English Language Acquisition

Vision
To create a world-class educational system that gives students the knowledge and skills to be successful in college and the workforce, and to flourish as parents and citizens
Mission
To provide leadership through the development of policy and accountability systems so that all students are prepared to compete in the global community
©MDE – Board of Education Strategic Plan

State Board of Education Goals
5-Year Strategic Plan for 2016-2020
 All Students Proficient and Showing Growth in All Assessed Areas
 Every Student Graduates High School and is Ready for College and Career
 Every Child Has Access to a High-Quality Early Childhood Program
 Every School Has Effective Teachers and Leaders
 Every Community Effectively Using a World-Class Data System to Improve
Student Outcomes
©MDE – Board of Education Strategic Plan

Office of Federal Programs’
Vision, Mission, & Goals
• To collaborate across the agency in support state initiatives
• To support district planning and implementation
• To evaluate and monitor performance
©MDE – Office of Federal Programs 4

Special Populations
Title I
• Migrant
• Neglected and Delinquent
Title III
• English Language Acquisition
• Immigrant
Title X - McKinney-Vento Homeless Education Act

English Language Acquisition

Purpose
The Purpose of Title III English Language Acquisition Language
Enhancement, and Academic Achievement Act is:
1) To help ensure that children who are Limited English Proficient (LEP), including immigrant children and youth, attain English proficiency and develop high levels of academic attainment in English,
2) To assist all limited English proficient children including immigrant children and youth, to achieve at high levels in the core academic subjects so that those children can meet the same challenging State academic content expected to meet, consistent with section 111(b)(1);
3) To develop high-quality language instruction educational programs designed to assist State Educational Agencies (SEAs), Local Educational Agencies (LEAs), and schools in teaching LEP and immigrant children and youth;
©MDE – Office of Federal Programs

An ELL student is…
An individual-
• Who is aged 3-21;
• Who is enrolled or preparing to enroll in an elementary and secondary school;
• Who was not born in the United States or where native language is a language other than English;
• Where difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual-
– the ability in meeting the State’s proficient level of achievement on State assessments described in section 1111(b)(3)
– The ability to successfully achieve in classrooms where the language of instruction is English; or
– The opportunity to participate fully in society.
©MDE – Office of Federal Programs

Identification
Step 1 - Home Language Survey
Step 2 - Initial Assessment of Language Proficiency
Step 3 - Parent Notification
Step 4 - Program Placement
©MDE – Office of Federal Programs

Monitored Students
• Mississippi’s criteria for exiting ELLs relies on the student’s success rate. The
English Language Proficiency Test and standardized assessment results are used for exiting ELLs from program services. LEAs are required to use these two data elements for measuring proficiency and exiting students from the
ESL program.
• All LEAs must follow the prescribed criteria to ensure ELLs are not exited prematurely or remain in the program longer than necessary.
• ELLs are no longer classified as limited English proficient (LEP) once they have attained the language skills necessary to compete with mainstream
English speakers in age and grade appropriate settings in all areas of language development without the use of modified English materials.
©MDE – Office of Federal Programs 10

Monitored Students
• Once a student has demonstrated proficiency in:
– Understanding and speaking English,
– Reading and comprehending academic English,
– Writing in English, and
– Demonstrating English proficiency in other academic subject areas.
• When an ELL achieves at the levels demonstrated in the following table, the student is eligible to exit the ESL program and enter a federally mandated twoyear monitoring period.
• During the required two-year monitoring period, the student is no longer considered LEP or an ELL. Once a student has exited the LEP program they no longer receive accommodations on the English language proficiency test.
When a student is reclassified, they will no longer be counted in the LEP subgroup.

Monitored Students
• During the two-year monitoring process, the Student Evaluation Team (SET) is a school level team responsible for guiding and monitoring placement. The SET is responsible for periodically meeting with the general education teacher to discuss the needs of the student.
• If during the two-year monitoring period, indicators arise that the student is not being successful, then support services may again be offered based on student needs. Services could be limited to a specific domain area of listening, speaking, reading, or writing; or, if necessary, the student could return to ESL language program services.
• Kindergarten through 2 nd grade LEP students are not eligible for exiting.
• Students are considered former LEP once they have completed the two year monitoring process and are progressing in general education classes without accommodations.
©MDE – Office of Federal Programs

An Immigrant student is…
Individuals who-
• are ages 3 through 21;
• were not born in any state or U.S. territory;
• Have not been attending one or more schools in any one or more states for more than three full academic years.

