1. English Learners and Title I: Purposeful Design and Coordination
Charlie Geier, Director of Early Learning and Intervention

2. Contact Information
Purpose
To provide guidance and ideas on how to effectively serve eligible English learner students (ELs) through Title I and Title III of the Elementary and Secondary Education Act of 1965, reauthorized by the Every Student. Succeeds Act of 2015

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Essential Questions
Are we effectively utilizing all resources to close achievement and opportunity gaps for English learners? How do we maximize Title I and Title III resources to meet the unique needs of each English learner?

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ESSA
Section 1112 (b)(1)(E)(ii) of ESSA states:
“the local education agency will coordinate and integrate services provided under this part [Title I] with other educational services at the local educational agency or individual school level, such as services for children with limited English proficiency, children with disabilities, migratory children, neglected or delinquent youth, Indian children, homeless children, and immigrant children in order to increase program effectiveness, eliminate duplication, and reduce fragmentation of the instructional program.”

5. Contact Information
Culture
Community
Title III
Title I
Core
CNA

6. Contact Information
Culture
Community
Title III
Title I
Core
CNA
Comprehensive Needs Assessment
Many schools are not providing the right supports for English Learners with the available resources (state and local funds, Title I, Title III, etc.) because the needs assessments being conducted are not comprehensive for the unique needs of ELs.
What data should a school consider for the CNA?

7. Contact Information
Culture
Community
Title III
Title I
Core
CNA
Comprehensive Needs Assessment
English Language Proficiency Data
Number and percentage of ELs who are making progress toward achieving proficiency by proficiency level
Number and percentage of ELs attaining proficiency by proficiency level
Achievement, number, and percentage of ELs exited and being monitored for 4 years
Achievement, number, and percentage of ELs who have not attained proficiency within 5 years

8. Contact Information
Culture
Community
Title III
Title I
Core
CNA
Comprehensive Needs Assessment
Scores on state and local formative and summative assessments
Grades and progress in content courses
Retention in grade
Reclassification/exit rates
Graduation and dropout rates
Participation in gifted and advanced courses, CTE
Enrollment rates in pre-kindergarten, magnet, and other choice programs
Enrollment in special education and related services
Participation in extracurricular activities

9. Contact Information
Culture
Community
Title III
Title I
Core
CNA
Comprehensive Needs Assessment
Suspension and discipline data
Attendance and transiency
Content teacher and EL teacher rations, evaluation, and effectiveness measures
Paraprofessional evaluation and effectiveness
Parent engagement indicators
Professional development activities and resources
High quality resources inventory
Administration and Principal effectiveness
EL Program Evaluation
MTSS and RTI EL participation
Sociocultural issues
EL beliefs

10. Contact Information
Title I, Part C Migrant (for eligible students) Supplemental services provided to identified migrant students who qualified due to a move across district lines in search of seasonal, agricultural work.
Title III (for all LEP students regardless of Title I participation) Supplemental language development services provided to LEP students above and beyond the core instruction, core EL program, and if applicable, Title I services.
Title III federal funds can be used for this purpose.
Title I
Supplemental services provided to LEP students eligible for Title I.
For school-wide, all students are eligible. For targeted assistance, LEP students are eligible using the same criteria as all students.
Title I funds provide academic support to students, including LEP students, to meet Indiana's challenging academic achievement standards. LEAs may also use Title I, Part A funds to provide a language instruction educational program (as defined in Part C of Title III of the ESEA) for LEP students eligible for Title I. Title I federal funds can be used for this purpose.
Core EL program (required by Lau 1974, Castaneda 1981) Required by federal law to be provided to limited English proficient (LEP) students. These English language development services are in addition to the core instruction. State and local funds are used to provide the core EL program. Must occur in the abscence of federal funds. Federal funds (i.e. Title I or III) cannot be used to provide the core EL program.
Core Instruction Provided to all students. Paid for with state and local funds.
Culture
Community
Title III
Title I
Core
CNA

11. Contact Information
Culture
Community
Title III
Title I
Core
CNA
Core Practices
Title VI of the Civil Rights Act of 1964 prohibits discrimination on the grounds of race, color, or national origin by recipients of federal financial assistance.

12. Contact Information
Culture
Community
Title III
Title I
Core
CNA
Core Practices
The May 25, 1970 Memorandum was a policy statement issued by the U.S. Department of Health, Education, and Welfare. It was issued to clarify a school district’s responsibilities with respect to national-origin-minority children. It stated, in part, that "where inability to speak and understand the English language excludes national-origin-minority group children from effective participation in the educational program offered by a school district, the district must take affirmative steps to rectify the language deficiency in order to open the instructional program to the students."

