Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (OELA) Presented by:Margarita Ackley Lorena Amaya-Dickerson

Annual Performance Reports  SEAs required to submit to OELA  LEAs may be required to submit to SEAs Biennial Reports  LEAs required to submit to SEAs  SEAs required to submit to OELA

SEAs OELA Process used in making subgrants Status of establishing standards and annual measurable achievement objectives Process for ensuring annual assessment of all LEPs Status of coordination with other programs Status of process for subgrantee accountability Immigrant and LEP student counts

LEAs SEAS Proposed programs and activities Fiscal status Programmatic status - Annual measurable achievement objectives -Adequate yearly progress -Measuring English proficiency Parental and community participation

SEAs OELA Effectiveness of programs and activities Types of language instruction educational programs Synthesis of data reported by LEAs Technical assistance provided by SEA Programs or activities terminated

SEAs OELA Effectiveness of programs and activities Types of language instruction educational programs Synthesis of data reported by LEAs Technical assistance provided by SEA Programs or activities terminated

Estimated number of certified or licensed teachers Estimated number of certified teachers needed Number of LEP students served who transitioned Other information provided by LEAs Progress in meeting GPRA objective

LEAs SEAs Description of programs and activities during two preceding years Student progress Annual number and percentage of students attaining English proficiency Tracking of student progress for two years after exit from program

Components - including percentage of: Students making progress in attaining English proficiency Students achieving English proficiency Students transitioned Students meeting State standards

GPRA Objective for State Formula Grant Program Improve English proficiency and academic achievement of students served by Title III Indicators English proficiency – by the end of school year, 70 % of limited English proficient students who have received Title III services for three academic years will attain English language proficiency. LEP academic achievement – OELA will develop indicators in coordination with Title I. Goal: by all LEP students will attain proficiency or better in reading/language arts and math.

Annual Performance Reports Biennial Reports SEA to OELA to Congress SEAs to OELA Required LEAs to SEA May Be Required SEAs to OELA Required LEAs to SEAs Required

REMEMBER: Annual report will be due in May, 2003 Biennial report will be due in 2004 Format of reports is being developed Due date of reports will be announced by the Department

Authorities: NCLB, Title III, Part A EDGAR, Part 76 General Education Provisions Act (GEPA), Sec. 421 Presented by: Harry Logel

Determination of State Allotments State’s share of LEP children (80% of allotment) State’s share of immigrant children (20% of allotment) Data source for FY 2002 count: 2000 census and state reports Data source for FY 2003 count: 2000 census and/or state reports Data source for subsequent FY counts: American Community Survey and/or state reports Minimum allotment: $500,000

Use of State Allotments At least 95% of allotment for LEP and immigrant subgrants LEP subgrants: formula basis ($10,000 minimum) Immigrant subgrants: formula, competitive, or some other basis

Funds State May Reserve Up to 5% of state allotment for state level activities Planning and administration (up to 3% of allotment or $175,000) Evaluation Interagency coordination Professional development Technical assistance Recognition of outstanding subgrantees

Funds State Must Reserve Up to 15% of state allotment for immigrant subgrants Use of Subgrantee Allocations: Funds Subgrantee May Reserve Up to 2% of LEP subgrant for administration Availability of Funds Tydings Amendment (GEPA): additional 12 months