Stacy Freeman Title III Specialist Shyla Vesitis Title IIII Specialist Title III University October 8 2015 The purpose of this presentation is to address overall federal requirements for serving English language learners ELLs ID: 585469
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Title III, Part A, Foundations
Stacy Freeman, Title III SpecialistShyla Vesitis, Title I/III SpecialistTitle III UniversityOctober 8, 2015Slide2
The purpose of this presentation is to address
overall federal requirements for serving English language learners (ELLs).
2Slide3
Title III Funding3Slide4
Supplement, not Supplant, Provisions under Title III4Slide5
5Slide6
Title III Supplement, not SupplantQuestions when considering whether Title III
funds can be used without violating Title IIIsupplement, not supplant, provisions:
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
r
egulations to
provide?
Was the program/service previously provided with federal, state, and/or local funds?
6Slide7
Title III Supplement, not SupplantMore information on Title III supplement,
not supplant, provisions can be found on the Title III Web page of the VDOE Web site.
http://www.doe.virginia.gov/federal_programs/esea/title3/index.shtml
Look in the Title III Toolkit under the
Funding tab.
7Slide8
Reminder: Title III supplement,
not supplant, provisions apply to both LEP and Immigrant Children and Youth (IY) funds.
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Subsets of Title III FundingLEP
LEP 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 LEP funding must enter into a consortium
with other school divisions to receive funds.
9Slide10
Subsets of Title III Funding Immigrant Children and Youth (IY)
IY allocations based on a significant increase of IY students as compared to the average of the two preceding fiscal years qualify for IY funds. *Significant increase is defined as five or more students.
State awards $2,000 to all divisions meeting the IY funding criteria and an additional per pupil amount.
Divisions allocated IY funds may apply for these funds through the Title III application.
10Slide11
Subsets of Title III Funding Supplemental Immigrant Children and Youth (IY)
. In 2015-2016, Virginia received a one-time
allocation of
supplemental
IY funds
These funds were awarded to divisions that received 2015 IY funds or were listed by the Office of Refugee Resettlement as having a placement 50 or more unaccompanied minors in the 2014-2015 school year.
11Slide12
Subsets of Title III FundingFor more information on 2015-2016 Title III, Part A, funding, refer to Superintendent’s Memo 244-15, released September 18, 2015.
The link is provided below:
http://
www.doe.virginia.gov/administrators/superintendents_memos/2015/244-15.shtml
12Slide13
Required Uses of Funds for LEP Subgrants
Programs that increase English language proficiency and student achievement in core content classes
Providing high-quality professional
development to classroom teachers,
principals, administrators, and other
school personnel
ESEA, Section 3111(b)
13Slide14
Allowable Uses of Funds for LEP Subgrants
Upgrading program objectives and instructional strategies
Improving ESL instruction through
updating or upgrading ESL curriculum,
materials, or technology
Tutoring
(above and beyond Title VI & Lau requirements)
Developing/implementing elementary or secondary language instruction programs coordinated with other relevant programs
ESEA, Section 3111(b)
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Allowable Uses of Funds for LEP Subgrants
Improving the English proficiency and academic achievement of LEP childrenProviding community participation programs
Improving LEP instruction through the acquisition of technology
ESEA
, Section 3111(b)
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Allowable Uses of Funds for IY Subgrants
IY funds may be used for:Family literacy and parental outreach
Support for personnel
Tutoring or mentoring
Identification/acquisition of curriculum, materials and technology
Classroom supplies or transportation costs directly related to program
ESEA, Section 3115
16Slide17
Title III Grant Applications
17Slide18
Application for Title III FundsApplications for 2015-2016 federal funds
under the SEA Applications Due:
Annually on July
1
Options Available:
Individual or Consolidated Application
18Slide19
Assistance to Complete the Application for Title III Funds
Pre-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
Program specific modules
including Title
III
http://www.doe.virginia.gov/federal_programs/esea/applications/index.shtml
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Statewide Title III ConsortiumFor the second year, the Department is providing a statewide Title III consortium to include divisions
allocated under $10,000 in Title III funds. 68 divisions are participating in 2015-2016.Virginia Tech will serve as the fiscal lead.
Virginia Tech will submit a Title III application on
behalf of the consortium. Participating divisions
should not complete any other Title III
application.
