Reporting Accurate Data for English Learners

ESOL & Title III Program Reporting Accurate Data for English Learners FY 2014 Data Collections Conference.

Purpose Present Information 1 in reporting FTE data 2 3 in reporting Student Record data in collecting and maintaining data for purpose of compliance with federal and state regulations for ESOL and Title III 4 Questions & Answers

ESOL/Title III Cori Alston, ESOL & Title III Compliance Program Manager calston@doe.k12.ga.us; 404.656.2067 Curriculum Support & Professional Development Independent Title III LEAs and Compliance Title III Consortium and Compliance Carol Johnson cjohnson@doe.k12.ga.us 404.463.1858 Mae Wlazlinski, Ph.D. mwlazlin@doe.k12.ga.us 404.463.2588 Amy Lacher alacher@doe.k12.ga.us 404.463.1074 Secretary MeAnne Jones mejones@doe.k12.ga.us 404.463.0505

http://www.doe.k12.ga.us/curriculum-instruction-and- Assessment/Curriculum-and-Instruction/Pages/English-to-Speakers-of- Other-Languages-(ESOL)-and-Title-III.aspx GADOE ESOL & TITLE III RESOURCES

Incorrect Coding of Students and Inaccurate Data Reporting Negative Consequences 5

Important Terms in ESOL & Title III Program What is the difference between EL, ESOL, and Title III? EL English Learners (referred to in the past as ELLs) ESOL - English to Speakers of Other Languages (ESOL) is a state funded instructional program for eligible English Learners (ELs) in grades K-12. Title III is a federally funded program. It provides eligible Local Education Agencies (LEAs) subgrants to provide supplemental services for ELs.

Identifying Students for Title III and ESOL English Learner (EL) indicates whether the student has been identified as having limited proficiency in English. EL status is collected in both FTE and Student record

EL Count in Georgia s K-12 Schools There was a 9.23% growth in Georgia s EL-Ys from 2011 to 2013. 81,424 EL-Ys in FY 2011 84,203 EL-Ys in FY 2012 88,942 EL-Ys in FY 2013

Identifying Students for Title III Home Language Survey 1. Which language does your child most frequently speak at home? 2. Which language do adults in your home most frequently use when speaking with your child? 3. Which language(s) does your child currently understand or speak? If one or more responses indicate a language other than English Screen through W-APT or MODEL.

Title III Data Elements Required for Federal and State Reporting Current Valid Codes EL Code Description Y N M F Yes, student has limited English proficiency and is eligible for services based on the results of the W-APT or ACCESS for ELLs No, student does not have limited English proficiency Student Monitored - has exited ESOL Program and is monitored for 2 years Formerly monitored

FTE-EL/ESOL Reporting (Segments) FTE: Snapshot of date as of Count Day collected in October and March EL = NO EL = Monitored EL = Formerly Monitored EL EL = YES NOT SERVED (No ESOL Segments) *Student Count Served on Count Day ESOL Itinerant Segments* SERVED (ESOL Segments) ESOL Non-Itinerant Segments*

Title III Data Elements Required for Federal and State Reporting If the student is identified as an EL-Y, provide the following information: Primary Language select the student s primary spoken language. Place of Birth enter the student s country of birth. Date of Entry to U.S. Schools enter date first enrolled in school in the U.S. if country of birth is outside the U.S. or PR.

FTE EL/ESOL Reporting All EL-Y students in K-12 must have ESOL Y or N. EL-Y ESOL-Y students who are EL-Y and receive direct language assistance services through a state ESOL delivery model ESOL N students who are not coded EL-Y, or students who are coded EL-Y but are not served through the statefunded ESOL program.

Title III Data Elements Required for Federal and State Reporting LEP (ESOL) funds cannot be used for Pre-K students; immigrant funding, which serves ages 3-21, can be used. New Foreign Exchange Students are eligible to receive ESOL services. Not exempted from Title I required assessment, including the ELP assessment Are included in the district s count of LEP students for purposes of funds allocation

