Title III, Part A Language Instruction for Limited English Proficient and Immigrant Students

1. Title III, Part ALanguage Instruction for Limited English Proficient and Immigrant Students Virginia Department of Education April 2014

2. Purpose of Title III Funds To support the provisions outlined under each principle in Virginia's approved ESEA flexibility Plan and ensure that English language learners (ELLs), as well as immigrant children and youth, attain English language proficiency, and meet the same challenging academic content and achievement standards that other students are expected to meet.

3. Purpose of Title III Funds Funding priorities under Title III include: • Increasing the English language proficiency and academic achievement of ELLs and immigrant students by providing high-quality language instruction programs; • Providing high-quality professional development to enable teachers to deliver effective content and English language instruction to ELLs and immigrant students; and • Promoting parental, family, and community participation in programs for ELLs and immigrant students.

4. Two Separate Funding Streams Under Title III LIMITED ENGLISH PROFICIENT (LEP) • Allocations to divisions are determined on a per pupil basis. • Divisions must receive $10,000 to apply for LEP funds. • School divisions that receive less than $10,000 must enter into a consortium with other school divisions to receive funds. Immigrant and Youth (IY) • State reserves five percent of Title III funds for IY allocations to eligible divisions. • Only those school divisions that have experienced a significant increase of IY students as compared to the average of the two preceding fiscal years qualify for funds.* • State awards $2,000 to all divisions meeting the IY criteria and an additional per pupil amount. • Divisions allocated IY funds may apply for funds via the Title III application. *Significant increase is defined as five more students.

5. Two Separate Funding Streams Under Title III • Application for LEP and IY funds are separated in the Title III application. • There is a separate tab to be completed for IY funds. • Reimbursement of Title III and IY funds are separated into two distinct project codes. LEP – Project Code 60512 IY – Project Code 60509 • Consortium members must apply separately for IY funding through an individual Title III application.

6. Application for Title III Funds Applications for 2014-2015 ESEA funds • Superintendent’s memo will be posted when these technical assistant modules for completing the federal application are uploaded. • Options: Individual or Consolidated Application

7. Federal Requirements for the Education of English Language Learners (ELLs)

8. Federal Requirements Title III funds cannot be used for core programs and services and core language programs and services for ELLs that are required under other local, state, and federal laws to include Title VI of the Civil Rights Act of 1964, the Lau v. Nichols U.S. Supreme Court decision of 1974, and Title I of the ESEA.

9. Title VI and Lau Requirements

10. Title VI and Lau Requirements Title VI and Lau requirements include: • identifying, screening, placing, and assessing ELLs; • implementing effective, scientifically-based instructional programs and services to meet ELL academic and language needs; • engaging qualified personnel to provide core instruction and core language instruction to ELLs as required by providing federal, state, or local laws;

11. Title VI and Lau Requirements Title VI and Lau requirements include: • providing school-level, division-level, state, or federal information that is not specific to Title III to the parents of ELLs, to the extent practicable, in a language the parents understand; and • implementing effective monitoring of formerly LEP students (Level 6: Year 1 and Year 2).

12. Title I Requirements

13. Title I Requirements Section 1111 of Title I requires that ELLs be included in state content standards assessments and be administered an annual English language proficiency assessment. Section 1111 also requires that accommodations on state content standards assessments be provided to ELLs: Therefore, Title III funds cannot be used to: • Provide accommodations to ELLs or training about accommodations to educators of ELLs; and • Purchase or administer the annual English language proficiency (ELP) assessment or providing training to administer the ELP assessment.

14. Supplement, not Supplant, Provisions under Title III

15. Supplement, not Supplant Section 3115(g) of the ESEA provides that: SUPPLEMENT, NOT SUPPLANT -- Federal funds made available under this subpart shall be used so as to supplement the level of federal, state, and local public funds that, in the absence of such availability, would have been expended for programs for limited English proficient children and immigrant children and youth and in no case to supplant such Federal, State, and local public funds.

16. Supplement, not Supplant Questions when considering whether Title III funds can be used without violating the supplement, not supplant, requirement: • What instructional programs/services are provided to all students? • What does the division do to meet requirements under Title VI, Lau, and Title I? • What services is the division required by other federal, state, and local laws or regulations to provide? • Was the program/service previously provided with federal, state, and/or local funds?

18. Completing the Title III Application

19. Title III Application Tabs The 2014-2015 Title III application is separated into three tabs. The three tabs are: • Title III Budget Tab • LEP Tab • IY Tab

20. Title III Budget Tab

21. Title III Application Cover Page • The 2014-2015 Title III, Part A, allocation should reflect the LEP award amount. School divisions should not include (IY) funds in the estimation. • Once the Title III allocation is released and a school division has been awarded immigrant and youth (IY) funds, an application amendment will need to be submitted through OMEGA. • Cover page must have dates and the signatures of the superintendent and board chairperson.

22. Budget Section Budget Summary Object Codes: 1000 – 6000 Breakdown of expenditures for LEP and/or IY Funds. Detailed Budget Breakdown To provide an additional detailed budget description in each object code.

23. Administrative Expenses Each subgrantee receiving Title III funds may not use more than two percent of funds for the cost of administering the grant.

