New Directors’ Meeting

1. New Directors’ Meeting September 22, 2009 Kellogg Center

2. New Directors’ Meeting • Agenda • Introductions • Title III Program • Calendar for the Year • Student Identification • Home Language Survey • Assessment - ELPAS

3. New Directors’ Meeting • Agenda – Cont’d. • Consolidated Application • Allowable Expenses • Supplement/Supplant

4. New Directors’ Meeting • Agenda – Cont’d. • Allocations • Counts • SDS • English Language Learner Curriculum • Testing - ELPA

5. New Directors’ Meeting • Agenda – Cont’d. • AMAOs • Progress • Proficiency • AYP

6. New Directors’ Meeting • Agenda – Cont’d. • Monitoring • Self-study • Desk Monitoring • On-site Monitoring Combined Single

7. New Directors’ Meeting • Parent Support • Permission to serve students • Parent approval of the service program • Parent Literacy

8. New Directors’ Meeting • Staff Development • SIOP Initiative

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. Allocations and Applications • How can I use the funds? • Support extended learning opportunities for Title III students • Before/after school • Weekends • Summer/Jump Start

17. 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

18. 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

19. Supplement/Supplant

20. Background • Civil Rights Requirements • Title VI of Civil Rights Act of 1964 • Lau v. Nichols • Castaneda v. Pickard • Equal Educational Opportunities Act of 1974

21. 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

22. 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.

23. 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

24. 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.

25. 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.”

26. 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

27. 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

28. 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

29. Core Language Instruction • What other requirements are made in the pertinent laws and court rulings? • Testing • Eligibility Assessments • These are general fund expenses

30. Core Language Instruction • What other requirements are made in the pertinent laws and court rulings?

31. 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

32. 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

33. 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

34. 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.”

35. 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.

36. Use of Title III Funds • Funds can be used for: • Professional development for classroom and ELL staff

37. Next Steps • LEAs should identify their core ELL curriculum in the same way that a core curriculum is identified for other subject matter

38. 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

39. Next Steps • LEAs should identify their ELL support program • LEAs should identify their ELL professional development program

40. 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

41. 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

42. 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

43. 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

44. Annual Measurable Achievement Objectives • AMAOs • Measure the progress of a program • Three components • Progress • Proficiency • AYP

45. 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

46. 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)

47. 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

48. 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

49. Monitoring • Annual Self Assessment • Sent in fall • Generally due back December/January • Desk Monitoring • On-site Monitoring • Risk Factors

50. 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