Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Federal Programs

No description

Kevin Bushman

on 19 September 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Federal Programs

Federal Programs
Migrant Program
Support high-quality and comprehensive educational programs for migrant children to help reduce the educational disruptions and other problems that results from repeated moves
LEP Program
ELL Placement Test
LEP Categories
Purpose of the IELA.
The annual assessment of LEP students in the State of Idaho with the IELA fulfills a requirement of the No Child Left Behind Act of 2001. One objective is to measure individual students’ progress in achieving profi ciency in speaking, listening to, comprehending, reading, and writing English. A second objective is to measure the success of language development programs in individual schools and school districts in providing adequate English language development services for students.
ensure that migrant children who move among the States are not penalized in any manner by disparities among the States in curriculum, graduation requirements, standards
ensure that migratory children are provided with appropriate educational services (including supportive services) that address their special needs in a coordinated and efficient manner
ensure that migratory children receive full and appropriate opportunities to meet the same challenging State academic content and student academic achievement standards that all children are expected to meet
design programs to help migratory children overcome educational disruption, cultural and language barriers, social isolation, various health-related problems, and other factors that inhibit the ability of such children to do well in school, and to prepare such children to make a successful transition to postsecondary education and employment
Educational Continuity....
Because migrant students often are forced to move during the regular school year, students tend to experience a lack of educational continuity. Migrant students experience differences in curriculum, academic standards, homework policies, and classroom routines. Their course placements
reflect inconsistencies. The cumulative impact
of educational discontinuity is daunting. In a six year span, students moving more than three times are likely to fall a full academic year behind stable peers. Efforts to overcome this pattern of incoherence are
needed to strengthen educational continuity.
Time for Instruction...
Mobility also impacts the amount of time students spend in class and their attendance patterns. Such decreases in the time students spend engaged in learning leads to lower levels of achievement. Ways to address the impact of family mobility and delays in enrollment procedures are essential.
School Engagement...
Migrant students are frequently faced with adjustments to new school settings, making new friends, and social acceptance challenges, which are generally grouped
as behavioral, emotional and cognitive.
Behavioral engagement...
Focuses on the opportunities for participation, including
academic, social, or extracurricular activities. It is considered a crucial factor in positive academic outcomes and preventing school dropout.
Emotional engagement...
emphasizes appeal. Positive and negative reactions to teachers, classmates, academic materials, and school in general determine whether or not ties are
created. Such responses influence identification with the school and a sense of belonging and feeling valued.
Cognitive engagement
hinges on investment in learning and may be a response to expectations, relevance, and cultural connections.
Without engagement, students may be at risk
for school failure. Migrant students need
avenues that ensure they are valued and have the opportunities that more stable students have.
English Language Development...
English language development (ELD) is critical
for academic success. In the school setting, ELD
focuses on the literacy skills applicable to content area learning. Since many migrant students have a home language other than English, migrant programs must find avenues to supplement the difficulties faced by migrant students in ELD due to their unique lifestyle, while not supplanting Title III (LEP) program activities.
7 Areas of Concern
1. To identify every migrant student residing in the district within 2 weeks of arrival to the community.
2. To provide appropriate, coordinated services that address the special academic and social needs of migrant students.
Quick View
Recruitment and Identification:
All migrant students will be identified within 2 weeks of arriving in the district. The Home School Liaison (HSL) will identify all newly enrolled students at each school
Core program instruction will be provided to all migrant students before supplemental migrant services are provided. All migrant students in the district will be placed into a general education classroom along with every other student.
All migrant students will be provided service in relation to their priority for service determination to insure that the students with the greatest needs are provided service first.
The instruction for migrant students will be aligned with the classroom instruction and may be provided in a pull- in or a pull – out mode
Migrant students who have had the following should receive priority for services:
1. A move during the regular school year
2. A move during the last calendar year.
3. Excessive absences because of the migrant lifestyle
A test for newly enrolled English Language Learners

Helps inform placement decisions

For new students whose home language is not English

Administered within 30 days of registration or 15 days of enrollment

Not a substitute for the annual IELA
What is the definition of LEP?
The federal (Title IX) definition of limited English proficient', when used with respect to an individual, means an individual —
(A) who is aged 3 through 21;
(B) who is enrolled or preparing to enroll in an elementary school or secondary school;
(C)(i) who was not born in the United States or whose native language is a language other than English;
(ii)(I) who is a Native American or Alaska Native, or a native resident of the outlying areas; and
(II) who comes from an environment where a language other than English has had a significant impact on the individual's level of English language proficiency; or
(iii) who is migratory, whose native language is a language other than English, and who comes from an environment where a language other than English is dominant; and
(D) whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual —
(i) the ability to meet the State's proficient level of achievement on State assessments described in section 1111(b)(3);
(ii) the ability to successfully achieve in classrooms where the language of instruction is English; or
(iii) the opportunity to participate fully in society.

