Title III Overview

1
Title III Overview

• Kathleen Leos
• Associate Deputy Under Secretary
• Office of English Language Acquisition

2
OELAs Mission

• To provide national leadership in promoting
  English language proficiency and high quality
  education for the nations population of English
  language learners (ELL), traditionally known as
  limited English proficient students (LEP).

3
Basic Principles of No Child Left Behind

• Stronger accountability for results
• Increased flexibility and local control
• Expanded options for parents
• Emphasis on teaching methods that have been
  proven to work

4
English Language Learners (ELL)

• Definition
• Between ages of 3 and 21
• Enrolled/preparing to enroll in elementary or
  secondary school
• Not born in U.S. or whose native language is not
  English
• Native American, Alaska Native, or native
  resident of the outlying areas and
• From environment where language other than
  English significantly impacted English language
  proficiency
• Is migratory, whose native language is not
  English and comes from environment where English
  is not dominant

5
English Language Learners (cont.)

• Has difficulty speaking, reading, writing or
  understanding English sufficient to deny the
  individual the
• ability to meet the proficient level of
  achievement on State assessments Section
  1111(b)(3)
• ability to successfully achieve in classrooms
  taught in English
• opportunity to participate fully in society

6
LEP ELL

• Once identified,
• ELLs are placed in programs that work
• based on scientific research.

7
Growing Numbers of ELLs

• ELL students fastest growing K-12 population in
  US (Barron and Menken)
• 16 states report 200 increases in ELL
  enrollment from 1990 to 2000 (NCELA)
• Percentage of ELL students in public school
  increased by 27 from 1997 to 1999 (Kindler)

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• Maps go here
• Density
• Growth

9

• LEP growth map

10
Title III Funding

• NCLB created for Title III a new way for state
  and local districts to look at funding.
• Past Title VIIdiscretionary grants funded
  programs
• Present Title IIIformula funding similar to
  Title I

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Title III Funding

• Title III objectives
• Improve education of English Language Learners by
  helping them
• learn English
• learn state academic content and
• meet student achievement standards
• Enhance instructional opportunities for immigrant
  children and youth

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NCLB Title III Funding

• From discretionary to formula
• 380 M in 1999 700 M in 2002-2003
• OELA discretionary
• National professional development 38 M
• FLAP 14 M
• Native American, Alaska Native children 5 M
• Outlying areas 3.5 M

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Program Flexibility

• Under Title III
• States, districts, and school select
  scientifically based methods of instruction and
  programs proven effective for LEP students.
• No particular program for instruction prescribed
  or recommended.

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Program Flexibility

• Schools and districts have the flexibility to
  carry out a variety of activities that will help
  them develop and implement effective programs.

15
Program Purpose

• The purpose of Title III is to enable LEP
  students to succeed in English and in the
  academic content areas.

16
Dual Language Instruction

• Research states that children in dual language
  instruction programs have the greatest long-term
  academic gains
• Dual language model promotes instruction in two
  languages, content and cultural understanding
  (e.g., English/Spanish or English/Japanese or
  English/Chinese)
• There are several ways of implementing dual
  language, dual immersion or two-way programs

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Dual Language Instruction

• Bilingual children perform BETTER than
  monolinguals on select cognitive tasks (Baker,
  Kovelman, Bailystok, Petitto)
• The earlier children are exposed to two
  languages, the stronger they are in each language
  (Petitto)
• Brain tissue is sensitive to specific language
  patterns, which helps children learn ALL
  languages (one, two, or more) (Petitto)

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Parent Notification

• IDENTIFICATION AND/OR PLACEMENT
• When?
• No later than 30 days after the beginning of the
  school year
• Enroll during the school year?
• Within the first 2 weeks of placement in a
  language instruction program.

