ELL/Title III Network Meeting Developing a Service and Support Plan for English Language Learners CESA 10 Title III Consortium February 23, 2010

CESA 10 ELL Growth

The Languages of CESA 10  Spanish  Ilonggo-Hiligaynon  Hmong  Vietnamese  Amharic  Chinese: Mandarin  Macedonian  German  Russian  Khmer  Korean  Swahili  Mandarin  Dutch

Legal Responsibilities  Federal=Title III of ESEA  State=Bilingual-Bicultural Program (Wisconsin Administrative Code PI 13.04) The district is responsible for ensuring equal educational opportunities.

Federal Funds: Title III  Title III Part A -- English Language Acquisition, Language Enhancement, and Academic Achievement Act The purpose of Title III Part A is to help ensure that children and youth who are limited English proficient, Native American and/or immigrants, attain English language proficiency, develop high levels of academic attainment in English, and meet the same challenging State academic standards that all children are expected to meet.

Federal Funds: Title III Limited English Proficient aka ELL Immigrant Students  3-21 years of age enrolled, or preparing to enroll in an elementary or secondary school  Not born in the U.S. or whose native language is other than English Native American, Alaskan Native, or migrant child who has difficulties with English that impact achievement

Title III Legal Responsibilities Funds are directed to states and eligible local districts or consortia through a formula grant allocation to: Develop high-quality language instruction educational programs; Assist to establish, implement, and sustain language instruction and development programs; Promote parental and community involvement; and to Hold schools accountable for increases in English proficiency and core academic content knowledge of limited English proficient children

Title III Legal Responsibilities  CESA 10 Consortium Agreement Instructional Resource Materials Professional Development ELL Consultant Services We are here to help!

What Do We Do Now? CESA 10 Guide for Small Districts Enrolling English Language Learners

Title III Legal Responsibilities  Needs Assessment Review of WKCE Review of ACCESS Review of local assessment data and grades Numbers Support services available  Title I  After school program  Volunteers  Mentors  Peer tutors  Student advocate

Title III Legal Responsibilities  Identification and placement Home Language Survey Preliminary Evaluation W-APT/Language Proficiency Level Services identification Notification of parents Bulletin Initial Identification and Placement of English Language Learners

Title III Legal Responsibilities  Individual Record Plan Date of arrival Native language English Proficiency Level Plan for academic interventions and support Evidence of success

Title III Legal Responsibilities  ACCESS test W-APT Screener Levels 1-5 Grades K-12 Listening/Speaking/Reading/Writing Testing window: Dec-February DAC is responsible for ordering tests  

Title III Legal Responsibilities  Parent Notification: District must inform parents that their student has been identified as ‘ELL’ no later than 30 days after the beginning of the school year (or within 2 weeks of being placed in an ELL program if student arrives mid-year). Notification must include: The reasons for identifying their child as being an English Language Learner and for placing their child in an ELL program

Title III Legal Responsibilities Parent Notification Must Include: The child’s level of English proficiency as measured by the ACCESS The method of instruction that will be used in the program, including a description of alternative programs How the program will meet the educational strengths and needs of the child

Title III Legal Responsibilities Parent Notification Must Include: How the program will help the child learn English and meet academic achievement standards for grade promotion and graduation The program exit requirements, including the expected rate of transition from the program to an English-language mainstream classroom and the expected rate of graduation from secondary school How the program will meet the objectives of an individualized education program for a child with a disability

Title III Legal Responsibilities Parent Notification Must Include: The parents’ rights in writing, including:  The right to have their child removed from an ELL program on their request;  The options that parents have in declining enrollment of their child in such a program or in choosing another program or method of instruction, if available;  Written guidance assisting parents in selecting among various programs and methods of instruction, if more than one program or method is offered.

Title III Legal Responsibilities  Two options for exiting ELL students as fully English language proficient: Automatically exiting in ISES when the student reaches a level 6.0 on the ACCESS Manually reclassify if the student is in at least the 4 th grade, is at least a level 5.0, and if sufficient evidence has been collected that shows academic language proficiency

Title III Legal Responsibilities  Required Notification Consult with parents of ELL students prior to formal notification of exiting Notify parents in writing of their student being exited from ELL status and keep a copy on file  Two Year Monitoring Requirements Evaluation of academic achievement data in math, reading, and science Maintain documentation for two years

Title III Legal Responsibilities  Bulletin Procedures for Exiting English Language Learners a Fully Proficient  Bulleting Two-Year Monitoring Requirements for Former English Language Learners  Sample ELL Policy

Title III Legal Responsibilities  Accountability: Annual Measurable Achievement Outcomes AMAO 1: Progressing in English language acquisition annual increases in the number or percentage of students making progress in learning English AMAO 2: Exiting or reaching English language proficiency annual increases in the number or percentage of students attaining English language proficiency by the end of each school year AMAO 3: ELL-Adequate Yearly Progress (AYP) AYP for the ELL subgroup (under Title I) in meeting grade-level academic achievement standards in English Language Arts (Reading) and Mathematics

Title III Legal Responsibilities  Accountability: Adequate Yearly Progress on WKCE English Proficiency on ACCESS Parental Notification

Title III Legal Responsibilities  Teacher English Fluency If you have a language instructional program, you must ensure that teachers are fluent in English

Title III Legal Responsibilities  Title III ELL Checklist  Individual Monitoring Requirements for Title III  Implications of the Supplement not Supplant Provisions

State Legal Responsibilities Legal obligations exist to ensure equal educational opportunity for ELL students Districts are required to establish, sustain, and improve learning environments to alleviate the barrier of not being able to communicate fully and effectively in English These legal obligations apply even in schools or classes where only one ELL student is present.

