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Language Policy and Leadership Office Update Bilingual Coordinators Network Meeting November 17, 2011 Sacramento, CA

2. 2. Title III Program and Funding Michele Anberg-Espinosa Erin Koepke Education Programs Consultants. 3. 3. 3. 2011?12 Sub-grantee Awards. 2011?12 Title III, Part A per pupil amounts:Limited English Proficient (LEP): $111.15Immigrant: $100.00Notification sent late September/early Octobe

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Language Policy and Leadership Office Update Bilingual Coordinators Network Meeting November 17, 2011 Sacramento, CA

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    1. Language Policy and Leadership Office Update Bilingual Coordinators Network Meeting November 17, 2011 Sacramento, CA

    2. 2 Title III Program and Funding Michele Anberg-Espinosa Erin Koepke Education Programs Consultants

    3. 3 2011–12 Sub-grantee Awards 2011–12 Title III, Part A per pupil amounts: Limited English Proficient (LEP): $111.15 Immigrant: $100.00 Notification sent late September/early October via e-mail Spending authority as of July 1, 2011

    4. 4 2011–12 Immigrant Program Private School Participation Notification sent to local educational agencies (LEAs) via e-mail late September Participating Private Schools: The California Department of Education’s (CDEs) Request for Applications Title III Immigrant Education Subgrant Program Web page at http://www.cde.ca.gov/fg/fo/r22/imm11rfa.asp The CDEs Title III Notice of Apportionments 2011–12 Web page at http://www.cde.ca.gov/sp/el/t3/tiiiapportnotify11.asp Memorandum of understanding (LEP and Immigrant): To be completed by October 31, 2011

    5. 5 Maintenance of Effort Full allocation will be received only if expenditures of state and local funds for preceding fiscal year (FY) are at least 90 percent of expenditures for the second preceding fiscal year Maintenance of Effort (MOE) Failure: LEA allocations are reduced in exact proportion by which expenditures are below 90 percent level MOE requirement contact: Thi Huynh by phone at 916-322-4555 or by e-mail at thuynh@cde.ca.gov

    6. 6 2011–12 Allocation Amounts Funding amounts, including MOE reductions: LEP: The CDEs Request for Applications Title III LEP Student-Subgrant Program Web page at http://www.cde.ca.gov/fg/fo/r22/lep11rfa.asp Immigrant: The CDEs Request for Applications Title III Immigrant Education Subgrant Program Web page at http://www.cde.ca.gov/fg/fo/r22/imm11rfa.asp Direct funded, consortia, and private school directories: Title III Notice of Apportionments 2011–12 Web page at http://www.cde.ca.gov/sp/el/t3/tiiiapportnotify11.asp

    7. 7 End of Year Expenditure Reports End of year expenditure reports: Due October 28, 2011 Late submission: Contact the Language Policy and Leadership Office (LPLO) immediately Obligations: Liquidated no later than 90 days after the funding period ends FY 2009–10 subgrants: December 30, 2011

    8. 8 Cash Management Data Collection System Most recent reporting period October 10–31, 2011 Next reporting period January 10–31, 2012 The CDE’s Federal Cash Management Web page: http://www.cde.ca.gov/fg/aa/cm Cash Management Data Collection contact: Karen Almquist, Education Fiscal Services Assistant, by phone at 916-327-4406 or by e-mail at FederalCashManagement@cde.ca.gov

    9. 9 Title III Apportionments Fiscal Year 2009–10 Payment information: The CDEs NCLB Title III, Immigrant and LEP Programs Web page at http://www.cde.ca.gov/fg/aa/ca/nclbtitleIII.asp Last opportunity to report cash balances for FY 2009–10 funds: October 10–31, 2011 Remaining funds set to revert permanently

    10. 10 Title III Apportionments Fiscal Year 2010–11 Fourth payment released: September 2011 Warrants should have been received by county treasurers Fifth payment scheduled to be posted: Early December 2011 Based on October reporting

    11. 11 Title III Apportionments Fiscal Year 2011–12 First payment: November 2011 for LEAs that have a cash balance that warrants a release Apportionments based on cash balance submitted Difference between 25% of LEAs annual entitlement and cash balance up to entitlement amount Allocations for prior year grant award(s) paid first, unless authority to obligate funds has expired

    12. 12 Consolidated Application 2011–12, Part II Consolidated Application II Due January 31, 2012 Report obligations for FYs 2010–11 and 2011–12