Primary Languages Codes Code Language Code Language 1 Akan, Twi, Fanti, Housa 30 Vietnamese 2 American Indian 31 Other African 3 Amharic, Tigrinya, Tigre 32 Other Asian 4 Arabic 33 Other European 5 Chinese 34 Other Indian 6 Czech/Slovak 35 Mayan Languages 7 Dutch 36 Mixteco 9 Farsi, Dari, Persian 37 Nahuatl 10 French 38 Zapoteco 11 German 39 Bosnian 12 Greek 40 Bulgarian 13 Gujarati 41 Croatian 14 Haitian Creole 42 Hmong 15 Hebrew 43 Hungarian 16 Hindi 44 Iranian 17 Italian 45 Punjabi 18 Japanese 46 Romanian 19 Khmer, Cambodian 47 Somali 20 Korean 48 Swahili 21 Lao 49 Ukrainian 22 Filipino, Tagalog 50 Urdu 23 Polish 51 English - other than Standard American English 24 Portuguese 52 Creoles and pidgins (Other) 25 Russian 53 Creoles and pidgins, English-based (Other) 26 Spanish 54 Creoles and pidgins, French-based (Other) 27 Swedish 55 Creoles and pidgins, Portuguese-based (Other) New 28 Thai Blank Not Applicable 29 Turkish

New Language Codes New Code Language 52 Creoles and pidgins (Other) 53 Creoles and pidgins, English-based (Other) 54 Creoles and pidgins, French-based (Other) 55 Creoles and pidgins, Portuguese-based (Other)

EL-Y EL-M Achieving EL-Ys are exited on the basis of either: ACCESS for ELLs CPL 5.0 Tier B or Tier C and Literacy Sub-Score 4.8 A Language Assessment Conference (LAC) that convenes based on: a) CPL 5.0 Tier B or Tier C on ACCESS and Literacy Sub-Score 4.8 b) CPL 4.0-4.9 Tier B or C and 4.8 Literacy Sub-score on ACCESS for ELLs LAC involves review of other academic performance criteria. EL- Ms have exited the ESOL program, no longer eligible for language assistance services, and in two year monitored phase.

Title III Data Elements Required for Federal and State Reporting EL MONITOR BASIS is required when student s EL status is EL -M. It describes which method was used to determine the student s placement in the monitoring phase. Must equal one of the following codes: 1 ACCESS for ELLs 2 Language Assessment Conference (LAC) 3 Exited in another state or from non-public school

Title III Data Elements Required for Federal and State Reporting EL MONITOR YEAR indicates which year a student is being monitored (EL= M ) after being removed from English Learner status (EL= Y ). EL- M1 EL- M2 Note: after year two, EL-M students should be followed-up for value-added reporting.

EL-Y to EL-M and Changing Status Code CHANGE Status Code of ELs from EL-Y to EL-M1 on or after July 1 Do not change M1 to M2 before July 1. CONSEQUENCES of coding EL-Y as EL-M1 before July 1 Loss of funding. Potential impact on AMAO2. LEA must reimburse the state for testing of EL-M students at $23.00 per student.

Title III Data Elements Required for Federal and State Reporting Immigrant children are students, 1. ages 3-21, 2. born outside of U.S. or Puerto Rico, 3. attending U.S. schools for less than 3 full academic years (not necessarily consecutive). 4. May include foreign students, immigrant students in private schools, and students born outside the U.S. to U.S. citizens and military personnel.

Student Record Reports SR072 Immigrant Student Report New Selection based on: Place of Birth Age U.S. School Less than 3 years (indicates whether or not a student has been enrolled in a U.S. school for less than 3 years - accumulated amount of time of 36 months which may precede the reported DATE ENTERED U.S. SCHOOL) Yes/No response (flag) to US School Less than 3 year replaces the Date Entered U.S. Schools as an indicator for immigrant status

Title III Data Elements Required for Federal and State Reporting Private EL Students - Enter the number of private school students identified as EL. Private Immigrant Students - Enter the number of private school students identified as immigrant. ELs in SWD, Gifted, and EIP Districts must code the EL students participation in each program separately according to the layouts.

ESOL DELIVERY MODEL represents the method ESOL language services are delivered based on state-approved delivery models Per Georgia SBOE rule 160-4-5-.02 Language Assistance. If the student is identified as ESOL (ESOL = Y), then a valid delivery model must be selected. Valid codes for ESOL Delivery Models Code Description Code Description 1 Pull-Out (PO) 6 Approved Innovative 2 Push-In (PI) 8 Sheltered Content 3 Cluster Center (CC) 4 Resource Center (RC) 5 Scheduled Language Acquisition New The ESOL delivery model is reported for each individual student in course level record. ESOL teacher in Push In classroom is a reported teacher on the course record for that class.

Scheduled vs. Sheltered Option 5 Scheduled Include 55 courses or Language Acquisition courses - electives only) May in some situations include ESOL I, ESOL II, ESOL III, and ESOL IV if courses will be recorded as elective credit Option 8 Sheltered If an ESOL I-IV course will be used to replace an ELA core content course required for graduation (course is used for core content requirements, the class must be comprised of ONLY ELs, and the teacher must follow the course description and standards of the ELA course it will replace.

