Title III, Kansas ESOL, Migrant

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Title III, Kansas ESOL, Migrant

• LCP Regional Meetings
• June 2006

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Do We Have to Provide Services?

• YES! Even if you dont receive special funds or
  have only a few ELLs, services are required.
• Title VI of Civil Rights Act of 1964 requires you
  to offer some form of language assistance
• Office of Civil Rights (OCR) requires the
  identification of language minority students by
  level of English language proficiency.

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No Child Left BehindTitle III English Language
Acquisition
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No Child Left Behind Title I and Title
III English Language Learners (ELL) 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

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No Child Left BehindTitle III Funding

• Any district with ELLs is eligible to apply for
  federal Title III funding
• A district must generate 10,000 in order to
  qualify on its own (approx. 100 ELLs)
• For districts not generating the 10,000 they
  must apply for in consortia with other
  districts

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No Child Left BehindTitle III Funding and
Required Activities

• Districts must provide
• 1. Language support programs
• 2. Professional Development

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No Child Left BehindTitle III Funding and
Allowable Activities

• Allowable Activities include
• Upgrade program objectives and effective
  instruction strategies
• Identify, acquire, and/or upgrade curricula,
  instructional materials, educational software,
  and assessment procedures
• Provide tutorials or vocational education for
  ELLs
• Provide community participation programs, family
  literacy services, and parent outreach

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No Child Left Behind Parent Notification
Requirements

• The district must
• Inform parents no later than 30 days after the
  beginning of the school year that their child has
  been identified as an ELL and will receive ESOL
  services
• For a child who enters school after the beginning
  of the school year, the district has two weeks to
  inform parents
• Any home/school communication must be in a
  language (to the extent practical) that the
  parents can understand

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No Child Left Behind Parent Notification
Requirements must include

• The reasons for identifying their child as an ELL
  and placing the child in an ESOL program
• The childs level of English proficiency,
  including how the level was assessed and the
  status of the childs academic achievement
• The method of instruction that will be used to
  provide ESOL services
• The program exit requirements

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No Child Left Behind Monitoring of former ELLs

• Students who have been exited from an ESOL
  program must be monitored for two years after
  exiting.
• Their scores are included in the disaggregated
  group of ELL to determine AYP.
• Districts must have a plan on how the former ELLs
  are being monitored.

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No Child Left Behind-Assessments

• All ELLs must be tested for their English
  proficiency--KELPA.
• Districts are held accountable for demonstrating
  annual growth in increasing English proficiency.
• All ELLs must take state assessments
• ELLs disaggregated group for AYP

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Kansas English Language Proficiency Assessment
(KELPA)

• All ELLs must be tested for their English
  proficiency and districts are held accountable
  for demonstrating annual growth through AMAOs
• The KELPA is THE assessment to be used in
  demonstrating annual growth, not LAS, IPT, or
  LPTS.
• LAS, IPT, LPTS, or KELPA can be used for
  identification, placement, funding, and exiting
  purposes.

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Kansas English Language Proficiency Assessment
(KELPA)

• Developed by the Center for Educational Testing
  and Evaluation (CETE) at the University of Kansas
  with field input.
• Assesses English proficiency levels in the
  domains of listening, speaking, reading, and
  writing.
• Aligned to the Kansas English to Speakers of
  Other Languages (ESOL) Standards.
• Five grade bands K-1, 2-3, 4-5, 6-8, and 9-12.
• Trainer of Trainers in February, 2006.
• Administered statewide in spring 2006.
• Results posted online early August.

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ELLs and State Assessments

• All ELLs must take the required state
  assessments, regardless of the amount of time
  s/he has been in the school/district with a few
  exceptions
• An ELL attending his/her first year in a U.S.
  school may take the KELPA in lieu of the General
  Reading assessment.
• That students KELPA score will count for Reading
  assessment participation but NOT for AYP targets.
  

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ELLs and State Assessments

• An ELL attending his/her first year in a U.S.
  school must take the mathematics assessment but
  scores wont count for AYP but do for
  participation

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No Child Left BehindAnnual Measurable
Achievement Objectives

• KSDE develops Annual Measurable Achievement
  Objectives (AMAOs), 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
• ELLs making AYP

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No Child Left BehindAnnual Measurable
Achievement Objectives

• If a district doesnt make 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, that district must modify its
  curriculum, program, and method of instruction
  and/or replace educational personnel relevant to
  the districts failure

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No Child Left BehindMonitoring/Compliance KSDE
and US Dept. of Education

• Some districts MAY be monitored by the USDE in
  school year 2006-2007 to ensure compliance with
  NCLB.
• Some districts will be monitored by KSDE to
  ensure compliance with both Federal and State
  regulations.