    13. 13 2011–12 Immigrant Student Reporting LEAs: Certify student information files accurate via California Longitudinal Pupil Data Achievement System (CALPADS) Spring certification window CALPADS Service Desk: 916-325-9210 or calpads-support@cde.ca.gov Private Schools: Student National Origin Report March 2012

    14. 14 Immigrant Student Definition Age three through 21 Were not born in any state Each of the 50 states The District of Columbia The Commonwealth of Puerto Rico Have not been attending one or more schools in any one or more states for more than three full (cumulative) academic years ESEA, Sections 3301(1) and (6)

    15. 15 Title III Fiscal and Program Contacts LEP Fiscal Questions: Patty Stevens, Associate Governmental Program Analyst, 916-323-5838 or pstevens@cde.ca.gov Program Questions: Michele Anberg-Espinosa, Bilingual/Migrant Education Programs Consultant, 916-323-4872 or manbergespinosa@cde.ca.gov Immigrant Fiscal Questions: Jim Shields, Associate Governmental Program Analyst, 916-319-0267 or jshields@cde.ca.gov Program Questions: Erin Koepke, Education Programs Consultant, 916-323-5467 or ekoepke@cde.ca.gov

    16. 16 Two-Way Bilingual Immersion

    17. 17 Two-Way Bilingual Immersion Two-Way Bilingual Immersion (TWBI) Directory results posted on the CDEs Two-Way Immersion Web page at http://www.cde.ca.gov/sp/el/ip/

    18. 18 Two-Way Bilingual Immersion TWBI Directory Highlights 230 schools/LEAs reporting (77 not reporting); 95 new and/or expanding programs; Spanish 89%, Mandarin 4%, Korean 3%, 2% other (Armenian/German, Hmong, Italian, Japanese), Cantonese 1%; 35,091 students in elementary and 6,562 at the secondary level;

    19. 19 Two-Way Bilingual Immersion TWBI Directory Highlights, Continued Student Demographics: English Learners (ELs) = 24,425 English Only/Initially English Proficient = 11,905 Redesignated Fluent English Proficient = 5,323; 90 have the Biliteracy Seal; and Top Five Subject Areas at the Secondary Level: Partner Language Arts (101); History/Social Science (84); Science (32); Math (17); Visual/Performing Arts (9) tied with PE (9)

    20. 20 Two-Way Bilingual Immersion Contact For questions regarding TWBI, contact Michele Anberg-Espinosa, Bilingual/Migrant Education Consultant, by phone at 916-323-4872 or by e-mail at manbergespinosa@cde.ca.gov.

    21. 21 Title III Accountability Requirements and Technical Assistance Lilia G. Sánchez Education Programs Consultant

    22. 22 Accountability Requirements Title III of the ESEA provides supplemental funding to LEAs and consortia to implement programs designed to help ELs and immigrant students attain English proficiency and meet the state’s academic and content standards

    23. 23 Accountability Requirements Define two annual measurable achievement objectives (AMAOs) for increasing the development and attainment of English proficiency Include a third AMAO related to meeting Title I Adequate Yearly Progress (AYP) for the EL subgroup at the LEA level

    24. 24 Accountability Requirements The CDE prepares annual Title III Accountability Reports for each direct-funded LEA or consortium receiving Title III funds - Districts - County Offices of Education (COEs) - Direct funded charters - Consortia Results for all consortium members are aggregated up to the consortium level

    25. 25 Consequences of Not Meeting the AMAOs If a Title III LEA or Consortia does not meet one or more of the AMAOs in any year. LEA or Consortia must notify parents of ELs that the LEA did not meet AMAOs - Notification must be provided within 30 days of public data release. - Sample parent notification letters in English and other languages are on the CDE Title III Accountability Requirements 2011 Web page at http://www.cde.ca.gov/sp/el/t3/t3amaotargets11.asp

    26. 26 Consequences of Not Meeting the AMAOs If a Title III-funded LEA or consortium does not meet one or more of the there AMAOs for two consecutive years (2009–10, and 2010–11), it must also: - Develop an improvement plan that will ensure that all AMAOs are met

    27. 27 Consequences of Not Meeting the AMAOs If a Title III-funded LEA or consortium does not meet one or more of the there AMAOs for four consecutive years (2007–08, 2008–09, 2009–10, and 2010–11): - The state requires the LEA or consortium to modify its curriculum, program, and method of instruction

    28. 2010–11 AMAO Year Status

    29. 29 AMAO 1 Results for 2010–11 AMAO 1 - 51% of LEAs/consortia met target

    30. 30 AMAO 2 Results for 2010–11 AMAO 2 - 63% of LEAs/consortia met target less than 5 years - 59% of LEAs/consortia met target 5 years or more - 45% of LEAs/consortia met both targets of AMAO 2

