the intent and purposes of those programs.purposes of those programs.

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Title I Schoolwide Program Schools Title I Schoolwide Program Schools and Benefits to the LEP Program and Benefits to the LEP Program

Workshop TimeWorkshop TimeDescribe how each component below can further the LEP program Describe how each component below can further the LEP program

objectives within the Schoolwide Program. objectives within the Schoolwide Program. An Effective Schoolwide Program School Can:An Effective Schoolwide Program School Can: Encourage and facilitate collaboration and planning among regular classroom Encourage and facilitate collaboration and planning among regular classroom

teachers, administrators, specialists, support staff, and parents;teachers, administrators, specialists, support staff, and parents; Encourage innovation in instruction, use of time, staffing, and other resources;Encourage innovation in instruction, use of time, staffing, and other resources; Involve parents more centrally in planning, decision making, and instructional Involve parents more centrally in planning, decision making, and instructional

support roles;support roles; Coordinate budgets from multiple sources;Coordinate budgets from multiple sources; Integrate and streamline pupil services, including diagnostic and counseling Integrate and streamline pupil services, including diagnostic and counseling

assistance as well as health services; andassistance as well as health services; and Consolidate and tailor professional development to a school's particular needs.Consolidate and tailor professional development to a school's particular needs.

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...And What is the Source of ...And What is the Source of Information?Information?

Title I Targeted Assistance Schools Title I Targeted Assistance Schools (Title I, Section 1115)(Title I, Section 1115)

Children with Limited English Proficiency are eligible for Children with Limited English Proficiency are eligible for Title I, Part A - Basic GrantsTitle I, Part A - Basic Grants

supplemental services supplemental services by law based solely on their limited English by law based solely on their limited English proficiency. This eligibility alone qualifies an LEP student proficiency. This eligibility alone qualifies an LEP student

to be served in a Title I Targeted Assistance schoolto be served in a Title I Targeted Assistance school. .

The needs of all students that will receive services, including LEP students, are to The needs of all students that will receive services, including LEP students, are to be considered in designing the supplemental educational programs. be considered in designing the supplemental educational programs.

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Use of Title I, Part A, Funds in a Use of Title I, Part A, Funds in a Targeted Assistance SchoolsTargeted Assistance Schools

Title I, Part ATitle I, Part A, funds may be used to , funds may be used to coordinate and coordinate and supplementsupplement services that are required by federal, state, and services that are required by federal, state, and local law to be provided to limited English proficient students.local law to be provided to limited English proficient students.

Title I, Part ATitle I, Part A, funds may be used to provide , funds may be used to provide additionaladditional direct direct services to LEP children. services to LEP children.

There is no prohibition from providing students services that There is no prohibition from providing students services that specifically address students' limited English proficiency. specifically address students' limited English proficiency.

In all cases, Title I funded staff should work closely with the In all cases, Title I funded staff should work closely with the ESL/bilingual teachers and the regular classroom teachers to ESL/bilingual teachers and the regular classroom teachers to create high quality educational programs with maximum create high quality educational programs with maximum continuity of instruction for LEP students.continuity of instruction for LEP students.

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Title I Targeted Assistance Schools Title I Targeted Assistance Schools (Title I, Section 1115)(Title I, Section 1115)

Workshop TimeWorkshop TimeFrom your experience, how would you best use From your experience, how would you best use

Title I funds in a Targeted Assistance school programTitle I funds in a Targeted Assistance school programto supplement the required services to supplement the required services

provided to LEP students? provided to LEP students? Assume the program serves twenty-five LEP students out of a total Assume the program serves twenty-five LEP students out of a total

of one hundred students that have been targeted for supplemental of one hundred students that have been targeted for supplemental services in this school.services in this school.

Assume there are 2 Title I TeachersAssume there are 2 Title I Teachers Assume the supplemental services block is 45 minutes 3 days a Assume the supplemental services block is 45 minutes 3 days a

week.week. Assume that 15 students are not excelling in English/reading and Assume that 15 students are not excelling in English/reading and

mathematics and 10 are not excelling in English/reading only.mathematics and 10 are not excelling in English/reading only.

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What is needed to help teachers What is needed to help teachers become better prepared to work become better prepared to work

with LEP students?with LEP students?

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Program Responsibilities for Program Responsibilities for Limited English Proficient StudentsLimited English Proficient Students The school division must:The school division must:

Increase the English language proficiency of Increase the English language proficiency of limited English proficient children by providing limited English proficient children by providing high-quality language instruction educational high-quality language instruction educational programs that are based on scientifically-based programs that are based on scientifically-based researchresearch

Provide high quality professional development Provide high quality professional development to classroom teachers, principals, to classroom teachers, principals, administrators, and other school or community-administrators, and other school or community-based personnelbased personnel

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What do we know about What do we know about supporting the active supporting the active

involvement of parents in involvement of parents in addressing the needs of LEP addressing the needs of LEP

students?students?

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Accommodating Parent NeedsAccommodating Parent Needs

In carry out the parental involvement requirements of In carry out the parental involvement requirements of Title I, Section 1118Title I, Section 1118, ,

the local educational agencies and schools, to the the local educational agencies and schools, to the extent practicable, shall provide full opportunities extent practicable, shall provide full opportunities

for the participation of parents with for the participation of parents with limited English proficiencylimited English proficiency, parents with disabilities, , parents with disabilities,

parents of parents of migratory childrenmigratory children, including providing , including providing reports required under Title I, Section 1111 reports required under Title I, Section 1111

(assessment results). (assessment results).

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Parental Notification: Parental Notification: LEP ProgramsLEP Programs

Under Under Title I and Title IIITitle I and Title III parental notification parental notification requirements, local school divisions must ensure that LEP requirements, local school divisions must ensure that LEP parents are notified no later than 30 days after the beginning parents are notified no later than 30 days after the beginning of each school year or within two weeks of placement in a of each school year or within two weeks of placement in a language instruction educational program.language instruction educational program.

LEP parents must be notified of:LEP parents must be notified of: The reason their child has been identified as LEPThe reason their child has been identified as LEP Their child’s level of English proficiency and how the level was Their child’s level of English proficiency and how the level was

assessedassessed Their child’s academic levelTheir child’s academic level The method of instruction that will be usedThe method of instruction that will be used The program exit requirementsThe program exit requirements Their rights to remove child from program or Their rights to remove child from program or refuse servicesrefuse services

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What do we now know about the What do we now know about the support Title I can provide to support Title I can provide to

LEP students?LEP students?

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Contact InformationContact Information

Brenda A. SpencerBrenda A. Spencer

Division of InstructionDivision of Instruction

Office of Program Administration and Office of Program Administration and AccountabilityAccountability

Virginia Department of EducationVirginia Department of Education

Phone: 804-371-6201 Fax: 804-371-Phone: 804-371-6201 Fax: 804-371-73477347

E-mail: bspencer@mail.vak12ed.eduE-mail: bspencer@mail.vak12ed.edu