Title III Updates

1. Title III Updates 2019 Coordinators’ Technical Assistance Academy

2. Disclaimer The academy was planned under a grant from the U. S. Department of Education (USED). However, the content does not necessarily represent the policy of the USED, and you should not assume endorsement by the federal government.

3. Agenda • New USED Guidance • EL Population in Virginia • New to the Website • New EL Instruction Webpage • Turn Around Training • Required Training • New Title III Application • New LIEP Data Collection • Data Concerns • New Handbook For ELs with Disabilities • Professional Development for 2019-2020 • Q & A

4. The VDOE Title III Team Louise Marks, Title III Coordinator, Office of ESEA Programs Dr. Christopher Kelly, Title Education Coordinator, Office of ESEA Programs Stacy Freeman, Title III Specialist, Office of ESEA Programs Kia Johnson, ELP Assessment SpecialistOffice of Student Assessment Jessica Costa, English Learner Instructional Specialist Department of Learning

5. Addendum to the 2016 Non Regulatory Guidance New Guidance

6. Guidelines and Procedures Federal Information • U.S. Department of Education Office of English Language Acquisition Title III Guidance • Non-Regulatory Guidance on Implementation of Title III State Formula Grant Program • Non-Regulatory Guidance: English Learners and Title III of the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA)  (PDF) • Addendum to September 23, 2016 Non-Regulatory Guidance: English Learners and Title III of the (ESEA)  (PDF)

7. The Purpose of the Addendum The purposes of this document are to • assist SEAs in establishing and implementing entrance and exit procedures, and • provide responses to the numerous questions the U.S. Department of Education (the Department) has received from SEAs regarding standardized statewide entrance and exit procedures for ELs, reporting and former ELs. Because these topics also relate to requirements in other laws, including Title VI of the Civil Rights Act of 1964 (Title VI), Section 504 of the Rehabilitation Act of 1973 (Section 504), Title II of the Americans with Disabilities Act of 1990 (Title II of the ADA) and the Individuals with Disabilities Education Act (IDEA), relevant provisions in these laws are also referenced below. The Department hopes that this document will strengthen State and local efforts to improve educational outcomes for ELs by clarifying statutory requirements and providing technical assistance.

8. Addendum to 2016 non-regulatory guidance Addendum topics: • Entrance and exit requirements and procedures • Reporting under Section 3121 of ESSA Resources on Title III webpage: • Chapter 1 of EL Toolkit • Chapter 8 of EL Toolkit • Virginia Compliance with Title III Requirements • EL Identification Checklist • Superintendent’s Memo 194-17

9. Thirteen FAQs Answered 1. What are the requirements for an SEA to establish standardized statewide entrance and exit procedures for ELs under the ESEA? 2. What is the timeline by which ELs must be identified? (Two answers) 3. May an LEA use Title III funds for EL identification?

10. Thirteen FAQs (4-6) 4. May an LEA remove a student’s EL designation if that student was erroneously identified as an EL, even if the student does not score proficient on the annual ELP assessment? 5. Where can States and LEAs find more information on procedures for identifying ELs? (Think Supt’s Memos & Documents) 6. When must a student be exited from EL status for ESEA purposes?

11. Thirteen FAQs (7-9) 7. May a student receive English language services after he or she has exited from EL status? 8. May an LEA administer a local ELP assessment to satisfy the ESEA requirement for an annual ELP assessment? 9. May an EL with a disability whose disability precludes his or her assessment in one or more domains of the State ELP assessment be exited from language services?

12. Thirteen FAQs (10-11) 10. May a SEA exit an EL from language services using only the student’s score on the State reading/language arts assessment? 11. Does an SEA have the option of including in its exit procedures other objective, valid and reliable procedures in addition to the State’s ELP assessment? 12. In an LEA that receives a Title III subgrant and provides services for the purposes of reporting, should the LEA count pre-k or kindergarten as the first year of classification as an EL?

13. Thirteen FAQs - Reporting 13. If a child has been identified as an EL but the parents decline to allow the child to participate in language services, should the LEA count this child as Title III-served in its biennial report to the State?

