1. Using Title I, Part A, and Title III, Part A, Funds to Support Students Experiencing Homelessness Lynn Sodat, Ph.D. Judy Radford Office of Program Administration and Accountability Project HOPE – VA Annual Conference December 4-5, 2014

2. Today’s Highlights include… Title I, Part A ▫ Program Description ▫ Allowable Uses of Funds to Support Homeless Students Title III, Part A ▫ Homeless/Limited English Proficient (LEP)/Immigrant and Youth (IY) Demographics ▫ Definition of LEP and IY Students ▫ Title III, Part A Funding ▫ Instructional Support Discussion and Questions 2

3. Title I, Part A: Improving Basic Programs Operated by Local Educational Agencies Provides funds to school divisions and public schools with high numbers or percentages of children from low-income families to help ensure that all children meet challenging state academic content and achievement standards. School divisions target the Title I funds they receive to public schools with the highest percentages of children from low-income families. 3

4. Title I, Part A: Improving Basic Programs Operated by Local Educational Agencies Two types of programs ▫ Schoolwide programs are designed to upgrade the school’s entire educational program for all students, particularly the lowest-achieving students  Schools enrolling at least 40 percent of students from low- income families, or schools designated as Focus or Priority, are eligible ▫ Targeted Assistance programs must focus Title I services on children who are failing, or most at risk of failing, to meet state academic standards 4

5. Title I Funding for 2014-2015 Total Federal Funding Year (FFY) 2014 allocation is $14.4 billion Made available by Congress under Public Law 113-76, the Consolidated Appropriations Act, 2014 U. S. Department of Education (USED) allocation to Virginia is $232,291,107 5.15 percent increase compared to FFY 2013 ($220,317,487) 2012 U.S. census estimates State per-pupil expenditure data from SY 2011- 2012

6. Title I, Part A, Program Requirements Homeless children and youth are eligible to receive Title I, Part A services Applies to Title I schoolwide program schools, Title I targeted assistance schools, and non-Title I schools Divisions must reserve a portion of Title I, Part A funds to provide instructional and support services for students enrolled in non-Title I schools Services should be comparable to those typically provided with Title I funds Division determines funding amount necessary to provide services to homeless children and youth enrolled in non-Title I schools

7. New Flexibility for Title I Funds USED letter to states clarifies the expanded use of Title I funds under the Consolidated Appropriations Act of 2014 Flexibility applies to FY 2014 Title I funds and also to FY 2012 and FY 2013 carryover funds Unknown whether flexibility will apply in future years

8. New Flexibility for Title I Funds Funds may be used to support a local homeless liaison Divisions that currently use state or local funds to support a homeless liaison may choose to use FY 2014 Title I funds for this purpose Authority provided in the Consolidated Appropriations Act supersedes the presumption of supplanting Title I allowable cost principles of reasonable and necessary still apply

9. New Flexibility for Title I Funds Funds may be used to provide transportation to the school of origin above what the LEA would otherwise provide to transport the student to his or her assigned school Funds used to support homeless liaison and/or provide transportation must be over and above the funds reserved for the required services Using Title I funds under the new flexibility does not meet the requirement to reserve funds to provide instructional and related services to homeless children and youth who attend non-Title I schools

10. Information on Serving Homeless Children and Youth USED Letter to States Providing Information About the New Authority in the Consolidated Appropriations Act, 2014 Regarding the Use of Fiscal Year (FY) 2014 Title I Funds USED Letter to States Providing Information About the New Authority in the Consolidated Appropriations Act, 2014 Regarding the Use of Fiscal Year (FY) 2014 Title I Funds VDOE Title X, Part C Web site Program Coordination for Children Receiving Services from Title I, Part A, and/or Services from Title X, Part C Program Coordination for Children Receiving Services from Title I, Part A, and/or Services from Title X, Part C Project HOPE Web site

11. Homeless Demographics 11

12. Homeless Total Homeless LEP/Homeless IY (2009-2010 – 2013-2014) 12 Total

13. Who are ELL and IY students? 13

14. Federal Definition of LEP Students According to the federal definition as described in the ESEA, an LEP student is defined as: A student (A.) who is aged 3 through 21; (B.) who is enrolled or preparing to enroll in an elementary school or secondary school; (C.) (i.) who was not born in the United States or whose native language is language other than English; and who comes from an environment where a language other than English is dominant; OR (ii.) (I.) who is a Native American or Alaska Native, or a native resident of outlying areas; and (II.) who comes from an environment where a language other than English has had a significant impact on the individual’s level of English language proficiency; OR (iii.) who is migratory, whose native language is a language other than English, and who comes from an environment where a language other than English is dominant; 14

15. Federal Definition of LEP Students (cont.) AND D). whose difficulties speaking, reading, writing, or understanding the English language may be sufficient to deny the individual – the ability to meet the state’s proficient level of achievement on state assessments described in Section 1111(b)(3); the ability to achieve successfully in classrooms where the language of instruction is English; or the opportunity to participate fully in society. [ESEA, Title IX, Part A, Sec. 9101, (25)] 15

16. IY Students IY students are classified as those students who: are aged 3 through 21; were not born in any state; and have not been attending one or more schools in any one or more states for more than three full academic years*. ESEA, Section 3301(6) *The “three full academic years” requirement must be applied on a cumulative basis. It is also important to note that IY students may or may not be ELLs. 16

