Introduction to Title III, Part A - PowerPoint Presentation

Introduction to Title III, Part Afor New Coordinators Office of ESEA Programs 2019 Coordinators’ Technical Assistance Academy Roanoke: June 17-19, 2019 Williamsburg: July 15-17, 2019

DisclaimerThe academy was planned under a grant from the U. S. Department of Education (USED). However, the content does not necessarily represent the policy of the USED, and you should not assume endorsement by the federal government.

FacilitatorsLouise MarksTitle III Coordinator Dr . Christopher Kelly Education Coordinator Kia Johnson Assessment Specialist

Who is in the room Who just found out they were going to be the Title III Coordinator? Who is still not sure they have the job but was told to come? Who is working towards completing their first year? Who is has finishing 2 years? Who is finishing 3 years? Who is going to co-present with me?

Today’s AgendaTerminology and DefinitionsA Year in the LifeIdentification/Entrance and ExitScreeningPlacementExitReclassifying LIEP

Today’s Agenda…Title III Supplement, Not SupplantTwo Subsets of Funding Required Use of FundingTitle III Grant ApplicationProgress and Proficiency Federal Program Monitoring Questions

ESSA TerminologyEnglish Learners (ELs)Recently Arrived ELsFormerly ELsLimited English Proficient (LEP) parents Language I nstruction E ducational P rograms (LIEPs ) Title III, Part A, of the ESSA replaces the expectation in the ESEA , as amended by NCLB, that LIEPs be “scientifically based ” with a new expectation – that LIEPs be “effective.”

Federal DefinitionsWho are English Learners (ELs) and Immigrant Children and Youth (IY)?

The Federal Definition for ELs and IY students Identify these students accurately to ensure that they are provided full, equal access to the same curriculum and educational opportunities as all students; and Determine the Title III, Part A, allocations to school divisions based on an accurate enrollment of EL and IY students.

Federal Definition of ELs in ESSAAccording to the federal definition as described in ESSA, an EL student is defined as: A student who is aged 3 through 21; who is enrolled or preparing to enroll in elementary school or secondary school; who was not born in the United States or whose native language is a language other than English;

Federal Definition of ELs, (A) who is a Native American or Alaska Native, or native resident of outlying areas; and (B) 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 (C) 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;

Federal Definition of ELs, cont’dAND (D) whose difficulties speaking, reading, writing, or understanding the English language may be sufficient to deny the individual -- • the ability to meet the challenging state academic standards; • the ability to successfully achieve in classrooms where the language of instruction is English; or • the opportunity to participate fully in society.   [ ESSA, Sec. 8101]

High School Exchange StudentsFor students on J-1 (Exchange Visitor) visas and F1 (Exchange High School Student) visas, the standard identification, screening, and placement process must be followed as required by Title VI of the Civil Rights Act of 1964 to determine if the student is an EL.  If a school division has followed this process and determined that the exchange student is not an EL, this determination should be documented in the student’s educational record.

Federal Definition of IY Studentsare aged 3 through 21;were not born in any state; andhave not been attending one or more schools in any one or more states for more than three full academic years. The “three full academic years” requirement must be applied on a cumulative basis. IY students may or may not be ELs.

Immigrant Children and Youth The term “state” means each of the 50 states, the District of Columbia, and the Commonwealth of Puerto Rico . Therefore, students born in Puerto Rico are not considered immigrant. Students born in U.S. territories such as Guam, American Samoa, or the U.S. Virgin Islands, may be considered immigrant if they meet the federal definition. [ESSA, Sec. 3201]

Special Categories of IYThe following students may be considered IY if they meet the criteria in the federal definition of immigrant children and youth:Children of U.S. military personnel Children of NATO families Children of visiting faculty Children who are temporarily residing in the U.S. because of parental employment Students on Exchange Visitor (J-1) visas or Exchange High School Student (F-1) visas

A Year in the Life of a Title III CoordinatorIt will be ok!