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Two Types of Parent Notification

• Students identified as LEP and for placement
• Separate notification--program fails to make
  progress

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Parent Notification

• How the program will help the child learn
• English
• Meet age appropriate academic achievement
  standards for grade promotion and graduation
• Exit requirements

• Reason for identification
• Proficiency level
• Methods of instruction
• How the programs differ
• How programs meet the educational needs

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Parental Participation

• Effective means of outreach to parents
• Involvement in their childrens education
• Active participants in assisting their children
  to learn English, achieve at high levels in core
  academic subjects, and to meet the same
  challenging State academic content and student
  academic achievement standards as all children
  are expected to meet
• Children admission/exclusion

22
Parental Notification

• In addition, a separate notification to inform
  parents within 30 days if LEA fails to meet
  objectives
• Information that is understandable and uniform
  format in the language of the parents
• Special Rule--Inform parents within 2 weeks if
  late enrollment

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Parental Notification

• Specific exit requirements/expected rate of
  transition
• Objective of an individualized education program
• Parental rights detailing
• Right to remove child upon request
• Option to decline enrollment, program/method of
  instruction
• Parental rights assisting parents
• Selection among programs and methods of
  instruction

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Requirements

• Title III requires methods, strategies and
  instructional programs based on scientific
  evidenced-based research
• Criteria

25
Disparities Between Groups

• At all ages, language minorities as a group do
  less well in reading, educational attainment, and
  level of employment

26
DELSS Study Questions

• How do children learn to read?
• What goes wrong when they dont?
• What can we do about it?

27
Goals of DELSS Study

• To study specific literacy needs
• Most effective instructional methods
• For English Learners

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• 14 projects, 8 grants
• Studying over 5,400 children
• At multiple sites in eight states
• California, Illinois, Massachusetts, Michigan,
  Pennsylvania, Texas, Virginia, and Utah
• Plus, Puerto Rico and the District of Columbia

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• David Francis, University of Houston
• Oracy and Literacy Development in
  Spanish-Speaking Children
• Diane August, Center for Applied Linguistics
• Acquiring Literacy in English Cross-Linguistic,
  Intralinguistic and Developmental Factors

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• RFA 99-012
• The Development of English Literacy In
  Spanish-Speaking Children
• An NICHD-OERI Joint Research Initiative
• FY 2000-2004
• 32,470,660

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DELSS Study

• Readers use knowledge of their first language
  when they read in a second language
• Transfer of skills may be bi-directional
• Intervention improves students performance
• Intervention accelerates childrens development
  on phonemic awareness and phonics knowledge and
  their ability to apply these in reading and
  writing

32
DELSS Research

• Transfer of literacy skills from L-1 to L-2
• Biological and behavioral variation in the
  language development of Spanish-speaking children
• Oracy/literacy development Spanish-speaking
  children
• Spelling as an indicator of English literacy
• Early childhood language and literacy development
• Types of instruction that optimally promote young
  and older bilingual students literacy development
• Literacy assessments www.ncela_at_gwu.edu

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• 3 pages of brain diagrams need to be inserted here

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National Literacy Panel on Language Minority
Children and Youth (NLP)

• The panel is composed of well-known scholars (13
  members and a principal investigator)
• The panel will review and synthesize scientific
  research literature on minority children and
  youth
• The panel will report evidence-based conclusions
  and recommendations for audiences concerned with
  the education of minority children and youth
• This is an ED and NICHD effort and members of the
  panel will review the broad research literature
  on literacy for language minority children and
  youth

35
Highly QualifiedPublic Elementary or Secondary
Teacher

• Teacher has obtained full state
  certification OR
• Teacher has passed the State teacher licensing
  examination AND holds a license to teach in such
  state EXCEPT
• Teachers teaching in a public charter school,
  which then means the teacher meets the
  requirements set forth in the States public
  charter school law AND have not had certification
  or licensure requirements waived on an emergency,
  temporary, or provisional basis

