Overview of Title III, Part A, Requirements for Limited English Proficient LEP Students

1
Overview of Title III, Part A, Requirements for
Limited English Proficient (LEP) Students

• Virginia Department of Education
• Coordinators Academy
• July 21-22, 2009

2

• Demographics

3
Definition of a LEP Student

• A LEP student is one
• Who was not born in the U.S. or whose
• native language is a language other than
  
• English and
• Whose difficulties speaking, reading,
  writing,
• or understanding English may deny
  him/her
• the ability to
• Meet the states proficient level of
• achievement on state assessments
• Achieve successfully in classrooms
• where the language of instruction is
• English or
• Participate fully in society.

4
Virginia LEP Enrollment 1997 to 2008
5
Comparison of LEP Enrollmentby Superintendents
Region
6
School Divisions with the Greatest Number of LEP
Students as of September 2008
7
School Divisions with the Greatest Percentage of
LEP Students as of September 2008
39
35
27
26
26
20
18
17
16
10
9
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Definition of Immigrantand Youth

• Immigrant children and youth are those
  individuals who
• are aged three through 21
• were not born in any state and
• have not been attending one or more schools in
  any one or more states for more than three full
  academic years.
• Public Law 107-110, Section 3301,(6)

9
Immigrant and Youth Enrollment 2003 to 2008
10
Comparison of LEPEnrollment to Immigrantand
Youth Enrollment
87,026
11

• World-Class Instructional Design and Assessment
  (WIDA) English Language Proficiency (ELP)
  Standards

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WIDA ELP Standards

• On March 19, 2008, the Virginia
• Board Of Education adopted the
• WorldClass Instructional Design
• and Assessment (WIDA) English
• Language Proficiency Standards.

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Language vs. Content

• WIDA ELP Standards provide the framework for
  development of social and academic content
  language.
• The ACCESS for ELLs assesses ELL student
  proficiency in social and academic content
  language.

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Overall Organization of the WIDA ELP Standards
15
Two Standards Frameworks

• Summative
• Is amenable to large-scale testing under
  standardized conditions
• Includes visual and graphic supports
• Contains model performance indicators that are
  observable and measurable

• Formative
• Corresponds to everyday classroom practice
• Includes visual, graphic, and interactive
  supports
• Contains model performance indicators that
  include strategies, technology, and long-term
  projects

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Five WIDA ELP Standards

• Standard 1 English language learners communicate
  for SOCIAL AND INSTRUCTIONAL purposes within the
  school setting.
• Standard 2 English language learners communicate
  information, ideas, and concepts necessary for
  academic success in the content area of LANGUAGE
  ARTS.
• Standard 3 English language learners communicate
  information, ideas, and concepts necessary for
  academic success in the content area of
  MATHEMATICS.

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Five WIDA ELP Standards

• Standard 4 English language learners communicate
  information, ideas, and concepts necessary for
  academic success in the content area of SCIENCE.
• Standard 5 English language learners communicate
  information, ideas, and concepts necessary for
  academic success in the content area of SOCIAL
  STUDIES.

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The Four Language Domains

• Listening - process, understand, interpret, and
  evaluate spoken language in a variety of
  situations
• Speaking - engage in oral communication in a
  variety of situations for a variety of purposes
  and audiences
• Reading - process, interpret, and evaluate
  written language, symbols, and text with
  understanding and fluency and
• Writing - engage in written communication in a
  variety of forms for a variety of purposes and
  audiences.

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Grade-Level Clusters

• PreK-K
• Grades 1-2
• Grades 3-5
• Grades 6-8
• Grades 9-12

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The WIDA English Language Proficiency Levels
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Model Performance Indicators (MPIs)

• More than 1000 MPIs examples (models) of
  assessable language skills
• Reflect the second language acquisition process
• Describe what language students can use at a
  particular level
• Provide the anchors for curriculum, instruction
  and assessment

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Organization of MPIs within the ELP Standards
23
The Elements of the MPI

• MPIs consist of three elements
• The Language Function
• The Content Stem or Sample Topic
• The Support or Strategy

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The MPI Language Function
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The MPI Content Stem
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The MPI Support or Strategy
27

• Accountability Requirements
• for
• Title III, Part A

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Identification of LEP Students

• A home/primary language survey must be completed
  as part of the initial identification of LEP
  students at the time of enrollment.
• OCR Title VI Policy on Language Minority
  Students
• School divisions must assess students who have
  been identified with a home language survey for
  English language proficiency.
• Based on the results of the assessment, the
  student may be placed in a program designed to
  develop their English language proficiency.

