Oregon Department of Education September 24,

8:30 a.m. – 9:00 a.m.Introduction WelcomeSusan Inman, Director 9:00 – 10:15Title III – An Overview Program Guide Map Web Pages 10:15-11:00Data Collections 11:00-11:30Supplement not Supplant Budget Narrative 11:30-12:00Title III Calendar Question & Answer 2

Susan Inman – Director – Kim Miller – Education Specialist – Carmen West – Education Specialist – Leslie Casebeer – Office Specialist – 3

Purpose of Title III – The purpose of Title III is to ensure that limited English proficient students develop English proficiency and meet the same academic content and academic achievement standards that all students are expected to meet. Districts must use these funds to implement language instruction educational programs that carry out activities that use approaches based on scientific research. Each district serving ELLs is responsible for implementing instructional programs that lead ELLs to meet annual measurable achievement objectives and make adequate yearly progress. 4

– These web pages are linked to the ODE main web page ( ) – Title III web page – Monitoring web page – AMAO web page – Title III Directors web page 5

Funding web page – District English Language Development Plans – ELL Program Guidance – 6

Test Administration web page – ELPA web page – Standards web page – 7

ODE in collaboration with stakeholders developed an ELL program guide to assist districts with their program of service for ELLs. The ELL program guide is a living document, subject to updates as additional guidance becomes available. 8

Interactive Table of Contents Legal section New Director’s section Forms and Correspondence Standards Assessment And much more. 9

The Program Guide is a living document subject to updates as additional guidance becomes available. – ODE has included a document revision page to track changes. 10

In the additional resources section of the Program Guide, there is a link to view all the districts in Oregon who have ELs. – d e44fb5 d e44fb5 – This map is subject to updates to district EL student counts. 11

Calendars for the school year are posted with key dates for ELL/Title III. – Annual calendar – Monthly view Some dates are TBD – to be determined and will be updated as more information is available. 12

In order to for districts to prepare and maintain appropriate documentation for Title III, a list of required documents is provided. 13

This page includes: Required documents list, annual calendar, Title III Contact List, and handouts provided at Title III/ESL/Bilingual Program Directors Meetings. Meeting handouts and webinar recordings 14

ODE has district applications launched from the ODE district secure web site. – Your District Security Administrator can assign permissions to the district applications. – ODE secure file transfer – a tool available to securely send and receive information from ODE. 15

The following is a list of applications that may be helpful: – Consolidated Collections LEP Collection Recent Arrivers Collection – Report Card/AYP District preview of AMAO determinations – Student Centered Staging ELPA scores – CIP Budget Narrative Submission of federal grant requests – EGrant Management System Submission of grant claims 16

Title III/ELL has two federally required data collections: – LEP Collection – count of all identified ELL students enrolled at anytime during the school year by district. Count of all students assessed but found ineligible to receive ELL services due to academic English proficiency. – Open April 26-May 31,

Recent Arrivers – Count of all students who meet the federal definition of “immigrant”. Born outside the US or Puerto Rico; Educated in the US for fewer than 3 cumulative years. – data collection September 27-October 22, 2012 – data collection May 9-June 24,

 Born in the US or Puerto Rico  If no, student may be a recent arriver.  If yes, student is not a recent arriver.  Length of time educated in the US  If length of time is less than three (3) cumulative school years,  And student was not born in US or Puerto Rico, then student is included in this data collection.  If length of time is greater than three (3) cumulative school years, then student is not included in this data collection regardless of where the student was born. 19

 Recent Arrivers Data collection web page includes guidance documents for submission.  nDetail.aspx?id=272&Collection_ID=752 nDetail.aspx?id=272&Collection_ID=752 ODE will provide Recent Arrivers Data support webinar during the September 25 th Title III Directors webinar. 20

 Student ELL program models (ELD and Content)  LEP Start Date  Date student was identified as an English Language Learner  LEP Record Type code  Specific student code  Collect information on all ELL students who withdraw from the school district.  LEP Exit Date  Date student was exited for proficiency from an ELD program. 21

Program Model 1 21-ESL 22-ESL Pullout, 23-ESL Class Period 24-Content Based ESL Program Model 2 11-Dual Language 12-“2-way” Immersion 13-Transitional Bilingual 14-Maintenance Bilingual 15-Heritage Lang Pres 30-Sheltered Instr. 40-Structured Engl. Immersion Program Model 3 is an optional field 22

1A -Entered the ELD program and took proficiency test in the current academic year. 1B -Continuing a prior year ELD program and took a proficiency test in the current academic year. 1C -Exited the ELD program and took a proficiency test in the current academic year. 1D -Re-entered the ELD program and took a proficiency test in the current academic year. 1E -Did ‘not’ take a proficiency test this year, but did participate in the ELD program during the current academic year. 3H -Took proficiency placement test, scored proficient and was not eligible for ELD program services [Not an LEP/ELL student]. 4N -Took proficiency test (ELPA), but declined services. 4O -Identified as ELL, declined services, did not participate in ELPA. 23

The LEP Collection documents can be found at =126 ODE will have a LEP collection webinar available in the spring, link to video training. 24

Kim Miller Education Specialist (503)

Title III grant requests are submitted through the CIP Budget Narrative application on the ODE district secure web site. – Districts in Title III consortia do not submit the Title III budget narrative directly, the consortia lead submits this request. Prerequisites: all districts need to make sure their contacts, private school, statement of assurances, and school prayer items are updated annually in order for any Title III grant request to be submitted through t he budget narrative. 26

Budget Summary page 27

Statutes Program statutes (ESEA, IDEA, Perkins) General Education Provisions Act (GEPA) Regulations Education Department General Administrative Regulations (EDGAR) Office of Management and Budget (OMB) Circulars Guidance Non-Regulatory Guidance OMB Circular A-87 Implementation Guide ion_circulars_pdf/a87_2004.pdf 28

Allowable Use of Funds Office of Management and Budget (OMB) Circular A-87 requires that the use of funds for a specific purpose be: Necessary and reasonable for the proper and efficient performance and administration of the program; and Authorized and not prohibited under state and local laws or regulations. Necessary, Reasonable, and Allocable 29

Supplement –to add to; to enhance; to expand; to increase; to extend; to create something new. Supplant –to take the place of; to replace by something else. 30

Supplement, Not Supplant language is found in the actual authorizing program statute or in amendments to the statute. SUPPLEMENT, NOT SUPPLANT—Federal funds made available under this subpart shall be used so as to supplement the level of federal, state, and local public funds that, in the absence of such availability, would have been expended for programs for limited English proficient children and immigrant children and youth and in no case to supplant such federal, state, and local public funds. Title III, Part A (section 3115(g) of the ESEA) 31

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Susan Inman – Director – Kim Miller – Education Specialist – Carmen West – Education Specialist – Leslie Casebeer – Office Specialist – 33