Part II NC Title III Application, 2009

Part II NC Title III Application, 2009

LEA ______

Title III Language Instructional Program Type(s) for Basic and Supplemental Services
These programs must meet the description of program types in Appendix I.
If the description does not reflect your program implementation, you may NOT list that program type.
List Program Type / List Research Support
Title III BASIC Language Instructional Program Description 2009-2010
State Board Policy ID number HSP-K-000 [AppendixIII] requires that LEAs adopt a program or programs for limited English proficiency students which have a reasonable chance of allowing students to progress in school. Therefore the LEA/Charter must employ and appropriately implementan effective program from the list in Appendix I.
Briefly describe the followingbasic program elements in your LEA/Charter.
Describe the Home Language Survey [HLS] Process [Appendix II]
[A qualified ESL staff should review the HLS, investigate any incongruencies, and determine the home language. The HLS process should only occur once, if possible.]
Describe the

• Process of Identificationof LEP students[Based on the HLS, W-APT scores, and/or ACCESS for ELLs scores]
• Parent Notification of Results

Describe program evaluation and reporting

• Describe the Annual Evaluation of the Language Instruction Program[answer included]

• Describe how AMAO results are shared with teachers and administrators.[answer needed]

/

• Evaluation data and analysis are included in #3 of Part I Title III Application, 2009. A Title III Self-Monitoring Report was submitted in January 2009.

Describe the plan for ensuring the eligibilityof ELLs for AIG, EC, Specialized Programs or Support Services [ELLs have equal access.]
Assure ELLs are educated in the least segregative manner, based upon the program type.. / Yes or No; If no, explain.
Describe how Equal Parent Involvementis provided for school functions. [Interpret notices and events in L1, if feasible.]
BASIC Language Instructional Program Professional Development
How will ESL and content teachers be trained to teach the Basic Instructional Program, including the use of the NC [WIDA] ELP Standards?
Training Description, Frequency, Follow-Up
ESL Teachers
Content Teachers
BASICLanguage Instructional Program Implementation
Refer to Appendices III, IV & V
Kindergarten-Grade 12
How do you ensure that ESL teachers areincluding WIDA ELP Standards in lesson planning and instruction?
How do you ensure that ESL and Content teachers collaborate so that the selected program types are implemented appropriately?
How do you ensure that Content Teachers adapt instruction appropriately for LEP students?
How is theacademic progress of MFLEPS[Monitored Former Limited English Proficient Students]monitored? / MFLEPS are monitored for at least 2 years…
What types of on-going, formative assessment are used for ELLs? [Do not includeEOGs, EOCs, ACCESS for ELLs, or other summative state-mandated tests]
Grade Kindergarten
Program Type(s)

• How is it determined that students are placed/grouped appropriately for instruction?
• What is the minimum frequency of service allowed by the basic program?

Grades 1-2
Program Type(s)

• How is it determined that students are placed/grouped appropriately for instruction?
• What is the minimum frequency of service allowed by the basic program?

Grades 3-5
Program Type(s)

• How is it determined that students are placed/grouped appropriately for instruction?
• What is the minimum frequency of service allowed by the basic program?

Grades 6-8
Program Type(s)

• How is it determined that students are placed/grouped appropriately for instruction?
• What is the minimum frequency of service allowed by the basic program?

Grades 9-12
Program Type(s)

• How is it determined that students are placed/grouped appropriately for instruction?
• What is the minimum frequency of service allowed by the basic program?

Supplemental Title III Program Services
Required servicesand some examples of additional services are provided.
REQUIRED Title III Services
How is the Title III Plandeveloped?
How are parents, teachers, and administrators included in the development of the plan?Sec. 3116 (b)(5)[Costs may include materials, refreshments for advisory group, coordination of sessions, parent contacts, etc.]
How are ALL parents of ELLs notified EACH SCHOOL YEAR of eligibility for participation in a bilingual/ESL program within 30 days of 1st day of school or 14 days after enrollment?Sec. 3302 (a)(b)
Describe Parent Outreach, including notification of the 8 elements of Sec. 3302 (a)(1-8)[Reason for LEP Identification, ELP Level & status of academic achievement, method of instruction, how student needs will be met, meet academic standards for promotion and graduation, exit criteria, expected rate of graduation, and option to decline a particular service.]
Describe the professional development plan for administrators, content teachers, ESL teachers, paraprofessionals, and other school or community-based organizational personnel of sufficient intensity and duration to have a lasting impact on teachers’ performance in the classroom.Sec. 3115 (c)(2)
Optional/Sample Title III Services [Choose or add services, as appropriate.]
PreK Services
For LEP PreK students included in the Oct 1 Headcount
Additional Curriculum Support/ Activities
[SIOP lessons, integrated lessons with other content areas, etc.]
Additional Collaboration with content teachers[SIOP coaches, Lead teachers, etc.]
Additional Interventions [Extra tutoring. content support in L1 or L2, newcomer services, etc.]
Additional Formative Assessment[ESL LinguaFolio, student-led portfolio reviews with parents, etc.]
Extended School Year or School Day[summer programs, before/after school opportunities, etc.]
Supplementing schools role in the enrollment process and data collection [intake office, newcomer services, etc.]
Additional Parent Training[Not provided to all parents; perhaps provided by a Title III Parent Liaison]
Additional Materials[content materials in addition to content textbook, materials for additional interventions or extended schooling, etc.]
Additional Training for Staff[Extra training and support for new ESL teachers, SIOP coaches, Lead teachers, etc.]
Other
Other
Other