13. Core Practices
Contact Information
Culture
Community
Title III
Title I
Core
CNA
The Equal Educational Opportunities Act of 1974 prohibits the denial of an equal educational opportunity to an individual on account of his or her race, color, sex, or national origin.
It requires states and schools districts to take appropriate action to overcome language barriers that impede equal participation by its students in its instructional programs.

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Culture
Community
Title III
Title I
Core
CNA
Core Practices
Lau v. Nichols – A district must take affirmative steps to overcome educational barriers faced by the non-English speaking students.

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Culture
Community
Title III
Title I
Core
CNA
Core Practices
The Castañeda v. Pickard case established a three-part test to evaluate the adequacy of a district's program for ELs:
is the program based on an educational theory recognized as sound by some experts in the field or is considered by experts as a legitimate experimental strategy;
are the programs and practices, including resources and personnel, reasonably calculated to implement this theory effectively; and
does the school district evaluate its programs and make adjustments where needed to ensure language barriers are actually being overcome?

16. Title I
Contact Information
Culture
Community
Title III
Title I
Core
CNA
EL Engagement to Develop the Plan
Involve parents and family members of English learners
Involve members of the community that impact English learners
Community organizations and philanthropic organizations
Title I and Title III paraprofessionals/bilingual assistants
EL teachers
EL district administration
Individuals with expertise

17. Title I
Contact Information
Culture
Community
Title III
Title I
Core
CNA
Parent and Family Engagement Allowable Activities
Support schools and nonprofit organizations in providing PD to school staff, early childhood providers, and parents and family members
Support programs to reach family at school, in the community, and at home
Disseminating information on best practices focused on engagement, especially best practices for increasing the engagement of economically disadvantaged parents and family members
Collaborating or providing subgrants to schools to enable them to collaborate or other organizations with a record of success in improving and increasing engagement
Engaging in other activities and strateiges that the LEA determines appropriate and are consistent with LEA policy

18. Discussion Activity

19. Contact Information
Culture
Community
Title III
Title I
Core
CNA
Title I - Schoolwide
Upgrade the instructional program, so that the needs of all students are taken into account in the program design
Employ additional measures or emphasis on the specific needs of English learners
Hire Title I funded staff members

20. Title I – Schoolwide Activities
Contact Information
Culture
Community
Title III
Title I
Core
CNA
Provide opportunities for all children to meet the challenging state academic standards
Use methods and instructional strategies that strengthen the academic program,
increase the amount and quality of learning time,
help provide an enriched and accelerated curriculum including programs, activities, and courses necessary to provide a well-rounded education.

21. Title I – Schoolwide Activities
Culture
Community
Title III
Title I
Core
CNA
Contact Information :
Counseling, mental health, mentoring, support services, and other strategies to improve the students’ skills outside the academic subject areas
Preparation for and awareness of opportunities for postsecondary education and the workforce, broadening the secondary school access to coursework to earn postsecondary credit
Implementation of a schoolwide tiered model to prevent and address problem behavior and early intervening services
Professional development and other activities for teachers, paraprofessionals, and other school personnel to improve instruction and use of data from academic assessments and to recruit and retain effective teachers particularly in high-need subjects;

22. Title I – Schoolwide Activities
Contact Information
Culture
Community
Title III
Title I
Core
CNA
Strategies for assisting preschool children in the transition from prek- k
Preschool programs – to establish or enhance for children under 6
Secondary schools – operate dual or concurrent enrollment programs that address the needs of low-achieving secondary students and those at risk of not meeting the challenging state academic standards

23. Title I – Schoolwide Activities
Contact Information
Culture
Community
Title III
Title I
Core
CNA
Title I – Schoolwide Activities
Title I Activity
Application to English Learners
Hire Title I Staff
EL paraprofessionals or teachers that are supplemental to the core EL program, can then work with LEP students
Provide an enriched and accelerated curriculum including programs
Broadening the secondary school access to coursework to earn postsecondary credit
Professional development and other activities

24. Schoolwide Activities Discussion Activity
Contact Information
Culture
Community
Title III
Title I
Core
CNA
Schoolwide Activities Discussion Activity
Title I Activity
Application to English Learners
Operate dual or concurrent enrollment programs that address the needs of low-achieving secondary students
Pre-K and assisting the transition
Counseling, mental health, mentoring, support services
Recruit and retain effective teachers particularly in high-need subjects;
Upgrade the instructional program, so that the needs of all students are taken into account in the program design