24. Required Uses of LEP Funds • Providing language instruction programs that increases English language proficiency and student achievement. • Providing high-quality professional development to classroom teachers, principals, administrators, and other school personnel working with ELLs. Note: No more than two percent of funds may be used for administrative costs.

25. Allowable Uses of LEP Funds • Improving the English proficiency and academic achievement of ELLs. • Upgrading program objectives and instructional strategies. • Improving English as a Second Language (ESL) instruction through updating or upgrading ESL curricula, materials, or technology.

26. Allowable Uses of LEP Funds • Developing and implementing elementary or secondary language instruction programs coordinated with other relevant programs • Providing community participation programs • Tutoring

27. LEP Tab

28. Program Overview Sections 3116 and 3121 of the ESEA require that subgrantees accepting Title III funds submit a local plan that includes the following components: • A description of how the use of Title III funds will supplement the core programs and services and core language programs and services for ELLs as required under other local, state, and federal laws. • A description of the instructional programs and services designed to help ELLs make progress in learning English and attain English language proficiency, while meeting the state’s academic content standards. • A description of how the funds will be used to meet the Annual Measurable Achievement Objectives (AMAOs) and how schools will be held accountable for meeting these AMAOs.

29. Program Overview Sections 3116 and 3121 of the ESEA require that subgrantees accepting Title III funds submit a local plan that includes the following components: • A description of how parental and community participation will be promoted. • A description of high quality professional development to be provided for educators of ELLs. Professional development funded by Title III must be of sufficient intensity and duration to have a positive and lasting impact on teacher performance. • A description of how the local plan will be evaluated at least once every two years to determine the effectiveness of the programs and services funded by Title III. Include information about a timeline for the evaluation process and list the stakeholders who will be involved in the process.

30. Coordination of Services Describe the partnership within the division between Title III and other local, state, and federal programs to deliver programs and services to ELLs.

31. Measurable Objectives In this section, include up to eight measurable objectives that will guide the development of the Title III program.

32. Measurable Objectives One or more measurable objectives must address the Title III AMAO targets for 2014-2015. • Progress targets in reading/language arts and mathematics and the Federal Graduation Indicator (FGI) • Reading target: 61 percent • Mathematics target: 59 percent • FGI: 80 percent • English Language Proficiency (ELP) targets in progress and proficiency • Progress target: TBD • Proficiency target: TBD Note: For additional information, see page 6 of the Title III Application, Guidelines, and Assurances.

33. Measurable Objectives Do not forget to include the target for the Federal Graduation Indicator (FGI) for the LEP subgroup in the Measurable Objectives section of the Title III application

34. Program Details Section Program Details Section • Type of Language Program • Divisions will be asked to indicate the number of language program(s) that will be used such as sheltered English instruction, content-based ESL, etc. • If multiple programs are used, each program must be reported. • Professional Development Activities • Divisions will be asked to indicate the number of professional development activities they have planned using LEP and/or IY funds. • Divisions will be asked to estimate the number of teachers, administrators, and other personnel who will participate in each type of professional development activity. If a division is the fiscal agent for a consortium, the totals for all divisions within the consortium must be reported.

35. Title III Consortia

36. Title III Consortia Beginning in 2014-2015, the Department has created three options for divisions receiving under $10,000 in Title III funds: • Join the statewide Title III consortium; or • Join or form an independent Title III consortium; or  • Choose not to accept Title III funding. Note: The statewide Title III consortium will submit a separate application and will be notified about the procedures for submitting this application at a later date.

37. Consortium Application for Independent Title III Consortia • School divisions that wish to be a part of an independent Title III consortium must have Title III subgrants with a combined total of $10,000 or more. • One school division must serve as fiscal lead for the consortium. • The fiscal lead submits a Title III application on behalf of the consortium with the list of divisions in the consortium, the plan for the use of funds, and the total allocations for all divisions in the consortium.

38. Consortium Agreement for Independent Title III Consortia The school division serving as the fiscal lead for the consortium must complete Section H of the Title III application. All consortium members must submit a signed certification document to the fiscal agent located at the following link under Title III, Part A: http://www.doe.virginia.gov/federal_programs/esea/applications/index.shtml The fiscal agent keeps the certification pages on file for the consortium members.

39. Consortium Deadline Membership in a Title III consortium must be in place by July 1.  Divisions not in a Title III consortium by July 1, 2014, will not be able to access 2014 Title III LEP funding.

40. Immigrant and Youth (IY) Tab

41. IY Funding • Divisions applying for IY funds must complete the separate Immigrant and Youth (IY) tab. • Divisions must indicate which activities will be conducted with IY funds. • Divisions must describe how they will use IY funds to provide enhanced instructional opportunities specificallyfor immigrant students. • Divisions must describe how they will evaluate the success of the enhanced instructional opportunities targeting immigrant students. Reminder: Consortium members apply for IY funding through an individual Title III application.

42. Allowable Uses of Immigrant and Youth (IY) Funds • Family literacy and parental outreach • Support for personnel • Tutoring or mentoring • Identification or acquisition of curricular materials and technology • Classroom supplies or transportation costs directly related to the program

43. Virginia Department of Education Title III Contacts