17. Further Clarification of IY Students The term “state” means each of the 50 states, the District of Columbia, and the Commonwealth of Puerto Rico. Therefore, students born in Puerto Rico are not considered immigrant. Students born in U.S. territories such as Guam, American Samoa, or the U.S. Virgin Islands, may be considered immigrant if they meet the federal definition. ESEA, Section 3101(14) 17

18. Further Clarification of IY Students The following students may be considered as IY if they meet all of the criteria in the federal definition of immigrant children and youth: Children of U.S. military personnel Children of NATO families Children of visiting faculty Children who are temporarily residing in the U.S. because of parental employment Students on Exchange Visitor (J-1) visas or Exchange High School Students with (F-1) visas 18

19. Title III, Part A, funding streams available to support instruction 19 LEP (Limited English Proficiency) IY (Immigrant Children and Youth)

20. Two Subsets of Title III Funding LEP LEP allocations to divisions are determined on a per pupil basis. Limitation: Divisions must receive a minimum of $10,000 in LEP funding to apply. School divisions that receive less than $10,000 in LEP funding must enter into a consortium with other school divisions to receive funds. 20

21. Two Subsets of Title III Funding IY IY allocations based on a significant increase of IY students as compared to the average of the two preceding fiscal years qualify for IY funds. *Significant increase is defined as five or more students. State awards $2,000 to all divisions meeting the IY funding criteria and an additional per pupil amount. Divisions allocated IY funds may apply for these funds through the Title III application. 21

22. Required Uses of Funds for LEP Subgrants  Programs that increase English language proficiency and student achievement in core content classes  Providing high-quality professional development to classroom teachers, principals, administrators, and other school personnel ESEA, Section 3111(b) 22

23.   Upgrading program objectives and instructional strategies  Improving ESL instruction through updating or upgrading ESL curriculum, materials, or technology  Tutoring  Developing/implementing elementary or secondary language instruction programs coordinated with other relevant programs ESEA, Section 3111(b) Allowable Uses of Funds for LEP Subgrants23

24.  Improving the English proficiency and academic achievement of LEP children  Providing community participation programs  Improving LEP instruction through the acquisition of technology ESEA, Section 3111(b) Allowable Uses of Funds for LEP Subgrants 24

25. Allowable Uses of Funds for IY Subgrants IY funds may be used for:  Family literacy and parental outreach  Support for personnel  Tutoring or mentoring  Identification/acquisition of curriculum, materials and technology  Classroom supplies or transportation costs directly related to program ESEA, Section 3115 25

26. Title III Funding for 2014-2015 Total Federal Funding Year (FFY) 2014 allocation is $693,848,124 Made available by Congress under Public Law 113-76, the Consolidated Appropriations Act, 2014 U. S. Department of Education (USED) allocation to Virginia is $12,284,337 7.46 percent increase compared to FFY 2013 ($11,431,525) 2012 U.S. census estimates State per-pupil expenditure data from SY 2011- 2012

27. Instructional Framework Supplemental Title III services Supplemental Title I services Core Language Standards (ELD Standards) Core Standards (SOLs) 27

28. To teach a student is to know the student 28

29. ELLs may be... LT-ELLs:Long Term ELLs R-ELLs:Reclassified ELLs M-ELLs:Migrant ELLs SIFE:Students with Interrupted Formal Education SE-ELLs:Special Education ELLs Newcomers:Refugees, Immigrants HSN:Highly Schooled Newcomers Struggling Readers Gifted and Talented Margarita Calderón & Associates, Inc. 29

30. English Language Proficiency Levels (Instructional Levels) ELP LevelsACCESS for ELLs ® Scores Level 1Composite Score of 1.0 through 1.9 Level 2Composite Score of 2.0 through 2.9 Level 3Composite Score of 3.0 through 3.9 Level 4Composite Score of 4.0 through 4.9 Level 5Composite Score of 5.0 through 6.0

31. Kindergarten 1) Literacy Score of 5.0 or above; and 2) Overall Score (Composite) off 5.0 or above Grades 1-12 Tier B or Tier C 1) Literacy Score of 5.0 or above; and 2) Overall Score (Composite) of 5.0 or above Proficiency Criteria Year 1 FLEP 1 Year 2 FLEP 2 K-12 Formerly LEP (FLEP) Proficiency Criteria (Monitored Levels)

32. Triangle of Interaction Critical Components for Effective ELL Education Content and ESL teachers Content and ELD Standards Academic Achievement for ELLS Content and ELD Assessments Adapted from Straehr Fenner and Segota, 2012 To ensure the best possible instruction, the pieces need to fit together in a coherent way This requires significant cooperation among educators in a school 32

33. Time to share... 1.What type of Title I and Title III supplemental support does your school division provide?  Supplemental instructional services and programs  Supplemental language services and programs  Family outreach for families experiencing homelessness 2.How does your school division ensure homeless children and youth receive the same academic support as all students? 33

34. Virginia Department of Education Office of Program Administration and Accountability Contact Information Lynn Sodat, Ph.D. Title I Coordinator Lynn.Sodat@doe.virginia.gov (804) 371-2934 Judy Radford ESL Coordinator Judy.Radford@doe.virginia.gov (804) 786-1692 34