A Year in the Life of a CoordinatorA timeline of Title III activitiesLet’s tackle the first 6 months as this is the critical piece. EL success is all about flawless identification and placement procedures being in place. This means that you will need everyone trained on your written LEA EL identification and placement procedure by the start of the school year.

A Year in the Life - July Submit your application in OMEGA by July 1 based on level funding for Title IIILook at the federal program monitoring (FPM) schedule Analyze student ACCESS data - remove all ELs that have completed reported status and IY students that no longer meet IY criteria Evaluate your LIEP

A Year in the Life - AugustTrain all stakeholders on your LEA EL Entrance ProceduresCheck WIDA Screener certificates for test administratorsCheck ESL staffing levels Check EL transitions Check SRC data with the DDOT Review documents and forms for ESSA Language Plan the EL PD for the school year How much money do you have left in the 2017 grant? Do you have IY money?

A Year in the Life - September Check superintendent's memos for release of 2019 allocations. Ensure that 2017 funds are 100% encumbered.Work collaboratively with Title I to preview/print/send out EL parent notification letters within 30 days. Monitor the screening of new potential ELs Kindergarten through 12 th grade. Double check all new ELs are captured on the SRC EL data upload prior to September 30 th 2019.

A Year in the Life - OctoberCheck superintendent's memos for revisions to the 2019 allocations. If necessary, amend the application and submit a budget transfer request (BTR).A great month for EL professional development EL Participation Committees Check the 2017 and 2018 budget status

A Year in the Life - NovemberIf applicable, schedule a date for FPM and begin preparing. Ensure that all reimbursements for 2017 funds are submitted prior to November 15. Enter WIDA ACCESS for ELLs 2.0 test information into the secure site on DRC/AMS prior to testing in January-March. Email Kia.Johnson@doe.virginia.gov if you have ACCESS questions. Ensure that WIDA Screener and ACCESS certificates are in place for all those who will test ELs.

2019 Consortium Conference Open to all divisions that join the State Title III Consortium.To be eligible, a division must receive under $10,000 in Title III funding.Joining the State Title III Consortium is achieved by submitting a Title III Consortium Application by July 1st 2019. Conference Dates: November 18 th and 19 th 2019 Location: The Inn at Virginia Tech, Blacksburg

A Year in the Life - DecemberBreathe! You have made it to winter break. Go into SSWS and check your ACCESS data from 2018-19.

A Year in the Life - JanuaryEnsure ACCESS technology is in place. ACCESS window opens. All Level 1-4.3 ELs, state coded 1 or 2 must be tested on ACCESS 2.0 or Alternate ACCESS. Review IEP documents to make sure ACCESS accommodations are captured. Review data/EL reports to make sure all ELs are identified and take the ACCESS test. Email Kia.Johnson@doe.virginia.gov if you have ACCESS questions.

A Year in the Life - FebruaryCheck again to ensure that all identified ELs are ACCESS tested.ELs who enroll in the division and are identified during the ACCESS testing window should take the ACCESS test. Remember testing is a federal requirement. G rant funded positions can not test ELs, and grant funds cannot be used to pay testers or purchase the tests.

A Year in the Life - MarchCheck to ensure EL Participation Plans are reviewed and signed prior to SOL assessments. A great month for EL professional development and continued parent engagement Make sure all ACCESS materials are returned to DRC. Reach out to private schools.

A Year in the Life - AprilCheck email for information about the upcoming year’s applications and technical assistance.Check email for information about the Coordinator’s Academy. ACCESS data verification window

A Year in the Life - MayComplete a needs assessment for the upcoming year that includes teacher/EL ratios, materials, parent engagement, collaborations, LIEPs, professional development . . . gather qualitative data while you wait for the quantitative data. Work on upcoming year’s Title III Applications using level funds Check grant balances and spenddown. Read the emails! Spend funds that will expire down to zero.

A Year in the Life - JuneComplete your division’s internal approval process for the upcoming year’s application and adhere to spenddown reminders received via email. Disseminate and dispense ACCESS scores, which will arrive in early June. Support EL transitions (Pre-K to K, elementary to middle, middle to high).