20Slide21
Title III AccountabilityRequirements 21Slide22
Title III Annual Measurable Achievement Objectives (AMAOs)Title III requires states to ensure:
Annual increases in the number or percentage of LEP students making progress in learning English (Annual Measurable Achievement Objective AMAO 1)
A
nnual increases in the number or percentage of LEP students achieving full proficiency in English (AMAO 2)
A
nnual increases in the percentage of LEP students meeting the Annual Measurable Objective (AMO) targets in reading/language arts and mathematics
and the federal graduation indicator (FGI)
22Slide23
Title III Annual Measurable Achievement Objectives (AMAOs)In 2013, VDOE
contracted the WIDA Consortium to conduct an analysis of Virginia’s ACCESS for ELLs student performance data and provide recommendations for future AMAOs 1 and 2
targets.
R
ecommended
AMAOs
1 and 2 targets
were approved
by the
Virginia Board of Education Board
in November 2014 and submitted to the U.S. Department of Education (USED) for review.
23Slide24
Title III Annual Measurable Achievement Objectives (AMAOs)USED recommended revisions to the proposed AMAO 1 and
AMAO 2 targets in the spring of 2015. The proposed targets
currently under consideration
by
USED
are
provided
in the chart below.
Accountability Year
(Assessment Year)
AMAO 1
Progress
AMAO 2
Proficiency
2015-2016
(2014-2015)
69%
15.6%
2016-2017
(2015-2016)
TBD*
TBD*
2017-2018
(2016-2017)
TBD*
TBD*
*Pending analysis of data from the online
and paper
administration
of ACCESS for
ELLs 2.0 test
24Slide25
Title III Annual Measurable Achievement Objectives (AMAOs)The proposed
AMAO 2 Proficiency targets are based on expanding the English language proficiency criteria to LEP students who:
1) test
on Tier B
and
Tier
C of the ACCESS for
ELLs test
;
2
) achieve a Composite Score of 5.0 or above;
and 3) achieve a Literacy Score of 5.0 or above. 25Slide26
Title III Annual Measurable Achievement Objectives (AMAOs)The proposed targets
have not yet been approved by USED. They remain under USED review.
The existing English language proficiency
criteria remain in
place
until further notice.
VDOE
is unable to calculate Title III
accountability
results until USED renders a final decision on the proposed targets
.
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Separate Notification LetterSchool divisions must inform the parents of ELLs of the failure to make progress on the Annual Measurable Achievement Objectives within 30 days after such failure occurs.
ESEA, Section 3302 (b)
A sample separate notification letter has been posted to the VDOE Title III Web site:
http://
www.doe.virginia.gov/instruction/esl/standards_resources/resources/failure_meet_objectives_letter.pdf
Look in the Title III Toolkit under the Compliance tab.
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Title III Improvement28Slide29
Title III ImprovementUnder Section 3122(b)(2) of the ESEA, an improvement plan shall be required for any
division that has not met any Annual Measurable Achievement Objectives (AMAOs) for two consecutive years.
Under Section 3122(b)(4) of the ESEA, modification of the curriculum and method of instruction shall be required for any division that has not met its Annual Measurable Achievement Objectives (AMAOs) for four consecutive years.
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Title III Improvement More information about Title III improvement can be found on the Title III Web page of the VDOE Web site at:
http://www.doe.virginia.gov/federal_programs/esea/title3/index.shtml
Look in the Title III Toolkit under
the Title
III AMAOs tab.
30Slide31
Federal Program Monitoring for Title III31Slide32
Federal Program Monitoring Logistics
The monitoring visit for Title III, Part A, will be conducted by Title III staff from the Office of Program Administration and Accountability at VDOE.Following the visit, divisions will receive a
letter indicating whether the division was in full compliance, or whether
areas
of
non-compliance
were found and how they will be addressed.
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Private School Participation33Slide34
Private School ParticipationInformation about private school participation, including Title III, can be found on the VDOE Web site at:
http://www.doe.virginia.gov/federal_programs/esea/title9/ndex.shtml
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Virginia Department of Education Title III Contacts
Veronica TateDirectorProgram Administration and AccountabilityVeronica.Tate@doe.virginia.gov
(804) 225-2870
Judy Radford,
ESL Professional Development
Coordinator
Judy.Radford@doe.virginia.gov
(804) 786-1692
Stacy Freeman
Title III Specialist
Stacy.Freeman@doe.virginia.gov(804) 371-0778Christopher KellyEducation SpecialistChristopher.Kelly@doe.virginia.gov
(804) 225-2122
Shyla Vesitis
Title I/Title III Specialist
Shyla.Vesitis@doe.virginia.gov
(
804)
225-3711
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