Title III Updates 2019 Coordinators Technical Assistance Academy The academy was planned under a grant from the U S Department of Education USED However the content does not necessarily represent the policy of the USED and you should not assume endorsement by the federal government ID: 771245
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Title III Updates 2019 Coordinators’ Technical Assistance Academy
The academy was planned under a grant from the U. S. Department of Education (USED). However, the content does not necessarily represent the policy of the USED, and you should not assume endorsement by the federal government. Disclaimer
Agenda New USED Guidance EL Population in Virginia New to the Website New EL Instruction W ebpage Turn Around Training Required Training New Title III Application New LIEP Data Collection Data Concerns New Handbook For ELs with Disabilities Professional Development for 2019-2020 Q & A
The VDOE Title III Team Louise Marks, Title III Coordinator, Office of ESEA Programs Dr. Christopher Kelly, Title Education Coordinator, Office of ESEA Programs Stacy Freeman, Title III Specialist, Office of ESEA Programs Kia Johnson, ELP Assessment Specialist Office of Student Assessment Jessica Costa, English Learner Instructional Specialist Department of Learning
New Guidance Addendum to the 2016 N on R egulatory Guidance
Guidelines and Procedures Federal Information U.S . Department of Education Office of English Language Acquisition Title III Guidance Non-Regulatory Guidance on Implementation of Title III State Formula Grant Program Non-Regulatory Guidance: English Learners and Title III of the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA) ( PDF) Addendum to September 23, 2016 Non-Regulatory Guidance: English Learners and Title III of the (ESEA) (PDF)
The Purpose of the Addendum The purposes of this document are to assist SEAs in establishing and implementing entrance and exit procedures, and provide responses to the numerous questions the U.S. Department of Education (the Department) has received from SEAs regarding standardized statewide entrance and exit procedures for ELs, reporting and former ELs. Because these topics also relate to requirements in other laws, including Title VI of the Civil Rights Act of 1964 ( Title VI), Section 504 of the Rehabilitation Act of 1973 (Section 504), Title II of the Americans with Disabilities Act of 1990 (Title II of the ADA) and the Individuals with Disabilities Education Act (IDEA), relevant provisions in these laws are also referenced below. The Department hopes that this document will strengthen State and local efforts to improve educational outcomes for ELs by clarifying statutory requirements and providing technical assistance .
Addendum to 2016 non-regulatory guidance Addendum topics: E ntrance and exit requirements and procedures R eporting under Section 3121 of ESSA Resources on Title III webpage : Chapter 1 of EL Toolkit Chapter 8 of EL Toolkit Virginia Compliance with Title III Requirements EL Identification Checklist Superintendent’s Memo 194-17 8
Thirteen FAQs Answered 1. What are the requirements for an SEA to establish standardized statewide entrance and exit procedures for ELs under the ESEA ? 2 . What is the timeline by which ELs must be identified? (Two answers) 3 . May an LEA use Title III funds for EL identification?
Thirteen FAQs (4-6) 4. May an LEA remove a student’s EL designation if that student was erroneously identified as an EL, even if the student does not score proficient on the annual ELP assessment? 5 . Where can States and LEAs find more information on procedures for identifying ELs? (Think Supt’s Memos & Documents) 6 . When must a student be exited from EL status for ESEA purposes?
Thirteen FAQs (7-9) 7 . May a student receive English language services after he or she has exited from EL status? 8 . May an LEA administer a local ELP assessment to satisfy the ESEA requirement for an annual ELP assessment? 9 . May an EL with a disability whose disability precludes his or her assessment in one or more domains of the State ELP assessment be exited from language services?
Thirteen FAQs (10-11) 10. May a SEA exit an EL from language services using only the student’s score on the State reading/language arts assessment? 11 . Does an SEA have the option of including in its exit procedures other objective, valid and reliable procedures in addition to the State’s ELP assessment? 12 . In an LEA that receives a Title III subgrant and provides services for the purposes of reporting, should the LEA count pre-k or kindergarten as the first year of classification as an EL?
