1 Summer ESEA Director’s Meetings Title III DirectorsCharleston Town Center Marriott June 15, 2017

2 Agenda Welcome & EL Overview ESSA ReviewPolicy 2417 Updates and Program Guidance ELPA21 Assessment and Screener Lunch (On Your Own) Professional Learning Data Management Consortia Meetings

3 National & State Overview

4 Only 27% of ELs served in Significant student achievement (749 students) 1% of total population

5 -2,726 students total 270,000 students in state. 1% of total population. Most states 10% State declining overall -55 counties and school districts same -surrounding states -discussion of large populations (cities Charleston -50,000/university towns/D.C. commute/Industry)

6 Schools Represented in N-SizeSchools with 10 EL Students Schools with 25 EL Students Berkeley 20 7 Monongalia 9 4 Jefferson 13 Kanawha 6 1 Cabell 2 Hardy Harrison Raleigh Marion Greenbrier 3 Mercer Total Schools 74 28 Hardy County number of schools – Hardy only has 6 schools in county 6% of total student population -Does not isolate to accountable testing grades. 3-8 and once High School All students in a school. -713 public schools. Only reflection between 3 to 10 percent of the overall schools in the state

7 Grade Level Distribution

8 Native Languages Other Than EnglishSpanish – 1,335 Arabic - 320 Chinese Mandarin - 198 Vietnamese - 92 Chinese Cantonese – 54 Tagalog – 42 Japanese – 40 Amharic – 35 French – 34 Russian - 31 Almost half of the El population is Spanish Speaking. 49%

9 Top 5 Languages for Top 5 DistrictsBerkeley Monongalia Jefferson Kanawha Cabell Spanish – 377 Arabic – 141 Spanish - 371 Spanish - 65 Spanish - 49 French – 11 Spanish – 110 Chinese Mandarin -* Arabic - 61 Arabic - 43 Italian – * Chinese Mandarin – 51 Chinese Cantonese – * Chinese Mandarin - 31 Chinese Mandarin - 21 Vietnamese - * Vietnamese – 17 Portuguese - * Vietnamese - 12 Chinese Cantonese & Mandarin - * Korean - 13 Amharic-* Persian -* Russian - * Brooke –Vietnamese Calhoun – German Doddridge –Tagalog Lincoln – Arabic Logan – Chinese Mandarin Marshall –Chinese mandarin Mercer – Arabic Mineral-Japanese Monongalia- Arabic Ohio – Vietnamese Pendleton- Mandigo Pleasants – Urdu Putnam- Japaense Wood- Chinese mandarin Wyoming- Chinse Mandarin

10 ESSA EL Review

11 https://www.polleverywhere.com/clickable_images/nHfET2TIFJHgBur

12 PURPOSE OF TITLE III, PART A, (Pg. 197)(1) to help ensure that English learners, including immigrant children and youth, attain English proficiency and develop high levels of academic achievement in English; (2) to assist all English learners, including immigrant children and youth, to achieve at high levels in academic subjects so that all English learners can meet the same challenging State academic standards that all children are expected to meet; Goal to ensure that ELs (including immigrant youth) attain English language proficiency and high levels of academic achievement Ensuring that the students meet the same challenging academic standards. Monon-lingual or English only peers.

13 PURPOSE OF TITLE III, PART A, (Pg. 197)(3) to assist teachers (including preschool teachers), principals and other school leaders, State educational agencies, local educational agencies, and schools in establishing, implementing, and sustaining effective language instruction educational programs designed to assist in teaching English learners, including immigrant children and youth; (4) to assist teachers (including preschool teachers), principals and other school leaders, State educational agencies, and local educational agencies to develop and enhance their capacity to provide effective instructional programs designed to prepare English learners, including immigrant children and youth, to enter all-English instructional settings; and Implementation of effective language instruction educational programs (LIEP) Capacity building or professional growth for educators to provide effective services

14 PURPOSE OF TITLE III, PART A, (Pg. 197)(5) to promote parental, family, and community participation in language instruction educational programs for the parents, families, and communities of English learners. Focus on Family engagement in language instruction programs. New opportunities in this area to simultaneously develop language competencies of El families.