Part IINC Title III Application, March 27 2009 Page 1 of 24

Appendix I Language Instructional Program Types in North Carolina Public Schools March 2009

Name of Approach / Language of Instruction / Key Features / Notes
Programs that utilize two languages for instruction
Dual Language Developmental Bilingual Program
(Additive Bilingualism) / English and student’s heritage language / Designed to help non-English speakers learn English as well as maintain and improve their native or heritage language skills. / Students become bilingual, biliterate and bicultural in a way that honors their need to simultaneously identify and communicate with their heritage or home culture and with the mainstream culture they live and will work in.
Dual Language
Two-Way Immersion Program
(Additive Bilingualism) / English and another language / Comprised of approximately 50 % native English speakers and 50% native speakers of the target language.
Both groups of students become bilingual, biliterate and bicultural. / Content instruction is provided both in English and in the target language.
Transitional Bilingual Education Program
(Subtractive Bilingualism) / focus on student’s primary (non-English) language / Presented in the ELLs' native language for at least 2 or 3 years after which time ELLs receive all-English instruction. / Primary purpose is to facilitate students’ transition to an all-English instructional program while receiving academic subject instruction in the native language to the extent necessary.
English Language Instructional Programs for English [as a Second] Language Learners [ELLs]
Extra content support in English and the native language may occur.
English as a Second Language [ESL] / English / A program of techniques, methodology and special curriculum designed to teach English reading, writing, listening, and speaking skills to ELLs. / ESL instruction is in English with little use of students’ native languages. This may occur as a pull-out session or a scheduled class time.
Content-based ESL / English / Uses instructional materials, learning tasks, and classroom techniques from academic content areas as the vehicle for developing language, content, cognitive and study skills. / Instruction is in English with little use of students’ native languages. This may occur as a pull-out session or a scheduled class time.
Sheltered Instruction/Sheltered Instruction Observation Protocol [SIOP] / English / Adapts academic instruction in English to make it understandable to LEP students. / Can be implemented by content and ESL teachers in English language arts, mathematics, science, social studies, and other subjects.
Newcomer Services / English / Separate, relatively self-contained educational interventions to meet the academic and transitional needs of newly- arrived immigrants. / Students usually attend these programs for a very limited time before they enter an ESL program. Services may be provided at a special site or may be provided at the school site.
ESL Co-Teaching / English / Shared, collaborative teacher planning time so that teachers that can implement strategies that integrate language acquisition, literacy, and academic content at the same time. / Caution: Co-Teaching is NOT supplying an ESL teacher who enters the class and assists individual students.
Requires professional development for both teachers so that grade level and developmentally appropriate teaching from both the ESL and content teacher occurs.

APPENDIX II SAMPLE North Carolina Home Language Survey FormAugust 2008

to download a copy

Directions:

1. Parents/guardians of all new students (including preschool and Kindergarten) complete this form at the time of enrollment and record all information requested. Provide interpreting services whenever necessary.

2. Ensure that all questions on the form are completed. Determine which ESL Program staff will review the responses, interview the parent as necessary, and/or observe the student to determine the home language. If the parent lists more than one language other than English, the reviewer must determine which one is the child’s home language for data collection purposes and document it on this form.

3. If it is determined that a student’s home language is other than English, administer the English language proficiency test.Follow your protocol to collect and document the student’s scores.

4. Place the original form in the student’s cumulative folder.

Student Information
First Name: / Last Name:
Country of Birth: / Date first enrolled in anyU.S.school (Private or Public, but not PreK) Indicate if the student left the U.S. for a school year(s): / Date of Birth:
CurrentSchool: / School Enrollment Date: / Current Grade:
Questions for Parents/Guardians* / Parent Response
What is the first language the student learned to speak?
What language does the student speak most often?
What language is most often spoken in the home?

*******************************For Office Use Only*****************************

Person Reviewing this Survey: ______

Determination
The student’s home language / Language:
If the language is other than English, the English language proficiency test should be administered / Administer the English Language Proficiency Test
Circle: Yes or No

APPENDIX III

NORTH CAROLINASTATE BOARD OF EDUCATION
Policy Manual

Policy Identification
Priority:High Student Performance
Category:Second Languages
Policy ID Number:HSP-K-000

Policy Title:16 NCAC 6D.0106 Policy establishing guidelines for Limited English Proficient Programs

Current Policy Date:06/01/1996

Other Historical Information:Previous board dates: 09/07/1995

Statutory Reference:

Administrative Procedures Act (APA) Reference Number and Category:16 NCAC 6D .0106

.0106 LIMITED ENGLISH PROFICIENCY PROGRAMS

(a) Each superintendent or his delegate shall:

(1)identify resources available to serve limited English proficient students;

(2)coordinate programs and services to these students and their parents in the local school administrative unit;

(3)report to the SBE information concerning the identification, placement, and educational progress of these students; and

(4)report funding needs for the provision of services to these students to the SBE.

