HELP!

1. HELP! My District Needs a Program to Serve its English Language Learners!

2. Agenda • Acronyms/Definitions • NCLB and Other Legalities • Steps involved in setting up an ESOL program • Home Language Survey • Assessing • ESOL program models • Exiting • Monitoring • ESOL Endorsement • Funding • Resources

3. Acronyms/Definitions ELL/LEP = English Language Learner/Limited English Proficient. A student aged 3-21 not proficient in spoken and/or written English, as determined by an English proficiency assessment. CLD = Culturally and Linguistically Diverse. ESL/ESOL = English as a Second Language/English for Speakers of Other Languages . Immigrant = Any person living in the United States who is originally from another country. For NCLB purposes, an immigrant is defined as a person aged 3-21, not born in any State, who has not attended school in any one or more States for more than three full academic years.

4. Acronyms/Definitions Migrant = a student not older than 21, who is (or whose parent/child/spouse is) a migratory agricultural worker/fisher, and has moved within the preceding 36 months in order to obtain qualifying work. Refugee = A person outside of his/her country who is unable or unwilling to return to that country because of a well-founded fear that s/he of persecution because of race, religion, nationality, political opinion, or membership in a particular social group.

5. Background Information on Language Rights • Title VI of the Civil Rights Act of 1964 prohibits discrimination on the basis of race, color, or national origin. Limited English proficiency falls under “national origin”.

6. Background Information on Language Rights • In 1970 the Office for Civil Rights (OCR) issued a memorandum decreeing that “Where the inability to speak and understand the English language excludes national origin minority children from effective participation in the educational program offered by a school district, the district must take affirmative steps to rectify the language deficiency in order to open its instructional program to these students.” Schools/districts not providing language support to LEP students are violating Title VI of the Civil Rights Act of 1964.

7. Supreme Court Rulings • In the 1974 Lau vs. Nichols case, the U.S. Supreme Court stated that “There is no equality of treatment merely by providing students with the same facilities, textbooks, teachers, and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education”. • In the 1982 Plyler vs. Doe case, the U.S. Supreme Court ruled that undocumented children and youth have the same right to attend public schools as do U.S. citizens and permanent residents.

8. Requirements Under NCLBGoals English language learners will: • Attain English proficiency • Develop high levels of academic attainment in core academic subjects • Meet the same challenging state academic standards as all children are expected to meet

9. Requirements Under NCLBStandards Each state develops ESOL Standards that are aligned to the state’s Reading/Writing Standards and linked to the state’s Math and Science Standards The ESOL Standards must be aligned to the English Language Proficiency Assessment (KELPA in Kansas)

10. Requirements Under NCLB Standards • ESOL Standards review committee began meeting in February 2009 • Committee was comprised of ESOL practitioners from across the state, representing: • all grade levels • many subject areas • all State Board districts • rural and urban districts • Approved by Kansas State Board of Education in March 2011 • May be found online at: http://www.ksde.org/Default.aspx?tabid=4694

11. Requirements Under NCLB Assessment and AYP/AMAOs All ELLs must be tested for their English proficiency and districts are held accountable for demonstrating “annual growth” in their ELLs’English proficiency levels All ELLs must take all state assessments and their scores DO count – ELL is one of the disaggregated groups for which schools/districts are held accountable Annual Measurable Achievement Objectives (AMAOs) …..next slide

12. Requirements Under NCLB AMAOs • KSDE develops Annual Measurable Achievement Objectives, for which districts are held accountable for meeting, that include: • Annual increases in the number or % of children making progress in learning English • Annual increases in the number or % of children attaining English proficiency by the end of each school year • Meeting AMOs for the ELL subgroup under Title I

13. Requirements Under NCLBAMAOs

14. Requirements Under NCLB AMAOs • If a district does notmake progress toward meeting the AMAOs for two consecutive years, that district must submit an improvement plan to KSDE • If a district fails to meet the AMAOs for four consecutive years, KSDE must require that district to: • modify its curriculum, program, and method of instruction, or • determine whether to continue to fund that district with Title III • replace relevant educational personnel

15. Setting up and ESOL Program • Home Language Survey • Assessing English proficiency • Providing ESOL services • Exiting students from ESOL • Monitoring for two years

16. Home Language Survey The survey should be part of the enrollment process at the beginning of the school year, or at the enrollment of a new student during the year. ALL students new to a district should fill out a Home Language Survey. If a language other than English is indicated, an English language proficiency assessment is given.

17. Assessing English Proficiency Approved English language proficiency assessments: • IPT www.ballard-tighe.com • LAS-Links www.ctb.com • LPTS www.metritech.com • KELPA-P www.cete.us (password needed) If a student scores less than fluent/proficient in any of the domains on the English language proficiency assessment, s/he is eligible for ESOL services. If the student scores fluent/proficient on all domains on the English language proficiency assessment, s/he is not eligible for ESOL services (s/he is not an ELL).

