Title III: Language Instruction for Limited English Proficient and Immigrant Students

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Title III Language Instruction for Limited
English Proficient and Immigrant Students
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English Language Learners

• US Department of Education Definition
• Between ages of 3 and 21
• Enrolled/preparing to enroll in elementary or
  secondary school
• Not born in US OR whose native language is NOT
  English
• Native American, Alaska Native, or native
  resident of outlying areas and
• From environment where language other than
  English significantly impacted English language
  proficiency
• Is migratory, whose native language is not
  English and comes from environment where English
  is not dominant

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English Language Learners(cont.)

• Has difficulty speaking, reading, writing or
  understanding English sufficient to deny the
  individual the
• Ability to meet the proficient level of
  achievement on State assessments
• Ability to successfully achieve in classrooms
  taught in English with no language supports.
• Opportunity to participate fully in society.

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• The purpose of Title III is to ensure that
  Limited English Proficient (LEP) students,
  including immigrant children and youth
• Develop English proficiency using high quality
  research based language instructional strategies
• Meet academic content and academic achievement
  standards that other students are expected to
  meet
• Are assessed on a State approved Language
  Proficiency Test (CELA)
• Design, promote and implement parental and
  community participation in language instruction
  educational programs
• Monitor academic and language acquisition of
  ELLs, targeting Annual Measurable Achievement
  Objectives (AMAOs) and Adequate Yearly Progress
  (AYP).

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3 Standards 2 Sets of Objectives

• English Language Proficiency Standards, Title III
  (for ELL students only)
• Academic Content Standards, Title I (for ALL
  students including ELL students)
• Student Academic Achievement Standards, Title I
  (for ALL students including ELL students)
• Title III English Language Proficiency Annual
  Measurable Achievement Objectives (for ELL
  students only) AMAOs
• Title I Annual Measurable Achievement Objectives
  (for ALL students including ELL students) - AYP

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No Child Left Behind (NCLB)

• What are the three funding pools for Title III?
• Title III funds are based on the formula of
  number of ELL students in district and the monies
  that have been allocated to the State of
  Colorado.
• Over 10,000.00 Districts that are funded for
  Title III are based on the October 1st ELL count
  information submitted to CDE.
• 2. Under 10,000.00 (BOCES/Consortium) This
  pool of money is for those districts that receive
  under 10,000.00. Districts under this funding
  pool are able to sign-over their monies to the
  BOCES or create a consortium in order to serve
  their ELL population.
• 3. Set-Aside (Increase in immigrant children and
  youth) - Districts that are funded for Title III
  set-aside monies are those districts that have
  experienced a significant increase, as compared
  to the average of the two preceding fiscal years
  and the percentage or number of immigrant
  children and youth. Sec.3114(d)(1)

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Title III Required Sub-grantee Activities

• To increase the English proficiency of limited
  English children by providing high quality
  language instruction educational programs that
  are based on scientifically based research
  demonstrating the effectiveness of the program in
  increasing
• English proficiency and
• Students academic achievement in the core
  academic subjects

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Title III Required Sub-grantee Activities
(cont.)

• Provide High Quality 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 or
  community-based organizational personnel
• Designed to improve instruction of ELLs
• Designed to enhance ability of such teachers to
  understand and use curricula, assessment
  measures, and instruction strategies for ELLs
• Based on scientifically based research
• Of sufficient duration and intensity

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Title III Authorized Sub-grantee Activities

• Upgrading program objectives and effective
  instruction strategies
• Improving the instruction program for ELL
  children by identifying, acquiring, and upgrading
  curricula, instruction materials, educational
  software, and assessment procedures
• Providing tutorials
• Tutorials and academic or vocational education
  for ELL children
• Intensified Instruction

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Title III Authorized Sub-grantee Activities
(cont.)