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30-Day Parent Notification Letter as Required
in Section 3302 of NCLB

• WIDA ELP levels should be reflected in the 30-day
  parent notification letter.
• A checklist has been posted to the VDOE/ESL Web
  site to provide guidance for the eight required
  elements by the No Child Left Behind Act of 2001.
  
• Parents of ELLs must receive the 30-day parent
  notification letter annually. Sec. 3302
• http//www.doe.virginia/VDOE/Instruction/E
  SL/lep_parentalnotification_checklist.pdf

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Accountability Requirements for LEP Students

• 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)
• AMAO 1 (progress) will not be calculated for
  the 2009-2010
• school year.
• annual increases in the number or percentage of
  LEP students achieving full proficiency in
  English (AMAO 2) and
• AYP targets in reading and mathematics are met
  annually (AMAO 3).
• Sec. 3113

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Annual Measurable Achievement Objective Targets
and Results

• USED has waived
  the calculation of AMAO 1 for the 2008-2009
  school year.

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Annual Measurable Achievement Objective Targets
and Results
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Separate Notification

• School divisions must inform parents of the
  divisions failure to make progress on the AMAOs
  within 30 days after such failure occurs.
• Section 3302 (b)
• Parents of ELLs must be notified yearly if
  any AMAO is not met.

34
Private School Participation

• Title IX, Part E, Uniform Provisions,
• Subpart 1Private Schools
• Non-regulatory Guidance, Revised March 2009
• http//www.ed.gov/policy/elsec/guid/equitables
  erguidance.doc
•  

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Consultation with private school officials should
include

• how the LEP childrens needs will be identified
• what services will be offered
• how, where, and by whom the services will be
  offered
• how the services will be assessed
• how the results of the assessment will be used to
  improve those areas and
• the size and scope of services.
• (Office of Non-public Education ONPE,
  Private School Participation
• in Title III Programs)

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• Title III
• Data Collection

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LEP Progress Target

• To determine progress (movement from one level to
  the next), school divisions may use the ACCESS
  for ELLs composite scores and a body of evidence
  to determine progress from one level of
  proficiency to the next.
• Consolidated State Application Accountability
  Workbook,
• September 2003 Submission, Amended September
  16, 2008.

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LEP Proficiency Target

• LEP students will be considered proficient
  (reclassified
• as non-LEP) when they attain a score of 4.8 or
  higher on
• the Tier C of the ACCESS for ELLS.
• School divisions have the flexibility to
  consider the
• ACCESS for ELLs composite score and a body
  of
• evidence when determining English language
• proficiency levels.
• Consolidated State Application Accountability
  Workbook, September 2003
• Submission, Amended September 15, 2008.

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Guidelines for Determining K-12 WIDA English
Language Proficiency Levels(Superintendents
Memo 137-09)
40
Guidelines for Determining K-12 WIDA English
Language Proficiency Levels
41

• New State Codes for Reporting Limited English
  Proficient (LEP) Students

2009-2010
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Superintendent's Memo Number 136-09 released May
15, 2009

• As a result of the Virginia Board of Educations
  approval of
• 1) World-Class Instructional Design and
  Assessment (WIDA) English Language Proficiency
  (ELP) Standards as the state-approved ELP
  standards and
• 2) Assessing Comprehension and Communication in
  English State-to-State for English Language
  Learners (ACCESS For ELLs) as the state-approved
  ELP assessment, new LEP codes have been
  developed.

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Changes to Reporting Codes

• The requirement of reporting both a status code
  and a proficiency code has been eliminated.
• LEP data will be reported by an LEP state code
  and a flag to report an LEP student receiving or
  not receiving ESL services.
• Students who have refused services must be
  flagged as determined by the Departments Office
  of Student Information Management.

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(No Transcript)
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Use of New Codes2009-2010 School Year

• Student Data Collection Reports
• Student Data Uploads
• Title III Data Collection

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Title III Data Collection

• Superintendents Memorandum Number 137- 09
  released on May 15, 2009
• A Web-based system will be used for the Title III
  data collection.

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2009-2010 AMAO Reporting

• AMAO 1 The calculation of AMAO 1 (progress) has
  been waived.
• AMAO 2 - Proficiency will be calculated for the
  2009-2010 school year.
• AMAO 3 - AYP reading and mathematics will be
  calculated for the 2009-2010 school year.