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No Child Left BehindMonitoring/Compliance KSDE
USDE

• Some examples of evidence that demonstrates
• districts are complying include
• Records that funds were used appropriately
• Proof that curriculum is aligned to ESOL
  Standards
• Written process for identifying ELLs
• Records of staff training on administering the
  English proficiency assessment

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No Child Left BehindMonitoring/Compliance

• Evidence of an improvement plan if district
  didnt meet the AMAOs
• Evidence of a process for tracking and reporting
  content performance of former ELLs
• Proof that the ESOL program is based on
  scientific research
• Evidence of a professional development plan
  designed to improve English language proficiency
  of ELLs
• Proof of a plan for promoting parental
  participation

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No Child Left BehindMonitoring/Compliance

• Evidence of how the ESOL program is proven
  effective to enhance both English proficiency and
  content for ELLs
• Proof that parental notification requirements are
  met
• Evidence that consultation between the public and
  private schools occurs
• Evidence that staff development for ALL teachers
  working with ELLs is sustained and provided over
  time and is NOT limited to short-term workshops

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Kansas ESOL/Bilingual Program
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State ESOL/Bilingual Funding

• Available on a formula basis to districts which
  meet minimum ESOL program requirements, which
  include
• Use of a home language survey
• Assessment of English proficiency
• ESOL services provided by an ESOL endorsed
  teacher (or teacher in the process of completing
  the ESOL endorsement)
• Outcome Plan for each ELL
• Exit requirements

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Issues

• Identified as ELL for State funding
• Students exiting program
• Monitoring exited ELLs
• Teacherplan of endorsement on file
• DataKIDS, LCP Annual Report

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Data

• KIDS system
• AYP School Identifier
• ESOL/Bilingual Program Entry Date
• First Entry Date in School in US
• First Language
• ESOL/Bilingual Program Participation
• Title III, State ESOL, Both, Monitored
• ESOL Program Ending Date
• ESOL Student Contact Minutes
• Immigrant Student

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Why the Emphasis on Data?

• Data from KIDS system used for
• State funding,
• Counts for USDE,
• Pre slugging student answer sheets
• Disaggregating state assessment data,
• Determining AYP,
• Reporting to USDE and Congress

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Questions?
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No Child Left BehindMigrant Education Program

• (Title I, Part C)

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Goal To ensure Migrant Children are

• Appropriately identified
• Receiving needed services
• Benefiting from available resources

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What is the difference between . .

• Migrant
• Immigrant
• Mobile

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Who is eligible for MEP?

• Meets definition of migratory child
• Basis for eligibility is recorded on certificate
  of eligibility (COE)

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What is a migratory child

• Younger than 22
• Not graduated from HS or have GED
• And
• Is (or parent, spouse, guardian) is a migrant
  agricultural worker or migrant fisher
• And
• Has moved within last 36 months to obtain
  temporary or seasonal work in qualifying activity

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Identification Recruitment

• Who is responsible for identifying migrant
  eligible students?
• First contactoften the school
• Local recruiters
• State recruiters
• HUGE ISSUE!!!!!

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When should one recruit?

• Whenever there is a child who might be migrant
• Throughout the year including summer
• What if we dont have recruiters?
• Call Ron Johnson at KSDE

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What is Priority for Services?

• Migrant students who have an interruption in
  educational program during regular school year
• AND
• Are at risk of failing to meet the states
  standards
• Have priority in receiving migrant services

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Migrant Funded Services

• Must supplement and not supplant
• Must address the needs as a result of migratory
  lifestyle
• Summer services are important!
• PASS program is available,

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ESOL and Migrant Services

• Not all migrant students are ELL
• h
• Migrant funds may support ESOL activities only. .
  .
• After the district has met the requirements of
  Civil Rights Act ELLs
• After used Title III and State ESOL funds
• If it is a need of MIGRANT students

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What about the database? KIDS?

• KS Migrant Student Database is key
• Identifying priority for service students
• Funding
• Sharing information on students as they move
• Required by federal law
• KIDS
• Not accurately identifying migrant students
• Eventually will be connected to migrant database
  student identifyer number

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Assessments

• Remember that migrant students are to be assessed
  as are other students
• Included in report cards
• Issue if student is from another state or already
  tested (database)
• Issue data is inconsistent between systems

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Questions?