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English Language Learners and Charter Schools

English Language Learners and Charter Schools. Kim Miller Educational Specialist – Title III Oregon Department of Education May 23, 2012. Charter School Requirements for Servicing ELL Students. OAR 581-0210-0046(8) requires public charter schools to

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English Language Learners and Charter Schools

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  1. English Language Learners and Charter Schools Kim Miller Educational Specialist – Title III Oregon Department of Education May 23, 2012

  2. Charter School Requirements for Servicing ELL Students • OAR 581-0210-0046(8) requires public charter schools to • (1) develop and implement a plan for identifying students whose primary language is other than English; and • (2) provide those students with “appropriate programs” until they are able to effectively participate in regular classroom instruction.

  3. Who are English Language Learners? Under the Elementary and Secondary Education Act 2001 (ESEA) - No Child Left Behind- Title IX – General Provisions – Part A – Definitions (25) English Language Learners are defined as Limited English Proficient, a term when used with respect to an individual, means an individual http://www.ode.state.or.us/opportunities/grants/nclb/title_iii/section-ii.identification.pdf (A) who is aged 3 through 21; (B) who is enrolled or preparing to enroll in an elementary school or secondary school; (C)(i) who was not born in the United States or whose native language is a language other than English;

  4. and (D) whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual — (i) the ability to meet the State's proficient level of achievement on State assessments described in section 1111(b)(3); (ii) the ability to successfully achieve in classrooms where the language of instruction is English; or (iii) the opportunity to participate fully in society

  5. (ii)(I) who is a Native American or Alaska Native, or a native resident of the outlying areas; and (II) who comes from an environment where a language other than English has had a significant impact on the individual's level of English language proficiency; or (iii) 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;

  6. How do districts report their EL Students? Step 1: Once identified, ELL students are placed in classes … …that explicitly teach speaking, reading, and writing English in a manner enabling ELL students to profit from regular classroom instruction in English. Since these courses apply to students who are “unable to profit from classes taught in English”, these classes are not the same as general education content classes (reading, writing, speaking) taught in English.(ORS 336.079)

  7. What that means? • Charter Schools are responsible for identifying students who have a primary home language other than English (PHLOTE). • Charter Schools are responsible for providing those students with “appropriate programs” until they are able to effectively participate in regular classroom instruction.

  8. What that means . . . • A Charter School must provide an English Language Learner with instruction to improve English proficiency and provide access to academic content.

  9. ELL Plan • Each Charter school is required to submit an ELL plan every two years for approval. • This plan is required under • OAR 581-0210-0046(8) • Information on the plan is available on the ODE web site: • http://www.ode.state.or.us/search/results/?id=106 (Title III Web Page) • This plan may be submitted with your sponsor district’s plan.

  10. Does NCLB Title III require “appropriate programs” for LEP students? Yes. Title III, § 3115(c) (1). • The Act defines “language instruction educational programs” to mean: • (8) * * *” an instruction course – • (A) in which a limited English proficient child is placed for the purpose of developing and attaining English proficiency, while meeting challenging State academic content and student academic achievement standards, as required by section 1111(b)(1); and • (B) that may make instructional use of both English and a child’s native language to enable the child to develop and attain English proficiency, and may include the participation of English proficient children if such course is designed to enable all participating children to become proficient in English and a second language.”

  11. Methods of instruction • List of instructional programs and educational approaches for LEP students • http://www.ode.state.or.us/opportunities/grants/nclb/title_iii/section-iv.pdf

  12. Must public charter schools provide ELLs with programs to overcome their language barriers? • Yes. Although public charter schools are exempt from ORS 336.079, applicable state and federal anti-discrimination laws require public charter schools to identify ELLs s and provide them with appropriate programs to overcome their language barriers.

  13. Whether a particular program is appropriate under federal law depends on whether it: • (1) is based on a sound educational theory or legitimate experimental strategy; • (2) implemented effectively, and • (3) produces results that demonstrate that language barriers are being overcome…

  14. Annual Assessments • Each year a Test Administration Manual is published by Oregon Department of Education. • This document explains the testing procedures all for state assessments. • Required Assessments for ELL students are explained in the Test Administration Manual in detail.

  15. Test Administration Manual cont. • Per OAR 581-022-0610 the Test Administration Manual is to be read and followed when administering any Oregon State Assessment. • The 2012-13 Test Administration Manual will be available by mid-August. www.ode.state.or.us/go/tam

  16. Types of Assessments • OAKS Online • Reading • Math • Science • Social Science • ELPA – English Language Proficiency Assessment • OAKS Writing (online or paper)

  17. English Language Proficiency Assessment (ELPA) • English Language Learners (ELLs) participate in an annual assessment of English proficiency. • This assessment is divided into 5 grade bands (K-1, 2-3, 4-5, 6-8, 9-12) • The assessment measures English proficiency in four domains: Speaking, Listening, Reading and Writing.

  18. ELPA Cont. • A comprehension score is calculated from the Listening and Reading domain. • A composite score is also calculated. • The composite score is from 1-5 (Beginner, Early Intermediate, Intermediate, Early Advanced, or Proficient).

  19. Why take the ELPA? • Oregon’s ELPA is required as part of the Elementary and Secondary Education Act (ESEA reauthorized). This act requires all identified English language learners to be assessed annually for English proficiency. • ELL students are required to be assessed annual in English for proficiency in: reading, writing, speaking, and listening.

  20. Who takes the ELPA? • All identified English language learners participate in ELPA annually. This means • All English language learners who receive Title III services participate in ELPA annually as part of the Oregon State Assessments. • All ELL students whose parents have waived services – take ELPA until they are able to be exited as proficient based on approved exit criteria • All ELL students who have exited after the start of the 12-13 school year – take ELPA in 12-13 • Students who are on monitor status do not participate in ELPA.

  21. How do students take the ELPA? • The ELPA is administered as part of the OAKS online system. • All identified ELL students will need to have their LEP FLAG in SSID marked “YES” in order to participate in ELPA.

  22. How to take ELPA cont. • Students listen to instructions with a headset and speak into a microphone. • There are 5 grade bands with 3 different levels in each grade band

  23. Planning for ELPA administration • The ELPA test has two domains that are manually scored. • This means your results for the ELPA take longer than other OAKS Online assessments. • Schools should determine when they need ELPA results to determine student proficiency and plan testing accordingly.

  24. ELPA Resources • ELPA web page • www.ode.state.or.us/go/elpa • Key items • Test Administrator User Guide • Guidelines for including students with disabilities in ELPA • ELPA test specifications • ODE provided assessment resources

  25. Data Collections • Charter schools are required to report data as requested by the Oregon Department of Education (ODE) • Two data collections are part of Title III • LEP Collection – spring collection by student for each and every ELL student in the school anytime during the school year. • Recent Arrivers – new collection starting 11-12

  26. Where can I learn more about the data collections? • LEP Collection • https://district.ode.state.or.us/apps/info/DataCllctnDetail.aspx?id=126&Collection_ID=730 • Recent Arrivers • https://district.ode.state.or.us/apps/info/DataCllctnDetail.aspx?id=272&Collection_ID=752 • Video training for various data collections • https://district.ode.state.or.us/search/page/?id=211

  27. Questions

  28. Contact Information • Kim A. Miller • Kim.a.miller@state.or.us • Carmen West • Carmen.west@state.or.us • http://www.ode.state.or.us/search/results/?id=106 (Title III Web Page) • www.ode.state.or.us/go/elpa (ELPA assessment Web Page)

  29. Thank You!

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