Identify the stakeholders that you need to work with each year to evaluate and modify the LIEP. Data should include:Spring ACCESS scores, by division, by school and by EL student;SOL and EOC correlations with ACCESS data and LIEP placement; andTime in the program and special education identification. LIEP Evaluation!

State and LEA Obligations under ESSAIn analyzing whether an LIEP is effective, states and LEAs should consider whether the LIEP is: Driven by data on the unique needs of ELs, including distinct subgroups of ELs, and responsive to student performance data as part of continuous improvement; Evaluated in order to make changes to improve LIEP implementation and effectiveness; and Aligned with local needs identified through timely and meaningful consultation with a broad range of stakeholders and examination of relevant data.

Identification/Entrance and Exit ProceduresLet’s go back to the beginning…

VDOE Title III Website Please visit the Title III VDOE Website for supporting documents to help you achieve federal and state compliance General Information Title IIIVirginia Compliance with Title III Requirements  (Word) Identifying all English Learners Checklist Word - ADA Compliant Version Word - Original Version

Identifying QuestionsIdentifying questions must be included in the enrollment process for all students to ensure that ELs are consistently and accurately identified. Identifying questions determine the need for: An English language proficiency screening ; and Placement in a language instruction educational program.

Identifying Questions, cont’dTitle III coordinators must ensure that the identifying questions below, which are recommended by the U.S. Department of Education and U.S. Department of Justice, are used verbatim by the division to identify potential ELs. What is the primary language used in the home, regardless of language spoken by the student? What language is most often spoken by the student? What is the first language the student acquired?

Home Language SurveySchool divisions may choose to embed the identifying questions in general enrollment forms or use a home language survey.Home language surveys may also be used to collect additional information about the student to aid in determining appropriate placement in a language instruction educational program.

Equity in the Identification ProcessAll students enrolling in the school division must be identified with the same procedures and in the same manner to ensure that students are not over- or under- identified as ELs.Students should not be selectively identified based on ethnicity, nationality, name, appearance, or family background.

Written Entrance ProceduresEach school division should develop specific and explicit written entrance procedures that include identifying who is responsible for registration, screening, and placement.Training on EL identification procedures should occur annually.Responsibilities for maintaining critical EL documents in student records and entering identified students into the division’s student information system should be addressed.

Identification ConsiderationsSIS Data EntryEL screener or Access scores EL Level Receiving service (yes 1/no 2) C ountry of birth U.S. school entry date Language code IY status (yes/no) LIEP placement HLS reviewed and a language other than English is written Contact the certified EL screener Request for possible past ACCESS scores Screen EL and report scores to SIS Parent notification Trained staff place an EL in an LIEP

Parent NotificationSchool divisions must place ELs in a language instruction educational program within 30 calendar days of enrollment. Please visit the Title III VDOE webpage Parent Communication Parental Notification Letter Checklist School divisions are required to inform parents annually regarding their child's placement in a language instruction education program within 30 days after the beginning of the school year, or within two weeks of the child's placement within a program. Sample Parental Notification Letter

Parent Notification cont’d School divisions are required to communicate information regarding a child’s ELP level and program and services options in a language the parent understands. For more information on requirements for the identification of ELs, refer to Chapter 1 of the English Learner (EL) Toolkit jointly released U.S. Department of Education and U.S. Department of Justice (2015).

ScreeningEntrance and Exit Procedures

Screening: Next Steps Once a student has been identified as apotential EL during the enrollment process, an English language screening tool must be administered to determine the student’s English language proficiency level.

Screener Certificates These are required annually by any person designated to screen an EL or ACCESS test an ELWho is certified in your division?Are you certified? How do you check who is certified?

WIDA CertificationTo be certified to administer WIDA Assessments, Virginia requires test administrators to complete the applicable training courses and pass the certification quizzes with an 80% or higher . Virginia WIDA Identification and Placement Guidance – School division test examiners who successfully complete the online WIDA Screener test administrator training are qualified to administer the assessment(s ). This is to be completed on or after July 1 annually .

