1. Title III Language Instruction for English Learners and Immigrant Students
ESSA Federal Program Director Training January 13, 2017
Patty Finnegan, Bilingual Education Program Supervisor Alyssa Westall, Bilingual Education Program Supervisor
Title III – ESSA Federal Program Director Training by the Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution 4.0 International License.

2. OSPI Migrant & Bilingual Education
The Migrant & Bilingual Education Programs at OSPI promote school environments that recognize language and cultural assets as valuable resources to learning that directly contribute to students’ success in college, career and life.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
Title III - ESSA Training 01/13/2017

3. Title III: Language Instruction for English Learners and Immigrant Students
In this Presentation:
Purposes of Title III
Standardized entrance & exit from entitlement program
English language proficiency assessment
Reporting requirements
English learners (ELs) with disabilities
Office of Civil Rights (OCR) obligations
Required activities
Use of funds
Supplement-not-supplant

4. Purposes of Title III Section 3102
1. Assist ELs and immigrant children and youth to attain English proficiency and high levels of academic achievement in English.
2. Assist ELs and immigrant children and youth to meet the same challenging State academic standards that all children are expected to meet.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
Title III - ESSA Training 01/13/2017

5. Purposes of Title III (cont.) Section 3102
3. Assist teachers, principal and other school leaders to establish, implement and sustain effective language instruction education programs designed to assist ELs.
4. Assist teachers, principal and other school leaders to develop and enhance their capacity to provide effective instruction to ELs.
5. Promote parental, family, and community participation in language instruction educational programs for the parents, families, and communities of ELs.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
Title III - ESSA Training 01/13/2017

6. Standardized Entrance and Exit Procedures Section 3113(b)(2)
State procedures for identification of ELs:
State home language survey:
State annual English language proficiency assessment:
New! State will use the WIDA Alternate ACCESS to assess ELs with significant cognitive disabilities in spring 2017:
Describe the SEA’s standardized entrance and exit procedures for English learners consistent with section 3113(b)(2) of the ESEA, as amended by ESSA. These procedures must include valid and reliable, objective criteria that are applied consistently across the State.
At a minimum, the standardized exit criteria must:
a) Include a score of proficient on the State’s annual English language proficiency assessment;
b) Be the same criteria used for exiting students from the English learner subgroup for title I reporting and accountability purposes;
c) Not include performance on an academic content assessment; and
d) Be consistent with Federal civil rights obligations.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
Title III - ESSA Training 01/13/2017

7. Annual English Language Proficiency Assessment Section 1111(b)(2)(G)
LEAs must assess all (100%) of English learners using the state’s English language proficiency assessment; ELPA21 or WIDA Alternate ACCESS (for eligible students). domain=WELPA&groupLevel=LEA&schoolId=1&repor tLevel=State&yrs= &year= &waslCategory=1
In 2016, we came very close to meeting this requirement, with 98% of English learners in Washington taking ELPA21.
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Title III - ESSA Training 01/13/2017

8. What percentage of English learners in my LEA took ELPA21 in 2016?
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Title III - ESSA Training 01/13/2017

9. Reporting Requirements
New! LEA Title III reporting requirements:
# and % of ELs making progress in English
# and % of ELs attaining ELP and exiting EL services
# and % of former ELs who meet content standards on SBA for 4 years after exit
# and % of ELs who have not exited EL services after 5 years
Any other information required by the SEA ― see State Plan at
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Title III - ESSA Training 01/13/2017

10. ELs with Disabilities Background
WAC currently allows districts to exit students with disabilities from English language development (ELD) services, known as “exit code G.” Conflicts with federal laws and denies qualified students their entitled services Sec. 612(a)(16)(A) of the IDEA, 34 CFR § (a); Sec (b) of the ESEA; Sec. 3003(b)(1)(A) of the ESSA
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
Title III - ESSA Training 01/13/2017

11. ELs with Disabilities Upcoming Changes
Amend State policies to align with federal laws (anticipated March 2017)
Provide an alternate English language proficiency (ELP) assessment for students with significant cognitive disabilities (spring 2017)
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Title III - ESSA Training 01/13/2017

12. ELs with Disabilities Upcoming Changes (cont.)
Allow assessment domain exemption (spring 2017) C.F.R. § 200.6(h)(4)(ii)
Provide professional learning opportunities & resources (spring / summer 2017)
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Title III - ESSA Training 01/13/2017

13. Pause & Reflect
What system changes will your LEA need to make to fully include ELs with disabilities in the ELP assessment and language instruction educational programs?

