Creating a Good Title III Plan

1. Creating a Good Title III Plan Shereen Tabrizi, Ph.D. Manager, Special Populations Unit MI Department of Education (MDE) & Millie Bentley-Memon, Ph.D. Education Program Specialist, Title III Group, SASA, OESE, USDE Title III & Migrant Directors’ MeetingLansing, Michigan April 26, 2011

2. Checklist for a quality Title III plan • All of the required components? • Provide for both a language instruction education program and professional development? (section 3115(c)) • Further English language learners’ (ELL) mastery of English and academic content? • Reflect consideration of my LEA’s core services for ELLs, and demonstrate supplemental activities that are above and beyond these core services? • Proposed expenditures are allowable, allocable, and reasonable? • Justification provided as needed for proposed expenditures? • Based on ELL student data? • Reflect consultation with appropriate non-public school representatives during plan design (section 9501(c)) • Include analysis of any Title III carryover funds from prior years? • Submitted in a timely manner to the MIDE?

3. 1. Annual Measurable Achievement Objectives (AMAOs) • Amended Consolidated Plan - Title III • 100% of ELLs must be annually assessed for English language proficiency • LFAY rule does not apply • Include LEAs with 10 or less students when calculating AMAO 1 and 2 • AMAOs are not calculated at Consortium level

4. AMAO # 1: Progress in English Michigan will increase the targets for AMAO 1 annually from 2011 to 2013: • 2010 – 2011: 77% of students gaining 4 or more points on the ELPA • 2011 – 2012: 79% of students gaining 4 or more points on the ELPA • 2012 – 2013: 81% of students gaining 4 or more points on the ELPA

5. AMAO # 2: English language Proficiency • 2010 – 2011:13% of students proficient or advanced on ELPA • 2011 – 2012:16% of students proficient or advanced on ELPA • 2012 – 2013: 20% of students proficient or advanced on ELPA

6. AMAO # 3: Adequate Yearly Progress (AYP) • The district must achieve AYP for the ELL subgroup on the Statewide assessment (Michigan Educational Assessment Program (MEAP), Michigan Merit Examination (MME), or MI-Access). • Measures include reading and math • Flexibility to exclude ELLs who have been in US less than one year from State reading/language arts assessment applies

7. ESEA, Title III Part A Amended by NCLB Act of 2001 (a)Plan required: Local educational agencies (LEAs) receiving Title III funds shall submit a plan to the State educational agency (SEA)(section 3116(a-b)). (b)Content: The plan shall: (1) describe the programs and activities proposed to be developed, implemented, and administered under the grant; (2) describe how the LEA will use the funds to meet all AMAOs.

8. The LEA Shall… (3) describe how it will hold elementary schools and secondary schools receiving funds under this subpart accountable for: (A) meeting the AMAOs; (B) making AYP for limited English proficient (LEP) children, as described in section 1111(b)(2)(B); and (section 3116(b)(1-3))

9. The LEA Shall Hold Schools Accountable for… (3) …hold schools accountable for… (C) annually measuring the English proficiency of LEP children, so that such children served by the programs carried out under this part develop proficiency in English while meeting State academic content and student academic achievement standards as required by section 1111(b)(1);

10. The LEA Shall… (4) describe how the eligible entity will promote parental and community participation in programs for LEP children; (section 3116(b)(4))

11. Parental Participation • LEAs that have either LEP formula or immigrant children and youth grants must implement an effective means of outreach to parents of LEP children to inform them of how they can be involved in their children’s education and help them to learn English and meet State standards. (section 3302(e))

12. The LEA Shall… (5) contain an assurance that it consulted with teachers, researchers, school administrators, and parents, and, if appropriate, with education-related community groups and nonprofit organizations, and institutions of higher education, in developing such plan; (section 3116(b)(5))

13. The LEA Shall… (6) describe how language instruction educational programs carried out under the subgrant will ensure that LEP children being served by the programs develop English proficiency. (section 3116(b)(6))

