Radford City Schools School Board Presentation 8-9-16 Title III Statewide Consortium Application for Individual Divisions Fiscal Year 2016-2017 Language Instruction for Limited English Proficient Students Excellence in Education… Every Student Every Day

Purpose of Program and General Use of Funds of Title III – Language Instruction for Limited English Proficient and Immigrant Students The overarching purpose of Part A of Title III, known as the English Language Acquisition, Language Enhancement, and Academic Achievement Act, is to support the provisions outlined under each principle in Virginia's approved ESEA flexibility plan and ensure that English language learners (ELLs), including immigrant children and youths, attain English language proficiency and meet the same challenging academic content and achievement standards that other students are expected to meet.

The principles include: Supporting student mastery of college-and-career ready reading and mathematics standards, and attainment of proficiency or better on corresponding college-and-career ready reading and mathematics assessments; Meeting annual measureable objective (AMO) targets for reading and mathematics that demonstrate academic growth for all students and subgroups over time, and, for high schools with a graduating class, meeting the federal graduation indicator; and Ensuring that students are taught by highly qualified and effective teachers and providing meaningful professional development and support to promote effective instruction to increase student achievement.

Funding priorities include: increasing the English language proficiency and academic achievement of ELLs and immigrant students by providing high-quality language instruction programs; providing high-quality professional development to enable classroom teachers to deliver effective content and English language instruction to ELLs and immigrant students; and promoting parental, family, and community participation in programs for ELLs and immigrant students.

Who are ELLs? Language Learners are defined by the VDOE as Students ages 3-21 Enrolled in School Born outside the U.S. or speak a language other than English, or who live in an environment where English is not spoken Have trouble understanding or communicating in English

Core Language Program All ELL students are placed in the regular education programs when entering RCPS. The student is then screened using the WIDA ACCESS PLACEMENT TEST (W-APT). The results are shared with parents, teachers and administrators to develop an understanding of the ELL student’s English proficiency. This approach to teaching English as a second language is based on the theory that language is acquired through exposure to meaningful and comprehensible messages rather than being learned through the formal study of grammar and vocabulary. The ELL students interact appropriately with others by knowing what to say, to whom, when, where and how. ELL students are mainstreamed into all regular education programs thus having access to the core programs available to all students. A variety of classroom techniques are utilized by classroom teachers to meet the needs of our ELL children from diverse cultures and economic status. These same techniques are the basis of differentiated instructional activities found to be effective for all students. A variety of instructional materials are utilized based upon the ELL student’s grade level and level of proficiency. Consultation is utilized to assess what is needed for the student to be successful in a content based ESL environment. The appropriate materials are then purchased and provided to the classroom teacher to be used with the ELL student. RCPS has 11 ELL students ranging from Kindergarten to the 12th grade. The current languages include Spanish, Arabic and Chinese. An individualized material selection approach is utilized based upon the needs of the teacher and the ELL student. Some of the various materials that will be utilized include: High Interest Low Vocabulary Readers, Individualized Translators, Bilingual Dictionaries, and Content Based ESL APPS (for IPODs and IPADs). A variety of learning tasks are utilized based upon the ELL student’s grade level and level of proficiency. Consultation is provided to the ELL student’s teacher to develop lesson plans that focuses on the proficiency level of the student. The WIDA lesson plan scaffolds the specific content objective of the student at a specific proficiency level. The 2012 Amplification of The English Language Development Standards K-12 and the CAN DO Booklet for each grade level were provided to each school for all teachers to use who have ELL student’s in their classrooms. Professional Development with these materials will be provided to all new staff and upon request by current staff. RCPS teachers are provided with resources to enable them to select from a variety of learning tasks based upon the English Proficiency Level of their student.

Title III Budget Detail Proposal Object Code Expenditure Accounts SubTotal 1000 Personal Services $1,032.00 2000 Employee Benefits $78.88 3000 Purchased/Contracted Services $0 4000 Internal Services 5000 Other Charges $748.00 6000 Supplies & Materials $114.25 8000 Capital Outlay   Total $2,009.13

Q & A Opportunity That brings to the conclusion of the consortium updates. We will open the lines back up now for questions or comments. Any questions or comments regarding any of the updates? Thanks for your time and attention. Have a great day.