Thirteen FAQs - Reporting 13. If a child has been identified as an EL but the parents decline to allow the child to participate in language services, should the LEA count this child as Title III-served in its biennial report to the State?
HLS Dilemma Dilemma : Home l anguage s urvey response changed with movement between LEAs. The response provided on a HLS denotes a language other than English; EL status i s identified The response provided on the next LEA HLS is English only The student is not initially identified as EL in the new LEA State ID/irregularity flags EL status Parent asserts English only, as identified on the most recent HLS in the current LEA
HLS Response Response: Addendum Question “The erroneous identification may have occurred as part of the initial identification process, e.g., due to a parent’s inaccurate completion of the home language survey, administration of an EL screening assessment without providing for appropriate accommodations for a student with disabilities, inaccurate scoring on the annual ELP assessment, or other reasons .” (Page 3) “These are rare exceptions to the general rule that, after a student is identified as an EL, the LEA may not remove the EL designation before that student scores proficient on the assessment of the four language domains, even if the student’s parents object to the EL designation (although parents have the right to decline services )” (Page 3) 15
EL Population in Virginia
How many ELs do divisions serve? Source: VDOE Title III LEP Enrollment Report
Low Incidence ELs Source: VDOE Title III LEP Enrollment Report
How many ELs do divisions serve? (2) Legend color Number of Divisions Total Number of ELs 0-57 66 1333 58-250 31 3741 251-500 9 3407 501-1000 10 7572 1001-5000 13 31320 5001 and more 3 59766 Total School Divisions 132 107139* * Count does not include ELs in Virginia School for the Deaf and Blind-Staunton and Department of Juvenile Justice
New to the Title III Website Title III Website
General Information General Information Title III Virginia Compliance with Title III Requirements Identifying all English Learners Checklist Word - ADA Compliant Version Word - Original Version Technical Assistance Academy for Coordinators Spending Handbook for Title I, Part A; Title II, Part A; Title III, Part A; and Title IV, Part A Handbook for ELs with Disabilities Word – ADA Compliant Version PDF – Original Version
Virginia Compliance Document Entrance Procedures for ELs Assessment of students who have been identified as potential ELs Placement of ELs in an effective English language instruction educational program (LIEP) Parent Notification Assessing the English Language Proficiency of ELs State Federal Program Monitoring Title III Funding Accountability through Monitoring Former ELs EL Proficiency Level Gains EL Measurement of Interim Progress English Language Proficiency (ELP) Progress Indicators
Identifying All ELs Checklist This document takes you through a checklist of steps to ensure a strong written entrance procedure is achieved for your division. The lack of a written entrance procedure is the main area of finding during Title III Federal Program Monitoring. Required Action LEA Implementation Level – Full/Partial/Non Staff Responsible Action Items
Classifying and Reporting ELs and IY Document Federal Definition of English Learners (ELs) Further clarification on High School Exchange Students Federal Definition of Immigrant Children and Youth (IY) Students Further clarification on the Definition of Immigrant Children and Youth (IY) Reporting ELs Students including IY students who are also identified as an EL Reporting Immigrant Children and Youth only
Title III Supplement Not Supplant Requirements Document Purpose of the Title III Grant Civil Rights Obligations Supplement Not Supplant, Requirements Required Uses of Title III EL Funds at the LEA-Level Authorized Uses of Title III EL Funds at the LEA-Level Title III IY Funds at the LEA-Level
Handbook For ELs with Disabilities The original handbook was written prior to the release of the 2015 Dear Colleague Letter and should not be referenced for guidance. The revised handbook was written by the Office of ESEA Programs in conjunction with Special Education Instructional Services. This handbook should be used in conjunction with Chapter 6 of the Title III Toolkit for training purposes.