    31. 31 AMAO 3 Results for 2010–11 AMAO 3 - 29% of LEAs/Consortia met target

    32. 32 AMAO 3 Academic Achievement EL Subgroup must meet AYP targets in: English Language Arts (ELA) - Participation rate - Percent Proficient or above Mathematics - Participation rate - Percent Proficient or above EL subgroup for AYP includes Redesignated Fluent English Proficient (R-FEP) students who have not scored proficient or above on the California Standards Test (CST) in ELA 3 times after being reclassified.

    33. 33 2010–11 Title III Accountability Report Information Guide Contains detailed information describing the 2010–11 AMAO calculations The CDE Title III Accountability Web page at http://www.cde.ca.gov/ta/ac/t3/

    34. 2010-11 Title III Accountability Report Information Guide

    35. 35 Title III Year 2 LEAs in Improvement Status 113 School Districts, COEs, and Independent Charters 12 Consortia 125 Total LEAs identified as not having met one or more AMAOs for two consecutive years Data source: 2011 AYP Report and 2010–11Title III Accountability Report released on September 23, 2011

    36. 36 Title III Year 4 LEAs in Improvement Status 103 School Districts, COEs, and Independent Charters 6 Consortia 109 Total LEAs did not meet one or more AMAOs for four consecutive years for the EL subgroup Data source: 2011 AYP Report and 2010–11 Title III Accountability Report released on September 23, 2011

    37. 37 Title III Year 2 or Year 4 LEAs in Improvement Status LEAs in Year 2 or Year 4 Title III improvement status must develop a Title III Plan State shall provide technical assistance to LEAs not meeting AMAOs for two and four consecutive years

    38. 38 The Title III Plan For LEAs in Year 2, this plan should effectively support the LEA to meet the AMAO targets in the future LEAs in Year 4 will ensure that this plan describes a full revision of their curriculum, program, and method of instruction for ELs in order to achieve the AMAO targets

    39. 39 Title III Guidance for Year 2 and Year 4 In previous years, the CDE has provided separate templates and guidance documents for LEAs in Year 2 or Year 4 improvement status

    40. 40 Title III Guidance for Year 2 and Year 4 Beginning in 2011–2012, requirements for both Year 2 and Year 4 have been aligned A single template was created to address all the legal requirements Plans will be uploaded into the California Accountability and Improvement System (CAIS)

    41. 41 Preparing for the Plan Information on accountability requirements and technical assistance is available on the CDE Title III Accountability Requirements 2011 Web page at http://www.cde.ca.gov/sp/el/t3/t3targets11.asp

    42. 42 Preparing for the Plan The “Guidance for LEAs not Meeting Annual Measurable Achievement Objectives for Two or Four Years 2011–12,” document is posted on the CDE Title III Accountability Requirements 2011 Web page at http://www.cde.ca.gov/sp/el/t3/t3targets11.asp

    43. Title III Year 2 and Year 4 Guidance

    44. 44 Preparing for the Plan Download the recommended English Learner Subgroup Self-Assessment (ELSSA) Tool and the ELSSA Toolkit that are available on the CDE Title III Accountability Requirements 2011 Web page at http://www.cde.ca.gov/sp/el/t3/t3targets11.asp Complete the ELSSA

    45. 45 Preparing for the Plan Complete the following documents, found in the “Guidance for LEAs not Meeting Annual Measurable Achievement Objectives for Two or Four Years 2011–12” posted on the CDE Title III Accountability Requirements 2011 Web page at http://www.cde.ca.gov/sp/el/t3/t3targets11.asp - Title III Year 2 and Year 4 Plan Template - Title III Year 2 and Year 4 LEA Needs Assessment Template

    46. Preparing for the Plan Perform in depth Needs Assessment. Specifically addressing factors that prevented LEA or Consortium from meeting AMAOs. Identify actions to meet specific AMAOs (e.g., related to ELD, ELA, Math), including professional development and parent involvement activities. 1;301;30

    47. Preparing for the Plan Address the following State Goals: Goal 2A: Annual Progress Learning English Goal 2B: English Proficiency Goal 2C: AYP for EL Subgroup Goal 2D: High Quality Professional Development Goal 2E: Parent and Community Participation 1;301;30

    48. Preparing for the Plan Identify additional goals to address in the improved Title III Plan based on results of the Needs Assessment. 1;301;30