Quizzes RequiredYou can access and view quizzes in the Secure Portal. Both the administration & speaking quizzes are required to be certified for ACCESS. Administration, Speaking, and Writing quizzes are required for Screener Certification.

Proof of CertificationProof of certification can be found in the WIDA Secure Portal. Guiding Question I of the Title III Federal Program Monitoring Protocol requires monitoring of certified staff in divisions.

No longer allowed School divisions must screen potential ELs to determine English language proficiency levels.Divisions may use one of the following English language proficiency screening tools: Screening, cont’d

Entrance CriteriaSuperintendent’s Memo 194-17, released June 30, 2017, provides recommended criteria for EL identification. An additional Superintendent's Memo 136-18 was released on May 25, 2018, noting the Grade 1-12 W-APT screener was no longer allowed as part of Virginia’s entrance criteria. Please note that Virginia will continue to recognize the WIDA Performance Definitions.

PlacementEntrance and Exit Procedures

Placement in a LIEPOnce the screening tool has been used to determine an ELP level, the student must be placed in a language instruction educational program: To help the student attain high levels of academic achievement; To help the student develop English proficiency; and To provide the student with access to the same curriculum and student support services as all students.

LIEP Programs Must … Provide meaningful access to the same curriculum and educational opportunities as all students; Enable ELs to meaningfully participate in content classrooms without additional support within a reasonable timeframe; H elp ELs attain English proficiency within a reasonable timeframe; and B e based on sound educational theory.  

LIEP Programs, cont’dELs cannot be placed in special education programs solely based on their lack of English language skills. ELs must be provided special education programs and services, if appropriate.    Divisions implementing a program for ELs should provide resources sufficient to meet the intent of the program. After a reasonable period of time for implementation, a program that fails to help ELs overcome linguistic barriers should be evaluated and revised.

Exit Procedures Entrance and Exit Procedures

Exiting the EL StatusStudents exit the EL status once they have achieved proficiency on the ACCESS for ELs assessment.Proficiency is achieved when a student has met the following criterion: 4.4 or higher on the overall composite score School divisions may not exit students from EL status based on time in program or perceived ability of the student to achieve proficiency on the ACCESS for ELLs assessment.

Virginia’s Exit Score

Exiting the EL Status, cont’d Exiting EL status means that ELs are designated as formerly EL. Formerly ELs: No longer participate in ACCESS for ELLs testingSOL reading and mathematics scores should be reported in the EL subgroup for four years after ELs reach proficiency Are not included in a division’s EL count for Title III funding purposes

Formerly ELsMust be monitored for two full academic years to ensure that they are able to participate meaningfully in the regular instructional program May receive SOL accommodations for 2 years after reaching proficiency. Refer to the Guidelines for Participation in the Virginia Assessment Program Not required currently to be monitored in Years 3 and 4, but divisions may choose this option

Reclassifying ELsEntrance and Exit Procedures

Steps for ReclassifyingFederal law provides that students may be reclassified as ELs. The following steps are recommended for reclassifying students as ELs:Provide the same interventions to formerly ELs that are provided to any student at risk for academic failure;Ensure that the interventions are provided in the same manner and for the same time period as never-ELs;Convene a committee of stakeholders during the process to determine the impact of the interventions on the formerly EL’s academic performance;

ReclassifyingReclassify if the committee determines that the formerly EL’s academic challenges are language-based. The same EL identification procedures used in the enrollment process, must be used in the reclassification process; andInvolve the parents in the committee determinations.

Reclassifying, cont’dDivisions may provide academic assistance to formerly ELs at any time including language assistance.Formerly ELs cannot be included in the student record collection as an EL unless formally reclassified.Only identified ELs may be included in the division’s EL count for funding purposes.

BREAK TIME Please come back…..