FTE EL/ESOL Reporting (Delivery Models) FTE: Snapshot of data as of Count Day collected in October and March EL EL = No EL = Monitored EL = Formerly Monitored! EL = Yes Served ESOL =Y ESOL Delivery Model (Course) Not served ESOL = N Non-ESOL Options *Student record: cumulative data over the school year collection for FY 2013 started in February

5 Non-ESOL Data Elements Options tied to students reported as EL = Y, ESOL = N Options explain why the student is not being served directly No FTE credit Non-ESOL is not reported for Monitored or Formerly Monitored Current Valid Values Codes Options 01 Parent refusal indirectly served 02 03 04 Language support provided in Special Education Language support by non-esol endorsed/certified teacher Language support via a non-state approved model 05 No language support

State-Funded ESOL Courses for Language Acquisition and Academic Language Development Courses with 55. course prefix (courses for elective credit intended for students who enter with low ELP) 55.02100 Communication Skills I 55.02200 Communication Skills II 55.02300 Reading and Listening in the Content Areas 55.02400 Oral Communications in the Content Areas 55.02500 Writing in the Content Areas 55.02110 Communication Skills in Math 55.02120 Communication Skills in Science 55.02130 Communication Skills in Social Studies 55.02600 Reading and Writing in Science 55.02610 Reading and Writing in the Social Studies 55.02700 Academic Language of Science and Math Requirements: Focus of the Courses Teacher Qualification

State-Funded 9-12 ESOL English Language Arts Courses with 23. course prefix Core ELA Courses (may be taught in a sheltered class model) 23.05100 American Literature and Composition (required course) 23.05200 English Literature and Composition 23.06100 Ninth Grade Literature and Composition (required course) 23.06200 Tenth Grade Literature and Composition 23.06300 World Literature and Composition 23.06700 Multicultural Literature and Composition Sheltered Courses may include any core ELA, Math, Science or Social Studies course Requirements: Teacher Qualification Class Composition

Review: Guidelines for Sheltered Content Courses 1. The content course name and number must be used for the course. 2. The CCGPS and GPS for the course must be followed. 3. Any assigned EOCT must be administered as part of the course requirements. 4. The class must be composed only of ELs.

State-Funded 9-12 ESOL I-IV Courses ESOL I-IV Courses (either elective or core must incorporate both WIDA ELD standards and CCGPS for ELA) 23.09100 English ESOL I 23.09200 English ESOL II 23.09300 English ESOL III 23.09400 English ESOL IV Requirements: If an ESOL I-IV course will be counted for core ELA credit for graduation, the course must be aligned with the specific ELA course it will replace, and the CCGPS for the ELA course must be followed. ESOL I-IV may NOT be substituted for 23.06100 Ninth Grade Literature and Composition or 23.05100 American Literature and Composition for any student who entered 9 th grade for the first time in 2008-09 or subsequent years. Teacher Qualification

Allowable Segments per Student and Minutes per Segment by Grade Levels State funding guidelines allow: K-3 = 1 segment at the ESOL weight = 45 minutes daily/ 225 minutes weekly 4-8 = Up to 2 segments at the ESOL weight; 1 segment = 50 minutes daily/ 250 minutes weekly 9-12 = Up to 5 segments at the ESOL weight, 1 segment = 55 minutes daily/ 275 minutes weekly *Note: Daily 90 minute block classes at the middle and high school levels = 2 segments

Data for Compliance with Federal and State Regulations for Title III Legal Rationale Means of Monitoring Components

Collecting and Maintaining Data for LEA Compliance on 5 Elements I. Instructional Programs II. Professional Development III. Parental Notification and Outreach IV. Fiduciary Responsibility V. Records and Maintenance

Evidences of Best Practices in Record Keeping and Data Use

Evidences of Compliance in Record Keeping and Data Use (Non-negotiables) ESEA Title III Sec 3302, 3116, 3121, 3302(a)(7), Title I Sec 1111, OCR, state)

New Translated Title III Documents To help support districts provide comprehensible communications to non- English speaking families, the following documents were translated: Home Language Survey Title III Notification of Eligibility Form Parent Refusal of Direct ESOL Services Form Title III AMAO letter Available in Spanish, Vietnamese, Korean, Chinese, Arabic, French, Russian and Gujarati and are posted in Word format. Can be found on the ESOL webpage in the GaDOE Guidance, ESOL Form Bank at: http://www.gadoe.org/curriculum-instruction-and- Assessment/Curriculum-and-Instruction/Pages/ESOL-Resources- Guidance.aspx

Questions

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