help! my district needs a program to serve its english language learners!

HELP! HELP!

My District Needs a Program to Serve its English Language Learners!

Kansas State Department of Educationwww.ksde.org

Agenda Acronyms/Definitions NCLB and Other Legalities Steps involved in setting up an ESOL program

Home Language Survey Assessing ESOL program models Exiting Monitoring

ESOL Endorsement Funding Resources


Acronyms/Definitions ELL/LEP = English Language Learner/Limited English

Proficient. A student aged 3-21 not proficient in spoken and/or written English, as determined by an English proficiency assessment.

CLD = Culturally and Linguistically Diverse. ESL/ESOL = English as a Second Language/English for

Speakers of Other Languages . Immigrant = Any person living in the United States

who is originally from another country. For NCLB purposes, an immigrant is defined as a person aged 3-21, not born in any State, who has not attended school in any one or more States for more than three full academic years.


Acronyms/Definitions Migrant = a student not older than 21, who is (or

whose parent/child/spouse is) a migratory agricultural worker/fisher, and has moved within the preceding 36 months in order to obtain qualifying work.

Refugee = A person outside of his/her country who is unable or unwilling to return to that country because of a well-founded fear that s/he of persecution because of race, religion, nationality, political opinion, or membership in a particular social group.


Background Information on Language Rights Title VI of the Civil

Rights Act of 1964 prohibits discrimination on the basis of race, color, or national origin. Limited English proficiency falls under “national origin”.


Background Information on Language Rights

In 1970 the Office for Civil Rights (OCR) issued a memorandum decreeing that “Where the inability to speak and understand the English language excludes national origin minority children from effective participation in the educational program offered by a school district, the district must take affirmative steps to rectify the language deficiency in order to open its instructional program to these students.” Schools/districts not providing language support to LEP students are violating Title VI of the Civil Rights Act of 1964.


Supreme Court Rulings In the 1974 Lau vs. Nichols case, the

U.S. Supreme Court stated that “There is no equality of treatment merely by providing students with the same facilities, textbooks, teachers, and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education”.

In the 1982 Plyler vs. Doe case, the U.S. Supreme Court ruled that undocumented children and youth have the same right to attend public schools as do U.S. citizens and permanent residents.


Requirements Under NCLBGoalsEnglish language learners will:•Attain English proficiency•Develop high levels of academic attainment in core academic subjects•Meet the same challenging state academic standards as all children are expected to meet


Requirements Under NCLBStandards Each state develops ESOL Standards that are

aligned to the state’s Reading/Writing Standards and linked to the state’s Math and Science Standards

The ESOL Standards must be aligned to the English Language Proficiency Assessment (KELPA in Kansas)


Requirements Under NCLB Standards ESOL Standards review committee began meeting in February

2009 Committee was comprised of ESOL practitioners from across

the state, representing: all grade levels many subject areas all State Board districts rural and urban districts

Approved by Kansas State Board of Education in March 2011 May be found online at: http://www.ksde.org/Default.aspx?tabid=4694


Requirements Under NCLB Assessment and AYP/AMAOs All ELLs must be tested for their English

proficiency and districts are held accountable for demonstrating “annual growth” in their ELLs’ English proficiency levels

All ELLs must take all state assessments and their scores DO count – ELL is one of the disaggregated groups for which schools/districts are held accountable

Annual Measurable Achievement Objectives (AMAOs) …..next slide


Requirements Under NCLB AMAOs KSDE develops Annual

Measurable Achievement Objectives, for which districts are held accountable for meeting, that include: Annual increases in the number

or % of children making progress in learning English

Annual increases in the number or % of children attaining English proficiency by the end of each school year

Making AYP for the ELL subgroup under Title I


Requirements Under NCLBAMAOsYEAR AMAO 1 AMAO 2 AMAO 3

ReadingAMAO 3 Math

AMAOs defined→

% Increase in total score on KELPA

% Score 4 in total category of KELPA

% EL subgroup “meets standard” or above on

% EL subgroup “meets standard” or above

2010-11 24% 18% 86% 82.3%

2011-12 28% 21% 90.7% 88.2%

2012-13 32% 24% 95.3% 94.1%

2013-14 36% 27% 100% 100%


Requirements Under NCLB AMAOs

If a district does not make progress toward meeting the AMAOs for two consecutive years, that district must submit an improvement plan to KSDE

If a district fails to meet the AMAOs for four consecutive years, KSDE must require that district to: modify its curriculum, program,

and method of instruction, or determine whether to continue

to fund that district with Title III replace relevant educational

personnel


Setting up and ESOL Program1. Home Language Survey2. Assessing English proficiency3. Providing ESOL services4. Exiting students from ESOL5. Monitoring for two years


Home Language SurveyThe survey should be part of the enrollment process at the beginning of the school year, or at the enrollment of a new student during the year. •ALL students new to a district should fill out a Home Language Survey.•If a language other than English is indicated, an English language proficiency assessment is given.