18. Assessing English proficiency Notify parents within 30 days of the start of the school year, or within two weeks of enrolling mid-year. Include: • Reason child was identified • Child’s proficiency level and how assessed • Method of instruction and options • How the ESOL program will meet the educational needs of the child • How the ESOL program will help the child learn English and meet academic achievement standards • Exit requirements, rate of transition • How the ESOL program meets the IEP • Right of parents to 1) not enroll child in ESOL, 2) remove child from ESOL, or 3) choose another ESOL program if available Notification must be in a language parents can understand. Samples here, in 10 languages: http://www.ksde.org/Default.aspx?tabid=359 If the proficiency assessment determines that the student is not fluent/proficient in English, parents must be notified and language support (ESOL services) must be provided. Types of language support services: Pull-out Push-in Modified instruction Sheltered instruction ESOL class period ESOL resource center Paraprofessional support Bilingual Dual language

19. Providing ESOL Services Pull-out:Generally used in elementary school settings where students spend part of the school day in a mainstream classroom, but are pulled out for a portion of each day to receive instruction in English as a Second Language. Although schools with a large number of ELLs may have a full-time ESOL teacher, some districts employ an ESOL teacher who travels to several schools to work with small groups of students scattered throughout the district. Push-in:An ESOL teacher comes into the regular classroom to give language assistance to the ELL. Modified Instruction:A regular ed teacher with an ESOL endorsement “modifies” instruction so that the academic content is comprehensible to the ELL. In these cases, the class is comprised of both ELLs and non-ELLs – additional language support may or may not be given.

20. Providing ESOL Services Sheltered Instruction:The class is comprised solely of ELLs and the academic subject matter is provided through “sheltered” or adapted instruction to teach both English and the academic content material. ESOL Class Period:Used in secondary settings, the students receive ESOL instruction during a regular class period and receive course credit. They should be grouped for instruction according to their level of English proficiency. ESOL Resource Center:Is a variation of the pull-out design, bringing students together from several classrooms or schools. The resource center concentrates ESL materials and staff in one location and is usually staffed by at least one full-time ESL teacher.

21. Providing ESOL Services Paraprofessional Support:An aide (preferably one who speaks the child’s first language) provides instruction to the ELL, in the classroom – helping to make the content accessible to the ELL and possibly providing individual language lessons outside of the classroom. Bilingual:Only if all ELLs speak the same first language. Instruction in the academic areas are provided in the ELL’s native language with the gradual introduction of English throughout the year. Dual Language:Both native English- and native Spanish- speaking students are in the same class and some of the instruction is in Spanish and some in English. All students become both bilingual and bi-literate.

22. Providing ESOL Services District decision based on resources available (materials, funding, staff), number of ELLs, grade levels of ELLs, languages of ELLs, etc. Minutes of instruction – how many? Individual Learning Plan Must have an ESOL endorsed teacher Para supervision Fed requirements – make curriculum accessible All ELLs are assessed with KELPA in the spring

23. Individual Learning Plan (ILP)

24. Individual Learning Plan (ILP)

25. Individual Learning Plan (ILP)

26. Individual Learning Plan (ILP)

27. Exiting students from ESOL • Students are exited from ESOL services when their KELPA indicates category 4 in all domains (listening, speaking, reading and writing) and the composite for two consecutive years.

28. Monitoring ELLs • After an ELL scores fluent (category 4) in all domains and the composite on the KELPA for two consecutive years, s/he is exited from ESOL services and is monitored for two additional years.

29. ESOL Endorsement • The ESOL endorsement is an attachment to a Kansas teaching license • Can be endorsed for grades Pre-K – 12 • Two ways to become ESOL endorsed: • ESOL endorsement courses plus PRAXIS • PRAXIS only

30. ESOL Endorsement Courses • Emporia State University • Fort Hays State University • Kansas State University • McPherson College • MidAmerica Nazarene University • Newman University • Ottawa University • Pittsburg State University • University of Kansas • Wichita State University • http://www.ksde.org/Default.aspx?tabid=353 • Complete list with contact information and websites

31. Funding State (Bilingual) Federal (Title III) Supplements local, State, and other Federal money AMAO requirements for the district $10,000 minimum awarded to a single district or consortium (district must have at least 10 ELLs to participate) Based on number of ELLs Private schools are served too • Weighted formula • Best practice is at least an hour each day • Have an endorsed teacher and minutes calculated by September 20 count date

32. Funding – Title IIIConsortium Requirements • Districts not generating the $10,000 minimum can apply for funding with other districts as a consortium • One fiscal agent, no maximum number of districts • Districts must sign an MOU and return it to KSDEhttp://www.ksde.org/Default.aspx?tabid=350 • Each district must meet AMAOs individually • All districts must meet all requirements of Title III

33. Resources • ESL Listserv – Professional development opportunities (conferences, workshops, webinars, best practice, etc.) • http://www.ksde.org/Default.aspx?tabid=350 ESOL webpage • Sample documents • Link to ESOL Standards, KELPA • Criteria for ESOL funding and services • ESOL endorsement procedures • Guidance/law • Resources re: other related topics • www.cete.us CETE (KELPA reports) • http://www.ksde.org/Default.aspx?tabid=113Fiscal Auditing (Bilingual Contact Time Calculator) • http://www.ksde.org/Default.aspx?alias=www.ksde.org/kids Kansas Individual Data on Students (KIDS)

34. Questions? Melanie Manares ESOL/Bilingual and Title III Consultant Kansas State Department of Education 120 SE 10th Ave Topeka, KS 66612 785-296-7929 mmanares@ksde.org