• Developing and implementing elementary school or
  secondary school language instruction educational
  programs that are coordinated with other relevant
  programs and services
• Improving the English proficiency and academic
  achievement of ELL children
• Community participation programs, family literacy
  services and parent outreach and training
  activities to ELL children and their families

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Title III Authorized Sub-grantee Activities
(cont.)

• Improving instruction of ELL children by
  providing for
• Acquisition or development of education
  technology or instructional materials
• Access to, participation in, electronic networks
  for materials, training, and communication
• Incorporation of the above (not limited to)
  resources into curricula and programs

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Title III Application

• Identify Your Needs Identify any needs that are
  required in order to appropriately and equitably
  serve the ELL population in the language
  instructional educational program
• Measurable Objective Tool to measure
  effectiveness.
• AYP, AMAOs, CSAP, CELA, district assessments,
  parent involvement sign in sheets, etc.
• Research Based Strategy How will the school
  district implement high quality language
  instruction educational programs that will ensure
  that ELL children, including immigrant children
  and youth, attain English proficiency, develop
  high levels of social and academic communication,
  and extensive linguistic aspects of English use.
• Evaluation Plan How will the district make a
  determination regarding the effectiveness of the
  strategies and activities that were conducted to
  meet the identified needs.

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Title III Set Aside (SA)NCLB Section 3115 (e)

• 3115(e) Activities by agencies experiencing
  substantial increases in immigrant children and
  youth.
• Immigrant The term immigrant children means
  individuals who
• Are ages 3-21 AND
• Were not born in any State in the United States
  AND
• Have not been attending one or more schools in
  any one or more States for more than three full
  academic years.

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Title III Set Aside (SA)NCLB Section 3115 (e)

• An eligible entity shall use the funds to pay for
  activities that provide enhanced instructional
  opportunities for immigrant children and youth,
  which may include
• Family literacy, parent outreach and training
  activities designed to assist parents to become
  active participants in the education of their
  children.
• Support for personnel, including teacher aides
  who have been specifically trained to provide
  services to immigrant children.
• Provision for tutorials, mentoring, and academic
  or career counseling for immigrant children and
  youth

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Title III Set Aside (SA)NCLB Section 3115 (e)

• Identification and acquisition of curricular
  materials, educational software and technologies.
• Basic instruction services that are directly
  attributable to the presence in the school of
  immigrant children and youth classroom supplies,
  costs of transportation, etc.
• Other instruction services designed to assist
  immigrant children and youth civics education,
  introduction to educational system, etc.
• Activities coordinated with community-based
  organizations, institutes of higher education,
  etc to assist parent of immigrant children and
  youth by offering comprehensive community
  services.

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Title III Immigrant Set-Aside Application

• Identify Your Needs Identify any needs that are
  required in order to appropriately and equitably
  serve the ELL population in the language
  instructional educational program
• Measurable Objective Tool to measure
  effectiveness.
• AYP, AMAOs, CSAP, CELA, district assessments,
  parent involvement sign in sheets, etc.
• Research Based Strategy How will the school
  district implement high quality language
  instruction educational programs that will ensure
  that ELL children, including immigrant children
  and youth, attain English proficiency, develop
  high levels of social and academic communication,
  and extensive linguistic aspects of English use.
• Evaluation Plan How will the district make a
  determination regarding the effectiveness of the
  strategies and activities that were conducted to
  meet the identified needs.

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What Are Annual Measurable Achievement Objectives
(AMAOs)?

• Section 3122. Achievement Objectives and
  Accountability
• Each State Educational Agency (SEACDE) shall
  develop AMAOs for Limited English Proficient
  students served under this part that relate to
  such students development and attainment of
  English proficiency while meeting challenging
  State academic content and student academic
  achievement standards.
• New information regarding AMAOs will be
  available Summer/Fall 2007

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AMAO Targets

• Annual increases in Making Progress, as defined
  by CELA
• Annual increases in the number or percentage of
  ELL students attaining English Proficiency, as
  defined by CELA
• Making AYP for the District ELL sub-group
• New information regarding AMAOs will be
  available Summer/Fall 2007

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Annual Measurable Achievement Objectives (cont.)

