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Title III and Title I W orking T ogether for ELs

Title III and Title I W orking T ogether for ELs. Office of ESEA Programs Coordinators’ Academy 2019. Disclaimer.

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Title III and Title I W orking T ogether for ELs

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  1. Title III and Title I Working Together for ELs Office of ESEA Programs Coordinators’ Academy 2019

  2. Disclaimer This presentation 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 endorsement by the federal government should not be assumed.

  3. Glossary Title III Title I SW - Schoolwide TA – Targeted Assistance PAC – Parent Advisory Committee EL –English Learner ELP – English Language Proficiency ESL – English as a Second Language LEP – Limited English Proficiency LIEP – Language Instruction Educational Program

  4. Agenda • The Purpose of Title I, Part A Funding • The Purpose of Title III, Part A Funding • Federal Obligations • ESSA, Sharing Supplemental Support • ESSA Limited English Proficient Parents • Tips for LEP Parent and Family Engagement • Quiz

  5. Title I, Part A, Overview The Purpose of Title I, Part A, Funding

  6. Title I Overview What is Title I? • Federal law intended to improve basic programs in low income schools. • Elementary and Secondary Education Act of 1965 (ESEA), as amended • Federal funding source

  7. Purpose of Title I, Part A The purpose of Title I, Part A, is to: provide all children significant opportunity to receive a fair, equitable, and high-quality education, and to close educational achievement gaps.

  8. Fiscal Considerations:Eligibility for Title I Funding Title I eligibility is based on student poverty. • Federal allocation is made to VDOE based on poverty data from the U.S. Census • VDOE awards sub grants to divisions based upon federal allocation and other adjustments • Divisions make school level allocations using a per pupil formula

  9. Use of Title I Funds Title I funds are to be used to directly impact student achievement by: • Providing additional services that increase the amount and quality of instructional time; • Providing students with an enriched and accelerated academic program; • Significantly elevating the quality of instruction; and; • Affording parents substantial and meaningful opportunities to participate in the education of their children.

  10. Instructional Delivery Programs Targeted Assistance Model (TA) ESSA, Section 1115 • Supplemental instructional services to targeted students Schoolwide Program (SWP) • . ESSA, Section 1114 • Instructional services to enhance entire academic program

  11. Targeted Assistance Program • This delivery model provides supplemental assistance to schools to assist eligible students (failing or most at-risk of failing) to meet the state’s challenging academic achievement standards. • Multiple, educationally related, and objective criteria established by the school division are used to determine the eligibility of children within the TA school. *ELs may receive Title I services in addition to their LIEP if they meet the eligibility criteria.

  12. Schoolwide Program • 40 percent low-income or greater (unless the school has received a schoolwide eligibility waiver) • Whole school reform strategies • All students may receive services • Focus is on students with greatest academic need • Schoolwide plans are reviewed and revised annually • Federal, state, and local funds may be combined to create whole school reform (reimbursed to appropriate source)

  13. Components a Schoolwide Plan • Comprehensive needs assessment (including applicable subgroup data) • Schoolwide reform strategies that provide opportunities for all children, including subgroups, to meet the challenging state academic standards • Schoolwide reform strategies that strengthen the academic program; increase the amount and quality of learning time; and help provide an enriched and accelerated curriculum

  14. Components of a Schoolwide Plan 4. Schoolwide reform strategies that may include, but are not limited to, counseling or related support services; opportunities for postsecondary education and credit accrual; behavior intervention programs; professional development; parent and family engagement; and preschool transition.

  15. Parent and Family Engagement Policies In order to receive Title I funds, divisions must conduct outreach to parents and family members and implement programs, activities, and procedures for the involvement of parents and families. Each division must jointly develop with, and distribute to families, a written parent and family engagement policy that is in a language the parents understand.

  16. Title III, Part A, Overview The Purpose of Title III, Part A, Funding

  17. Title III Overview What is Title III? • Federal law intended to support English language acquisition, language enhancement and academic achievement of ELs • Elementary and Secondary Education Act of 1965 (ESEA), as amended • Federal funding source that provides supplemental funds to support ELs

  18. Purpose of Title III, Part A The purpose of Title III, Part A, is to: Ensure ELs attain English Language Proficiency and develop high levels of academic achievement in English and academic subjects to meet the same challenging state academic standards as all students.

