Update from the Virginia Department of Education

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Update from the Virginia Department of Education

• October 3, 2008

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Provision of Servicesto 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. 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.
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Provision of Servicesto 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
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Percent Passing VirginiasStandards of Learning
Assessments
Reading and mathematics testing was expanded to
include all grades, 3 through 8, in 2005-2006.
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Percent Passing VirginiasStandards of Learning
Assessments
Reading and mathematics testing was expanded to
include all grades, 3 through 8, in 2005-2006.
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Percent Passing VirginiasStandards of Learning
Assessments
Reading and mathematics testing was expanded to
include all grades, 3 through 8, in 2005-2006.
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Percent Passing VirginiasStandards of Learning
Assessments
Reading and mathematics testing was expanded to
include all grades, 3 through 8, in 2005-2006.
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Parental Notification

• School divisions must inform parents annually
  regarding their childs placement in a language
  instruction education program within 30 days
  after the beginning of the school year or within
  two weeks of the childs placement within a
  program.
• Section 3302(a)

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Parental notification document must include

• Why student was identified as LEP
• Level of English proficiency
• How level was assessed
• Academic level
• Method of instruction
• Exit requirements
• Parental right to remove student from program or
  refuse services.
• Section 3302(a)

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Separate Notification(Failure to make any one
of the AMAOs for any fiscal year)

• School divisions must inform parents of the
  divisions failure to make progress on the AMAOs
  within 30 days after such failure occurs.
• Section 3302 (b)

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Title III Improvement Plan

• School divisions not meeting the targets in
  reading, mathematics and/or the ELP targets for
  AYP progress, and proficiency for two consecutive
  years must submit a Title III improvement plan
  that addresses the area of need.
• Section 3122 (b)
• Title III improvement plan should include the
  following components
• Goals for improvement
• How the goals will be implemented
• Timeline for implementation and
• How the implementation will be monitored.
• The Title III Improvement Plan is a requirement
  of the
• No Child Left Behind Act of 2001.

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Failure to Make AMAOs for Four Consecutive Years

• Section 3122 (b)(4) of NCLB requires states to
  notify
• any division that has not made the AMAOs for four
• consecutive years and to
• require such entity to modify the curriculum,
  program, and method of instruction or
• make a determination whether the entity shall
  continue to receive funds under this Title or
• require the entity to replace educational
  personnel relevant to the entitys failure to
  meet such objective.

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Virginias Approach to Failure to Make AMAOs for
Four Consecutive Years

• Virginia has notified divisions not making
  their AMAOs for four consecutive years and
  requested modification of the curriculum,
  program, and method of instruction.

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Statewide Percentage of LEP Students Achieving
Progress on ELP Assessments
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Statewide Percentage of LEP Students Achieving
Full Proficiency on ELP Assessments
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2008-2009 AMAO-AYP-Target Reading/Language Arts
October 2008
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2008-2009 AMAO-AYP-Target Mathematics
October 2008
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Implementation of the New 2007-2008 Title III
Data Collection System

• Challenges
• Technical issues with saving and submitting
• Discrepancies between division level student
  information system data and Title III reporting
  information
• Timeliness of the WIDA ELP levels Crosswalk Table
• Benefits
• More accurate reporting of Title III data
• More communication at the division level between
  the Title III Coordinator and Student Information
  Systems Staff
• More communication at the state level between
  Title III staff, Title III Coordinators, and
  Student Information Systems Staff
• Ability to review Title III data on a
  student-by-student basis
• Ability to submit data in two formats (flat file
  or drop-down menu)
• Plans for the Future
• Upgrade and improve the SSWS Title III data
  collection application to ensure compliance with
  the NCLB requirements

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Number of Divisions Not Making Title III AMAOs
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Federal Program Monitoring Title I Part A, Title
I, Part D,Title III, Part A, and Title X, Part C

• DOE is completing the five year monitoring cycle
  in 2008-2009, with an anticipated 25 divisions
  being monitored.
• Federal Program Monitoring (FPM) will be
  conducted through on-site visits by the staff
  from the Office of Program Administration and
  Accountability who will provide technical
  assistance before, during, and after the
  monitoring.