14. HLS Dilemma Dilemma: Home language survey response changed with movement between LEAs. • The response provided on a HLS denotes a language other than English; EL status is identified • The response provided on the next LEA HLS is English only • The student is not initially identified as EL in the new LEA • State ID/irregularity flags EL status • Parent asserts English only, as identified on the most recent HLS in the current LEA

15. HLS Response Response: Addendum Question • “The erroneous identification may have occurred as part of the initial identification process, e.g., due to a parent’s inaccurate completion of the home language survey, administration of an EL screening assessment without providing for appropriate accommodations for a student with disabilities, inaccurate scoring on the annual ELP assessment, or other reasons.” (Page 3) • “These are rare exceptions to the general rule that, after a student is identified as an EL, the LEA may not remove the EL designation before that student scores proficient on the assessment of the four language domains, even if the student’s parents object to the EL designation (although parents have the right to decline services)” (Page 3)

16. EL Population in Virginia

17. How many ELs do divisions serve? Source: VDOE Title III LEP Enrollment Report

18. Low Incidence ELs Source: VDOE Title III LEP Enrollment Report

19. How many ELs do divisions serve? (2) * Count does not include ELs in Virginia School for the Deaf and Blind-Staunton and Department of Juvenile Justice

20. Title III Website New to the Title III Website

21. General Information General Information Title III • Virginia Compliance with Title III Requirements • Identifying all English Learners Checklist • Word - ADA Compliant Version • Word - Original Version • Technical Assistance Academy for Coordinators • Spending Handbook for Title I, Part A; Title II, Part A; Title III, Part A; and Title IV, Part A • Handbook for ELs with Disabilities • Word – ADA Compliant Version • PDF – Original Version

22. Virginia Compliance Document • Entrance Procedures for ELs • Assessment of students who have been identified as potential ELs • Placement of ELs in an effective English language instruction educational program (LIEP) • Parent Notification • Assessing the English Language Proficiency of ELs • State Federal Program Monitoring • Title III Funding • Accountability through Monitoring Former ELs • EL Proficiency Level Gains • EL Measurement of Interim Progress • English Language Proficiency (ELP) Progress Indicators

23. Identifying All ELs Checklist This document takes you through a checklist of steps to ensure a strong written entrance procedure is achieved for your division. The lack of a written entrance procedure is the main area of finding during Title III Federal Program Monitoring. • Required Action • LEA Implementation Level – Full/Partial/Non • Staff Responsible • Action Items

24. Classifying and Reporting ELs and IY Document • Federal Definition of English Learners (ELs) • Further clarification on High School Exchange Students • Federal Definition of Immigrant Children and Youth (IY) Students • Further clarification on the Definition of Immigrant Children and Youth (IY) • Reporting ELs Students including IY students who are also identified as an EL • Reporting Immigrant Children and Youth only

25. Title III Supplement Not Supplant Requirements Document • Purpose of the Title III Grant • Civil Rights Obligations • Supplement Not Supplant, Requirements • Required Uses of Title III EL Funds at the LEA-Level • Authorized Uses of Title III EL Funds at the LEA-Level • Title III IY Funds at the LEA-Level

26. Handbook For ELs with Disabilities The original handbook was written prior to the release of the 2015 Dear Colleague Letter and should not be referenced for guidance. The revised handbook was written by the Office of ESEA Programs in conjunction with Special Education Instructional Services. This handbook should be used in conjunction with Chapter 6 of the Title III Toolkit for training purposes.

27. EL Data Reports The Student Record Collection system enables the commonwealth and its school divisions to comply with the information and reporting requirements of Elementary and Secondary Education Act (ESEA). The system also reduces the reporting burden on school divisions and ensures continuity and validity in all enrollment-based data collections.   Language Reports • EL Population by Language September 2018 (XLS) • EL Population by Language by Division September 2018 (XLS) Enrollment • Report of EL Students Receiving Services as (2011-2018) (XLS) • Immigrant and Youth Enrollment 2011-2018 (XLS)

28. USED Resources • Title VI of the Civil Rights Act • Every Student Succeeds Act (ESSA) Dear Colleague Letter (1/7/2015) • USED Newcomer Toolkit • Office of English Language Acquisition OELA • USED English Learner Family ToolkitChapters 1 & 2 • The Provision of an Equal Education Opportunity to Limited-English Proficient Students