SAMPLE HOME LANGUAGE SURVEY Upon enrollment, every student or parent/guardian must be given a Home Language Survey. This survey will be used to determine which students should be assessed for English proficiency. Knowledge of, or exposure to another language does not, in and of itself, qualify a student for ESOL services. If a language other than English is indicated in any of questions 1-4, the student will be assessed to determine eligibility for English for Speakers of Other Languages (ESOL) services. The assessments approved by Kansas State Department of Education include: The Language Assessment Scales (LAS)/LAS LINKS/Pre-LAS, the IDEA Proficiency Test (IPT)/Pre-IPT, the Language Proficiency Test Series (LPTS), and the Kansas English Language Proficiency Assessment (KELPA)/KELPA-P. If a student scores below proficient/fluent in any of the language domains: listening, speaking, reading, or writing, s/he is eligible for ESOL services. Please complete one form for each child. Student Information: Name

Grade

Address

Date of Birth

Date first enrolled in a school in the U.S.

Phone Number

Student Language Information: 1. What language did your child first learn to speak/use?

English ______ Spanish ______ Other (please specify) ________________

2. What language does your child speak/use at home? Do not include language learned in a class or through television or other such programming. English ______ Spanish ______ Other (please specify) ________________

3. What language do you speak/use with your child? English ______ Spanish ______ Other (please specify) ________________

4. What language do the adults regularly present or living in the home speak/use while in presence of the child? English ______ Spanish ______ Other (please specify) ________________

Parent/Guardian Information: Which language do you prefer? English ___Spanish ___ Other (specify)______________ (Please specify “written” or “spoken”. To the extent practicable, communication from the school will be provided in this language.) Migrant Education Program Information: The Migrant Education Program (MEP) is authorized by Title I Part C of the Elementary and Secondary Education Act of 1965 (ESEA). The MEP provides formula grants to local education agencies to establish or improve education programs for children who may qualify for the Migrant Program. Please help us determine your child’s eligibility for the Migrant Program by responding to the following questions. Has your family moved in the last 36 months to seek or obtain agriculture or fishing related work? Yes _____No _____ If yes, was the move from one school district to another? Yes _____ No _____ For the School: If the answer to either of the previous two questions is Yes, please contact Mike Toole at [email protected] or 620-353-8114 and provide him a copy of this survey.

Signature of Parent or Guardian Date


Assessing English Proficiency

Approved English language proficiencyassessments:

IPT www.ballard-tighe.com

LAS-Links www.ctb.com

LPTS www.metritech.com

KELPA-P www.cete.us (password needed)

• If a student scores less than fluent/proficient in any of the domains on the English language proficiency assessment, s/he is eligible for ESOL services.

• If the student scores fluent/proficient on all domains on the English language proficiency assessment, s/he is not eligible for ESOL services (s/he is not an ELL).


Assessing English proficiency

Notify parents within 30 days of the start of the school year, or within two weeks of enrolling mid-year. Include:•Reason child was identified •Child’s proficiency level and how assessed•Method of instruction and options•How the ESOL program will meet the educational needs of the child•How the ESOL program will help the child learn English and meet academic achievement standards•Exit requirements, rate of transition •How the ESOL program meets the IEP•Right of parents to 1) not enroll child in ESOL, 2) remove child from ESOL, or 3) choose another ESOL program if available Notification must be in a language parents can understand.Samples here, in 10 languages: http://www.ksde.org/Default.aspx?tabid=359

If the proficiency assessment determines that the student is not fluent/proficient in English, parents must be notified and language support (ESOL services) must be provided.

Types of language support services:•Pull-out•Push-in•Modified instruction•Sheltered instruction•ESOL class period•ESOL resource center•Paraprofessional support•Bilingual•Dual language


Providing ESOL Services Pull-out: Generally used in elementary school settings where

students spend part of the school day in a mainstream classroom, but are pulled out for a portion of each day to receive instruction in English as a Second Language. Although schools with a large number of ELLs may have a full-time ESOL teacher, some districts employ an ESOL teacher who travels to several schools to work with small groups of students scattered throughout the district.

