TITLE III UPDATETITLE III UPDATE Planning for Success In Webinar September 18 & 19, 2008 WEST VIRGINIA DEPARTMENT OF EDUCATIONWEST VIRGINIA DEPARTMENT OF EDUCATION

OVERVIEW RTI 2008 WESTELL Results/AMAO Status Screener State funding for ESL LEP Committee Meetings – WVEIS data – Accommodations Title III Applications Consolidated Monitoring UPDATES

RESPONSE TO INTERVENTION (RTI)RESPONSE TO INTERVENTION (RTI) WVDE issued Guidance Document (August 2008) MemoReELLs pdf MemoReELLs pdf Curriculum for ELLs should be Tier 1 core curriculum ESL Services should be considered Tier 2 intervention

RESPONSE TO INTERVENTION (RTI)RESPONSE TO INTERVENTION (RTI) Examine True Peers when evaluating progress for ELLs Consider the efficacy of multiple interventions in same day Always use multiple measures Always involve ESL professionals in RTI decisions for ELLs

UPDATES- WESTELLUPDATES- WESTELL 2008 WESTELL Results – delivered 1 st week of July CD delivered to County Central Office – Guide to Understanding Scores – Demographic Report – County Summary – Individual Student Reports Letter from State Superintendent Reports should have been issued to students/parents

USDE ISSUES AMAO INTERPRETATION The notice of proposed interpretations was published in the Federal Register on Friday, May 2, There was a 30-day public comment period within which States, districts, and stakeholders may provide feedback on the notice. Final Interpretation will be presented to state Title I and Title III directors October Key proposals:

OVERVIEW OF PROPOSED INTERPRETATIONSOVERVIEW OF PROPOSED INTERPRETATIONS The Secretary proposes to interpret Title III to include all LEP students served by Title III in measurements of student progress in English (AMAO 1), regardless of whether they have participated in at least two consecutive and consistent annual administrations of an ELP assessment required under section 3113 of the ESEA. For students who have not participated in two consecutive and consistent annual administrations of an ELP assessment, the Secretary would require States to propose to the Department an alternative method of including such students in AMAO 1.

OVERVIEW OF PROPOSED INTERPRETATIONSOVERVIEW OF PROPOSED INTERPRETATIONS The Secretary proposes to interpret Title III to require that a States definition of English language proficiency for the purposes of setting targets for attaining English language proficiency (AMAO 2) be consistent with and reflect the same criteria the State uses to determine that students from the LEP subgroup no longer need language education services under Title III and will exit the LEP subgroup. In other words, a student considered to have attained proficiency in English for the purposes of AMAO 2 would also be considered ready to exit the LEP subgroup.

OVERVIEW OF PROPOSED INTERPRETATIONSOVERVIEW OF PROPOSED INTERPRETATIONS The Secretary proposes to interpret Title III to permit a State to apply the same minimum subgroup size to AMAO calculations and determinations that the State applies to adequate yearly progress (AYP) determinations and that have been approved by the Department in the States Accountability Workbook for purposes of Title I of the ESEA.

WESTELL RESULTS FOR NOTIFICATIONSWESTELL RESULTS FOR NOTIFICATIONS Notifications 5.2 Has the LEA notified parents no later than 30 days after the beginning of the school year that their child has been identified for participation in a language instruction educational program? (2 weeks if a child enrolls after the beginning of school). NCLB Title III, Part C, Section Has the LEA failed to make progress on the AMAOs? If so, has the LEA separately informed parents of a child identified for participation in a language instruction educational program, of such failure no later than 30 days after the failure occurs? NCLB Title III, Part C, Section 3302

WESTELL ANALYSIS FOR LEA – AMAO 1 & 2WESTELL ANALYSIS FOR LEA – AMAO 1 & 2 AMAO 1 = # of students Making Progress AMAO 2 = # of students becoming Proficient AMAO status determination is in progress Counties that fail to make AMAO status will receive written notification and follow up technical assistance

