NC DPI WEBINAR APRIL 24, 2012 Title III Application

Happy Birthday Ivanna! How young are you??

Title III Application BASIC (Core) Title III (Supplemental) Budget Information Significant Increase of Immigrants (PRC 111)

State Oversight: Review of Local Plans Element 2.2 USDE Finding The NCDPI did not provide evidence that it has ensured that Title III subgrantees use Title III funds to implement high-quality language instruction educational programs (LIEP) that meet the requirements in section 3115(c). The NCDPI allows Title III subgrantees to use Title III funds for LIEPS that the State categorizes as either direct services or consultative services.

The State describes Direct services  "appropriate, consistent, face-to-face services.“ Consultative services  "service delivery varies as deemed necessary based on formalized contacts with teachers of English language learners (ELLs) and other staff, including (but not restricted to) instructional modifications, State testing accommodations, periodic face­ to-face instruction or counseling."

Further Action Required Review the current practice of permitting Title III subgrantees to provide consultative services instead of direct services to LEP students,  including the use of different criteria to identify LEP students for consultative services,  and the different consultative services provided  in order to assess whether this practice results in a high- quality language instruction educational program as required by section 3115(c) of the ESEA.

Language Instruction Educational Program “An instruction course in which LEP students are placed for the purpose of attaining English proficiency, while meeting challenging State academic content and student academic achievement standards A language instruction educational program may make use of both English and a child's native language to enable the child to develop and attain English proficiency. Programs may include the participation of English proficient students in addition to LEP students if such a program enables participating students to become proficient in English and a second language.” PRELIMINARY GUIDANCE ON THE TITLE III STATE FORMULA GRANT PROGRAM Updated March 26, 2002 (Page 13)

Title III Application

Supplement NOT Supplant Guiding Questions 1. What is the instructional program/service provided to all students? 2. What does the LEA do to meet Lau v. Nichols requirements? 3. What services is the LEA required by other Federal, State, and local laws or regulations to provide? 4. Was the program/service previously provided with State, local, and Federal funds? Source: U.S. Department of Education webinar conducted on December 11,

Title III Services to Supplement LIEP ELL PreK Services [For LEP PreK students included in the Oct 1 Headcount] Additional Curriculum Support/ Activities [SIOP lessons, integrated lessons with other content areas, etc.] Additional Collaboration with content teachers [SIOP coaches, Lead teachers, etc.]

Title III Services to Supplement LIEP Additional Interventions [extra tutoring, content support in L1 or L2, newcomer services, etc.] Extended School Year or School Day [summer programs, before/after school opportunities, etc.] Supplementing schools’ role in the enrollment process and data collection for Title III Reporting [e.g., intake office.]

Title III Services to Supplement LIEP Additional Parent Training [Not provided to all parents; perhaps provided by a Title III Parent Liaison] Additional Materials [content materials in addition to content textbook, materials for additional interventions or extended schooling, etc.] Additional Training for Staff [Extra training and support for new ESL teachers, SIOP coaches, Lead teachers, etc.]

CODES TO BE DELETED LEP - Salary – Teacher LEP - Salary - Interpreter/Translator LEP - Contracted Services LEP - Field Trips LEP - Supplies and Materials

Significant Increase Immigrant Funds PRC 111 In order to receive funds, an approved Title III Application for explaining how these funds would be used to provide enhanced instructional opportunities for immigrant children [ESEA Title III Sec (e)] is required.

Immigrant Plan An approved Immigrant Plan will require assessment of immigrant student needs, identification/development of appropriate services, determination of priority for receiving the services, and identification of immigrant students who meet the priority.