TITLE III UPDATETITLE III UPDATE

Planning for Success In 2007-08Planning for Success In 2007-08

Webinar September 6 &7, 2007Webinar September 6 &7, 2007

WEST VIRGINIA DEPARTMENT OF EDUCATIONWEST VIRGINIA DEPARTMENT OF EDUCATION

OVERVIEWOVERVIEW• 2007 WESTELL Results/AMAO Status• LEP Committee Meetings

– WVEIS data– Accommodations

• Title III Applications• Consolidated Monitoring• Updates

UPDATES- WESTELLUPDATES- WESTELL• 2007 WESTELL Results – delivered 2nd week of

July• Misattributed students• CD delivered to County Central Office

– Guide to Understanding Scores– Demographic Report– County Summary – Individual Student Reports

• Layout and formatting • Feedback on Reports

USING WESTELL RESULTSUSING WESTELL RESULTS

• Notifications• Measuring LEA Progress

– Informal– Formal

• Measuring Student Progress• Informing Instruction

WESTELL RESULTS FOR NOTIFICATIONSWESTELL RESULTS FOR NOTIFICATIONS

Notifications • 5.2 Has the LEA notified parents no later than 30 days after the

beginning of the school year that their child has been identified for participation in a language instruction educational program? (2 weeks if a child enrolls after the beginning of school). NCLB Title III, Part C, Section 3302

• 14.4 Has the LEA failed to make progress on the AMAOs? If so, has the LEA separately informed parents of a child identified for participation in a language instruction educational program, of such failure no later than 30 days after the failure occurs? NCLB Title III, Part C, Section 3302

WESTELL ANALYSIS FOR LEA WESTELL ANALYSIS FOR LEA Measuring LEA Progress

14.2 Has the LEA increased the English proficiency of limited English proficient children by providing high-quality language instruction educational programs that are based on scientifically based research and linked to state ELP standards? NCLB Title III, Part A, Section3115 (c) (1)

• LEA Program Analysis (Informal)– By Grade– By School– By Length of Time in Program– By Language Domain– By Type of Service

WESTELL ANALYSIS FOR LEA - AMAOWESTELL ANALYSIS FOR LEA - AMAOCalculating AMAO 1 status

Cohort for AMAO 1 is:• All LEP students, K-12, who have two years of WESTELL data

(compare 07-06 with 05-06)Percentage Making Progress:• Gaining one proficiency level annually for students who were

below Level 3 the prior year• Gaining one proficiency level every two years for students

who the prior year were at Level 3 (requires 3 data points)• Maintaining the current level of proficiency for students who

are at Levels 4 or 5 and have no sub-skill below Level 3.

WESTELL ANALYSIS FOR LEA - AMAOWESTELL ANALYSIS FOR LEA - AMAO

AMAO 1 Targets 2006-2014

65

70

75

80

85

90

95

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Series1

Series1 75 76.7 78.4 80.1 81.8 83.5 85.2 86.9 89

2005-06

2006-07

2007-08

2008-09

2009-10

2010-11

2011-12

2012-13

2013-14

WESTELL ANALYSIS FOR LEA - AMAOWESTELL ANALYSIS FOR LEA - AMAOCalculating AMAO 2 status

Cohort for AMAO 2 is:• All LEP students, K-12, who have been in U.S. schools for 4 or

more years who have two years of WESTELL data AND• are at Level 3 or above or who did not reach English

proficiency the prior year OR• were below Level 3 the prior year who met the English

proficient level the second year

Percentage Becoming Proficient:• Defined proficient as a Level 4 Composite with all sub-skills at

Level 3 or above

WESTELL ANALYSIS FOR LEA - AMAOWESTELL ANALYSIS FOR LEA - AMAO

AMAO 2 Targets 2006-2014

0

2

4

6

8

10

12

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Series1

Series1 6 6.5 7 7.5 8 8.5 9 9.5 10

2005-06

2006-07

2007-08

2008-09

2009-10

2010-11

2011-12

2012-13

2013-14

WESTELL ANALYSIS FOR LEA - AMAOWESTELL ANALYSIS FOR LEA - AMAO• AMAO 3 = AYP status of LEP subgroup• AMAO status determination is in progress• Counties that fail to make AMAO status will

receive written notification and follow up technical assistance

WESTELL ANALYSIS – STUDENT PROGRESSWESTELL ANALYSIS – STUDENT PROGRESS

Measuring Student Progress• LEP Committee Meetings

– By Length of Time in Program– By Language Domain– By Type of Service

• Exit status http://wvde.state.wv.us/policies/p2417.html (Sec. 2.2)• Letters to Parents

