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Serving English Language Learners LASAFAP October 30, 2014

Serving English Language Learners LASAFAP October 30, 2014. Limited English Proficiency Agenda. Acronyms Purpose of the Program (s) Definition and identification of a Limited English Proficient student Equal a ccess provisions Assessments Title III Requirements

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Serving English Language Learners LASAFAP October 30, 2014

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  1. Serving English Language Learners LASAFAP October 30, 2014

  2. Limited English Proficiency Agenda • Acronyms • Purpose of the Program (s) • Definition and identification of a Limited English Proficient student • Equal access provisions • Assessments • Title III Requirements • Title III Immigrant Influx funds • Questions Louisiana Believes

  3. Acronyms • EL or ELL: English (language) learner—Refers to students. • LEP: Limited English Proficient—Refers to a student classification. (Term used in the law). • ESL: English as a second language—Refers to a kind of instructional program. • ELP: English Language Proficiency • ELDS: English Language Development Standards • ELPS: English Language Proficiency Standards Louisiana Believes

  4. Purpose of the ESL Program • To ensure that all children who are LEP attain English proficiency, develop high levels of academic attainment in English, and meet the same challenging State academic content and student academic achievement standards. • To promote parental and community participation in language instruction educational programs for the parents and communities of limited English proficient children.

  5. Definition of Limited English Proficient Student A student: 1. who is aged 3 through 21; 2. who is enrolled or preparing to enroll in an elementary school or secondary school; 3. who was not born in the United States or whose native language is a language other than English; 4. who is a Native American or Alaska Native or who is a native resident of the outlying areas and comes from an environment where a language other than English has had significant impact on such individual's level of English language proficiency; or 5. who is migratory, whose native language is a language other than English, and who comes from an environment where a language other than English is dominant; and 6. whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual: a. the ability to meet the state's proficient level of achievement on state assessments described in Section 1111(b)(3); b. the ability to successfully achieve in classrooms where the language of instruction is English; or c. the opportunity to participate in society (PL-10710, Title IX, Sec. 9101[25]. Bulletin 118§3307

  6. Identifying LEP Students • 1. Each LEA should ensure that all students have a completed Home Language Survey (HLS) in their records. • 3 Questions: On separate form or on registration form • Student’s first language • Language spoken at home • Language used most frequently 2. If student language is other than English, LEAs should administer a standardized, norm-referenced assessment instrument to “screen” the student to determine English Language Proficiency (LAS Links; IPT). 3. Inform parents of a child identified for participation in a Title III or specialized ESL program within 30 days after the beginning of the school year. For a child who enters school after the beginning of the school year, the school must inform parents within two weeks of the child's placement in such a program. . (NCLB, §1112(g)(2)).

  7. Parental Refusal of Specialized Services 1. Parents do have the right to refuse specialized services outlined in Parental Notification Letter. Refusal must be in writing • School district must still: • • Provide necessary supports to ensure curriculum is accessible to the student; • • Administer ELDA until student achieves level required to exit LEP status; and • •Provide accommodations just like all other LEP students. Parent refusal of services does not waive a child’s right to appropriate accommodations. 3. Student will still be included in LEP student group for AYP and AMAO purposes.

  8. Equal Access to a Public Education • Titles IV and VI of the Civil Rights Act of 1964 (prohibits discrimination on the basis of race, color, or national origin) • LEA must ensure that LEP students have equal access to all programs and services (Equal Educational Opportunity Act [EEOA], 1974.) • All students are to be enrolled and served in school, regardless of documentation or visa status. (Plyler v. Doe, 1982.) Louisiana Believes

  9. EQUAL ACCESS/Civil Rights Castaneda v. Pickard, 1981– An English language instruction program must: • Be based on sound educational theory, • Be implemented to full effect (i.e., adequate funds, adequate teacher competency to run the program as it is intended), • Be subject to change or replacement if it fails to achieve intended aims of language acquisition. Louisiana Believes

  10. Document Translation Requirements • NCLB specifies that communications with parents must be provided “in an understandable and uniform format, and to the extent practical, in a language parents can understand” • If written translations are not practical, guidance emphasizes the need to provide information to parents orally in a language they understand. • Districts have flexibility in determining mix of oral and written translation services that may be necessary and reasonable for communication of the required information to LEP parents. The New Title 1; Brustein and Manasevit, Chapter 7

  11. Assessment Requirements ● In Louisiana, all LEP students must participate in statewide assessments (Bulletin 118, §3307). ● In addition, both Title I and Title III requires that all LEP students take an annual assessment of English language proficiency that measures students’ reading, writing, speaking, and listening skills in English. ● Louisiana administers the English Language Development Assessment or ELDA ● The ELDA will be used in 2014-2015

