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Guidelines for Title III-A Funding and English Language Proficiency Assessment Requirements

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10 diapositives · 248 Views · Oct 12, 2014

This document outlines the compliance requirements for Title III-A funding allocations for English language learners (ELLs). It highlights the assessment procedures using the ACCESS for ELLs TM test, ensuring that all identified ELLs are evaluated annually across four domains: Reading, Writing, Speaking, and Listening. The guidelines stress the importance of supplemental services rather than supplanting existing programs. Additionally, it mandates professional development for staff and recording necessary data for the completion of Annual Measurable Achievement Objectives (AMAOs) to monitor student progress.

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Guidelines for Title III-A Funding and English Language Proficiency Assessment Requirements
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  1. Title III-A • All identified English language learners assessed for English language proficiency (ELP) with the ACCESS for ELLs TM , with all 4 domains (Reading, Writing, Speaking and Listening), and scored with a composite score of less than 6, will generate allocations for Title III-A.

  2. Reminder: Title III & Supplemental • Supplemental or Supplant: Ensure that your proposed activities or services are supplemental, not supplanting. That means, Title III funds may not be used to fund the core language instruction programs for LEP students required under Title VI of the Civil Rights Act of 1964, or funded by other funding sources (e.g., Bilingual-Bicultural, the state categorical aid program for English language learners).

  3. Reminder: ACCESS Test & Related Costs • ACCESS test booklet costs and related costs may not be funded by Title III. Related costs include sub pay & training for the ACCESS test.

  4. New: Professional Development (Budget Section) • Districts receiving Title III allocation are required to provide professional development. • Other funding sources may be used with or instead of Title III monies to provide the required professional development. • New: Districts will need to tell us if other funding sources other than Title III monies are being used.

  5. Private School Participation Title III • Private schools receiving Title III services must establish a consistent and reasonable process for identifying and testing ELLs. • As in participating public schools, ELLs must be assessed annually in all the domains with the state approved test, ACCESS. • Local school districts, in consultation with private schools, are responsible for administering the ACCESS annually. • In addition, the LEA and the private school need to have a mechanism in place for measuring English language proficiency progress for ELLs.

  6. Title III-A EOY Report-Data Collected • 1. Bilingual Programs: Name of language other than English by program type (Developmental Bilingual, Heritage Language, Transitional Bilingual, and Dual Language & Two Way Immersion). • 2. Professional Development: Information on the topics of Title III related professional development activities, and the number of participants by educational role. • 3. Teacher Information: Number of certified/licensed teachers serving eligible students (i.e., students with English proficiency levels 1-5) in language instruction educational programs. The numbers are by certification/license type (e.g., ESL, content area with either ESL or bilingual), and the count is to be unduplicated.

  7. Title III-A EOY Report (cont.) • LEAs are responsible for collection of data, data recording and EOY reporting, even though the LEA may have joined a Title III consortium.

  8. Annual Measurable Achievement Objectives (AMAOs): • Reminder: The AMAOs need to be met in the three areas: AMAO (1): students progress from one language level to another AMAO (2): students exit; become proficient AMAO (3): students meet the AYP criteria • Parental notification of AMAOs status by schools need to be in place. • New: AMAO status notification are posted on the ESEA application.