48
Reports Available to Title III Coordinators

• 1. Summary Report
• 2. Title III Achievement Report
• 3. Verification Report
• Access to reports can be obtained through
  division level
• data administrators.

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Title III Funding
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Possible Funding Sources for English Language
Learners

• Local funds
• State funds
• Federal funds to include
• Title I, Part A
• Title I, Part C (Migrant education)
• Title II, Part A (Teacher training)
• Title III, Part A
• Title IV, Part B (21st CCLC Competitive Grants)
• Refugee (Newcomer Services, Department of
• Social Services)

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Summary of NCLB Title III Funding
52
Required Uses of Funds for Title III Subgrants

• Funds must be used for
• 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.
• Section 3111(b)

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Allowable Uses of Funds for Title III Subgrants

• LEP funds may be used for
• Upgrading program objectives and instructional
  strategies
• Improving ESL instruction through
  updating/upgrading ESL curriculum, materials, or
  technology
• Tutoring and
• Developing/implementing elementary or secondary
  language instruction programs coordinated with
  other relevant programs.
• Section 3111(b)

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Allowable Uses of Funds for Title III Subgrants

• Improving the English proficiency and academic
  achievement of LEP children
• Providing community participation programs and
• Improving LEP instruction through the acquisition
  of technology.
• Section 3111(b)

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Allowable Uses of Funds for Immigrant Youth (IY)
Subgrants

• IY funds may be used for
• Family literacy and parental outreach
• Support for personnel
• Tutoring or mentoring
• Identification/acquisition of curricular,
  materials and technology and
• Classroom supplies or transportation costs
  directly related to program.
• Section 3115

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Title III Grant Applications
57
Requirements

• Applications for 2009-2010 Federal Funds under
  the
• No Child Left Behind Act of 2001
• Announced in Administrative Superintendents
  Memorandum Number 110-09 April 24, 2009
• http//www.doe.virginia.gov/info_centers/administ
  rators/superintendents_memos/2009/110-09.shtml
• Deadline July 1, 2009
• Options Individual or Consolidated Application

58
2009-2010 NCLB Application

• Technical Assistance
• Pre-recorded modules
• Topics
• 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 and
• Program Specific Modules including Title III.
• http//www.doe.virginia.gov/VDOE/Instruction/OC
  P/nclb-applications.html

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Title III, Part AApplication

• Title III, Part A, Application Guidelines,
  Instructions, and Assurances (PDF format)
• Title III, Part A, Application (Excel format)
• Title III, Part A, Consortium Agreement (Excel
  format)
• Title III, Part A, Improvement Plan (Excel format)

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Two Separate Funding Streams

• Title III and Immigrant and Youth
• Title III
• Determined on a per pupil basis
• Limitation Divisions must receive 10,000 to
  apply. School divisions that receive less than
  10,000, must enter into a consortium to receive
  funds.
• Immigrant and Youth
• State reserves five (5) percent of funds for this
  purpose beginning in 2005-2006.
• Only those school divisions that have experienced
  a significant increase as compared to the average
  of the two preceding fiscal years qualify for
  funds. Significant increase is defined as five
  (5) or more students.
• States awards 2,000 to all divisions and a per
  pupil amount.

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Two Separate Funding Streams

• Application for Title III and Immigrant and Youth
  (IY) funds are separated in the Title III
  application.
• Reimbursement of Title III and IY funds are
  separated into two distinct project codes.
• This change became effective Award Year
  2007.
• Advise budget personnel within your division of
  the following reimbursement project codes
• Title III Project Code 60512
• IY Project Code 60509

62
Title III Application Cover Page

• 2009-2010 Title III, Part A, allocation should
  reflect LEP and IY Award Amount if applying for
  both.
• LEP Award Amount and I/Y Award Amount are to be
  entered separately.
• Cover page must have date and signatures of
  superintendent and board chairperson.

63
Program Overview

• Be sure to include in narrative format the
  following requirements
• Description of instructional program or services
  to be developed with requested federal funds
• Targeted population(s) and
• Contribution to the attainment of the NCLB goals
  through the divisions program.

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Coordination of Services

• Describe the partnership within your division
  between Title III and other federal, state,
  and/or local programs in the deliver of services
  to the targeted population(s)

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2009-2010 NCLB Application Measurable Objectives

• One or more measurable objectives must address
• Adequate Yearly Progress Targets in
  Reading/Language Arts and Mathematics.
• Reading/Language Arts Target for 2009-2010 is
• 85 percent.
• Mathematics Target for 2009-2010 is 83 percent.
• English Language Proficiency targets in Progress
  and Proficiency.
• Progress Target for 2009-2010 is TBD.
• Proficiency Target for 2009-2010 is TBD.
• Progress and proficiency for 2009-2010 have
  not yet been determined.