15 STATE AND SPECIALLY QUALIFIED AGENCY PLANS (Pg. 201)describe how the agency will establish and implement, with timely and meaningful consultation with local educational agencies representing the geographic diversity of the State, standardized, statewide entrance and exit procedures, including an assurance that all students who may be English learners are assessed for such status within 30 days of enrollment in a school in the State; (ESEA Section 3113(b)(2)). One of the requirements for ESSA State Plan. EL Advisory Council served as representation. Integrated into Policy 2417 and guidance document to be shared later

16 STATE AND SPECIALLY QUALIFIED AGENCY PLANS (Pg. 201)the agency will ensure that eligible entities receiving a subgrant under this subpart annually assess the English proficiency of all English learners participating in a program funded under this subpart, consistent with section 1111(b)(2)(G); (ESEA Section 3113(b)(3)(b)) ELP assessment defined in Title I. Not new

17 REQUIRED SUBGRANTEE ACTIVITIES (Pg. 204)to increase the English language proficiency of English learners by providing effective language instruction educational programs that meet the needs of English learners and demonstrate success in increasing— (A) English language proficiency; and (B) student academic achievement; (ESEA Section 3115(c)(1)) Three required activities. These are defined in the ESEA Application First focuses on implementing effective Language instruction educational programs. Talk more about this later with guidance documentation

18 REQUIRED SUBGRANTEE ACTIVITIES (Pg. 205)to provide effective professional development to classroom teachers (including teachers in classroom settings that are not the settings of language instruction educational programs), principals and other school leaders, administrators, and other school or community-based organizational personnel, that is— designed to improve the instruction and assessment of English learners; (B) designed to enhance the ability of such teachers, principals, and other school leaders to understand and implement curricula, assessment practices and measures, and instructional strategies for English learners; (ESEA Section 3115(c)(2)) Three required activities. These are defined in the ESEA Application Second on professional development a,. Improve instruction and assessment of ELs b. Enhance the ability of educators and leaders to implement curriculum, assessment and instruction

19 REQUIRED SUBGRANTEE ACTIVITIES (Pg. 205)(C) effective in increasing children’s English language proficiency or substantially increasing the subject matter knowledge, teaching knowledge, and teaching skills of such teachers; and (D) of sufficient intensity and duration (which shall not include activities such as 1- day or short-term workshops and conferences) to have a positive and lasting impact on the teachers’ performance in the classroom, except that this subparagraph shall not apply to an activity that is one component of a long-term, comprehensive professional development plan established by a teacher and the teacher’s supervisor based on an assessment of the needs of the teacher, the supervisor, the students of the teacher, and any local educational agency employing the teacher, as appropriate; and (ESEA Section 3115(c)(2)) Three required activities. These are defined in the ESEA Application Second on professional development c. Effective in increasing children's ELP or the skills of the teacher d. Sufficient duration and intensity. Not the one and done.

20 REQUIRED SUBGRANTEE ACTIVITIES (Pg. 205)to provide and implement other effective activities and strategies that enhance or supplement language instruction educational programs for English learners, which— (A) shall include parent, family, and community engagement activities; and (B) may include strategies that serve to coordinate and align related programs. (ESEA Section 3115(c)(3)) Three required activities. These are defined in the ESEA Application Last implement other effective activities supplement LIEPS for ELs Shall include parent, family, and community engagement activities May include strategies that serve to coordinate and align related programs

21 AUTHORIZED SUBGRANTEE ACTIVITIES (Pg. 205)Additional activities authorized under Title III. Discretionary (ESEA Section 3115(d))

22 English Learner Provisions Moved from Title III, Part A to Title I, Part A in ESSALEA activities that have moved to Title I, Part A include: – EL parental notification regarding language instruction educational programs (LIEPs) and related information (ESEA section 1112(e)(3)); – Parental participation (regular EL parent meetings) (ESEA section 1112(e)(3)(C)(ii)); and – Reporting to the State on the number and percentage of ELs achieving ELP (ESEA section 1111(h)(2)). Three moved from Title I to Title III. Discussed the first two items yesterday during Title I. The last refers to reporting.

23 Parents Right-To-Know: Language Instruction (Pg. 61)Each LEA using funds under Title I or Title III to provide a language instruction educational program (LIEP) as determined under Title III shall, no later than 30 days after the beginning of the school year, inform parents of an English learner (EL) identified for participation or participating in such a program, of - The reason for identification of the child as EL; The child’s level of English language proficiency (ELP), how the level was assessed, and the status of the child’s academic achievement; Methods of instruction used in the program in which the child is, or will be, participating, and the methods of instruction used in other available programs, including how the programs differ; How the program will meet the educational strengths and needs of the child and help the child achieve English language proficiency (ELP), and meet academic standards; Exit requirements for the program, expected rate of transition to a classroom not tailored for EL students, and expected rate of high school graduation; In the case of a child with a disability, how the program meets the annual goals in the child’s IEP; and Information regarding parents’ right to withdraw the child from a program upon their request, and to decline enrollment or choose another program or method of instruction, if available (ESEA Section 1112(e)(3)(A)). Language instruction. No later than 30 days after the beginning of the school notify parent of ELs information regarding LIEP services. We have developed sample letter.