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

• Identified divisions for the 2008-2009 school
  year will be notified by letter. The letter will
  include details about audio conferences that will
  be held to provide technical assistance for the
  selected divisions.
• A revised document for 2008-2009 monitoring will
  be available on the VDOE Web site. The document
  will reflect updates to the United States
  Department of Education (USED) FPM document.

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Results of 2007-2008 USED Monitoring Visit for
Title III, Part A

• Separate Notification
• Failure to make AMAOs for four consecutive years

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Title I, Part CEducation of Migratory Children

• Virginia was awarded a grant from the United
  States
• Department of Education (USED) Office of
  Migrant
• Education (OME) for Literacy Education And
  Reading
• Network (LEARN) Consortium Incentive Grant
  (CIG)
• for the amount of 142,077.
• Seventeen states joined the LEARN Consortium
  for the 2008-2009
• school year with Utah being the lead
  state.
• The LEARN Consortium will focus on assisting
  migrant students in
• grades K-12 and out-of-school youth to
  become proficient in
• literacy (reading, writing, and study
  skills).

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Title I, Part CEducation of Migratory Children

• USED OME published the following changes to
  the migrant program in the Federal Register
  published in July 29, 2008
• Program definition changes,
• Migrant Comprehensive Needs Assessment and State
  Service Delivery Plan must include measurable
  program outcomes,
• Re-interviewing for states that have not
  completed this process to date, and
• Specific requirements, including prospective
  reinterviewing and a national Certificate of
  Eligibility.

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Title I, Part CEducation of Migratory Children

• The Migrant Student Information Exchange (MSIX)
  was implemented by USED OME to facilitate the
  electronic transfer of migrant student records
• Virginia has been updating MIS 2000, the state
  migrant database, to ensure compatibility with
  MSIX

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Academic Content Vocabulary Development Videos to
Support WIDA ELP Standards Videos

• The Office of Program Administration and
  Accountability partnered with the Office of
  Middle and High School Instructional Services to
  produce a series of videos on academic content
  vocabulary development.

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Academic Content Vocabulary Development Videos to
Support WIDA ELP Standards Videos

• ESL and content teachers participated in the
  project.
• The five videos focus on a specific language
  function from each of the WIDA ELP Standards.
• Videos will be available in the fall on the VDOE
  ESL Web site.

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USED LEP Partnership MeetingOctober 15-16,
2008Washington, DC

• Invited Participants
• State Title I and Title III Directors
• LEP State Assessment and Accountability Staff
  Members
• Education Decision-Makers and Researchers

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LEP Partnership Sessions

• Title III Notice of Interpretations
• Status of the New Title I Regulations and Impact
  on Subgroup Accountability
• Framework for High Quality ELP Assessments
• Title I and Title III Consolidated State
  Performance Report (CSPR) data
• Handbook on LEP Accommodations

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Statewide Professional Development Opportunities

• George Mason University Reading and Writing
  Strategies for English Language Learners
  http//www.doe.virginia.gov/info_centers/superinte
  ndents_memos/2008/09_sep/inf210.html
• University of Mary Washington - Differentiated
  Instruction for English Language Learners
  http//www.doe.virginia.gov/info_centers/superinte
  ndents_memos/2008/08_aug/inf206.html
• World-Class Instructional Design and Assessment
  (WIDA) English Language Proficiency (ELP)
  Standards and ACCESS for ELLs training
  http//www.doe.virginia.gov/info_centers/superinte
  ndents_memos/2008/09_sep/inf231.html

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Statewide Professional Development Opportunities

• Center for Applied Linguistics Whats Different
  About Teaching Reading to Students Learning
  English
• October 2931 Richmond, Roanoke
• November 5-7 Manassas, Newport News
• Parents as Educational Partners (PEP)
• Rural Symposium
• Vision to Practice 5th Annual Academy
• Focus Increasing Opportunities for
  Graduation

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Upcoming Release of Virginias On-Time Graduation
Rate

• The Virginia On-Time Graduation Rate will be
  reported in October 2008 for students who entered
  the ninth grade for the first time during the
  2004-2005 school year.

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Contact Information

• Judy Radford
• ESL Coordinator
• Judy.Radford_at_doe.virginia.gov
• [phone]
• Stacy Freeman
• ESL Specialist
• Stacy.Freeman_at_doe.virginia.gov
• [phone]
• Megan Moore
• Educational Specialist
• Megan.Moore_at_doe.virginia.gov
• [phone]