Petraine Johnson, Moderator, Presenters: Millie Bentley-Memon, Fengju Zhang, Elizabeth Judd Office of English Language Acquisition Language Enhancement and Academic Achievement for Limited English Proficient Students

English Language Proficiency Standards, Title III (for LEP students only) Academic Content Standards, Title I (for all students including LEP students) Student Academic Achievement Standards, Title I (for all students including LEP students) Title III English Language Proficiency Annual Measurable Achievement Objectives (for LEP students only), and Title I Annual Measurable Achievement Objectives (for all students including LEP students)

Title III Requirements English Language Proficiency Standards Annual measurable achievement objectives (English language proficiency) Increase English Language Proficiency & Academic Achievement Title I Requirements Academic content Standards Academic Achievement Standards Annual measurable achievement objectives (Academic)

English language proficiency standards define progressive levels of competence in the use of English. The English language proficiency levels set clear benchmarks of progress that reflect differences for students entering school at various grade levels. Under Title III, States must develop standards in four domains, but report on student progress in five domains. Improvements in the domain of comprehension are demonstrated through reading and listening.

English language proficiency standards should include several components, for example: A label for each level Define characteristics of the level Define what students could do in content at this level of English language proficiency and Indicate the assessment score that determines the attainment of the level.

 Reflect the amount of time a LEP student has been enrolled in a language instruction educational program  Include annual increases in the number or percentage of children making progress in learning English, and annual increases in the number or percentage of children attaining English language proficiency by the end of each school year.  Include students demonstrating adequate yearly progress on assessments in the academic areas.

Annual assessment of English language proficiency for K-12 for all students identified as LEP State assessments in academic content for ALL students All students identified as LEP must be annually assessed even if they are not served under Title I or Title III

READING LISTENING

ELP Annual Measurable Achievement Objectives Align English Language Proficiency Standards English Language Proficiency Assessment(s) Curriculum and Instruction Align Link Align

English Language Proficiency Standards Curriculum and Instruction Content Achievement Standards Link Align

English Language Proficiency Standards English Language Proficiency Assessment(s) Curriculum and Instruction ELP Annual Measurable Achievement Objectives Align Content Achievement Standards Link Align

In using multiple English language proficiency assessments the State should: Set technical criteria Ensure the assessments are equivalent to one another in their content difficulty and quality Review and approve each assessment Ensure the assessments are aligned with the English language proficiency standards Ensure that the data from all assessments can be aggregated for comparison and reporting purposes, as well as disaggregated by English language proficiency levels and grade levels, and

English language proficiency and language arts assessments are not designed for the same purpose. English language arts assessment should not be used to measure English language proficiency.

The student can: Comprehend reading passages written in familiar or short sentence patterns and verbalize some of the main points of the passages Use acquired knowledge of the English language to learn and understand new vocabulary in context Identify and pronounce English phonemes in context

The student can: Independently read and comprehend a grade- level appropriate test and write a short essay describing the main idea of the text Apply knowledge of reading strategies to comprehend the text of the next higher level of difficulty Based on reading skills and strategies can comprehend and analyze elements of non-fiction and fiction tests, such as point of view of the author or conflict and resolution in a fiction work

Funds are available to develop or improve English language proficiency assessment(s) under Section 6111 and 6112

Each State plan shall demonstrate that local education agencies in the State will, provide an annual assessment of English proficiency (measuring students’ oral language, reading, and writing skills in English).

For States: SEAs will hold all eligible subgrantees accountable for meeting the annual measurable achievement objectives, including making adequate yearly progress for LEP students. For those LEAs and schools in improvement the SEAs shall provide technical assistance developing the following: 1)A plan to incorporate strategies and scientifically based methodologies 2)A plan for professional development 3)Ensure that these plans are implemented

January 2003-State AYP definition AYP baseline data May 2003 May 2003-State English language proficiency annual measurable achievement objectives Consolidated annual performance report Baseline data for English language proficiency is due September 2003

ANSWERS QUESTIONS & &

Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (OELA) Presented by:Margarita Ackley Lorena Amaya-Dickerson Harry Logel

Annual Performance Reports  SEAs required to submit to OELA  LEAs may be required to submit to SEAs Biennial Reports  LEAs required to submit to SEAs  SEAs required to submit to OELA

SEAs OELA Process used in making subgrants Status of establishing standards and annual measurable achievement objectives Process for ensuring annual assessment of all LEPs Status of coordination with other programs Status of process for subgrantee accountability Immigrant and LEP student counts

LEAs SEAS Proposed programs and activities Fiscal status Programmatic status - Annual measurable achievement objectives - Adequate yearly progress - Measuring English proficiency Parental and community participation

SEAs OELA Effectiveness of programs and activities Types of language instruction educational programs Synthesis of data reported by LEAs Technical assistance provided by SEA Programs or activities terminated

Estimated number of certified or licensed teachers Estimated number of certified teachers needed Number of LEP students served who transitioned Other information provided by LEAs Progress in meeting GPRA objective

LEAs SEAs Description of programs and activities during two preceding years Student progress Annual number and percentage of students attaining English proficiency Tracking of student progress for two years after exit from program

Components - including percentage of: Students making progress in attaining English proficiency Students achieving English proficiency Students transitioned Students meeting State standards

GPRA Objective for State Formula Grant Program Improve English proficiency and academic achievement of students served by Title III Indicators English proficiency – by the end of school year, 70% of limited English proficient students who have received Title III services for three academic years will attain English language proficiency. LEP academic achievement – OELA will develop indicators in coordination with Title I. Goal: by all LEP students will attain proficiency or better in reading/language arts and math.

Annual Performance Reports Biennial Reports SEA to OELA to Congress SEAs to OELA Required LEAs to SEA May Be Required SEAs to OELA Required LEAs to SEAs Required

REMEMBER: Annual report will be due in May, 2003 Biennial report will be due in 2004 Format of reports is being developed Due date of reports will be announced by the Department

Authorities: NCLB, Title III, Part A EDGAR, Part 76 General Education Provisions Act (GEPA), Sec. 421 Presented by: Harry Logel

Determination of State Allotments State’s share of LEP children (80% of allotment) State’s share of immigrant children (20% of allotment) Data source for FY 2002 count: 2000 census and state reports Data source for FY 2003 count: 2000 census and/or state reports Data source for subsequent FY counts: American Community Survey and/or state reports Minimum allotment: $500,000

Use of State Allotments At least 95% of allotment for LEP and immigrant subgrants LEP subgrants: formula basis ($10,000 minimum) Immigrant subgrants: formula, competitive, or some other basis

Funds State May Reserve Up to 5% of state allotment for state level activities Planning and administration (up to 3% of allotment or $175,000) Evaluation Interagency coordination Professional development Technical assistance Recognition of outstanding subgrantees

Funds State Must Reserve Up to 15% of state allotment for immigrant subgrants Use of Subgrantee Allocations: Funds Subgrantee May Reserve Up to 2% of LEP subgrant for administration Availability of Funds Tydings Amendment (GEPA): additional 12 months