  19. Two Subsets of Title III Funding EL & Immigrant Youth (IY) EL allocations to divisions are determined on a per pupil basis of identified ELs IY awards are based on a significant increase of 20 or more identified IY students from the previous school year IY funds work similar to Title I targeted assistance funds in that they may only be used for students identified as immigrants

  20. Required Programs and Services Uses of EL Funds[ESSA, Sec. 3115(c)] Programs and services that increase the English language proficiency of ELs by providing effective language instruction educational programs (LIEPs) that meet the needs of ELs and demonstrate success in increasing: • English language proficiency; and • Student academic achievement

  21. Required Professional Development Uses of EL Funds[ESSA, Sec. 3115(c)] Provide effective professional development to classroom teachers, 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 • Increase English language proficiency or substantially increase subject matter knowledge • Be of sufficient duration and intensity to have a positive, lasting effect

  22. Required Parent, Family & Community Engagement Uses of EL Funds[ESSA, Sec. 3115(c)] Provide and implement other effective activities and strategies that enhance or supplement LIEPs that shall include parent, family, and community engagement.

  23. Allowable Uses of EL Funds [ESSA, Sec. 3115(d)(1-4] • Upgrading program objectives and instructional strategies, including early childhood • Identifying, acquiring, or upgrading curricula, instructional materials, educational software, and assessment procedures • Tutoring and intensified instruction through first language materials and academic interpreters/translators • Coordinating with other relevant programs and services, such as preschool programs, Title I etc.

  24. Allowable Uses of EL Funds[ESSA, Sec. 3115(d)(5-8] • Improving EL proficiency and academic achievement • Increasing community participation to encourage parents and families to support the academic literacy of ELs • Improving EL instruction to dually identified ELs through technology, training, materials, and curricular enhancement • Offering early college, high school, or dual or concurrent enrollment programs

  25. Allowable Uses of IY Funds [ESSA, Sec. 3115(c)] IY funds may be used specifically for students identified as immigrant in the following ways: • Family literacy and parental outreach • Support for personnel • Tutoring or mentoring • Identification/acquisition of curriculum, materials, and technology; and • Classroom supplies or transportation costs directly related to the program

  26. State and Local funding Federal Obligations

  27. Federal Civil Rights Provisions for EL Education The implementation of ESSA provisions does not negate a school division’s civil rights obligations with regard to the education of ELs. All federal civil rights provisions for EL education, including the guidance jointly released by the U.S. Department of Education and the U.S. Department of Justice on January 7, 2015, remain in place under ESSA.

  28. Title III Supplement, not Supplant Questions Questions 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, EEOA and Title I, Part A? • What services are divisions required to provide by other federal, state, and local laws or regulations? • Was the program/service previously provided with federal, state, and/or local funds?

  29. Federal Requirements State or Locally Funded • The identification, screening, and placement process for all incoming students • The process for ensuring that division personnel are implementing the English Language Development (ELD) standards in classrooms with ELs • The process for ensuring that ELs are provided meaningful access to the same curriculum as all students

  30. Federal Requirements Continued.. • The process for ensuring that ELs are provided a LIEP so that they may attain English proficiency • The opportunity for ELs to be placed in specialized programs and extracurricular activities that are available to all students • The appropriate LIEPs and services available if ELs are identified with disabilities

  31. Federal Requirements for Language Assistance to LEP parents Translation - written Interpretation - verbal Can my child’s school ask my child, other students, or untrained school staff to translate or interpret for me? No. Schools must provide translation or interpretation from appropriate and competent individuals and may not rely on or ask students, siblings, friends, or untrained school staff to translate or interpret for parents. DOE factsheet for LEP parents 2015.pdf

  32. Strengthening the bond between Title I, Part A, and Title III, Part A ESSA, Sharing Supplemental Support

  33. Moved from Title III to I

  34. Moved from Title III to I, continued

  35. Under Title I

  36. Virginia’s ESSA Plan The Virginia state accountability system includes EL Progress Targets in Appendix A:

  37. ESSA State Plans • Under ESSA, states must establish annual targets for each accountability indicator. Targets are required for all students and for each student group, including ELs. • A school may be identified for Targeted Support and Improvement if: • The EL subgroup does not meet the target in allindicators; • The EL subgroup is in the lowest quartile for growth in reading or mathematics (elementary and middle schools only); • The EL subgroup is in the lowest two quartiles for EL Progress; and • The school has an accreditation rating other than “Accredited.”