14. LEA Shall… (c) Teacher English Fluency: include in its plan a certification that all teachers in any language instruction educational program for LEP children that is, or will be, funded under this part are fluent in English and any other language used for instruction, including having written and oral communication skills. (section 3116(c))

15. LEA Shall… (d) Other requirements: (1) each LEA that is included in the eligible entity is complying with section 3302 (parental notification for identification and placement and LEA AMAO status) prior to, and throughout, each school year; (2) the LEA will annually assess the English proficiency of all children with limited English proficiency participating in programs funded under this part; (section 3116(d))

16. Title III Parental Notification - Identification & Placement Parents of LEP children identified for participation in or participating in Title III must be annually notified regarding: 1) reasons for identification of their child as LEP 2) child’s level of English language proficiency 3) method of instruction in current and other available programs 4) how the program will meet the needs of the child 5) how the program will help the child learn English and meet State standards 6) exit requirements, rate of transition 7) in the case of a child with a disability, how such program meets the objectives of the individualized education program of the child; and 8) written guidance on parental rights to decline to enroll, immediately withdraw from, or select another program. (section 3302(a)(1-8))

17. Title III Parental Notification – AMAOs • The Title III AMAO notification must be a ‘separate notification.’ • Some LEAs have inquired if they could meet the requirement to provide AMAO notifications in ‘an understandable and uniform format’ by simply posting AMAO results on the LEA website, and sending the link to parents. This action alone would not be sufficient to ensure that parents of LEP students have been notified of their LEA’s AMAO status. (section 3302(a)(1-8))

18. The LEA Shall…. (d) Other requirements (3) LEA has based its plan on scientifically based research on teaching LEP children; (4) LEA will ensure that the programs will enable children to speak, read, write, and comprehend the English language and meet challenging State academic content and student academic achievement standards; and (5) LEA is not in violation of any State law, including State constitutional law, regarding the education of LEP children, consistent with sections 3126 and 3127. (section 3116(d))

19. Section 3121(a) - Evaluations The LEA shall provide, at the conclusion of every second fiscal year during which the subgrant is received, with an evaluation, that includes: (1) a description of the programs and activities conducted during the two immediately preceding fiscal years; (2) a description of the progress made by ELLs in learning English and meeting State academic content and achievement standards; (3) the number and percentage of children in the program attaining English proficiency by the end of each school year, as determined by a valid and reliable assessment of English proficiency; and (4) a description of the progress made by children in meeting challenging State academic content and student academic achievement standards for each of the 2 years after such children are no longer receiving services under this part.

20. LEA Perspectives • What process has your LEA followed to develop its Title III plan? • What questions have arisen during development of this plan? • What challenges have arisen during development of this plan? • Have you made amendments to this plan during the year, and if so, why, and what were these changes? • What recommendations would you make, based on your experience, to other LEA representatives developing Title III plans?

21. Pair Share - Sample Title III Plan – What do you think? Here’s a sample LEA Title III plan. Using the checklist from the beginning of this presentation, as well as your own background knowledge, discuss whether this plan is high-quality, and what questions you might raise based on the information provided. Sample Title III Plan – Dreamlike District (Total budget of $300,000) • 1 FTE community liaison ($50,000) • 0.5 Administrator to run the Title III program ($50,000 salary) • $100,000 contract with Sky University for professional development • Purchase of 25 licenses for ESL software ($45,000) • ESL paraprofessional to provide literacy classes to parents ($55,000)

22. Pair Share - Sample Title III Plan – What do you think? Here’s a sample LEA Title III plan. Using the checklist from the beginning of this presentation, as well as your own background knowledge, discuss whether this plan is high-quality, and what questions you might raise based on the information provided. Sample Title III Plan – Eutopia School District (Total budget of $170,000) • 2 full-time ESL teachers ($50,000 each) • Administrator to run the Title III program ($75,000 salary) • 20 laptops ($1,000 each) • Two reading series for ELs in grades KG – 5 ($25,000)

23. Questions & Discussion TabriziS@michigan.gov Millicent.Bentley-Memon@ed.gov