Title III Update from the Virginia Department of Education

October 2010

Provision of Services to Limited English Proficient (LEP) Students

The

Code of Virginia

provides for English as a Second Language (ESL) instruction to LEP students §22.1-212.1

states in part: “School boards shall endeavor to provide instruction in the English language which shall be designed to promote the education of students for whom English is a second language .”

Provision of Services to LEP Students

The

Regulations Establishing Standards for Accrediting Public Schools in

Virginia (8 VAC 20-131-10 et. seq.) set high achievement expectations for all students, including LEP students.

Provision of Services to LEP Students

The

No Child Left Behind Act of 2001

requires states to increase English language proficiency and acquisition of academic content in reading, mathematics, and science for LEP students.

[Public Law 107-110, Section 1111(b), 3102]

Possible Funding Sources for English Language Learners

Local funds State funds Federal funds to include:

–

Title I, Part A

–

Title I, Part C

–

Title II, Part A

– –

Title III, Part A Title IV, Part B

Virginia LEP Enrollment 1997 to 2009

LEP Student Enrollment Compared to All Student Enrollment

Comparison of LEP Enrollment by Superintendent’s Region

Immigrant and Youth Enrollment: 2003 to 2009

Comparison of LEP Enrollment to Immigrant and Youth Enrollment

87,026 86,751

School Divisions with the greatest number of LEP students as of September 2009

School Divisions with the greatest percentage of LEP students as of September 2009

39% 35% 27% 26% 26% 20% 18% 17% 16% 10% 9%

LEP Student Country of Birth for 2009-2010

Most Commonly Spoken Languages as of September 2009 Other 28% Arabic 3% Urdu 3% Vietnamese 4% Korean 5% Spanish 57%

Percent Passing Virginia’s Standards of Learning Assessments

Percent Passing Virginia’s Standards of Learning Assessments

.

Percent Passing Virginia’s Standards of Learning Assessments

Percent Passing Virginia’s Standards of Learning Assessments

Annual Measurable Achievement Objective Targets and Results for Title III School Year 2003 - 2004 AMAO 1: Progress Target 20% AMAO 1: Results 47% AMAO 2: Proficiency Target 10% AMAO 2: Results 20% 2004- 2005 25% 15% 2005 -2006 2006 - 2007 2007 -2008 30% 35% 40% 74% 85% 85% 74% 20% 25% 30% 31% 38% 43% 67% 2008 - 2009 45% *NA 35% 78% 2009 - 2010 2010 - 2011 2011 - 2012 2012 - 2013 2013 - 2014 TBD TBD TBD TBD TBD TBD 15% TBD TBD TBD TBD TBD *USED waived the calculation of AMAO 1 for the 2008-2009 school year.

Annual Measurable Achievement Objective Targets and Results School Year 2003 - 2004 2004- 2005 2005 -2006 2006 - 2007 2007 -2008 2008 - 2009 2009 - 2010 2010 - 2011 2011 - 2012 2012 - 2013 2013 - 2014 AMAO 3: AYP Reading Target 61% 65% 69% 73% 77% 81% 81% TBD TBD TBD 100% AMAO 3: Results 65% 70% 72% 67% 80% 83% 82% AMAO 3: AYP Mathematics Target 59% 63% 67% 71% 75% 79% 79% TBD TBD TBD 100% AMAO 3: Results 76% 77% 65% 70% 75% 78% 81% -

2006-2007

Number of Divisions Not Making Title III AMAOs

AMAO 1 Progress 1 AMAO 2 Proficiency 19 AMAO 3 AYP Mathematics 1 AMAO 3 AYP English 20 2007-2008 0 0 10 2 2008-2009 2009-2010 NA TBD 0 TBD 7 10 8 24

School Year 2003 - 2004 2004- 2005 2005 -2006 2006 - 2007 2007 -2008 2008 - 2009 2009 - 2010 2010 - 2011 2011 - 2012 2012 - 2013 2013 - 2014 Other Indicators for Title III Graduation Target 61% 61% 61% 80% 80% 80% 80% 80% Graduation Results 64% 64% 65% 56% (*FGI 4 yr.) 63% (FGI 5 yr.) Science Target 70% 70% 70% 70% 70% 70% 70% 70% 70% 70% 70% Science Results 66% 69% 69% 73% 74% 75% 77% -

School Year 2003 - 2004 2004- 2005 2005 -2006 2006 - 2007 2007 -2008 2008 - 2009 2009 - 2010 2010 - 2011 2011 - 2012 2012 - 2013 2013 - 2014 Other Indicators for Title III History/Social Science Target History/Social Science Results 70% 69% 70% 73% 70% 70% 70% 70% 70% 70% 70% 70% 70% 72% 74% 77% 80% 80% Writing Target 70% 70% 70% 70% 70% 70% 70% 70% 70% 70% 70% Writing Results 77% 77% 79% 81% -

Superintendent's Memo #183-10 Released August 6, 2010

Clarification to Guidelines for English Language Proficiency (ELP) Levels for Limited English Proficient (LEP) Students in Superintendent’s Memo # 109-10 dated May 7, 2010