  38. Positive Repercussions • The identification of schools for improvement based on a measure of English language proficiency is new to federal accountability. • Under NCLB, districts (not schools) could be identified for improvement based on the EL subgroup performance on content assessments, but not based on ELP. • Under NCLB, Title III accountability provisions included identifying districts for improvement, but there was no funding available under Title III for implementing improvement plans. • Under ESSA, divisions may apply for school improvement funds to support Title I and non-Title I schools identified for comprehensive or targeted support and improvement.

  39. ESSA Title I Statutory Citations for EL Requirements Adoption of ELP Standards – Section 1111(b)(1)(F) EL Accommodations for content tests – Section 1111(b)(2)(B)(vii)(III) Content tests in other languages – Section 1111(b)(2)(B)(ix) ELP Assessment required – Section 1111(b)(2)(G) Assessment exemption for recently arrived ELs – Section 1111(b)(3)(A) EL Subgroup (includes 4 year option for former ELs – Section 1111(b)(3)(B) Accountability goals for ELs – Section 1111(c)(4)(A)(ii) Accountability Indicator for ELs – Section 1111(c)(4)(B)(iv) EL reporting in State and Local Report Cards – Section 1111(h)(1)(C)(iv) Title I Coordination with other EL programs – Section Sec 1112(c)(4) ELs eligible for Title I Targeted Assistance services – Section 1115(c)(2)(A)

  40. Working together for Parents, Families and the Community ESSA - Limited English Proficient Parents

  41. Joint Guidance Dear Colleague Letter (1/7/15) LEP parents are parents or guardians whose primary language is a language other than English and who have limited English proficiency in one of the four domains of language proficiency (speaking, listening, reading, or writing). School districts and SEAs have an obligation to ensure meaningful communication with LEP parents in a language they can understand and to adequately notify LEP parents of information about any program, service, or activity of a school district or SEA that is called to the attention of non-LEP parents. School districts must develop and implement a process for determining whether parents are LEP and what their language needs are.

  42. Every Student Succeeds Act Title I ESSA Section 1116(f) Title III ESSA Section 3102(5) (5) to promote parental, family, and community participation in language instruction educational programs for the parents, families and communities of English learners In carrying out the parent and family engagement requirements of this part, local educational agencies and schools, to the extent practicable, shall provide opportunities for the informed participation of parents and family members (including parents and family members who have limited English proficiency, parents and family members with disabilities, and parents and family members of migratory children), including providing information and school reports required under section 1111 in a format and, to the extent practicable, in a language such parents understand.

  43. ESSA - Parent Notification Under ESSA, the following provisions have been shared with Title I and are the responsibility of both: Parental Notification Requirements: • Notify parents within 30 days of identifying students as ELs • Provide information to parents, to the extent practicable, in a language they can understand

  44. ESSA – Title I, EL Parent Outreach Under ESSA, the following provisions have been identified under Title I Title I, Parent Policy should now include: • Conducting effective parent outreach to inform EL parents on or about how they can be involved in their child’s education, to help their child attain ELP, and meet state academic standards • Implementing outreach to EL parents to include holding and sending notices for regular meetings to respond to recommendations from EL parents • Identifying barriers affecting participation by EL parents in Title I activities

  45. ESSA – Title III, EL Parent Engagement Title III is encouraged to collaborate with related programs on parent engagement: LEAs shall provide and implement effective activities and strategies that enhance supplemental LIEP which shall include parent, family, and community engagement activities

  46. Tips for Successfully Engaging Parents and Families of ELs EL Parent Outreach

  47. Strategic Parent Outreach Schedule meetings at convenient times Connect with a community through a liaison Consider hiring a parent and family engagement liaison who is well connected with the EL community. Parent and family engagement liaisons may be funded using Title I or Title III funds. Schedule meetings at a time that is convenient for the parents or may coincide with another event which the parents are attending at the school. Interpretation for meetings may be funded using Title I or Title III funds under some limited circumstances.

  48. Tips Provide food Create interactive experiences Motivate EL parents to engage and come back for the next meeting by having administrators and teachers share valuable information in an interactive way. “Make and take” projects or take home resources may be funded using Title I or Title III funds. If an event takes place during a meal time, provide snacks or a meal to encourage participation. Food for parent and family engagement may be funded using Title I or Title III funds.

  49. Turn and Talk • Have you implemented any of these LEP parent engagement techniques? • Have you implemented division wide or school wide LEP parent engagement? • Do you have designated LEP parent engagement staff? How are they funded? • Whose role is it to implement LEP engagement in each school?

  50. Title I or Title III or Local Funds – who pays? Quiz

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