Transcript ESL Staff Development Day

ESL Staff Development Day:
ESLReps, ACCESS for ELLs, Title III
Monitoring
January 18, 2012
Carol Jennings, Peggy Ayers, Judy Barylske
Technology Center and SBO
Exploring ESLReps®
• Reports
– Notification of ELP Test Results (W-APT & ACCESS for
ELLs®)
– Notification of Not Qualifying for LEP Status (W-APT)
– Notification of Exiting LEP Status (ACCESS for ELLs®)
– LEP Student Plan (State Test Accommodations & Classroom
Modifications Reports)
– WIDA ELP Standards Report
– Scale Score Comparison Report
– State Test Accommodations Report
– Classroom Modifications Report
– Student Schedule Report
• Listings
– Judy’s request for students who receive direct
services
– Generate a list of monitored students
– Screened but never identified LEP
• Exports
– Filtered; to Excel
• Data Audit
• Resources
– Online Training
– Other Resources
• WIDA Standards Search
• W-APT Proficiency Level Calculator
• VGLA Resources
– FAQ’s
WIDA
WIDA Language Proficiency Standards
• Standard 1: English language learners communicate for Social and
Instructional purposes within the school setting.
• Standard 2: ELLs communicate information, ideas, and concepts
necessary for academic success in the content area of Language
Arts. (LoLA)
• Standard 3: ELLs communicate information, ideas, and concepts
necessary for academic success in the content area of
Mathematics. (LoMA)
• Standard 4: ELLs communicate information, ideas, and concepts
necessary for academic success in the content area of Science (LoS)
• Standard 5: ELLs communicate information, ideas, and concepts
necessary for academic success in the content area of Social
Studies (LoSS).
Data Self-Audit
ESLReps®
Data Check
• Select the Reports tab at the top of the page.
• Select the Listings tab.
• From the “Select Listing” dropdown menu, select
Students. This will generate another screen.
• From the expanded screen, select the “School”
you want to work with.
• “Student Filter” is LEP and not withdrawn,
dropped out, or graduated.
• Select “Preview”. This will open another screen
with a complete listing of all students in this filter.
STAR
Data Check
• From school homepage within STAR, click on
“Find” tab.
• Click on hyperlink “more Search Options”.
• Click on “Get Query”; pop-up box will appear.
• Select your school and the file in which your
LEP/ESL information is kept. Click “OK.” Popup box will appear. Click on “Run Query.”
ACCESS for ELLs®
• www.wida.us
• Username
• Password
• Spring Training
Title III Monitoring
1.1a Has the LEA implemented the World-Class Instructional
Design and Assessment (WIDA) ELP standards that are derived
from the four domains of speaking, listening, reading, and
writing for grades K-12?
Evidence:
• Lesson Plans with alignment to WIDA standards.
Interview:
• Staff describes how the WIDA ELP standards have been
implemented at the LEA level
– including professional development provided to
teachers and other staff
– curriculum development activities.
Lesson Plan
• WIDA Standards
– ELP Standard 1: English language learners communicate for
Social and Instructional purposes within the school setting.
– ELP Standard 2: English language learners communicate
information, ideas, and concepts necessary for academic
success in the content area of Language Arts.
– ELP Standard 3: English language learners communicate
information, ideas, and concepts necessary for academic
success in the content area of Mathematics.
– ELP Standard 4: English language learners communicate
information, ideas, and concepts necessary for academic
success in the content area of Science.
– ELP Standard 5: English language learners communicate
information, ideas, and concepts necessary for academic
success in the content area of Social Studies.
1.2a How does the LEA ensure LEP students in grades K-12 are assessed annually on
both the Standards of Learning (SOL) assessments in reading/language arts and
mathematics and the state-approved English Language Proficiency (ELP) assessment?
Evidence:
• Documentation of process for providing technical
assistance to schools in the administration of the
SOLs and the ACCESS for ELLs.
Interview:
• LEA staff describes communications from the SEA
regarding ELP and SOL assessment(s).
• How does the LEA ensure that all LEP students
are assessed in grades K-12?