ELP Levels Level 1 Level 2 Level 3 Level 4 Level 5 Guidelines for Determining K-12 ELP Levels Revised August 6, 2010 (Instructional Levels) 2008-2009 ACCESS for ELLs® Composite Score 1.0 through 1.9 2009-2010 ACCESS for ELLs® Scores 2.0 through 2.9

3.0 through 3.9

4.0 though 4.6

4.7

Composite Score of 1.0 through 1.9

Composite Score of 2.0 through 2.9

Composite Score of 3.0 through 3.9

Composite Score of 4.0 through 4.9

Composite Score of 5.0 through 6.0 and a Literacy Score less than 5.0

ELP Levels *Level 6 1st Year (Formerly LEP) Guidelines for Determining K-12 ELP Levels Revised August 6, 2010 2008-2009 ACCESS for ELLs® Composite Score 2009-2010 ACCESS for ELLs® Scores 4.8 or higher on Tier C For kindergarten students: Accountability Proficiency Level Composite Score of 5.0 or above and Literacy Score of 5.0 or above For students in Grades 1 – 12: Composite Score of 5.0 or above and Literacy Score 5.0 or above on Tier C.

*Level 6 2nd Year (Formerly LEP) 4.8 or higher on Tier C *Level 6 1st and 2nd Year (Formerly LEP) are included in AMAO 3/ Adequate Yearly Progress .

For kindergarten students: Accountability Proficiency Level Composite Score of 5.0 or above and Literacy Score of 5.0 or above For students in Grades 1 – 12: Composite Score of 5.0 or above and Literacy Score 5.0 or above on Tier C.

LEP State Code is Retired (15-22) LEP Proficiency Code is Retired (Levels 1- 6 Year 2)

•

Beginning with the 2010-2011 school year, the LEP State Code and LEP Proficiency Code are retired.

•

Divisions will submit only the Receiving Services Code.

•

The selected Receiving Services Code will identify the LEP student's current participation in an ESL program.

Receiving Services Codes 1 = Identified as LEP and receives ESL services (Students at ELP Levels 1-5) 2 = Identified as LEP but does not receive or has refused ESL services (Students at ELP Levels 1-5) 3 = Former LEP within the past 2 years, the student was identified as LEP and had participated in the ESL program (Students at ELP Level 6 Year 1 and ELP Level 6 Year 2) * Students reported as Receiving Services Codes 1 or 2 will be reported in the federal Title III count for Title III funding.

Migrant Flag Is Retired

• • •

Beginning in August 2010 the migrant flag is retired. Migrant information from the Certificate of Eligibility (COE) will be entered into the newly developed VDOE Migrant Application through the Single Sign-on for Web Systems (SSWS). Migrant coordinators or a designees will be responsible for entering data from the COE into the Virginia Department of Education (VDOE) Migrant Application through SSWS.

Formerly Racial/Ethnic Code is Retired

•

Beginning with 2010-2011 the formerly racial/ethnic code is retired.

•

An ethnic flag will be used to identify if the student is Hispanic/Latino. (Yes or No)

•

A race code will be used to identify one or more races of the student (must be a valid state assigned race code).

Federal Program Monitoring Title I Part A, Title I, Part D, Title III, Part A, and Title X, Part C

•

VDOE will be conducting the Federal Program Monitoring (FPM) visit to 26 divisions for the 2010-2011 school year.

•

The FPM visit will be conducted through onsite visits by the staff from the Office of Program Administration and Accountability who will provide technical assistance before, during, and after the monitoring.

Federal Program Monitoring Title I Part A, Title I, Part D, Title III, Part A, and Title X, Part C

•

School divisions identified for FPM visits during the 2010-2011 school year have been notified by letter.

•

A webinar was conducted on Thursday, October 14.

•

The FPM document for 2010-2011 monitoring is available on the VDOE Web site. The document reflects updates to the United States Department of Education (USED) FPM document.

http://www.doe.virginia.gov/federal_programs/esea/fede ral_monitoring/index.shtml

Addition to the Title III, Part A, Federal Program Monitoring Document

• • • •

1.2c Guiding Question: What is the LEA’s process for monitoring the success of formerly LEP students, Level 6 year 1 and Level 6 year 2?

Documentation of the monitoring tool for formerly LEP students.

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?

Fall 2010 Professional Development Opportunities

•

“ What’s Different About Teaching Reading to Students Learning English” Dates: November 17-19 Provider: Center for Applied Linguistics Location: Roanoke and Newport News

• • •

Anticipated Spring 2011 Professional Development Opportunities “Differentiated Instruction for English Language Learners” Dates: Spring Semester Provider: University of Mary Washington Locations: Roanoke and Fredericksburg “What’s Different About Teaching Reading to Students Learning English” Dates: February 16-18 Provider: Center for Applied Linguistics Locations: Richmond and Leesburg Virginia - WIDA ® ELP Standards and Assessment Institutes Dates: March 2-4 Locations: Halifax and Staunton

Contact Information

Judy Radford ESL Coordinator [email protected]

(804) 786-1692 Stacy Freeman (Regions II, IV, VI, and VII) ESL Specialist Stacy.Freeman

@doe.virginia.gov

(804) 371-0778 Patience Scott (Regions I, III, V, and VIII) Educational Specialist Patience.Scott

@doe.virginia.gov

(804) 786-9935