EL Data Reports The Student Record Collection system enables the commonwealth and its school divisions to comply with the information and reporting requirements of Elementary and Secondary Education Act (ESEA). The system also reduces the reporting burden on school divisions and ensures continuity and validity in all enrollment-based data collections. Language Reports EL Population by Language September 2018 (XLS) EL Population by Language by Division September 2018 (XLS) Enrollment Report of EL Students Receiving Services as (2011-2018) (XLS) Immigrant and Youth Enrollment 2011-2018 (XLS)
USED Resources Title VI of the Civil Rights Act Every Student Succeeds Act (ESSA) Dear Colleague Letter (1/7/2015 ) USED Newcomer Toolkit Office of English Language Acquisition OELA USED English Learner Family Toolkit Chapters 1 & 2 The Provision of an Equal Education Opportunity to Limited-English Proficient Students
ENGLISH LANGUAGE DEVELOPMENT (ELD) STANDARDS & INSTRUCTIONAL RESOURCES EL Instruction Website
EL Instruction Page Contents
Resources for Teachers
Professional Organizations
Turn Around Training What can you train on?
USED English Learner Toolkit Choose a chapter Choose the audience/stakeholders in your LEA Find 30 minutes or more Print or provide the link to the chapter and review the features Key Points ESSA Updates Tools Print or provide the link to VDOE templates/ resources that support the topic including Power-Points from Coordinators Academy and Consortium Conferences
ACCESS Scores by School Two year reports by s chool to show individual student progress and proficiency. ACCESS for ELLs Progress and Proficiency Report - This report displays the overall proficiency level for English Learners (ELs) for the previous and current school years. This report also indicates if a student has made a progress and/or attained proficiency.
ESSA Title III Reports A new report is available in the SSWS Title III, Part A application to meet the ESSA Section 3121 requirements. ESSA Title III EL Data Report - This report provides information used to meet the Title III reporting requirements specified in Section 3121 of the Every Student Succeeds Act (ESSA). School divisions are required to report progress, proficiency, and academic achievement data on ELs, including ELs with disabilities, long-term ELs, and ELs that have exited from LIEP programs. Per U.S. Department of Education guidance on Section 3121 reporting requirements, ELs whose parents have refused services are not included in this report. 36
Use VDOE Padlets WestEd : Identification and Academic Support for Long Term English Learners WestEd : Teaching English Learners and Students with Learning Disabilities in the Inclusive Classroom Fairfax County: Strategies to Support Newcomer Students and Students with Limited and Interrupted Education
Required ACCESS and screener Training WIDA Certificates
WIDA Certification To be certified to administer WIDA Assessments, Virginia requires test administrators to complete the applicable training courses and pass the certification quizzes with an 80% or higher . Virginia WIDA Identification and Placement Guidance – School division test examiners who successfully complete the online WIDA Screener test administrator training are qualified to administer the assessment(s ). This is to be completed on or after July 1 annually .
Quizzes Required You can access and view quizzes in the Secure Portal . Both the administration & speaking quizzes are required to be certified for ACCESS. Administration, Speaking, and Writing quizzes are required for Screener Certification.
Proof of Certification Proof of certification can be found in the WIDA Secure Portal. Guiding Question I of the Title III Federal Program Monitoring Protocol requires monitoring of certified staff in divisions.
New Title III Application Program Tab Boxes ESSA Reporting Requirements
Title III Program Tab Boxes Supplement not Supplant in action: to demonstrate you are supplementing, you need to clarify what you are providing by funding source. Boxes 1 through 7 require that you lay out the foundation of your EL program Using Local and/or State Funds Box 8 asks how you Coordinate Services for ELs with other entities Boxes 9 through 11 describe how Title III funds will supplement boxes 1-7 (cross reference with your budget) 43
Supplement, not Supplant Title III funds may be used to provide supplemental services that improve the English language proficiency and academic achievement of ELs, including the provision of LIEPs and activities that increase the knowledge and skills of teachers who serve ELs. See: Spending Handbook for Title I, Part A; Title II, Part A; Title III, Part A; and Title IV, Part A 44
Supplement not Supplant All services provided to ELs using Title III funds must supplement, and not supplant, the services that must be provided to ELs under Title VI of the Civil Rights Act of 1964 (Title VI), the Equal Educational Opportunities Act of 1974 (EEOA), and other requirements, including those under state or local laws. 45
Supplement not Supplant Questions when considering whether Title III funds can be used without violating the supplement, not supplant, requirement: What services is the division required by other federal, state, and local laws or regulations to provide? What instructional programs/services are provided to all students? Was the program/service previously provided with federal, state, and/or local funds? 46
ESSA Reporting Requirements USED requires that states report specific data each year on federal p rograms. This data collection is called CSPR. The Title III data requirements changed under ESSA to include: The total number of specific LIEP programs offered. This is captured at the LEA level (not by EL student) Possible subgrant activities that are funded using Title III allocations by LEAs 47
Place an X next to the LIEP programs offered in your LEA (not by EL student ) . Types of Service
T his information was collected through an email sent to all Title III Coordinators to capture 2017 data. Please complete for 2018 and 2019. Possible Subgrantee Activities
New LIEP Data Collection USED
SRC Codes Code 1 – Directly Served in an LIEP Identify the LIEP Program LIEP Codes for every EL level 1-4.3 who is SRC Code 1!! Code 2 – Refused/Opted Out ELs Code 4 – Former ELs further identified by years after proficiency year 1,2,3,4 Special Education code for dually identified - Y IY Designation Turn and Talk How do you capture Code 4 Former ELs? How did you work through the logistics of LIEP codes?