WESTEST ANALYSIS FOR LEA – AMAO 3WESTEST ANALYSIS FOR LEA – AMAO 3 AMAO 3 = AYP status of LEP subgroup AMAO status determination is in progress Counties that fail to make AMAO status will receive written notification and follow up technical assistance

WESTELL SCREENERWESTELL SCREENER Screener will be piloted in TN next week Sample items are still being developed Goal is to have screener ready by 2009 Timeline depends on the results of pilot (how many items survive)

LEGISLATIVE FUNDING FOR ESLLEGISLATIVE FUNDING FOR ESL WVTESOL initiated request for funding Initial presentation to House Subcommittee on Education – Commissioned a study to examine other state funding formulas – WV is one of 7 states without state funding 2 nd presentation to the House Subcommittee (summer 08 interims) – Quality Counts Survey, Education Week January 2009 will examine state equity for ELLs

LEGISLATIVE FUNDING FOR ESLLEGISLATIVE FUNDING FOR ESL August 2008 House bill drafted and passed out of committee The purpose of the bill is to provide a statutory framework through which the Legislature may appropriate funds to provide scientifically research-based alternative language education programs for limited English proficient (LEP) students in accordance with policies and procedures adopted by the State Board 2009 Legislative session will consider supplemental LEP funding

LEP COMMITTEE MEETINGSLEP COMMITTEE MEETINGS Current Language Codes – Limited selection (20 languages) – 714 students coded as OT (other) Increased code offerings to 50+ languages Updates needed by 2 nd month, finalized by 10 th month

Language2 Digit codeLanguage2 Digit code AfrikaansafKoreanko AlbaniansqLaola AmharicamMalayalamml ArabicarMarathimr ArmenianhyMongolianmn BengalibnNavajona BosnianbsNepaline BulgarianbgOtherot Chinese CantoneseccPersianfa Chinese MandarincmPolishpo Creole FrenchcrPortuguesept CroatianhrPunjabipa CzechcsPushtops EnglishenRomanianro FrenchfrRussianru GermangrSinhalesesi GujaratiguSpanishsp Haitian CreolehtSwahilisw HebrewheTagalogta HindihiTelugute HmonghmThaith HungarianhuTurkishtr IgboigTwitw InukitutiuUkrainianuk ItalianitUrduur JapanesejaVietnamesevt KannadaknWolofwo KazakhkkYorubayo

TITLE III APPLICATIONSTITLE III APPLICATIONS Individual County Applications Reviewed/Approved Increase in federal funding that required all budgets to be increased Must hit SUBMIT after revisions Consortium Applications – Cannot move forward until we determine which counties will participate

CONSOLIDATED MONITORINGCONSOLIDATED MONITORING Administrative Monitoring School visits – Regularly scheduled ESL classes – Include a variety of schools (Title I, non-Title I, elementary, middle HS, low-incidence, high-incidence) – As many of the ESL teachers as possible Purpose of the visit is to make programmatic observations (not individual teacher observations)

MONITORING SCHEDULE MONITORING SCHEDULE DateCounty Sept. 29-Oct. 3Mineral County Oct. 6-10Pendleton County Oct Barbour County Oct Gilmer County Nov Upshur County Dec. 1-5Doddridge County Dec. 8-12Calhoun County Dec Wayne County Jan Summers County Jan Brooke County Feb. 2-6Braxton County Feb Preston County March 2-6Raleigh County March 16-20Clay County March 23-27Wood County March 30-April 3Greenbrier County April 20-24Mercer County April 27-May 1Putnam County

UPDATES Parent Involvement Initiative – Regional Parent Academies at 8 RESAs – If Your Child Speaks Two Languages Professional Development for Classroom Teachers – eCourse Facilitating Instruction for English Language Learners (7 week course Oct. 1-Nov. 19) – Course registration September – $100 stipend for participants OPTIONAL non-degree college credit TOOLKIT for ESL programs – please with # of copies requested

THANK YOU FOR YOUR SUPPORTTHANK YOU FOR YOUR SUPPORT Questions/Comments? Please contactPlease contact Amelia CourtsAmelia Courts or (304) (304)