English as a Second Language (ESL) Requirements English Learner (EL) Ivanna Mann Thrower Anderson NCDPI ESL/Title III Consultant Lab Schools Presentation 2017

Our Vision To build capacity at the local school system level and sustain statewide implementation of research-based strategies to meet the needs of our English learners. Thank you for being part of this journey and helping make the vision a reality!

Session Objectives NC EL Demographics Acronyms WIDA: Standards, W-APT and ACCESS PowerSchool Resources on ESL Wiki Lab School Responsibilities State and Federal Funding

NC Demographics 115 LEAs 168 Charters Approximately 300 languages All with at least 1 EL 168 Charters 130 with at least 1 EL Approximately 300 languages Top 5: Spanish, Arabic, Vietnamese, Hmong, Chinese

LEP/EL Students in NC

Alphabet Soup ACCESS 2.0 ELD EL ELL ELP ESL LEP LIEP MFLEP/MFEL W-APT WIDA 1 min 6

Alphabet Soup Consortium: WIDA Program: ESL Standards: ELD, ELP, WIDA Students: EL, ELL, LEP, MFEL, MFLEP Services: LIEP Test: ACCESS, W-APT 7

Joint Responsibility The Office for Civil Rights (OCR) at the U.S. Department of Education (ED) and the Civil Rights Division at the U.S. Department of Justice (DOJ) share authority for enforcing Title VI in the education context. https://www2.ed.gov/about/offices/list/ocr/letters/colleague-el-201501.pdf

Title VI: Title VI’s prohibition on national origin discrimination requires SEAs and school districts to take “affirmative steps” to address language barriers so that EL students may participate meaningfully in schools’ educational programs. https://www2.ed.gov/about/offices/list/ocr/letters/colleague-el-201501.pdf Title VI Dear Colleagure Letter 1/7/15

Title VI (1) The educational theory underlying the language assistance program is recognized as sound by some experts in the field or is considered a legitimate experimental strategy; (2) The program and practices used by the school system are reasonably calculated to implement effectively the educational theory adopted by the school; and (3) The program succeeds, after a legitimate trial, in producing results indicating that students’ language barrier

The WIDA Consortium 2017 39 Educational Entities

www.wida.us English Language Development (ELD) Standards English Language Proficiency (ELP) Assessments Password: Testing Coordinator/RAC

WIDA’s ELD Standards Academic Language ELD Standards are NC SCOS Standard 1 Standard 2 Standard 3 Standard 4 Standard 5

ELD Standards Support: Training Webinars Data Retreats On-line Modules Available on Home Base! 2 mins The Alternate ACCESS for ELLs is an option for the administration of the ACCESS for ELLs test to eligible students in grades 1–12 who are classified as English language learners (ELLs) and have significant cognitive disabilities that prevent their meaningful participation in the ACCESS for ELLs assessment. The Alternate ACCESS for ELLs is designed for only a small population of ELLs who meet the following eligibility criteria: Guidelines for Testing Students Identified as Limited English Proficient North Carolina Testing Program Published September 2014 Grades 3–12 ● The student has a current Individualized Education Program (IEP). ● The student participates in the general education curriculum through the Extended Content Standards. ● The student has a significant cognitive disability (i.e., exhibits severe and pervasive delays in ALL areas of conceptual, linguistic, and academic development and also in adaptive behavior areas, such as communication, daily living skills, and self-care). ● The student’s prior year’s ACCESS for ELLs scores yielded NA across any and/or all domains or yielded a composite score of less than 2.0. If scores are 2.0 or above, the student does not qualify for the Alternate ACCESS for ELLs and must continue to take the regular ACCESS for ELLs. Page 5 and 6 http://www.ncpublicschools.org/docs/accountability/policyoperations/lep/testlepstudents14.pdf 14

LEP Identifier: W-APT (May be replaced by 17-18) After completing the Home Language Survey, if a language other than English is determined, the W-APT is administered to determine if the student is an English Learner (EL) http://eldnces.ncdpi.wikispaces.net/EL+Coordinators

Home Language Survey Process Home Language Survey (HLS) and Identification North Carolina Procedures for the Identification of Limited English Proficient Students Sample Home Language Survey Sample Parent Notification of Initial LEP identification letter

LEP Identifier: W-APT Can be given 90 days before school begins and as new students enter throughout the school year. Ensure parents are notified within 30 days of 1st day of school or 14 days after enrollment.