– Not required– Letter from Superintendent

LEP COMMITTEE MEETINGSLEP COMMITTEE MEETINGS

• WVEIS Data– Teacher ID– WESTELL Results

• LEP Assessment Participation Form

INDIVIDUALIZED EDUCATION PROGRAM ACCOMMODATION FORM (*also appropriate for LEP and 504 Plan)

Page of

Student’s Full Name: Date

PART VII: Statewide Testing 1) Indicate the appropriate WV Measures of Academic Progress Assessment and 2) check standard conditions or standard

conditions w/accommodations.

Check appropriate box: IEP LEP 504 Plan

Standard Conditions with Accommodations WVEIS Codes: P – Performance R – Response T – Timing Math RLA SC SS P02 Have test read aloud verbatim (except WESTEST R/LA) P03 Use braille or other tactile form of print P06 Have test presented through sign language (except WESTEST R/LA) P13 Have test presented through text-talk converter (VI) P15 Have directions only read aloud (WESTEST R/LA) P16 Have directions presented through sign language (WESTEST R/LA) P17 Use secure electronic braille note taker (for directions & test stimulus materials) P18 Have directions rephrased/restated by trained examiner P19 Use large print edition (when typical access) P20 Use tactile graphics

P21 Use screen enlarging or screen reading software to access the computer P22 Adjust screen resolution to enlarge test (VI; online only) P23 Use a magnifying screen cover (when typical access; online only) P24 Use electronic translator or sign-dictionary to present test (except WESTEST R/LA) P25 Use electronic translator or sign-dictionary to present directions (only WESTEST R/LA) R02 Indicate responses to a scribe (selected-response items) R03 Have directions only read aloud (WESTEST R/LA) R04 Indicate responses to a scribe, specify all elements to be scored (constructed-response items) R05 Use an abacus (for students who are blind on all parts of WESTEST math) R11 Use computer, typewriter or other assistive technology device to respond

R13 Provide physical support (if routine) by teacher/aide who is trained examiner R16 Mark responses on large-print test booklet R17 Use an electronic translator or sign-dictionary to respond T03 Take more breaks (no studying) T04 Use extra time for any timed test (WESTEST not timed) T07 Flexible scheduling, extra time within the same day (no studying)

WESTEST A) Standard Conditions B) Standard Conditions w/Accommodations

Alternate Assessment (APTA) A) Standard Conditions B) Standard Conditions w/Accommodations NOTE: For APTA eligibility, the student must be taught by the extended standards and be working toward a modified diploma. APTA is large print formatted.

Writing Assessment A) Standard Conditions B) Standard Conditions w/Accommodations

TITLE III APPLICATIONSTITLE III APPLICATIONS• Individual County Applications Reviewed/Approved• Consortium Applications

– Require Memorandum of Understanding– Technical Assistance for Consortium members– Federal Programs Workshop , September 26, 2007 – Bridgeport Conference Center, Bridgeport, WV f– 9:00 am until 4:00 pm. 

CONSOLIDATED MONITORINGCONSOLIDATED MONITORING• Administrative Monitoring• School visits

– Regularly scheduled ESL classes– Include a variety of schools (Title I, non-Title I,

elementary, middle HS, low-incidence, high-incidence)

– As many of the ESL teachers as possible • Purpose of the visit is to make “programmatic”

observations (not individual teacher observations)

MONITORING SCHEDULE 2007-08MONITORING SCHEDULE 2007-08

UPDATES UPDATES • ESL Materials Committee

– October meeting– Develop criteria for evaluation– Used as a resource for county selection

• Professional Development for Classroom Teachers– eCourse “Facilitating Instruction for English Language

Learners– Course runs Oct. 10-Nov. 27– $100 stipend for participants– OPTIONAL non-degree college credit

THANK YOU FOR YOUR SUPPORTTHANK YOU FOR YOUR SUPPORT

QuestionsQuestions

Comments?Comments?Please contactPlease contact

Amelia CourtsAmelia Courts

aadavis@access.k12.wv.us

or or

(304) 558-2691(304) 558-2691