24 Parents Right-To-Know: Language Instruction (Pg. 62)For those children who have not been identified as ELs prior to the beginning of the school year but are identified as ELs during such school year, the LEA shall notify the children’s parents during the first 2 weeks of the child being placed in a LIEP consistent with subparagraph (A). (ESEA Section 1112(e)(3)(B)). Exception for student not identified at beginning. That occur within first 2 weeks being placed in LIEP

25 Parents Right-To-Know: Language Instruction (Pg. 62)Implementing an effective means of outreach to parents under clause (i) shall include holding, and sending notice of opportunities for, regular meetings for the purpose of formulating and responding to recommendations from parents of students assisted under Title I or Title III. (ESEA Section 1112(e)(3)(C)). Part of outreach included holding regular meetings

26 Reporting and Collection (Pg. 208)LEA reporting requirements for ELs – under Title I (State and local report cards) and Title III, Part A LEA Title III reporting requirements: - Title III programs and activities - # and % of ELs making progress in English - # and % of ELs attaining ELP and exiting LIEPs - # and % of former ELs who meet content standards – four 4 years - # and % of ELs who have not exited LIEPs after 5 years as an LIEP - Any other information required by the SEA (ESEA Section 3121).

27 WVBE Policy 2417 & Program Guidance

28 WVBE Policy 2417 Standardized Statewide Entrance and Exit Procedures (ESEA Section 3113(b)(2)) EL Advisory Council Public Comment: April 13, 2017 Approval: June 14, 2017 Effective: July 17, 2017 Review Policy

29 West Virginia Standardized Statewide Entrance & Exit Procedures for English LearnersOverview of Sections Time to read Questions

30 Language Instruction Educational Programs (LIEPs)Overview of Sections Table read Questions

31 Sample Forms and LettersParent Notification – Initially Fluent Parent Notification – Initial Services Parent Notification – Continuing Services Parent Notification – Exit Parent Withdrawal/Denial of Enrollment Form Programmatic Planning Protocol

32 https://www.polleverywhere.com/clickable_images/H7LiKyGKYg6fxTX

33 ELPA21 Assessment & Screener

34 ELPA21 updates Reporting Screening ELPA21 Assessment

35 Reporting (Spring 2017) Timeline Dates June 20 –June 30, 2017Demographic information review by WVDE July 25, 2017 Reports available within Nextera (DTD)

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37 ELPA21 Screener ELP Screener – ELPA21 Screener is optional for Operational ELPA21 Screener available August 2017 ELPA21 Screener Training Testing Platform – Nextera Devices – PC, Ipads Secure Browser Centralized Scoring (7 days)

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39 https://www.polleverywhere.com/multiple_choice_polls/jpf50KMZAVzGe2g

40 https://www.polleverywhere.com/ranking_polls/uhlHHsSmrHHlKXi

41 https://www.polleverywhere.com/multiple_choice_polls/scXG52wmy3QfdMm

42 2017-2018 ELPA21 Assessment Trainings – November/December/JanuaryTesting Window – 2/13/2018-3/23/ weeks

43 Professional Learning Opportunities

44 Professional Learning OpportunitiesMarshall University ESL cohort Marshall University PD course – ELP standards ELPA21

45 Marshall University ESL cohortESL Cadre professional development program for teachers interested in working with students from a diverse language and cultural background Tuition Free Program August 2017 Three 3 credit hour MU Master’s level online courses CISL550 Second Language Acquisition CISL551 Linguistics for ESL CISL552 Intercultural Communication in the ESL classroom ESL Endorsement – ESL Praxis Up to 30 teachers

46 Marshall University PD course – ELP standardsCISL 560: English Language Proficiency Standards for the Content Area Classroom Teacher Tuition Free Up to 30 teachers 3 Graduate PD credits 7 weeks online course Week 1 – Orientation Week 2 – Identification Week 3 – Guiding Principles Week 4 – ELP Standards Week 5 – In depth Study of ELP Standards 1-7 Week 6 - In depth Study of ELP Standards 8-10 Week 7 – Final Project

47 ELPA 21: ELPA21 Item Content and Bias Review panelsContent Review 8/10/2017 in Columbus, OH Review of newly developed ELPA21 speaking items ELPA21 will pay for the cost of travel and day rate for the work session The item sensitivity and bias review – Online Late August/Early September *Complete survey by Friday, 6/25/2017

48 Center for Education Equity-Mid-Atlantic Comprehensive Center“Strategies to Address the Needs of Newcomers” Lisa Tabaku, Principal Researcher for the American Institutes for Research Interactive Webinar September 2017 (TBD)