What is the role of the LEP Parapro?
• Provide one-on-one tutoring for eligible students during non-instructional time by a teacher.
• Assist with classroom management and organizing materials.
• Provide assistance in a computer lab or media center.
• Conduct parental involvement activities.
• Act as a translator.
• Provide instructional services ONLY under the direct supervision of a certified teacher.
• Teacher plans instruction & evaluates student achievement.
a.) Paraprofessional works in close & frequent physical proximity to teacher (daily in bldg.)
b.) Assume limited non-program related or supported duties that are assigned to similar personnel for a similar proportion of total work time.

Proficiency Levels
Proficiency Levels
provide a holistic estimate of the student’s English profi ciency. Descriptions of the
proficiency levels overall and for each domain are available on the State Department of Education website.
In general terms, the levels are:
(1) Beginning - Students begin to demonstrate basic communication skills, but exhibit frequent errors in pronunciation, grammar, and writing conventions that often impede meaning.
(2) Advanced Beginning - Students communicate with increasing ease in a great variety of social and academic situations, but still exhibit frequent errors that often impede meaning
(3) Intermediate - Students begin to expand the complexity and variety of their communication skills but exhibit fairly frequent errors that may impede meaning.
(4) Early Fluent - Students communicate adequately in complex, cognitively demanding situations. They exhibit some errors that usually do not impede meaning.
(5) Fluent - Students communicate effectively with various audiences on a wide range of topics, though they may need further enhancement of English language skills to reach the native level of their peers.They may exhibit a few errors that do not impede
LEP1 indicates that the student was new to a U.S. school within 12 months of the test administration date. LEPX indicates the student had been exited from a LEP Program prior to the test administration but was still within his or her 2-year monitoring period.
But...what is Proficient?
A student is defined as
“proficient” in English on the IELA if the student tests at the Early Fluent & Above
level (EF+) within each domain (Listening, Speaking, Reading, Writing and Comprehension).
Newcomer Programs/Schools
Cassia School District has designed a research-based language instruction program at elementary and secondary levels in order to accommodate the growing numbers of limited and non-English speaking students enrolling in the District. Certified English language teachers provide English language instruction using methodology called “Sheltered English” based on the SIOP model. Sheltered English is an approach that attempts to make academic instruction in English understandable to students who are limited in English proficiency. This program addresses the District’s legal responsibility as set out by the Idaho State
Department of Education Consent Decree of 1983, which states that school districts must assess and provide appropriate instructional services to children who have limited English proficiency

English Language Development
Cassia School’s English Language Learner Program focuses on two areas of language development. The first area is basic interpersonal communication skills (also known as BICS). This component of language acquisition deals with
specific vocabulary native English speakers learn naturally as they grow up. BI
CS language instruction is implemented primarily in the language classroom and includes themes such as: the body,weather, food, clothes, colors, animals,
house, school, family, and shapes. Basic conversation is also included. Questions like,“Can I get a drink?” “How are you?” and “Can I sharpen my pencil?” are also part of this instruction.
The second area of language development is cognitive academic language production (also known as CALP). Instruction in this vocabulary takes place in the regular classroom and is paralleled in the language classroom. CALP includes content specific vocabulary such as
Metis, mountie, plate tectonics, volume, and adverb. Although the primary focus of ELL instruction is language arts, content such as social studies, science and math are
used to help meet language goals as well.
Needs of ELL in the Classroom
Accepting Environment
– The English language learner needs a warm, accepting environment that encourages risk-taking in learning a new language.
Recognition of Culture/Educational Background
– The cultural heritage of the student needs to be recognized as an asset to
the class. The diversity of ethnic and cultural groups in the classroom can
provide a fruitful resource from which classroom learning can be enhanced. If possible, it is also important for the teacher to obtain information about the educational background of the student. This background may include the amount of formal education and the educational level reached. Information about the style of schooling may also be helpful. For example, some students arrive from countries, which stress an authoritarian style within the school. Placing such a student into an environment in which there is a degree of physical and academic freedom may cause confusion on the part of the
Silent Period”
– The student may have a “silent period” or a period of time during
which he or she listens to a great deal of language in order to get a sense of the new sounds before speech is attempted.
This stage may last from one day to one year. Putting students on the spot at this time may increase their fear and self –consciousness. The most effective method for examining whether or not students are emerging from this state is to push them to speak in a low – risk environment and observe their reaction. The teacher will be able to draw conclusions based on these observations.
ELL Instruction
– The student will need appropriate ELL instruction according to his or her level of English proficiency. Such instruction will stress both communicative and academic language skills.
Meaningful Context
– The student needs contextualized material that makes abstract concepts comprehensible and meaningful.
Alternative Ways of Making Meaning
– The English language learner may need an
alternative way of achieving the meaning of the lesson or concept being taught.
Consideration for Testing and Daily Assignments
– The student may need special consideration in terms of daily assignments and tests. Language demands will make it difficult for the student to complete many activities within a certain period of
Full transcript