Push-in: An ESOL teacher comes into the regular classroom to give language assistance to the ELL.

Modified Instruction: A regular ed teacher with an ESOL endorsement “modifies” instruction so that the academic content is comprehensible to the ELL. In these cases, the class is comprised of both ELLs and non-ELLs – additional language support may or may not be given.


Providing ESOL Services Sheltered Instruction: The class is comprised solely of ELLs and the

academic subject matter is provided through “sheltered” or adapted instruction to teach both English and the academic content material.

ESOL Class Period: Used in secondary settings, the students receive ESOL instruction during a regular class period and receive course credit. They should be grouped for instruction according to their level of English proficiency.

ESOL Resource Center: Is a variation of the pull-out design, bringing students together from several classrooms or schools. The resource center concentrates ESL materials and staff in one location and is usually staffed by at least one full-time ESL teacher.


Providing ESOL Services Paraprofessional Support: An aide (preferably one who

speaks the child’s first language) provides instruction to the ELL, in the classroom – helping to make the content accessible to the ELL and possibly providing individual language lessons outside of the classroom.

Bilingual: Only if all ELLs speak the same first language. Instruction in the academic areas are provided in the ELL’s native language with the gradual introduction of English throughout the year.

Dual Language: Both native English- and native Spanish- speaking students are in the same class and some of the instruction is in Spanish and some in English. All students become both bilingual and bi-literate.


Providing ESOL Services District decision based on resources available

(materials, funding, staff), number of ELLs, grade levels of ELLs, languages of ELLs, etc.

Minutes of instruction – how many? Individual Learning Plan Must have an ESOL endorsed teacher Para supervision Fed requirements – make curriculum accessible All ELLs are assessed with KELPA in the spring


Individual Learning Plan (ILP)


Exiting students from ESOL

Students are exited from ESOL services when their KELPA indicates category 4 in all domains (listening, speaking, reading and writing) and the composite for two consecutive years.


Monitoring ELLs

After an ELL scores fluent (category 4) in all domains and the composite on the KELPA for two consecutive years, s/he is exited from ESOL services and is monitored for two additional years.


ESOL Endorsement

The ESOL endorsement is an attachment to a Kansas teaching license

Can be endorsed for grades Pre-K – 12 Currently two ways to become ESOL endorsed:

ESOL endorsement courses plus PRAXIS PRAXIS only


ESOL Endorsement Courses Emporia State University Fort Hays State University Kansas State University McPherson College MidAmerica Nazarene University Newman University Pittsburg State University University of Kansas Wichita State University http://www.ksde.org/Default.aspx?tabid=353

Complete list with contact information and websites


Funding

State (Bilingual) Weighted formula Best practice is at least an

hour each day Have an endorsed teacher

and minutes calculated by September 20 count date

Federal (Title III) Supplements local, State, and

other Federal money AMAO requirements for the

district $10,000 minimum awarded to

a single district or consortium (district must have at least 10 ELLs to participate)

Based on number of ELLs Private schools are served too


Funding – Title IIIConsortium Requirements Districts not generating the $10,000 minimum

can apply for funding with other districts as a consortium One fiscal agent, no maximum number of districts Districts must sign an MOU and return it to KSDE

http://www.ksde.org/Default.aspx?tabid=350 Each district must meet AMAOs individually All districts must meet all requirements of Title III


Resources ESL Listserv – Professional development opportunities (conferences,

workshops, webinars, best practice, etc.) http://www.ksde.org/Default.aspx?tabid=350 ESOL webpage

Sample documents Link to ESOL Standards, KELPA Criteria for ESOL funding and services ESOL endorsement procedures Guidance/law Resources re: other related topics

www.cete.us CETE (KELPA reports) http://www.ksde.org/Default.aspx?tabid=113 Fiscal Auditing

(Bilingual Contact Time Calculator) http://www.ksde.org/Default.aspx?alias=www.ksde.org/kids

Kansas Individual Data on Students (KIDS)


Questions?

Melanie ManaresESOL/Bilingual and Title III ConsultantKansas State Department of Education

120 SE 10th AveTopeka, KS 66612785-296-7929

[email protected]

help! my district needs a program to serve its english language learners!

Documents

language rightsin

language rightstitle

language deficiency

language support

limited english proficiency

english proficiency

civil rights act

academic years