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Budget SummaryReminders

• Separate LEP funding and Immigrant and Youth (IY)
  funding by object codes
• Title III Project Code 60512
• IY Project Code 60509
• Detailed budget breakdown combines LEP and IY
  funds.

67
Program Details Sections(Changes for 2009-2010)

• 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, report each
  program used.

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Program Details Sections(Changes for 2009-2010)

• Program Details Section
• Professional Development Activities
• Divisions will be asked to
• indicate the number of professional development
  activities planned using Title III and/ or IY
  Funds.
• estimate the number of teachers, administrators,
  and other personnel who will participate in each
  type of professional development activity.
• If your division is the fiscal agent for a
  consortium, the totals for all
• divisions within the consortium must be
  submitted.

69
Title III Improvement Plan

• School divisions not meeting the targets in
  reading, mathematics and/or the ELP targets for
  AYP progress, and proficiency for two consecutive
  years must submit a Title III improvement plan
  that addresses the area of need. Section 3122
  (b)
• AMAO 1 (progress) will not be calculated for the
  2009-2010 school year.

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Title III Improvement Plan

• Title III improvement plan should include the
  following components
• Goals for improvement
• How the goals will be implemented
• Timeline for implementation and
• How the implementation will be monitored.

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Consortium Requirements

• For Title III funds only, school divisions that
  receive less than 10,000, must enter into a
  consortium to receive funds.
• Section 3114 (b)

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Consortium Application Process

• Lead school division submits a Title III
  application with a list of divisions
  participating in the consortium and total
  allocations for all divisions
• All consortium members must submit a
  certification document to the lead school
  division to keep on file
• Lead school division should keep all
  certifications from participating school
  divisions on file and
• Lead school division must serve as fiscal agent.
• United States Department of Education,
  Office of English Language Acquisition,
  Clarification on Title III Requirements, March
  2006, pg.2

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Immigrant and Youth

• If a division is applying for Immigrant and Youth
  (IY) funds, an indication of which activities
  will be conducted with IY funds must be completed
  on the Title III NCLB application.
• The activities reported can be those that are
  funded jointly with IY and Title III funds.
• Consortium members may apply for IY funding
  through an individual Title III application.

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Supplement not Supplant

• Superintendent's Memo number 280, November 14,
  2008 Guidance on Use of Funds for Implementation
  of Requirements for Limited English Proficient
  (LEP) Students under Title III, Part A, of the No
  Child Left Behind Act of 2001
• http//www.doe.virginia.gov/info_centers/super
  intendent_memos/2008/11_nov/inf280.html

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Supplement not Supplant (continued)

• NCELA guidance document http//ncela.edstudies.
  net/LEP/2008/supplement_guidance.pdf
• NCELA Webinar link http//www.ncela.gwu.edu/we
  binars/event/6/

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Title III Grant Amendment

• Amendment to applications occur after the
  application is approved.
• Budget transfers occur after the application has
  been approved.
• Used to move funds between object codes.
• If a programmatic change is being requested, an
  amendment and a budget transfer are required.

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General Information

• Review your to-do list in OMEGA regularly
• Denial or approval of application is communicated
  through OMEGA
• Revise the application if the application is
  denied and
• Describe changes to the application in the
  comment section.

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Reminder

• Title III funds for 2007-2008 must be encumbered
  by September 30, 2009.
• Reimbursements must be submitted by December 1,
  2009.

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Anticipated 2009-2010Professional Development

• CLIMBS Regional Trainings
• George Mason University
• Reading and Writing Strategies for English
• Language Learners
• University of Mary Washington
• Differentiated Instruction Across the
  Curriculum
• for English Language Learners
• Center for Applied Linguistics (CAL)
• Whats Different About Teaching Reading to
  
• Students Learning English?
• WIDA Trainings - TBD

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Contact Information

• Judy Radford (Regions IV and V)
• ESL Coordinator
• Judy.Radford_at_doe.virginia.gov
• [phone]
• Stacy Freeman (Regions II, VI, VII)
• ESL Specialist
• Stacy.Freeman_at_doe.virginia.gov
• [phone]
• Megan Moore (Regions I, III, VIII)
• Educational Specialist
• Megan.Moore_at_doe.virginia.gov
• [phone]