Language Instruction Educational Program (LIEP)More depth into the world of LIEP

Lau v. Nichols“There is no equality of treatment merely by providing students with the same facilities, textbooks, teachers, and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education.”Lau v. Nichols (1974)

Castaneda v. Pickard (1981)The Castañeda standard mandates that programs for language-minority students must be: Based on a sound educational theory I mplemented effectively with sufficient resources and personnel E valuated to determine whether they are effective in helping students overcome language barriers

Dear Colleague Letter FAQs EL students are entitled to an equal opportunity to participate in all programs, including pre-kindergarten, magnet, gifted and talented, career and technical education , arts, and athletics programs, Advanced Placement (AP) and International Baccalaureate (IB) courses; clubs; and honor societies; and EL students are entitled to programs with sufficient resources to ensure the programs are effectively implemented, including highly qualified teachers, support staff , and appropriate instructional materials. School districts must have qualified EL teachers, staff, and administrators to effectively implement their EL program, and must provide supplemental training when necessary.

Dear Colleague Letter FAQs continued EL students with disabilities must be provided both the language assistance and disability-related services to which they are entitled under federal law. School districts must monitor the progress of all EL students to ensure they achieve English language proficiency and acquire content knowledge within a reasonable period of time . School districts must evaluate EL programs over time using accurate data to assess the educational performance of current and former EL students in a comprehensive and reliable way, and must timely modify their programs when needed.

Correlation of Laws The Dear Colleague Letter (2015) is guidance released jointly from the U.S. Department of Education OCR and DOJ. It has 10 sections of civil rights compliance issues labeled A-J. It outlines SEA and LEA obligations to EL students under civil rights laws and federal requirements. The Title III Toolkit updated in 2016 and written by the U.S. D epartment of Education has 10 chapters and each chapter mirrors compliance issues A-J. ESSA is federal law and specifically outlines requirements for each federally-funded ESEA program.

Code of Virginia School divisions must provide the personnel necessary to effectively implement programs and services for ELs. Virginia State Code highlights information about ELs 17 EL teachers:1000 ELs Obligation of the School Board Identification of ELs Enrollment of Overage ELs

DATA Driven LIEPCritical EL data: Level by grade/school/divisionSpecific subgroup data: ELs (Level 1-4.3)LTELs (Over 5 years in VA) Dual Identified ELs (Special Ed and EL) Opt Out ELs (SRC code 2) Academic performance of ELs monitored for two years and reported for an additional 2 years Trends in ACCESS data and SOL data

Aligned with Local NeedsHow to evaluate the effectiveness of LIEP?ESL dataEndorsed ESL teachers/schedule/minutesProgram design by grade spanType of LIEP(s) Materials/curriculum to support LIEPs Performance monitoring - qualitative Parent stakeholder input

SRC means Student Record Collection. It is data collected by the VDOE to meet USED reporting requirements. This data is collected in fall and spring. New in 2018-19 SRC Reporting Accountability

LIEPs through two languagesTransitional Bilingual Uses student native language for instruction to start (begins K or 1st)Incremental transition into English as a the main language of instruction (typically by mid-late elementary school)ELs receive a portion of their content instruction in their primary language for 2-4 years (early exit) or 4-6 years (late exit) and then are integrated into all-English instruction Dual Language Courses include ELs who share the same first language and non-ELs Goals: ELs and non-ELs become bilingual, biliterate , develop academic proficiency in both languages, and develop cultural competency Content can be taught by two teachers, one for each language, OR by one teacher who teaches content in both languages Programs usually last K-5, but may exist in middle and high schools

NewcomerRecently arrived ELs with early levels of English development Goals: Learn basic English and content concepts, enough to be able to participate in other LIEPs in the next 1-2 yearsTypically provide specialized language acquisition designed to acclimate ELs into the American school setting and prepare them to participate in mainstream classes

Content Classes with Integrated SupportELs receive language instruction and additional support within a content classroom from an ESL teacher and content or grade-level certified teacherCo-teaching allows the ESL teacher to support the classroom teacher in the classroom, often working only with ELs. Co-planning provides integrated academic language support linked to content (REL) Collaborative teaching can take a variety of forms. This should include co-planning time with emphasis given to language objectives that support academic content. This teaching partnership supports ELs and non-ELs

ESL or ELDService might be during a dedicated class period. ELs can be grouped according to EL proficiency. Service might be support outside of the regular classroom, also known as “pull-out.” ELs spend part of the school day in a mainstream classroom, but are taken out as individuals or in small groups for a portion of the day or class to receive ESL instruction. The curriculum does not need to be identical to grade-level curriculum but should be somewhat aligned. ESL or ELD instruction during a designated class period is specifically for ELs. It is more often seen in secondary schools and in high school, it may carry course credit.