• Cohorts
• Determined by analyzing ELL students enrolled in
  the School District from one CELA administration
  to the next (using SASID) AND coded as
  continuously enrolled in the district the
  second year.
• Contain all students K-12 who fit the above
  requirements.
• Adjusted for students graduated or moving out of
  the district.
• Must contain (and maintain over time) a minimum
  of 30 students.

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Title I and Title III
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Colorado Federal Integrated Review System (C-FIRS)

• What we are finding..
• Need more training on C-FIRS (expectations,
  documentation, etc.)
• Need more training in Title III Policy
  (requirements, allowable expenses, etc.)
• Need more training in evaluation processes
• ELA Plan
• Students are not allowed for translation
• Teacher English Fluency Plan
• Parent Notification letters (Identification and
  AMAOs)
• Including Community and Parent groups in
  development of ELA plan and in Title III
  application
• Alignment of Budget and Narrative
• Expenditures aligned to approved application and
  budget

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No Child Left Behind (NCLB)Substantial/Final
Approval of Applications

• Applications often do not receive a substantial
  or final approval based on the following
• Data table has not been completed.
• Districts who receive under 10,000.00 are
  applying for funds, when these monies should be
  signed-over to a BOCES OR a district should be
  participating in a consortium.
• Districts have not identified whether or not they
  will accept or decline Title III funding.
• District has not identified to whom they are
  signing over their Title III monies.
• Budget has not been submitted.

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No Child Left Behind (NCLB)Approval Process

• Data table is completed and accurate if a
  district has identified any ELL students on the
  October 1st count, the data table needs to be
  completed.
• As part of the assurances, Title III requires
  that all teachers in any language instruction
  educational program for limited English
  proficient children will be fluent in English and
  any other used for instruction, including having
  written, oral and communication skills.
  Sec.3116(C). District must have a teacher
  English fluency plan on file.
• District must identify to whom they are signing
  over their Title III monies.
• Budget has been submitted

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REFERENCES RESOURCES

• CDE
• www.cde.state.co.us
• OELA
• www.ed.gov/about/offices/list/oela/index.html
• CAL
• www.cal.org
• CABE
• www.cobilingual.org

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REFERENCES RESOURCES

• NABE
• www.nabe.org
• CASE
• www.co-case.org
• TESOL
• www.tesol.org
• CoTESOL
• www.colorado.edu/iec/cotesol

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REFERENCES RESOURCES

• National Clearinghouse for English Language
  Acquisition and Language Instruction Educational
  Programs
• http//www.ncela.gwu.edu/
• OELA Newsline, an NCELA daily news service
• http//www.ncela.gwu.edu/newsline
• Teaching Diverse Learners
• http//www.alliance.brown.edu/tdl/policy/index.sh
  tml
• The Colorado Trust
• www.coloradotrust.org

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ELAU Updates

• ELA Academy May 18, 2007
• Renaissance - Denver
• Title I and Title III Directors Meeting TBD
  September/October 2007
• English Language Learner Leadership Institute
  (ELLLI) Applications due April 13, 2007
• http//www.cde.state.co.us/cde_english/elau_whatsn
  ew.htm
• Colorado English Language Assessment (CELA)
• http//www.cde.state.co.us/cde_english/cela.htm

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ELAU Title III Contacts Barbara Medina PhD
State Director Medina_b_at_cde.state.co.us 303.866
.6963 Morgan Cox Joanna Bruno Cox_m_at_cde.state.
co.us bruno_j_at_cde.state.co.us 303.866.6784 303
.866.6870 Tomas Mejia Valencia
Lopez Mejia_t_at_cde.state.co.us lopez_v_at_cde.state.c
o.us 303.866.6592 303.866.6752