Title III: Strategic Planning & Consolidated Monitoring May 4, 2010.

Title III: Strategic Planning & Consolidated Monitoring

May 4, 2010

Overview of the Presentation

• Overview of Consolidated Monitoring• Monitoring Summary for 2009-10

– Counties monitored– Common findings– Samples Best Practices

• Title III Updates– K-2 Exemplars– WESTELL Shortening the test– RTI/ELL Guidance

Counties Monitored in 3 Year Cycle2008-09 2009-10 2010-11Barbour Berkeley Boone

Brooke Cabell Fayette

Braxton Hancock Grant

Calhoun Harrison Hampshire

Clay Jackson Hardy

Doddridge Kanawha Jefferson

Gilmer Lewis Lincoln

Greenbrier Logan Marion

Mercer Mason Marshall

Mineral Mingo McDowell

Pendleton Monroe Monongalia

Preston Morgan Pleasants

Putnam Nicholas Ritchie

Raleigh Ohio Roane

Summers Pocahontas Tyler

Upshur Randolph Webster

Wayne Taylor Wetzel

Wood Tucker Wirt

  Wyoming  

Document Components Monitored by Title III

• Highly Qualified Personnel – 2.8• Professional Development – 3.2• Parent/Community Involvement –4.1• Parent/Community Notification – 5.2, 5.3 a-g• Private Schools – 6.1• Title III Requirements

– Identification procedures – 14.1– High quality services –14.2– Fiscal Requirements – 14.3– AMAOs –14.4– Parental Involvement/Notification – 14.5, 14.6– WESTELL – 14.8

Activities During On Site Monitoring-

ESL Classroom Observation• In order to effectively and comprehensively

monitor standard 14.2, school visits observing ESL classes will be scheduled

• Purpose of the visit is to make “programmatic” observations

• WVDE selects schools based on WVEIS data, prior year WESTELL and WESTEST

• Observation Protocol is used for school visits• County Title III Directors are encouraged to

participate in school visits

Summary of Best Practices

• ESL Teachers use appropriate balance of Content-based ESL and direct ESL instruction based on individual student proficiency needs

• ESL Teachers reinforce classroom content goals, objectives through Pre-teaching, re-teaching, and use of supplemental materials

• School administrators are aware of and attentive to the needs of LEP students

• LEP students are specifically scheduled into classes that are co-taught and/or led by experienced teachers

Summary of Best Practices

• Teachers/administrators advise LEP students regarding other outside opportunities

• Students are served in designated instructional spaces

• Students with special needs receive joint services, ESL teacher coordinates with RTI, Gifted etc.

• Parent Support – ESL teacher often communicates with parents and school administrators also are involved in ongoing communication

Common Findings & Recommendations for 2009-2010

1. 5.2 Parental Notification http://wvconnections.k12.wv.us/documents/ParentnotificationSAMPLEFORM081403_002.doc – Within 30 day timeline -Better communication to

the principals/schools of the procedures to follow upon the arrival of an ESL student in the school – notification to central office to begin testing process

– (2 weeks if a child enrolls after the beginning of school)

– Including all components required by law– Put graduation time line in the parents notification

letter (only for high school students)

2. 6.1 Private Schools– Notify private schools that they can receive ESL

services as well. Notification can be in the same letter as Title I letters to the private schools.

http://wvconnections.k12.wv.us/guidance.html

3. 14.2 High Quality programs (school visits)– Amount services– Linked to ELP/CSO standards– Grade Placement – Special Education

– Appropriate space

Common Findings & Recommendations for 2009-2010

Title III: UPDATES

K-2 Exemplars

K-2 Exemplars– Background: Discrepancy in student scores from

2nd to 3rd grade (from Inventory to paper test)– Purpose: In order to provide better technical

assistance for teachers regarding the scoring process for the K-2 WESTELL Inventory assessment, the ELDA states are currently working to collect “exemplars” of this process. Each state is being asked to use the 2010-2011 test administration to collect these exemplars from 2-4 teachers per grade. (WV was assigned kindergarten and 2nd grade)

– Participants: teachers from Jackson County, Kanawha County, and Harrison County

K-2 Exemplars

• Teachers collected sample tasks for Listening, Speaking, Reading, Writing of the K-2 Inventory

1. Collect samples of all questions, prompts, or settings that were used to assess the various task.

2. Collect samples of student responses and observations made of the student’s responses.

3. Collect samples of the scores given for the various tasks and rationales for each score (referring to the K2 ELDA scoring Guide when assigning scores.)

RESULT – package of exemplars from multiple states to use when training for 2011 K-2 WESTELL administration

WESTELL TEST

Shortening WESTELL Test

(plan to implement 2011 testing) February ELDA meeting - in which teachers from

Greenbrier, Cabell, Harrison participated• Listening and Reading sections

• The number of questions will be from 50 questions to 35 questions.

• Writing section • The number of questions will stay the same.

• Speaking section• The number of questions will be from 16 from

12.

RTI/ELL Frequently Asked Questions

• 10 Committee members (RTI specialists and ESL teachers) and staff from WVDE worked on this FAQ since November 2009.– Sample questions

What are the potential positive results for progress monitoring for ELLs?

What are the challenges and appropriate responses within the current RTI progress monitoring system for ELL students?

What are the challenges and recommended responses within the current RTI approach to interventions for ELL students?

What role do ESL services play as a Tiered Intervention?

For Review purposes only – not for distribution. Please send feedback by May 28th to [email protected]

Contact Information

Nancy Griffith, Consultant

[email protected]

Mami Itamochi, Coordinator

[email protected]

Amelia Courts, Executive Director

[email protected]