Proven Effective LIEP ?Activity 1. Introduce yourself to a shoulder partner. Choose A partner and B partnerThink, Turn, and Talk Both think for 30 seconds about your elementary LIEP. Turn to your partner. Partner A will start. You have one minute each to describe your elementary school LIEP. Partner B will listen and then tell you about their elementary LIEP. Both think (30), A/B turn, and talk about middle school LIEP. Both t hink (30), A/B turn, and talk about high school LIEP .

Proven Effective LIEPActivity 2. Think, Turn, and Talk activity. Partner B start. Does your division have an English Language Development (ELD) l esson templates or training on effective language acquisition? Are school administrators trained to do EL teacher observations? What ELD materials do you use in the following: Elementary Middle High

Parental Engagement School divisions must ensure that parents are fully informed about:The placement decision in an LIEP; Their right to “opt out” the student from language assistance services; The impact this decision may have on the student’s academic achievement; and Alternative programs and services that are available to help the student achieve academically and acquire English. This information must be provided to the parents in a language they can understand.

ConsiderationsSteps to effective planning:Transitioning newcomersAssumptionsPlan goals with familyAddressing the needs of ELs: Challenges Extended time for high school ELs Division practices and resources

High School Students

High School StudentsPlanning high school coursesUse WIDA data for planning Graduation r equirements Foreign transcript review Plan for review of transcripts Identify resources Planning post-secondary paths Develop transitions Create a modified plan

Technical AssistanceU.S. Department of EducationSchools' Civil Rights Obligations to ELsDeveloping Programs for ElsTitle III Toolkit (Chapters 2, 3, 9) Virginia Department of Education Virginia Title III Statewide Consortium Title III Consortium Conference ESL Instruction LIEP Review of Foundational Literature USED

LIEP ResourcesFor instructional resources visit: English as a Second Language (ESL) For additional resources related  the  WIDA English Language Development (ELD) Standards, see:  English Language Development (ELD) Standards WIDA WIDA ELD Standards WIDA Can Do’s/MPIs SIOP – EL lesson planning The SIOP® Model CAL - What Is the SIOP Model Everything ESL - Lessons Everything ESL – Using SIOP EXC-ELL EL Academic Vocabulary acquisition

QuestionAre states or LEAs required to implement any particular type of LIEP? No. Consistent with ESEA section 3124, the Department does not recommend any particular curricula, program of instruction, or instructional materials, nor does it prohibit any language instruction educational program used with ELs that is consistent with Title III of the ESEA and other laws, including Title VI and the EEOA. States and LEAs may select any LIEP that is effective, and meets its Title VI and EEOA obligations .

Title III Supplement, Not Supplant, ProvisionsTitle III Funding

Supplement, not Supplant ProvisionsQuestions when considering whether Title III funds can be used without violating Title III supplement, not supplant, provisions: What instructional programs and/or services are provided to all students? What does the division do to meet requirements under Title VI, Lau v Nichols, and Title I ?

Supplement, not Supplant, cont’dQuestions when considering whether Title III funds can be used without violating Title III supplement, not supplant, provisions: 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?

Reminder Title III supplement, not supplant, provisions apply to both EL and IY funds

Two Subsets of Title III FundingTitle III Funding

English Learner FundingEnglish Learner (EL) EL allocations to divisions are determined on a per pupil basis. Limitation: Divisions must receive a minimum of $10,000 in LEP funding to apply. School divisions that receive less than $10,000 in EL funding must enter into a consortium with other school divisions to receive funds.

