CESA 7 ELL Update

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CESA 7ELL Update

• November 2, 2005

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ELL Requirements

• Home Language Survey all students upon
  enrollment (2nd language spoken in home?)
• ACCESS Test to determine level of English
  Proficiency to all students ANNUALLY where 2nd
  language is spoken in the home

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Levels of English Proficiency

• Part of AYP
• From Level I to Level II 1 year to progress
• From Levels II to V 2 years to progress (.5
  level per year)
• From Levels V to VII 1 year to progress

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ELL Funding

• Title III Dollars allocated ONLY for those
  assessed via the ACCESS test and determined to be
  ELL Levels 1-5
• ELL Student Counts data reported in the spring
  to DPI, eventually throughISES
• Local Funding to support needs

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Native American Students

• Determined to be ELL through the Home Language
  Survey or academic proficiency data in
  reading/language arts and ACCESS Test
• Funding for Native American Students Title III
  dollars are allocated ONLY for those assessed via
  the ACCESS to be at ELL Levels 1-5
• Parent Opt Out Only parents of Native American
  Students may opt out of the ACCESS testing

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Trigger Numbers

• K-3 10 students same language
• 4-8 20 students same language
• 9-12 20 students same language
• Districts may combine numbers across schools to
  meet minimum threshold
• See legal requirements document from DPI

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Trigger Number Districts

• Must
• Submit a Plan of Services (PI-1849)
• Provide Licensed bilingual or ESL teachers with
  bilingual aides

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Non-Trigger Number Districts

• Responsible for
• Complete Home Language Survey
• Give the ACCESS Test and be accountable for
  Levels increasing
• Create IRP Individual Record Plans for each ELL
  student
• Guard student civil rights
• Provide translations and interpreters

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CESA 7 ELL Center

• Demographics in 37 School Districts
• 38 languages
• 845 new students for 2005-06
• 6964 total students as of 2004-05
• 18 Level I (no English)

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2005-06 Resources

• Expenses to date 29,000
• Projected Revenue 90,000
• Judy Sargent Interim ELL Coordinator
• Margie Thomas 50 Clerical
• Two field consultants

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Expressed Needs Issues

• Translations of written documents
• Standard form translations of commonly used
  forms
• Variety of languages
• Interpreters at local level for parent conferences

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Instructional Needs Issues

• ESL Curriculum Pk-12
• Curriculum adaptations
• Curriculum materials for ESL and bilingual
  teachers
• Spanish and Hmong curriculum materials
• Alternative English Courses (ESL)
• Classroom strategies

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High School Issues

• Course Requirements
• Alternatives to English ESL courses
• Graduation policies to address Level I students
  in particular

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Testing Issues

• ACCESS training and certification testing
• Accommodations for state and local tests
• Alternate assessmentsfor state and local tests
• Fair grading practices

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Licensure Issues and Needs

• Shortage of licensed ESL/Bilingual teachers
• Provisional emergency licensed teachers who are
  requesting help
• Newly licensed teachers need to network, share
  and receive support

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Empathy Training

• Need for sensitivity training
• Uncover prejudices
• Need for awareness opportunities facing and
  understanding the issues
• Understanding equity increased resources for
  students with extraordinary needs

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Community and Parent Issues

• Training parents in education structures and
  processes
• Training parents in English
• Working toward community understanding
• Partnerships with community agencies

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Looking Ahead

• Need for
• Regional leadership expertise
• Materials
• Grant management
• Interagency partnerships
• Professional Development
• On-site consultation
• Translators interpreters
• Alternative licensure
• Networking coordination