ACCESS for ELLs Online Testing 2016-2017 Testing Window January 30th – March 24th (6 weeks) (Students entering 5 days before do not have to be tested on ACCESS) Exit Standards: (K &Tier B or C grades 1-12 for paper test, adaptive on line) Comprehensive Objective Composite (COC) A minimum score of 4.8 Composite AND 4.0 Reading AND 4.0 Writing

Alternate ACCESS for ELLs For EL students with significant cognitive disabilities Eligible students are identified based on NC guidelines Included in state testing program

PowerSchool http://eldnces.ncdpi.wikispaces.net/PowerSchool+and+ELs Working with PowerSchool Security Group Role 218 Oct 1st Headcount (LEP) Feb1st Headcount (Immigrant) RCR Process 1 mins - Be sure to point out how those not working in the NC public school system can access the module. Part of HomeBase…NC WIDA MODULES! Once logged onto the NC Educator Effectiveness System: Click on the Professional Development tab at the top Scroll to the bottom right and find the area, "Focus Area Aligned Courses" Click English as a Second Language The WIDA course shows up as the second offering: #235 PLC available for 16-17 can be FtF or on line – led internally on by a team member 21

Join the Listservs English Learner Coordinators Teachers of English Learners www.ncpublicschools.org

ESL Wikisite http://eldnces.ncdpi.wikispaces.net Curriculum and Instruction Legislation & Policy Resources Accountability LEP Coordinators NC Charter Schools ESL Wikisite http://eldnces.ncdpi.wikispaces.net Carolina TESOL November, 2012

http://eldnces.ncdpi.wikispaces.net/NC+WIDA+Modules

NCDPI EL Support Team A cadre of current or retired NC teachers and administrators with a strong understanding of theory- based concepts for best-practices in EL student education offering training and coaching opportunities across the state. http://eldnces.ncdpi.wikispaces.net/EL+Support+Team

EL Support Conference August 8-10, 2017 Embassy Suites, Greensboro NC

11 Steps to Success! EL Handbook coming soon!

ALL Lab Schools should: 1) designate a person to work with EL data via the authoritative source even if there are currently no EL students enrolled.

2) join the English Learner Coordinator Listserv  3) be aware of the NC process for identifying English Learners (ELs) 4) be aware of the annual ACCESS test of English language proficiency in case students arrive during the year

5) complete the October 1 and February 1 headcounts (Webinars will be provided prior to each headcount) 6) be aware of EL support documentation such as: a. the WIDA web site b. ESL website c. Testing for ELs

Lab Schools with ELs should: 7) utilize the NC ELD Essential Standards (WIDA Standards) to guide instruction The WIDA Modules offer an overview of the WIDA standards   8) complete an LIEP service chart and submit to ESL at NCDPI

9) complete an EL Plan for each identified EL Student 9) complete an EL Plan for each identified EL Student. An EL Plan does not have to be as detailed as the sample on the site.   10) follow proper W-APT and ACCESS test training procedures 11) attend the beginning of year EL Coordinator’s meeting hosted by NCDPI or review documents if unable to attend.

Title III Applications Moved to the Consolidated Application (CCIP) Collaboration Transparency Opens May, 2018 Due June 30th Completed by October 31 Will not apply unless a consortium is created

Consortium Under the Title III State Formula Grant Program, if an LEA/Charter does not have a sufficient number of limited English proficient students enrolled to qualify for a minimum subgrant of $10,000 under Section 3114(a), it may – to be part of an eligible entity that meets this minimum – apply for a subgrant jointly in consortia with other LEAs/Charters. 16 17 Consortium Guidelines On EL Coordinator wiki page

Federal Funding: PRC 104 PRC 104 – Generate $10,000 to qualify or form a consortium Funding is determined by US Census Data Application and PD Survey due in May/June Monitoring AMAOs (Currently frozen per ESSA)

Federal Funding: PRC 111 PRC 111 – Qualify based on a 3 year calculation of significant increase in immigrant students February 1 Headcount determines qualification for funding You can qualify for just PRC 111

State Funding: PRC 054 October 1 Headcount determines funding Primary funding source for ESL teachers

Funding Summary: May be eligible for PRC 104 after first year of operation. May be eligible for PRC 111 after third year of operation. May be eligible for PRC 054 after first year of operation.

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Questions 1 min - 93 Title III Subgrantees (15-16) 41