(b) LEAs shall report annually to the SBE information including but not limited to

the number of students whose primary home language is other than English,

the number of limited English proficient students identified and receiving services,

the nature of the services,

the number of limited English proficient students receiving special education services and services for the academically gifted, and

data required to be reported to the U. S. Department of Education.

(c)A home language survey shall be administered to every student at the time of enrollment and maintained in the student's permanent record. LEAs shall then identify and assess every limited English proficient student who needs assistance in order to have access to the unit's instructional programs. Each LEA which identifies limited English proficient students who need assistance shall adopt an effective method of determining the students' current level of English proficiency in order to determine what types of assistance are needed. The method used may be a combination of the following, unless some other method can be effectively substituted:

(1) teacher observations;

(2)teacher interview;

(3)achievement tests;

APPENDIX III (cont.)

(4)review of student records;

(5)parent information;

(6)proficiency tests;

(7)English as a second language teacher referral;

(8)student course grades;

(9)teacher referral or recommendation;

(10)criterion-referenced tests;

(11)grade retention or deficiency report;

(12)informal assessment or screening;

(13)portfolio-based assessment; and

(14)alternative assessments such as cloze and dictation.

(d)LEAs shall adopt a program or programs for limited English proficient students who need assistance which have a reasonable chance of allowing students to progress in school. The program may be one of the following unless some other method or process can be effectively substituted:

(1)English as a second language (ESL);

(2)bilingual education;

(3)programs which provide neither instruction in the native language nor direct instruction in ESL but which adapt instruction to meet the needs of these students.

Program entry criteria shall be developed which take into account the student's educational background, English language proficiency, native language proficiency, and content area knowledge. LEAs shall conduct a program evaluation annually.

(e)LEAs shall adopt appropriate evaluative standards for measuring the progress of limited English proficient students in school. In order to determine when students no longer need assistance, the LEA shall determine the content knowledge and language skills necessary for successful functioning in the regular classroom. Then, multiple instruments as well as teacher judgment may be used to evaluate English listening and speaking skills, English literacy skills, and content area knowledge. The students shall not be maintained in alternative language programs longer than necessary based on program exit criteria but shall be monitored after exiting such programs for a minimum of six months and additional academic and English language support shall be provided if the students begin to have difficulty.

(f)LEAs shall monitor the progress of limited English proficient students in English proficiency and in the BEP. When a limited English proficient student is not making progress in school, the LEA shall conduct an evaluation of the student's program and make modification as needed.

(g) Limited English proficient students shall participate in the statewide testing programs in accordance with 16 NCAC 6D .0301.

(h)LEAs shall promote the involvement of parents of students of limited English proficiency in the educational program of their children. LEAs shall notify national origin minority group parents of school activities which are called to the attention of other parents and these notices shall be provided in the home language if feasible.

(i) LEAs shall ensure that limited English proficient students are not assigned to or excluded from special education programs because of their limited English language proficiency. Evaluation, placement, and notification to parents of students with special needs shall be conducted in accordance with the Individuals with Disabilities Education Act, 20 U.S.C. § 1401 et seq. and its implementing regulations at 34 C.F.R. Part 300.

APPENDIX III (cont.)

(j)LEAs shall ensure that limited English proficient students are not categorically excluded from programs for the academically gifted and other specialized programs or support services such as guidance and counseling due to limited English proficiency.

(k) LEAs shall ensure that limited English proficient students are educated in the least segregative manner based on the educational needs of the student and these students shall be included in all aspects of the regular school program in which they can perform satisfactorily.

(l) The department shall monitor the progress of LEAs in providing programs to all limited English proficient students using the same procedures and standards as provided in Title I - Helping Disadvantaged Children Meet High Standards, 20 U.S.C. § 6301 et seq.

(m) The department shall make available a list to all LEAs of teachers licensed in English as a Second Language (ESL). ESL training and add-on

ESL licensure for teachers currently licensed in areas other than ESL is an appropriate strategy to obtain qualified staff.

(n)Each LEA may consider joint agreements with other LEAs to provide programs to limited English proficient students.

(o) Each LEA may coordinate services with those available at local community colleges in order to maximize efficient delivery of services to

limited English proficient students and their parents.

(p) The department shall administer the Teacher Education Program Approval process so as to ensure that all participants have an opportunity to gain an understanding of and develop strategies for addressing the educational needs of limited English proficient students. The Department shall work with IHEs to expand English as a Second Language teacher training programs.

History Note:Authority G.S. 115C-12(9)c.; N.C. Constitution, Article IX, Sec. 5; 20 U.S.C. §1703;Eff. June 1, 1996.

APPENDIX IV NORTH CAROLINASTATE BOARD OF EDUCATION
Policy Manual

Policy Identification
Priority:High Student Performance
Category:Student Accountability Standards/Graduation Requirements
Policy ID Number:HSP-N-008

Policy Title:16 NCAC 6D .0507 Accountability Standards for Students With Limited English Proficiency