Title III and Title I Working Together for ELs Office of Program Administration and Accountability Coordinators Conference 2018 Roanoke: July 9-11, 2018 Williamsburg: July 23-25, 2018

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.

Agenda The Purpose of Title I, Part A Funding The Purpose of Title III, Part A Funding Federal Obligations ESSA, Sharing Supplemental Support Staffing Parent, Family, and Community Engagement Translation/Interpretation Services Materials Division Perspective

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

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

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.

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

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.

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

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.

Schoolwide Program 40 percent low-income or greater Unless the school has received a schoolwide eligibility waiver Schoolwide eligibility waiver embedded in the Identification of Title I Schools form Whole school reform strategies All students may receive services

Schoolwide Programs Focus is on students with greatest academic need Annually evaluate and revise schoolwide plans Federal, state, and local funds may be combined to create whole school reform (reimbursed to appropriate source)

Components 1-3 of a Schoolwide Plan Comprehensive needs assessment 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

Component 4 of a Schoolwide Plan 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 involvement; and preschool transition.

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

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

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

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

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 IYstudents 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

Required Programs and Services Using 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

Required Professional Development Using 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

Required Parent, Family & Community Engagement Using 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.

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…

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 EL through technology, training, materials and curricular enhancement Offering early college, high school, or dual or concurrent enrollment programs

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

State and Local funding Federal Obligations

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.

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?

Federal Requirements State or Locally Funded Demonstrate that the identification, screening, and placement process is in place 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

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

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

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

ESSA - Assessments Under ESSA, the following Title III provisions remain under Title I: Assessments: ELs must be assessed in English (Reading), Mathematics, and Science Accommodations must be provided to ELs on state content assessments, as appropriate; and The English proficiency of ELs must be assessed and reported annually

ESSA State Accountability Under ESSA, the following state Title III provisions have been moved to Title I: Indicators for academic progress, high school graduation, and school quality that are measured for all students in a school and for each reporting category An indicator for measuring EL progress in attaining English proficiency

ESSA State Accountability.. Under ESSA, the following state Title III provisions have been moved to Title I: Long-term goals and interim measures of progress for the percentage of ELs who make progress in attaining English proficiency Scores of former ELs on state content assessments within the EL reporting category for four years

ESSA - Parent Notification Under ESSA, the following Title III 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

ESSA – Title I, EL Parent Outreach Under ESSA, the following Title III 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 Identifing barriers affecting participation by EL parents in Title I activities

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

Virginia’s ESSA Plan The Virginia state accountability system does include EL Progress Targets in appendix A:

Quiz time Look at your partner to your left and share your name and division Answer the following scenarios with your partner, as this is less stressful than answering in front of the whole group, but I will ask for volunteers to share their answer with the group Identify your funding choice in each of the following scenarios If your answers are different, briefly discuss, as it may have more than one correct answer

1. Funding Scenario There was an increase of ELs and can no longer meet state EL teacher:EL student ratios and/or provide an effective language instruction educational program. Who can fund this additional, required, EL-endorsed teacher? Federal Title I, Part A Federal Title III, Part A Local and State funding Issues to consider

2. Funding Scenario A Title I schoolwide school wants to engage the parents of all students and feels this is best achieved with a bilingual parent liaison. Who can fund this position? Federal Title I, Part A Federal Title III, Part A Local and State funding Issues to consider

3. Funding Scenario The division wants to engage LEP parents in the local middle school, which is not a Title I school. The division feels this is best achieved with a bilingual parent liaison. Who can fund this position? Federal Title I, Part A Federal Title III, Part A Local and State funding Issues to consider

4. Funding Scenario The need for more strategic parent, family, and community engagement for all LEP parents in the division is discussed by the school board. They feel this is best orchestrated by hiring an EL parent liaison. Who can fund this position? Federal Title I, Part A Federal Title III, Part A Local and State funding Issues to consider

5. Funding Scenario You have identified EL Students with Limited Interrupted Formal Education (SLIFE) in a non- Title I school who are struggling to meet academic state standards. Who can fund an additional tutor to support these ELs? Federal Title I, Part A Federal Title III, Part A Local and State funding Issues to consider

6. Funding Scenario You have identified language acquisition materials that could support ELs identified for Title I services in a Title I targeted assistance school, or all ELs in a Title I schoolwide school. Who can fund these supplemental materials? Federal Title I, Part A Federal Title III, Part A Local and State funding Issues to consider

7. Funding Scenario You have identified language acquisition training that could support content teachers in a Title I schoolwide school to meet the needs of ELs as identified in the schoolwide plan. Who can fund this supplemental training? Federal Title I, Part A Federal Title III, Part A Local and State funding Issues to consider

8. Funding Scenario The 30 Day EL Parent Notification Letter needs to be translated, printed, and mailed to the parents of every EL in the division. Who can fund this cost? Federal Title I, Part A Federal Title III, Part A Local and State funding Issues to consider

9. Funding Scenario The influx of ELs arriving in your division leads to the need for a welcome center to screen and place potential ELs. Who can fund the welcome center? Federal Title I, Part A Federal Title III, Part A Local and State funding Issues to consider

10. Funding Scenario A dually-identified EL has an IEP meeting. A certified interpreter is needed to make sure the parents fully understand the plan. Who can fund this service? Federal Title I, Part A Federal Title III, Part A Local and State funding Issues to consider

Next steps for ESL Coordinators….. Get to know your Title I folks Know your Title I schools and preschools Know if they are targeted assistance or schoolwide Know if ELs are identified in the Title I schoolwide plan Know if EL academic supports are funded or could be funded by Title I Know if a Title I bilingual parent liaison is at your school or in your division

Next steps . . . Support Title I funded EL tutors who need to work under the guidance of a certified EL teacher Share EL training that will support individuals at the Title I school Advise on the purchase of supplemental materials that support content area language acquisition Ask about LEP parent attendance at events and advise on phone calls or personal invitations

Title I and Title III Teamwork What are divisions doing to build collaboration to support ELs? Petersburg City Stafford County