An Immigrant student is…
A student is no longer considered an Immigrant:
• once they complete three consecutive academic school years (MS public, private and homeschool, or any type of out of state school). Select
“ N ” on the student indicator.
• Verifying Immigrants print the MSIS Student Indicator Report, make changes before Month 1 submission. e.g. Academic school year is MS school attendance calendar = Aug thru
May/June. Other states school attendance calendar may vary.

Questions & Answers
• Is there a form for Immigrant students to complete?
An Immigrant student is just like your ELL students that are enrolling in your district. They should not complete any forms that are not required during registration.
• Are we to report them to Immigration?
NO. It is not our responsibility to report or contact INS regarding a student that is enrolling into a district nor, can you ask them about the status of their immigration.
• Are there special services with funds for these students?
Titles I, II, III, and VI funds are to be used to serve the needs of Immigrant students. These funds are to be used in a supplemental manner.
©MDE – Office of Federal Programs

Questions & Answers
• Is there a special test for these students?
As with your ELL students, they are to be tested using the state adopted screener and ELPT.
• Do they bring in some type of paperwork stating they are an immigrant?
They may have some paperwork from law enforcement agents stating that they are immigrants. They also, maybe an unaccompanied youth. Follow your districts procedures when enrolling these students.
• My district does not receive funds for these students, why are we reporting them?
Whether your district is receiving Title III funds or not, it is still the districts responsibility to provide services to ALL students.
©MDE – Office of Federal Programs

Contact
Tarro Funches
Title III, Coordinator tfunches@mde.k12.ms.us
601-359-3499
Mississippi Department of Education
Office of Federal Programs

Purpose
The Purpose of the Migrant Education program is:
• To ensure that all migrant students reach challenging academic standards and graduate with a high school diploma (or complete a GED) that prepares them for responsible citizenship, further learning, and productive employment.
©MDE – Office of Federal Programs

Who are Migrant Students?
• A migrant child is 3-21 years of age
• The parents, guardian, spouse, or the child him/herself is a migratory agricultural worker or fisher
• The child has moved within the past 36 months from one school district to another to obtain temporary or seasonal employment in migrant work
©MDE – Office of Federal Programs

Who are Migrant Students? cont.
• The migrant child must not have a high school diploma or a GED
• Migrant labor often involves having a low-income that is seasonal or temporary
• Migrant families may move several times during the school year, interrupting the student’s education
©MDE – Office of Federal Programs

How funds are generated?
• The Title I, Part C funds are generated through a federal allocation to the SEA
• Funds are distributed from SEA through a competitive grant to local operating agency (MS State University is the current migrant education service center)
©MDE – Office of Federal Programs

Best Practice
• Utilize Migrant Parent Survey (can be found on website)
– Put survey in student package during registration
– Recruiters can assist during registration where migrant students are located
• Contact Mississippi Migrant Education Service Center
(662-325-1815) with questions about new and current migrant students
©MDE – Office of Federal Programs

Services
A variety of services are available to migrant students in addition to the educational services provided by the school district. All services provided are free of charge. Some of the services that can be provided are:
• Distribution of school supplies
• Inclusion in summer and after-school programs
• Academic assistance, such as tutoring
• Parental Involvement Activities
• Support Services
©MDE – Office of Federal Programs

Identifying Migrant Students
Please print a Migrant Report from MSIS, Report, Student
Indicator, Migrant.
Do not select the Migrant indicator until the school/district has contacted a MS Migrant Education Service Center Recruiter or an approved Migrant student list has been received via email. The list contains current, new and/or expired students.
©MDE – Office of Federal Programs

Contact
Marcus E. Cheeks
Bureau Manager mcheeks@mde.k12.ms.us
601-359-3499
Mississippi Department of Education
Office of Federal Programs
©MDE – Office of Federal Programs