14. Civil Rights Obligations Title VI of the Civil Rights Act of 1964 and the Equal Educational Opportunities Act (EEOA)
Identification and English language proficiency assessment
English language development program, with qualified staff, including for ELs who also qualify for special education
Meaningful access to content without unnecessary segregation
Program evaluation
Language access for parents
Title III funds cannot be used to fulfill these obligations.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
Title III - ESSA Training 01/13/2017

15. Civil Rights Obligations Resources
2015 Dear Colleague Letter about ELs and parents jointly released by the Department of Education and the Department of Justice eague-el pdf
English Learner Tool Kit learner-toolkit/eltoolkit.pdf
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
Title III - ESSA Training 01/13/2017

16. Title III Required Activities Section 3115(c)(1)9(3)
1. Effective high-quality language instruction educational program.
2. Effective high-quality professional development.
NEW! 3. Providing and implementing other effective activities and strategies that enhance or supplement language instruction educational programs, which must include parent, family and community engagement activities.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
Title III - ESSA Training 01/13/2017

17. Are the requirements for family engagement the same in all programs under ESEA?
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Title III - ESSA Training 01/13/2017

18. Pause & Reflect Refer to handout: Family Feedback 2016 Parent Meetings
What does effective engagement with families and communities of English learners look like in your LEA?

19. Title III Consortia Section 3114(b)
Minimum subgrantee grant award is $10,000 (need approx eligible ELs to generate this amount).
LEAs can join a consortium to access Title III funds.
Models include:
The LEA fiscal agent provides consortium-wide services.
The LEA fiscal agent contracts with another entity to provide services to all of the member LEAs.
NEW! The LEA fiscal agent distributes a portion of the consortium’s allocation to each member LEA based on the number of ELs in each LEA.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
Title III - ESSA Training 01/13/2017

20. Direct Administrative Costs & Indirect Cost Rate Section 3115(b)
LEAs may use no more than 2% of Title III funds for direct administrative costs.
New! LEAs may apply their restricted indirect cost rate to the portion of its subgrant not reserved for administrative costs.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
Title III - ESSA Training 01/13/2017

21. New Subgrantee Activities Section 3115(d)
Effective activities and strategies that enhance or supplement language instruction educational programs for ELs:
Parent, family and community engagement activities (required)
Coordination across programs (allowable)
Early college high school or dual or concurrent enrollment programs or courses designed to help ELs achieve success in postsecondary education (allowable)
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
Title III - ESSA Training 01/13/2017

22. Title III: Supplement-not-Supplant Section 3115(g)
The amended supplement-not-supplant provision applies to Title I Part A and does not apply to Title III funds.
In general, it is presumed that supplanting has occurred: 1) if the SEA or LEA uses Federal funds to provide services that the SEA or LEA was required to make available under other laws; or 2) the SEA or LEA uses Federal funds to provide services that the SEA or LEA provided with non-Federal funds in the prior year.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
Title III - ESSA Training 01/13/2017

23. Pause & Reflect
After reviewing this guidance, what ideas for innovation do you see to improve outcomes for English learners? Don’t be afraid to ask! Send your ideas for flexibility and innovation to your program supervisor:
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Title III - ESSA Training 01/13/2017

24. Share your ideas with OSPI Bilingual Education
What: LEA feedback session with the Bilingual Education Advisory Committee
When: February 13, 2016, 3:30-5:30 PM
Where: ESD 112, Vancouver
More details to come! for more information or watch for the announcement.
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
Title III - ESSA Training 01/13/2017

25. Guidance Documents & Resources
Title III Non-regulatory Guidance: denglishlearners92016.pdf
Bilingual Education Program Guidelines: Guidelines.aspx
Join the Bilingual Education distribution list by ing
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Title III - ESSA Training 01/13/2017

26. f OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
Title III - ESSA Training 01/13/2017

27. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
Title III - ESSA Training 01/13/2017

28. Questions & Answers OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
Title III - ESSA Training 01/13/2017