State Legal Responsibilities  Trigger numbers for ELL student population If any school within a district has 10 ELL students speaking the same language at grades K-3; Or 20 students speaking the same language at grades 4-8; Or 20 students speaking the same language at grades 9-12 ~Then the district must design a program and prepare a formal plan of services (PI-1849) for meeting the needs of these students

Title III & State Legal Responsibilities  Program Evaluation: School Improvement Planning Checklist Identification and Assessment Programming and Educational Approaches Staffing and Professional Development Parent Involvement Student Progress

Language Proficiency  Social English Proficiency takes an average of 2-3 years  Academic English proficiency takes an average of 5-7 years  A district must provide support for students to reach proficiency

WIDA Consortium / CAL / Metritech Quiz Do this quiz with at least one other person, but no more that two other people Read carefully each statement and decide as a team if the statement is true or not For each statement, justify your answer; i.e. “why do you think it is true/false?”

WIDA Consortium / CAL / Metritech Myths and Misconceptions about Language Acquisition  Younger children learn 2 nd language quickly and easily  Children have acquired a second language once they can speak it  The more time students spend in the mainstream, the quicker they learn the language  Older generations of immigrants learned without all the special language programs that immigrant children receive today and they did just fine  ELLs will acquire academic English faster if their parents speak English at home

WIDA Consortium / CAL / Metritech More Myths & Misconceptions  Grammar is acquired naturally; it need not be taught  The culture of students does not affect how long it takes them to acquire English. All students learn language the same way  The parents of ELLs are generally not as involved in their children’s education  Good teaching is good teaching

Six Levels of English Proficiency Level 1- Beginning/Preproduction: The student does not understand or speak English with the exception of a few isolated words or expressions Level 2- Beginning/Production: The student understands and speaks conversational and academic English with hesitancy and difficulty  The student understands parts of lessons and simple directions.  The student is at an emergent level of reading and writing in English and is significantly below grade level.

Can Do Can Do Activity

Six Levels of English Proficiency Level 3- Intermediate: The student understands and speaks social and academic English with decreasing hesitancy and difficulty  The student’s English literacy skills allow the student to demonstrate academic knowledge in content areas with some supports and/or modifications Level 4- Advanced Intermediate: The student understands and speaks social and academic English with little difficulty  The student continues to acquire reading and writing skills in content areas at grade level with some support and/or modifications

Six Levels of English Proficiency Level 5- Advanced: The student understands and speaks social and academic English with little difficulty  The student is near proficient in reading, writing, and content area skills  The student requires occasional support Level 6- Fluent English Speaker  The student is exited from an ELL status/program and monitored for two years

Supports for ELL Students  Place in age appropriate classrooms  Place with teachers who use student-centered methodologies Cooperative, small group learning Thematic instruction Integrated approaches to language arts  NEVER retain a student because they are ELL

Supports for ELL Students  In class interventions Simplifying vocabulary Enhancing content through pictures, hands-on activities, graphic organizers, small group instruction, visual props and drawings Using alternate assessments that demonstrate content learning while minimizing the language barrier

Supports for ELL Students  Program interventions: Pull-out Title I Extended day Supported or structured study hall ELL teacher or coordinator (if available) Mentor or community volunteer

Strategies for Teachers of ELL Students  Assess and activate student’s prior knowledge  Use a variety of grouping strategies  Adapt text and provide material at instructional level  Provide interactive learning experiences  Use gestures and clarify idioms/figures of speech  Create a safe environment where it’s okay to make mistakes  Build home-school connection  Emphasize key vocabulary and connect with visuals  Use graphic organizers in lessons  Modify grading for newcomers

Resources for Teachers of ELL Students  Regular Classroom Modifications for ELL Students  12 Things for K-12 Mainstream Teachers  Essential Tips for K-12 Teachers  Suggestions for Supporting K-12 Newcomer ESL Students  Strategies for Teachers of ELL Students  Do You Want to Learn Some Spanish?  Assessing English Language Development in 4-Year- Olds  DPI Site:  CESA 10 IMC

Resources  Teacher Survival Guide & Graphic Organizer

Title III Local Plan Requirements  Identification, Initial Placement, and ELP Classification  Academic Support for Students  Monitoring Student Progress  Individualized Record Plan (IRP): Goals, Objectives, Activities, and Evaluation Monitoring Student Progress  Procedures for Exiting and Monitoring Students  Program Evaluation  Teacher Support  Parent Involvement

Title III Local Plan Requirements  Identification, Initial Placement, and ELP Classification  Academic Support for Students  Monitoring Student Progress  Individualized Record Plan (IRP): Goals, Objectives, Activities, and Evaluation Monitoring Student Progress  Procedures for Exiting and Monitoring Students  Program Evaluation  Teacher Support  Parent Involvement

Title III Local Plan Requirements  Template  Monroe Sample  CESA 11 Template  CESA 10 Template  In District  Convene an appropriate team to review, revise, and finalize the plan.  Document this process.  May be part of the spring ESEA Planning

Professional Development Needs  Professional Development Survey

CESA 10 Contacts  Nancy Forseth (715)   Terri Noel 