Immigrant Children and Youth (IY)IY awards are based on a significant increase of 20 or more students in student enrollment from the previous school-year . These awards are preliminary and allocations are adjusted after the Fall Student Record Count (SRC) student enrollment information is available. Each division meeting the IY funding criteria will receive a base allocation of $2,000 and an additional per pupil amount. Divisions allocated IY funds may apply for these funds through the Title III application.

Required Use of funds Title III Funding

Required Uses of EL FundsProvide programs and services that increase the English language proficiency of ELs by providing effective language instruction educational programs that meet the needs of ELs and demonstrate success in increasing: ( A) English language proficiency; and ( B) student academic achievement.

Required UsesProvide effective professional development to classroom teachers (including teachers in classroom settings that are not the settings of language instruction educational programs), principals, administrators, and other school personnel designed to:improve instruction and assessment of ELs;enhance ability of teachers and administrators to implement curricula, assessment practices, and instructional strategies for ELs; andincrease English language proficiency to substantially increase subject matter knowledge .

Required Uses, cont’dProfessional development must be of sufficient duration and intensity to have a positive, lasting impact.Provide and implement other effective activities and strategies that enhance or supplement language instruction educational programs that include parent, family, and community engagement.

Allowable Uses of EL FundsUpgrade effective language instruction educational programs (LIEP);Improve the LIEP by identifying, acquiring, and upgrading curricula, instruction materials, educational software, and assessment procedures; Provide tutorials and academic or career and technical education and intensified instruction; Develop and implement elementary or secondary LIEPs that are coordinated with other relevant programs and services ;

Allowable Uses of IY FundsFamily literacy and parental outreachSupport for personnelTutoring or mentoringIdentification or acquisition of curricular materials and technology Classroom supplies or transportation costs directly related to the program

Title III Grant ApplicationTitle III Funding

Application for Title III FundsApplications for 2019-2020 federal funds under the ESEA are due July 1, 2019 Options Available: Individual Application Consolidated Application Consortium Application

Technical Assistance ModulesPre-recorded Technical Assistance module topics include: Application overview and mechanics of data entry Common elements: conducting the needs assessment, completing the program overview, coordination of services, measurable objectives, and budget pages

Statewide ConsortiumThe Department offers membership in the Title III statewide consortium to divisions allocated under $10,000 in Title III funds. 67 divisions participated in 2018-2019. Virginia Tech serves as the fiscal lead . Virginia Tech submits a Title III application on behalf of the consortium. Participating divisions should complete the Title III Consortium application. These divisions will complete the IY portion of the Title III application if they receive an IY allocation.

Progress and ProficiencyTitle III Accountability

Under the Every Students Succeeds Act, states must include EL progress towards proficiency in English as an indicator in their accountability systems. Progress targets for ELs are located in Appendix A of Virginia’s approved ESSA plan . Title III Accountability

EL Progress Targets  Baseline Year 1 Target Year 2 Target Year 3 Target Year 4 Target Year 5 Target Year 6 Target Year 7 Target – Long Term Goal Assessment Year   2016-2017 2017-2018 2018-2019 2019-2020 2020-2021 2021-2022 2022-2023 2023-2024 Accountability Year     2018-2019 2019-2020 2020-2021 2021-2022 2022-2023 2023-2024 2024-2025 EL Progress Target   44 46 48 50 52 54 56 58

Federal Program Monitoring Accountability

Federal Program Monitoring Logistics The monitoring visit for Title III, Part A, will be conducted by Title III staff from the Office of ESEA Programs at VDOE.Following the visit, divisions will receive a letter indicating whether the division was in full compliance, or whether there are areas of non-compliance.

VDOE ProcessJuly 2019 – FPM technical assistance offered at Coordinators AcademyOctober/November - Release of the revised protocol document with a support webinar December – All FPM visits scheduled January to March 2020 – Onsite or Virtual FPM May – FPM Compliance or Non-Compliance letters mailed to division Superintendent

Monitoring InformationMonitoring types:Onsite is approximately 3 - 4 hours Virtual is approximately 2 - 3 hours Division coordinators are expected to be in attendance for the FPM. Other personnel may attend at your discretion. Emphasis will be placed on the “Federal Requirements for Serving ELs” section of the protocol. This section touches on many aspects of Title III compliance.