    49. Preparing for the Plan Note: For any AMAO target met, the LEA is not obligated to write strategies for the corresponding Goal (e.g., Goal 2A or 2B for English language development [ELD]; Goal 2C for ELA or Math). However… LEA must indicate assurance to continue pursuing Goal(s) related to those AMAO targets met. 1;301;30

    50. Preparing for the Plan Address 2G if LEA receives Immigrant Funds Address 2F, 5A, 5B, and/or 5C if in need of improvement as per the Needs Assessment. Develop an improved Title III Plan that includes strategies and actions that will ensure AMAOs are met. 1;301;30

    52. 2F: Parental Notification ESEA Sec 3202 (b) This goal refers to the requirement that all LEAs notify parents annually about the following: Title III Accountability Status Their child’s English proficiency level Their child’s program placement Their right to apply for a waiver out of English language instructional setting

    53. 53 Submission of Plan On-Line into CAIS by January 23, 2012 Enter your Title III Year 2 or Year 4 Plan onto CAIS Upload: along with the following documents by January 23, 2012: - Completed ELSSA - Completed Needs Assessment - Completed LEA Checklist and - Signed Title III Assurance Form

    54. 54 After Plans are Submitted After the CDE receives your plan: Plan is evaluated by a team of reviewers LEA is contacted if revisions are recommended through feedback letter -LEA provides requested revisions

    55. 55 After Plans are Submitted Implement the Title III Plan immediately, do not wait for the CDE review to begin implementation Monitor the Title III Plan progress

    56. 56 Title I Program Improvement and Title III Year 2 and Year 4 Title I Program Improvement LEAs that are also in Title III Year 2 and Year 4 are subject to combined accountability requirements Aligned Title I and Title III planning and reporting requirements are available at the CDEs Title I Program Improvement Web page at http://www.cde.ca.gov/ta/ac/ti/leapireq.asp

    57. Title I and Title III Overlaps

    58. Title I and Title III Overlaps

    59. 59 County Office of Education Regional Leads Technical Assistance and Support Title III Regional County Office of Education Leads Assist with the development, implementation and monitoring of the Title III Year 2 and Year 4 plans to ensure that LEAs meet their Title III AMAO targets in the future

    60. 60 County Office of Education Regional Leads Technical Assistance and Support The CDE and the California Comprehensive Center (CA CC) at WestEd work closely with Title III Regional Leads to: Plan and implement services, offer technical assistance webinars designed to support LEAs in developing and implementing effective plans Facilitate delivery of annual training forums for LEAs in Southern and Northern California

    61. 61 Technical Assistance Regional COE Leads CDE LPLO Staff Carlos Rivera, crivera@cde.ca.gov Lilia G. Sánchez, lsanchez@cde.ca.gov WestEd CA CC Title III Staff Zoe Ann Brown, zbrown@wested.org Beth Anselmi, banselmi@wested.org Kurt Larsen, klarsen@wested.org Title III Accountability Requirements 2011 http://www.cde.ca.gov/sp/el/t3/t3amaotargets11.asp Title III Documents and Webinars http://www.cacompcenter.org/t3ta

    62. 62 12th Annual Accountability Leadership Institute for English Learner & Immigrant Students December 5–6, 2011 Sheraton San Diego Hotel Nancy Zarenda, Institute Chair

    63. 63 2011 FOCUS Collaborations and Partnerships for English Learner Success

    64. 64 Keynote Speakers Rosalinda Barrera, Ph.D., U.S. Department of Education Willard Daggett, Ph.D., Center for International Education Russell Rumberger, Ph.D., University of California Office of the President

    65. 65 Monday Evening Networking Reception Hosted by: San Diego County Office of Education Keynote Speaker Dr. Randy Ward San Diego County Superintendent of Schools Musical Talent San Diego Unified High School Mariachi Band

    66. 66 Partial List of Workshop Topics Federal & State Legislative Updates Title III Accountability EL Research & Effective Implementation Common Core Standards RTI & English Learners Assessments Long-term English Learners After School Programs for English Learners Migrant Education Policies & Practices Court Schools and English Learners Categorical Program Monitoring Updates and, more.

    67. 67 REGISTRATION NOW AVAILABLE Begin the process online at: http://www.cde.ca.gov/sp/el/t3/acctinst10details.asp (PAYMENTS MUST BE MAILED IN) For additional information contact: Nancy Zarenda Institute Chair ALI@cde.ca.gov We look forward to seeing you in San Diego!

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