36
Teacher Quality

• LEAs are required to use Title III funds to
  provide high quality professional development to
  teachers of LEP students, including regular
  classroom teachers.
• Specific certification requirements for teachers,
  paraprofessionals or other educational personnel
  of LEP students are mandated under other
  provisions of No Child Left Behind (Title I,
  section 1119)

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Paraprofessionals Part A Sec.1119

• New Paraprofessionals
• Must have
• 2 yrs. of college level study
• Have associates degree or higher
• Demonstrate ability to assist in
• Instructing, reading, writing, and mathematics,
  or
• Readiness in the above subjects

• Existing Paraprofessionals
• Demonstrate knowledge and ability to assist in
• Instructing, reading, writing, and
  mathematics, or
• Readiness in the above subjects

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Paraprofessionals Part A Sec. 1119

• Exceptions for translations and parental
  involvement activities
• The required knowledge demonstrations do not
  apply to paraprofessionals
• Who are proficient in English and a language
  other than English and provides services
  primarily to enhance the participation of
  children in programs by acting as translator OR
• Whose duties consist solely of conducting
  parental involvement activities consistent to
  Section 1118 (Parental Involvement)

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Paraprofessionals Part A Sec. 1119

• New Paraprofessionals hired after NCLB enacted
  on 1/8/02 shall have
• Completed at least 2 years of college level study
• Obtained as associates degree or higher or
• Demonstrate knowledge of and the ability to
  assist in instructing, reading, writing, and
  mathematics or
• Demonstrate knowledge of and the ability to
  assist in instructing, reading readiness, writing
  readiness, and mathematics readiness as
  appropriate
• Clarification Receipt of a secondary school
  diploma or recognized equivalent shall be
  necessary but not sufficient to satisfy knowledge
  demonstrations 3 4.

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Paraprofessionals Part A Sec. 1119

• Existing Paraprofessionals working prior to the
  enactment of No Child Left Behind and working in
  a program supported under this part shall, not
  later than 4 years after the date of enactment
  2006 satisfy the requirements of knowledge
  demonstrations as follows
• Demonstrate knowledge of and the ability to
  assist in instructing, reading, writing, and
  mathematics or
• Demonstrate knowledge of and the ability to
  assist in instructing, reading readiness, writing
  readiness, and mathematics readiness as
  appropriate.

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Alignments vs. Linked

• Need graphics

42
Integrated System of Standard and Assessment

• Title III and I
• Working Together

43
3 Standards2 Sets of Objectives

• English Language Proficiency Standards, Title III
  (for LEP students only)
• Academic Content Standards, Title 1 (for all
  students including LEP students)
• Student Academic Achievement Standards, Title I
  (for all students including LEP students)
• Title III English Language Proficiency Annual
  Measurable Achievement Objectives (for LEP
  students only), and
• Title I Annual Measurable Achievement Objectives
  (for all students including LEP students)

44
Title III Requirements
Title I Requirements Academic Content Standards
Increase English Language Proficiency Academic
Achievement
English Language Proficiency Standards
Academic Achievement Standards
Annual measurable achievement objectives (English
language proficiency)
Annual measurable achievement objectives
(Academic)
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English Language Proficiency Standards

• English language proficiency standards define
  progressive levels of competence in the use of
  English
• The English language proficiency levels set clear
  benchmarks of progress that reflect differences
  for students entering school at various grade
  levels.
• Under Title III, States must develop standards in
  four domains but report student progress in five.
• Improvements in comprehension domain are
  demonstrated through reading and listening.