29. EL Instruction Website ENGLISH LANGUAGE DEVELOPMENT (ELD) STANDARDS & INSTRUCTIONAL RESOURCES

30. EL Instruction Page Contents

31. Resources for Teachers

32. Professional Organizations

33. What can you train on? Turn Around Training

34. USED English Learner Toolkit • Choose a chapter • Choose the audience/stakeholders in your LEA • Find 30 minutes or more • Print or provide the link to the chapter and review the features • Key Points • ESSA Updates • Tools • Print or provide the link to VDOE templates/ resources that support the topic including Power-Points from Coordinators Academy and Consortium Conferences

35. ACCESS Scores by School Two year reports by school to show individual student progress and proficiency. • ACCESS for ELLs Progress and Proficiency Report- This report displays the overall proficiency level for English Learners (ELs) for the previous and current school years. This report also indicates if a student has made a progress and/or attained proficiency.

36. ESSA Title III Reports A new report is available in the SSWS Title III, Part A application to meet the ESSA Section 3121 requirements. ESSA Title III EL Data Report- This report provides information used to meet the Title III reporting requirements specified in Section 3121 of the Every Student Succeeds Act (ESSA). School divisions are required to report progress, proficiency, and academic achievement data on ELs, including ELs with disabilities, long-term ELs, and ELs that have exited from LIEP programs. Per U.S. Department of Education guidance on Section 3121 reporting requirements, ELs whose parents have refused services are not included in this report.

37. Use VDOE Padlets WestEd: Identification and Academic Support for Long Term English Learners WestEd: Teaching English Learners and Students with Learning Disabilities in the Inclusive Classroom Fairfax County:Strategies to Support Newcomer Students and Students with Limited and Interrupted Education

38. WIDA Certificates Required ACCESS and screener Training

39. WIDA Certification • To be certified to administer WIDA Assessments, Virginia requires test administrators to complete the applicable training courses and pass the certification quizzes with an 80% or higher. • Virginia WIDA Identification and Placement Guidance – School division test examiners who successfully complete the online WIDA Screener test administrator training are qualified to administer the assessment(s). • This is to be completed on or after July 1annually.

40. Quizzes Required • You can access and view quizzes in the Secure Portal. • Both the administration & speaking quizzes are required to be certified for ACCESS. • Administration, Speaking, and Writing quizzes are required for Screener Certification.

41. Proof of Certification • Proof of certification can be found in the WIDA Secure Portal. • Guiding Question I of the Title III Federal Program Monitoring Protocol requires monitoring of certified staff in divisions.

42. Program Tab Boxes ESSA Reporting Requirements New Title III Application

43. Title III Program Tab Boxes Supplement not Supplant in action: to demonstrate you are supplementing, you need to clarify what you are providing by funding source. • Boxes 1 through 7 require that you lay out the foundation of your EL program Using Local and/or State Funds • Box 8 asks how you Coordinate Services for ELs with other entities • Boxes 9 through 11 describe how Title III funds will supplement boxes 1-7 (cross reference with your budget)

44. Supplement, not Supplant Title III funds may be used to provide supplemental services that improve the English language proficiency and academic achievement of ELs, including the provision of LIEPs and activities that increase the knowledge and skills of teachers who serve ELs. See: Spending Handbook for Title I, Part A; Title II, Part A; Title III, Part A; and Title IV, Part A

45. Supplement not Supplant All services provided to ELs using Title III funds must supplement, and not supplant, the services that must be provided to ELs under Title VI of the Civil Rights Act of 1964 (Title VI), the Equal Educational Opportunities Act of 1974 (EEOA), and other requirements, including those under state or local laws.

46. Supplement not Supplant Questions when considering whether Title III funds can be used without violating the supplement, not supplant, requirement: • What services is the division required by other federal, state, and local laws or regulations to provide? • What instructional programs/services are provided to all students? • Was the program/service previously provided with federal, state, and/or local funds?

47. ESSA Reporting Requirements USED requires that states report specific data each year on federal programs. This data collection is called CSPR. The Title III data requirements changed under ESSA to include: • The total number of specific LIEP programs offered. This is captured at the LEA level (not by EL student) • Possible subgrant activities that are funded using Title III allocations by LEAs

48. Types of Service Place an X next to the LIEP programs offered in your LEA (not by EL student).

49. Possible Subgrantee Activities This information was collected through an email sent to all Title III Coordinators to capture 2017 data. Please complete for 2018 and 2019.

50. USED New LIEP Data Collection