1.2b What is the LEA’s process for initial identification and
placement of LEP students?
Evidence:
• Evidence of a diagnostic instrument used for initial
placement.
Interview:
• LEA staff provides an overview of the process for identifying
and placing LEP students.
1.2c What is the LEA’s process for monitoring the success of
formerly LEP students, Level 6 year 1 and Level 6 year 2?
Evidence:
• Documentation of the monitoring tool for formerly LEP
students.
Interview:
• LEA staff describes how the monitoring tool is used to
track formerly LEP students.
• How does the LEA ensure formerly LEP students are
being successful and what resources are provided if the
students are having difficulties?
1.3a Does the LEA know the AMAO targets for the current school year and whether they have achieved them?
Evidence:
• Title III data report
• Title III improvement plan related to two-year
accountability provisions and/or documents
related to four-year accountability provisions, if
applicable.
Interview:
• LEA staff demonstrates knowledge of division’s
AMAO status, and any applicable sanctions for
not meeting AMAOs for two or four consecutive
years.
1.3b Does the SEA include all Title III students in AMAO 1 and
AMAO 2?
Evidence:
• Title III Data Report for AMAO 1 and 2.
Interview:
• LEA staff discuss how all LEP students are included in AMAO
calculations.
1.3d Has the LEA been notified if they have not met the AMAOs?
Evidence:
• State notification that indicates whether LEA met all three
AMAOs.
• Title III Data reports
Interview:
• LEA staff discuss notification received from the SEA.
1.4a What methods does the LEA have in place to collect and record
LEP data to provide complete and accurate data to meet all Title III
reporting requirements?
Evidence:
• Evidence that the LEA has procedures in place to
collect data on individual LEP students from schools
and report these data to the SEA.
• Title III data reports
• Student records
Interview:
• LEA staff gives an overview of the process for collecting
and reporting AMAO data to the SEA, including how
staff has assigned ELP levels to students and addressed
any discrepancies in these data.
1.4b How does the LEA ensure that student data is tracked and
reported for academic content performance of students for two
years after they exit a Title III language instruction educational
program, ELP levels 6 year 1 and 6 year 2 students?
Evidence:
• Same as 1.4a
• Interview:
• Same as 1.4a
2.4a How does the LEA ensure compliance with parental notification requirements
regarding initial and continuing placement of LEP students in language instruction
educational programs including: 1) the reason for identification and placement in ESL
program; 2) the child’s level of English language proficiency and how it was assessed;
3) the method of instruction and program goals; 4) how the program will meet the
needs of the child; 5) how the program will help the child learn English and meet state
standards; 6) exit and graduation requirements; 7) how a child with a disability will be
served; and 8) the parent’s right to refuse services?
Evidence:
• LEA parental notification letters containing all required
components.
Interview:
• LEA staff discuss the content of the letter and how the
letter was delivered to the parents, and if the letter was
delivered within 30 days of the start of school.
2.4c How does the LEA ensure that the notifications are in an understandable
and uniform format and, to the extent practicable, in a language that the
parent can understand?
Evidence:
• Evidence of implementation of an effective means of
outreach to parents of LEP children.
Interview:
• LEA staff discuss how parental notification has been
accomplished.
3.2a What is the instructional program/service provided to all
students? How are Title III funds providing activities/services
that are supplemental?
Evidence:
• LEA approved budget and records of expenditures of Title
III funds at the LEA level.
• LEA and school staff demonstrate an understanding of
statutory requirement.
• LEA staff describes technical assistance provided by the
SEA.
Interview:
• LEA staff describes technical assistance provided by the
state on supplement versus supplant.
• LEA staff describes how they ensure compliance with this
requirement.
Supplement, Not Supplant
• Federal funds made available under Title III, Part
A, shall be used so as to supplement the level of
federal, state, and local public funds that, in the
absence of such availability, would have been
expended for programs for limited English
proficient children and immigrant children and
youth and in no case to supplant such federal,
state, and local public funds.
[NCLB, Section 3115(g)]
http://www.ncela.gwu.edu/files/uploads/5/supple
ment_guidance_pdf.pdf