ESL and ELD Service might be during a dedicated class period. ELs can be grouped according to their level of English proficiency. Service might be support outside of the regular classroom, also known as “Pull-out”. ELs spend part of the school day in a mainstream classroom, but are taken out as individuals or in small groups for a portion of the day or class to receive ESL instruction or content support. Schools have to be careful that these “out of class” times supplement and not supplant ELs’ access and participation in grade-level curriculum and courses with instruction from a highly-qualified content teacher.
Content Classes with Integrated ESL Support ELs receive language instruction and additional support within a content classroom from an ESL teacher and content or grade-level certified teacher. Co-teaching allows the ESL teacher to support the classroom teacher in the classroom, often working only with ELs. Co-planning provides integrated academic language support linked to content. (REL ) Collaborative teaching can take a variety of forms. This should include co-planning time with emphasis given to language objectives that support academic content. This teaching partnership supports ELs and non-ELs.
Newcomer Serve recently arrived ELs with early levels of English development. Course and/or program includes access and exposure to grade-level curriculum taught by an EL specialist and includes only newcomer ELs (program may be housed within a school that serves other ELs and non-ELs) Goal : Learn basic English and content concepts, enough to be able to participate in other LIEPs in the next 1-2 years.
Transitional Bilingual Uses student primary language for academic subject instruction to start (begins K or 1st) Incremental transition from the primary language into English as a the main language of content instruction (typically by mid-late elementary school) Time in this program model varies from for 2-4 years (early exit) or 4-6 years (late exit) before ELs integrate into a Dual Language, ESL/ELD, or Integrated ESL LIEP service model
Dual Language Courses include ELs who share the same first language and non-ELs Goals : ELs and non-ELs become bilingual, biliterate , develop academic proficiency in both languages, and develop cultural competency Content can be taught by two teachers, one for each language, OR by one teacher who teaches content in both languages Programs usually last K-5, but may exist in middle and high schools
Data Concerns IY and EL collection
Accurate Identification of ELs and IY students It is essential to: Identify these students accurately to ensure that they are provided full, equal access to the same curriculum and educational opportunities as all students; and Determine the Title III, Part A, allocations to school divisions based on an accurate enrollment of EL and IY students.
Federal Definition of ELs in ESSA According to the federal definition as described in ESSA, an EL student is defined as: A student who is aged 3 through 21; who is enrolled or preparing to enroll in elementary school or secondary school; who was not born in the United States or whose native language is a language other than English;
Federal Definition of ELs, (A) who is a Native American or Alaska Native, or native resident of outlying areas; and (B) 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 (C) 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;
Federal Definition of ELs, cont’d AND (D) whose difficulties speaking, reading, writing, or understanding the English language may be sufficient to deny the individual -- • the ability to meet the challenging state academic standards; • the ability to successfully achieve in classrooms where the language of instruction is English; or • the opportunity to participate fully in society. [ESSA, Sec. 8101]
For students on J-1 (Exchange Visitor) visas and F1 (Exchange High School Student) visas, the standard identification, screening, and placement process must be followed as required by Title VI of the Civil Rights Act of 1964 to determine if the student is an EL. If a school division has followed this process and determined that the exchange student is not an EL, this determination should be documented in the student’s educational record. High School Exchange Students
Federal Definition of IY Students are aged 3 through 21; were not born in any state; and have not been attending one or more schools in any one or more states for more than three full academic years. The “three full academic years” requirement must be applied on a cumulative basis. IY students may or may not be ELs.