25. Contact Information
Culture
Community
Title III
Title I
Core
CNA
Title I - Targeted
In a targeted assistance school, all migrant, disabled, and LEP children are eligible for Title I services on the same measures as any other student
Title I can be used to promote content learning, English language proficiency, and to develop native language literacy
Title I funded staff members, such as EL paraprofessionals that are supplemental to the core EL program, can then work with LEP students

26. Title I – Targeted Activities
Culture
Community
Title III
Title I
Core
CNA
Meet challenging standards which includes programs, activities, and academic courses which may include: - Expanded learning time, before and after school programs, summer programs and opportunities, and - A schoolwide tiered model to prevent and address behavior problems and early intervening services, carried out under IDEA - Coordinating with and supporting the regular education program, which may include services to assist Prek transition - Providing PD and resources to school personnel who work with eligible children - Implanting strategies to increase parent involvement

27. Title I – Targeted Activities
Contact Information
Culture
Community
Title III
Title I
Core
CNA
Coordinating and integrating federal, state, and local services and programs such as programs supported under this Act, violence prevention, nutrition programs, house programs, Head Start programs, adult education programs, CTE programs, comprehensive support and improvement activities or targeted support and improvement activities under section 1111(d)
- Secondary Schools – may use funds to offer dual and concurrent enrollment programs who to eligible children

28. Title III for English Learners and Immigrant children and Youth
Contact Information
Culture
Community
Title III
Title I
Core
CNA
Improve the education of English learners by assisting the children to learn English and meet the challenging State academic standards.
Develop and implement new language instruction and academic content programs for English learners including early childhood, elementary school programs, and secondary programs
Carry out highly focused, innovative, and locally designed activities to expand or enhance existing language instruction and academic content programs

29. Title III for English Learners and Immigrant children and Youth
Contact Information
Culture
Community
Title III
Title I
Core
CNA
Implement within a school, schoolwide programs for restructuring, reforming, and upgrading all relevant programs, activities, and operations related to language and content programs
Implement within an entire jurisdiction of a LEA, agencywide programs for restructuring, reforming, and upgrading all relevant programs, activities, and operations relating to langauge and academic content instruction

30. Contact Information
Title III
Culture
Community
Title III
Title I
Core
CNA
CNA
Title I
Title III

31. Title III Discussion Activity
Contact Information
Culture
Community
Title III
Title I
Core
CNA
CNA
Title I
Title III

32. Improper Use of Title I and Title III Supplemental Programs
Culture
Community
Title III
Title I
Core
CNA
Improper Use of Title I and
Title III Supplemental Programs
Use Title I or Title III services to supplant or take the place of the district’s core EL program required the Civil Rights Act of 1964.
Use funds to pay for something that was paid for in the previous year with other federal, state, or local funds.
Use Title III funds are utilized for programs/services required by other federal, state or local laws.
It is improper to replace the core EL program with tier 2 or tier 3 RTI interventions. Tier II interventions do not satisfy the Lau 1974 requirements to provide a core EL program and are not considered English language development instruction.

33. Culture
Community
Title III
Title I
Core
CNA
Community
In order for a school to truly meet the needs of a particular student, all programs for which an English learner qualifies need to coordinate their services so that the supports are aligned and build upon each other.

34. Culture
Community
Title III
Title I
Core
CNA
Community
Title I staff members providing supplemental services to eligible EL students must work closely with the core EL staff and content area teachers.
Coordination among all staff members, including content area teachers, EL staff, Title I staff, Title III staff, and others is important so that the plan for each student is delivered in an integrated fashion.
Teachers should deliver culturally responsive instruction in order to acknowledge the culture of the students and the value that it brings to the school and classroom.

35. Culture Key characteristics of a strong English learner Culture:
Community
Title III
Title I
Core
CNA
Culture
Key characteristics of a strong English learner Culture:
The CNA considers important EL data and the plan is designed accordingly
The core EL program is differentiated for every level of EL including LTELL
Properly trained staff including Title I staff in second language acquisition and providing comprehensible instruction to English learners
Learning is authentic and meaningful, which occurs when the instruction is culturally relevant
Community inside and outside of the school supports and works in convergence for English learners
Native English speaking students are viewed as an asset and as great models for EL students
Opportunities exist among native English speakers and EL students through joint productive activities and instructional conversations promote academic success of all their students

36. Contact Information
Contact
Charlie