CSPR Part I & II
Consolidated State Performance Report

Federal Data Reporting
Data Quality = A ccuracy and R eliability
• School Level
– Teacher
– Counselor
• Verification
– MSIS Primary
– Superintendent
Reported to the USDoE Annually and Semi-Annually.
©MDE – Office of Technology and Strategic Services

Student Identification
1
First day of student attendance thru Sept 30.
Student indicators selected “ Y ” or “ N ”
LEP/ELL
Immigrant
Migrant
School Indicator- Title I or Targeted Assistance
Updated/Corrected Monthly

File Specifications
U.S. DEPARTMENT OF EDUCATION
EDFacts Submission System
File Specifications
Version 11.0
SY 2014-2015

Reporting Period
Data Element Name
DG4
State LEA Identifier
Table Name
Filler
Racial Ethnic
Disability Status (Only)
LEP Status (Only)
Migrant Status
Homeless Status (Only)
Sample Data Table
SEA LEA
Definition / Comments
October 1 st (or the closest school day to October 1)
Permitted Values
Abbreviations
The identifier assigned to a local education agency
(LEA) by the state education agency (SEA). Also known
SEA level – Blank as State LEA ID. This data element cannot be updated through this file.
School
See section 1.0
TITLEIPART
Leave filler field blank
The general racial category that most clearly reflects individuals' recognition of their community or with which individuals most identify.
AM7 – American Indian or Alaska Native
AS7 – Asian
BL7 – Black or African American
HI7 – Hispanic/Latino
PI7 – Native Hawaiian or Other Pacific Islander
WH7 – White
MU7 – Two or more races
MISSING
WDIS – Children with one or more disabilities (IDEA) An indication that children (students) are Children with
Disabilities (IDEA).
An indication that students met the definition of limited
English proficient students.
LEP – Limited English proficient (LEP) Student
An indication of whether students are eligible migrant children.
Identification of students as homeless regardless of whether the students are receiving services under
McKinney-Vento.
MS – Migrant Students
H – Homeless

CSPR Part I & II
Consolidated State Performance Report
English Language Learners / Limited English Proficient
 Native Language w/ Enrollment Date/ Grade Level
 WIDA Test Results w/ Tier Tested/Proficiency Levels/Accommodations
 State Test Results w/Proficiency Levels
 Monitored/Former LEP
 Years
 State Test Results w/Proficiency Levels
Immigrants
 Language Spoken
 State Test Results w/Proficiency Levels
 Years of Education
Migrant ©MDE – Office of Technology and Strategic Services

Data Analysis
SY12-13
&
SY13-14
490619
District Federal Data Reporting
Two Year Comparison
490225
500000
450000
400000
350000
300000
250000
200000
150000
100000
50000
0
73 142
61%
151
SY2012-2013
Subgrant Districts
16657
0,03%
Non Subgrant Districts
69 135
74%
151
SY2013-2014
Student Enrollment
17673
0,04%
Program Enrollment
1 0,95 0,05% 0,1% 1,0%
127
151
Total Reporting
Percentage of State Enrollment

MSIS USER MANUAL
FEDERAL PROGRAMS
Federal Programs

Data Reminders
• Subscribe to MSIS Blast
• Print MSIS User Manual - Federal Programs
• Read It (Daily) and Keep it Local
– Proper Identification of Students
– Proper Indicator(s) Selection in SAP
– Timeline for data submission
• Communication
• Update MSIS Federal Program Screens
– Select correct information
– ALL ELL students selection: MANDATORY complete before Jan 31 for State ELPT testing.
©MDE – Office of Technology and Strategic Services

Report Reminders
Print the following reports:
Title I Student Indicator Report
• Homeless
• Immigrant
• ELL / LEP
• Neglected & Delinquent
• Migrant –Print Report STOP – Await Email List – Correct Indicators
Verify the students by definition of each program.
Select “ Y ” or “ N ” for the student BEFORE Month 1 submission.
©MDE – Office of Technology and Strategic Services

Contact Information
rhmoore@mde.k12.ms.us
601-359-3487
Office of Technology and Strategic Services
Federal Program Data Content Specialist