Follow up Expectations At the end of each monitoring visit, next steps will be discussed:A follow up email will be sent outlining further evidence requiredDivisions will be allowed time to produce additional evidence if necessary FPM letters will be mailed to the division superintendent in May stating: Compliance (no findings) – no further action Non-compliance (one or more findings) – specific documentation is requested

Protocol DocumentI. Guiding Question What is the LEA’s process for ensuring that ELs grades K-12 are appropriately identified for participation in a language instruction educational program (LIEP) in a timely and consistent manner across the school division? What is the LEA’s process for the initial identification and screening of ELs grades K-12? Acceptable Evidence Written procedures for EL identification, including the state requirements for standardized entrance procedures for identifying ELs (Superintendent’s Memo #194-17) Interview Questions LEA staff discusses the EL identification process, including the timeline for identification, screening, and placement of ELs LEA Response LEA Response: Every parent, when registering a new student, completes a Home Language Survey. If it is determined that English is not the only language, the EL administer gives the WIDA Access Placement Test or examines recent ACCESS for ELLs test results to determine the student’s English language proficiency (ELP) level……. Sufficient Documentation Yes/No

LIEP Evidence Evidence should show:LIEPs differentiated by grade span and EL levelEL student schedules Specific EL teacher schedules The LIEP teaching model implemented in lesson plans/curriculumMaterials An evaluation of the effectiveness of the LIEP

Professional Development EvidenceEvidence should show: EL professional development provided through the past year Stakeholder designations attending the training, such as administrators, content teachers, EL teachers, data entry personnel, counselors The EL content and attendance (could be) demonstrated through PowerPoints, agendas, sign in sheets and post evaluations

Parent, Family and Community Engagement Evidence should show:Parent, family and community engagement events which may include an agenda, presentation , sign in sheets Language translation and interpretation personnel and/or tools used to communicate with LEP parents

Equitable Services Provide documentation of all consultations held with private schools within your division. Documentation examples:Intent forms, lettersAgendas, notes, emails, sign-in sheets Receipts and documentation sent by certified mail Services offered (if Title III funds are accepted)

FiscalEvidence should show:Actual allocation on an approved applicationTimely reimbursements and spenddown Internal tracking of expendituresPayment receipts for ACCESS testing and screener materials by the LEA using local funds

Data Show how data is tracked and evaluated by including SSWS Title III Reports showing EL Progress and Proficiency. Additionally you may include:Internal tracking spreadsheetsGraduation Rates Long Term ELs IY data Dually Identified ELs ELs in specialty centers/programs

SSWS Reports Who has designated rights on SSWS? You will need at minimum: Online Management of Education Grant Awards (OMEGA)  - Online Management of Education Grant Awards (for application, amendments, budget transfers, reimbursements)   Title III, Part A  - English Language Acquisition, Language Enhancement, and Academic Achievement (for ACCESS for ELLs data)

Questions? You made it!

VDOE Contact Information: Title III, Part ADr. Lynn Sodat, Director of ESEA Programs Lynn.Sodat@doe.virginia.gov(804) 225-2870Louise Sutton Marks, Title III Coordinator Louise.Marks@doe.virginia.gov Phone: (804) 225-2901 Dr . Christopher Kelly, Education Coordinator Christopher.Kelly@doe.virginia.gov (804) 225-2122 Stacy Freeman, Title III Specialist Stacy.Freeman@doe.virginia.gov ( 804) 371-0778

VDOE Contact Information: EL SupportKia Johnson, ELP Assessment Specialist Kia.Johnson@doe.Virginia.govPhone: (804) 225-2102Jessica Costa, EL Instructional Specialist Jessica.costa@doe.Virginia.gov Phone: (804) 786-3927