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English Language Proficiency Standards

• English Language proficiency standards should
  include several components, for example
• A label for each level
• Define characteristics of the level
• Define what students could do in content at this
  level of English language proficiency and
• Indicate the assessment score that determines the
  attainment of the level

47
English Language Proficiency Links and Alignment
Link
English Language Proficiency Standards
English Language Proficiency Assessment(s)
ELP Annual Measurable Achievement Objectives
Align
Link
Align
Curriculum and Instruction
Content Achievement Standards
Link
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Example of English Language Proficiency in Reading

• Able to read consistently with increased
  understanding simple, connected texts dealing
  with a variety of basic and social needs
• Such texts are still linguistically noncomplex
  and have a clear underlying internal structure
• Students impart basic information about which the
  reader has to make minimal suppositions and to
  which the reader brings personal interest and/or
  knowledge
• Examples may include short, straightforward
  descriptions of persons, places, and things
  written for a wide audience

49
Example of Academic Proficiency in Reading

• The student reads and comprehends at least four
  books about one issue or subject and produces
  evidence of reading that
• Makes and supports warranted and responsible
  assertions about the texts
• Supports assertions with elaborated and
  convincing evidence
• Draws the texts together to compare and contrast
  themes, characters and ideas
• Makes perceptive and well developed connections
• Evaluates writing strategies and elements of the
  writers craft

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Example of English Language Proficiency Reading

• The student can
• Comprehend reading passages written in familiar
  or short sentence patterns and verbalize some of
  the main points of the passages
• Use acquired knowledge of the English language to
  learn and understand new vocabulary in context
• Identify and pronounce English phonemes in context

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Example of Proficiency in Academic Reading

• The student can
• Independently read and comprehend a grade-level
  appropriate test and write a short essay
  describing the main idea of the text
• Apply knowledge of reading strategies to
  comprehend the text of the next higher level of
  difficulty
• Based on reading skills and strategies can
  comprehend and analyze elements of non-fiction
  and fiction tests, such as point of view of the
  author or conflict and resolution in a fiction
  work

52
English Language Proficiency Objectives

• Reflect the amount of time a LEP student has been
  enrolled in a language instruction educational
  program
• Include annual increases in the number of
  percentage of children making progress in
  learning English, and annual increases in the
  number or percentage of children attaining
  English language proficiency by the end of each
  school year.
• Include students demonstrating adequate yearly
  progress on assessments in the academic areas.

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English Language Proficiency Related to Adequate
Yearly Progress

• Each State plan shall demonstrate that local
  education agencies in the State will, provide an
  annual assessment of English proficiency
  (measuring students oral language, reading, and
  writing skills in English).

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Assessments for All

• Insert graphic here

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Assessment of ALL LEP Students

• Annual English language proficiency assessment
  K-12 for students identified as limited English
  proficient
• State assessments in academic content for all
  students grades 3-8 and high school

56
Assessment Funds

• Funds are available to develop or improve English
  language proficiency assessment(s) under Section
  6111 and 6112

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Types of Assessment Required

• Annual assessment of English language proficiency
  for K-12 for all students identified as LEP
• All students identified as LEP must be annually
  assessed even if they are not served under Title
  I or Title III
• State assessments in academic content for ALL
  students

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Appropriate Assessment

• English language proficiency and language arts
  assessments are not designed for the same
  purpose. English language arts assessment should
  not be used to measure English language
  proficiency.

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Using Multiple Assessments

• In using multiple English language proficiency
  assessments the State should

• Ensure data from all assessments can be
  aggregated for comparison and reporting purposes,
  as well as disaggregated by English language
  proficiency levels and grade levels, and
• Ensure the assessments are aligned with the
  English language proficiency standards

• Set technical criteria
• Ensure the assessments are equivalent to one
  another in their content difficulty and quality
• Review and approve each assessment

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READ, WRITE, SPEAK, LISTEN, COMPREHEND

• REPORT IN FIVE DOMAINS

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Demonstrating Comprehension

• Reading pic listening pic

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Accommodations for LEP Students

• Examples of accommodations for LEP students
  include
• Extra time
• Small group administration
• Flexible scheduling
• Simplified instructions
• Use of dictionaries
• Providing audio-taped instructions in the native
  language
• Providing clarifying information, e.g., synonyms
  for unclear or idiomatic words and phrases

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Stronger Accountability Stronger Academic
Standards
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Evaluation Requirements