Immigrant Children and Youth The term “state” means each of the 50 states, the District of Columbia, and the Commonwealth of Puerto Rico. Therefore, students born in Puerto Rico are not considered immigrant. Students born in U.S. territories such as Guam, American Samoa, or the U.S. Virgin Islands, may be considered immigrant if they meet the federal definition. [ESSA, Sec. 3201]
Special Categories of IY The following students may be considered IY if they meet the criteria in the federal definition of immigrant children and youth: Children of U.S. military personnel Children of NATO families Children of visiting faculty Children who are temporarily residing in the U.S. because of parental employment Students on Exchange Visitor (J-1) visas or Exchange High School Student (F-1) visas
IY Data Turn and Talk How do you capture IY data? Who enters it? Who checks it? When? Where in your SIS?
Handbook for Educators of ELs with Suspected Disabilities New and Improved
Handbook for Educators of ELs with Suspected Disabilities The Handbook for Educators of English Learners with Suspected Disabilities has been updated! VDOE webpages: Title III Webpage Direct link to PDF version Direct link to Word version 68
A ligned to ESSA Guidance! A ligned to the Dear Colleague Letter and Chapter 6 of The Title III Toolkit! Includes Section on Instructional Considerations and Resources. The New Handbook! April 2019
New Professional Development Offered through VDOE 2019-20
Professional Development 2019-2020 ExC -ELL: Expediting Reading Comprehension for English Learners ExC -ELL: Ensuring Implementation of ExC -ELL for Administrators Jeff Zwiers : Success in Secondary Math - Connecting Content and Language Jeff Zwiers : Success in Secondary Language Arts - Connecting Content and Language
Professional Development 2019-2020 (2) WestEd : Teaching English Learners and Students with Learning Disabilities in the Inclusive Classroom WestEd : Identification and Academic Support for Long Term English Learners Fairfax County: Strategies to Support Newcomer Students and Students with Limited and Interrupted Education
Professional Development 2019-2020 (3) WIDA Instruction Trainings WIDA eWorkshop : Reading Supports for Multilingual Learners WIDA: Leading Schools for Multilingual Achievement WIDA Webinar Series: Education Collaboration to Support Multilingual Learners VDOE: Training and Webinars on EL Instruction
Professional Development 2019-2020 (4) WIDA Assessment Trainings WIDA: Screener (for new personnel) WIDA: ACCESS 2.0 VDOE: Training and Webinars on EL Accommodations
Professional Development 2019-2020 (5) EL Praxis II Preparation Courses Two online EL Praxis Preparation Courses Two onsite EL Praxis Preparation Courses (Location TBD) Title III Consortium Conference November 18-19, 2019 – Blacksburg 75
Q & A time Turn and Talk
ESSA@doe.virginia.gov Student_Assessment@doe.virginia.gov ResultsHelp@doe.virginia.gov Dr. Lynn Sodat Director Lynn.sodat@doe.virginia.gov 804-225-2870 Louise Marks Title III Coordinator Louise.marks@doe.virginia.gov 804-225-2901 Dr. Christopher Kelly Education Coordinator Christopher.kelly@doe.virginia.gov 804-225-2122 Stacy Freeman Title III Specialist Stacy.freeman@doe.virginia.gov 804-371-0778 Kia Johnson ELP Assessment Specialist Kia.johnson@doe.virginia.gov 804-225-2102 Dr. Jessica Costa EL Instructional Specialist Jessica.costa@doe.virginia.gov 804-786-3927 Contact Information