  12. Accommodations LEP students qualify; for accommodations provided: ▪ They are used in the students' regular classroom instruction and assessment; ▪ Test accommodations must not be different from or in addition to the accommodations provided in the classroom during instruction and assessment and must not compromise test security or confidentiality. Accommodations include: ▪ Extended /adjusted time ▪ Individual/Small Group Administration ▪ Provision of English/Native Language Word-to-Word Dictionary ▪ Tests read aloud (except portions that test reading comprehension) ▪ Test administered by ESL teacher to by individual providing language services. (Bulletin 118, §3307)

  13. AssessmentWaivers ● The SBLC shall be granted the authority to waive the state's grade promotion policy for a LEP student. A LEP student who was granted a waiver at the fourth grade level is ineligible for a waiver at the eighth grade level. ● Safe Harbor Test: The test score of every student who is enrolled in any school in an LEA on October 1 of the academic year and who is eligible to take a test at a given school within the same LEA shall be included in the LEA’s district performance score (DPS). The score of every student that will count in the DPS will be counted at the school where the student was enrolled on February 1 for SPS and subgroup AYP. Bulletin 111

  14. Title IIIREQUIRED SUBGRANTEE ACTIVITIES • Section 3115 (c) A LEA receiving shall use the funds: (1) to increase the English proficiency of limited English proficient children by providing high-quality language instruction educational programs (2) To provide high quality professional development--Section 3115(c)(2) Louisiana Believes

  15. Private School Participation • An LEA receiving Title III funds must consult with appropriate private school officials during the design and development of the Title III program and after timely and meaningful consultation and provide educational services to LEP children and educational personnel. (No Child Left Behind Act of 2001, Title IX, Part E Secs. 9501-9506) Louisiana Believes

  16. Documenting Consultation LEA Comments that support consultation meeting. Louisiana Believes

  17. Annual Measurable Achievement Objectives (AMAO) Under the Elementary and Secondary Education Act (ESEA), as reauthorized under the No Child Left Behind Act of 2001 (NCLB), local education agencies (LEAs) that receive Title III, Part A funding for English language acquisition programs are held accountable for their English language learners’ (ELLs) achievement in learning the English language The achievement of each Title III-funded LEA’s ELL student population is measured against the state's achievement standards known as the Annual Measurable Achievement Objectives (AMAOs). Each Title III-funded LEA must meet all of the AMAOs to receive an overall AMAO status of ‘Met.’

  18. AMAOs defined ● AMAO 1 Progress – Percent of LEP students making progress in learning English as indicated through ELDA scores ● AMAO 2 Attainment – Percent of LEP students attaining proficiency in English (see below) ● AMAO 3 ELL Accountability – District making Adequate Yearly Progress (AYP) for the LEP subgroup

  19. English Proficiency Defined English proficiency requirements are: 1. For grades K-2: a. two years at composite level V on the English language development a assessment (ELDA); or, in the same year; b.at composite level V on ELDA and at grade-level/benchmark/low-risk on a standardized reading assessment, such as DIBELS Next. 2. For grades 3-8: a. composite level V on ELDA; or, in the same year; b. at composite level 4 IV on ELDA and at proficient on the ELA or English language arts state content assessment. 3. For grades 9-12: a. composite level V on the ELDA: or, in the same year; b. at composite level IV on the ELDA and at proficient on ELA or English state content assessment in the most recent academic year.

  20. Determinations and Consequences • Calculated every year. • LEAs are informed through letters to local Superintendent and Title III Accountability: Longitudinal Results report • Parental Notification must be sent in districts that fail to meet all three AMAOs in reporting year. • Improvement Plan-districts that fail to meet all three AMAOs for two consecutive years (Sec. 3122 (b)(2)) • LDOE “sanctions” for districts that fail to meet all three AMAOs for four consecutive years (Sec. 3122 (b)(4)) Louisiana Believes

  21. Addition Important Notes • LEAs must have written Plan for tracking former LEP students for 2 years • Special education services are separate from English language learner (ELL) services. (IDEA §612(b)(2)(A)(iii)) • English as a Second Language (ESL) add-on certification is recommended for teachers. Louisiana Believes

  22. Title III Immigrant Influx Funds To receive funds, a district must experience an average increase of at least 10 percent in its number of immigrant students over the two preceding years. Who are Immigrant Students? ▪ Immigrant students are between the ages 3 and 21; ▪ Who were not born in any U.S. State (or Puerto Rico); and ▪ Have been enrolled in U.S. schools for less than 3 academic years [Title III, section 3301(6)]

  23. Questions? Louisiana Believes

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