• The evaluations are based on children enrolled in
  Title III programs and must include the
  percentage of children who
• Are making progress in attaining English language
  proficiency including children who have achieved
  English language proficiency
• Have transitioned into instructional settings
  that are not designed for LEP students
• Are meeting the same State academic content and
  student academic achievement standards as all
  children are expected to meet

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Evaluation Measures

• Evaluation measures should be designed to assess
• Progress of children in attaining English
  proficiency, including the level of
  comprehension, speaking, listening reading and
  writing in English
• Student attainment of challenging State student
  academic achievement standards on State required
  content assessments and
• Progress in meeting the annual measurable
  achievement objectives for English language
  proficiency

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Evaluation Report Data

• Program effectiveness
• Types of language instruction educational
  programs
• Data synthesis by LEA
• Technical assistance provided by SEA
• Programs terminated due to goal shortfall

• Number of students served who transitioned
• Number of certified teachers
• Number of certified teachers needed
• Any other information provided by LEAs

67
Evaluation Uses

• States and LEAs must use the evaluations to
• Improve programs and activities
• Determine the effectiveness of programs and
  activities in assisting LEP children to attain
  English language proficiency and meet State
  academic standards
• Determine whether or not to continue specific
  programs or activities
• States must use the information contained in the
  evaluations to determine whether LEAs have met
  the English language proficiency annual
  measurable objectives, including AYP.

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Annual Measurable Achievement Objectives
STANDARD
ASSESSMENT
STUDENT
EVALUATION
CURRICULUM
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English Language Proficiency Related to Adequate
Yearly Progress

• Each State plan shall demonstrate that local
  education agencies in the State will provide an
  annual assessment of English proficiency
  (measuring students oral language, reading, and
  writing skills in English).

70
Accountability

• For States
• SEAs will hold all eligible subgrantees
  accountable for meeting the annual measurable
  achievable objectives, including making adequate
  yearly progress for LEP students.
• For those LEAs and schools in improvement the
  SEAs shall provide technical assistance
  developing the following
• A plan to incorporate strategies and
  scientifically based methodologies
• A plan for professional development
• Ensure that these plans are implemented

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How a State makes AYP

• Annual peer review will determine
• Whether the State made AYP for each group of
  students as defined in 1111(b)(2).
• Whether the State met its annual measurable
  achievement objectives for LEP attainment of
  English proficiency under Title III.
• When? Starts with the beginning of the third
  school year of implementing Title I Part A
  Title III Part A
• (Title VI, Subpart 4)

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How a school or district makes AYP

• Each group of students meets or exceeds statewide
  annual objective
• Exception
• The number below Proficient reduced 10 from
  prior year, and
• Subgroup made progress on other indicators
• AND
• For each group, 95 of students enrolled
  participate in the assessments on which AYP is
  based

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Under Title III, States Must

• Define annual measurable achievement objectives
  for limited English proficient students
  servedthat relate to development and attainment
  of English proficiency while meeting challenging
  State academic content and achievement standards
  as required under Title I, Sec. 3122

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Section 3122 Achievement Objectives

• Shall include
• Annual increases in the number/percent making
  progress in learning English
• Annual increases in the number/percent attaining
  English proficiency by end of each school year
• Making AYP for limited English proficient students

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If a state does not make AYP for 2 consecutive
years

• The Secretary shall provide
• Technical assistance that is valid, reliable, and
  rigorous and
• Constructive feedback to help the State make AYP
  or meet the annual measurable objectives

76
School Improvement

• States must determine if
• each school and district
• (even those that do not receive Title I funds)
• make adequate yearly progress.

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Deadlines
78
QuestionsAnswers
79

• THANK YOU!

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Websites

• www.ncela_at_gwu.edu
• www.ed.gov
• www.ed.gov/offices/oela
• www.cal.org/delss
• www.cal.nlp
• www.dartmouth.edu/lpetitto
• www.nichd.nih.gov/crmc/cdb/cdb.htm