1. 1 Training and Technical Assistance for Maine’s Title III Performance Report and Application June 3, 2011 Robin Fleck, ELL Coordinator, Auburn Jeff Porter, Assistant Superintendent, Biddeford David Theoharides, Assistant Superintendent, Sanford Facilitated by Nancy Mullins, ESL/Bilingual Programs Director and Gail Benvenuta, ESL/Bilingual Programs Assistant Maine Department of Education

2. 2 Overview Purpose Requirements for funding (Independent or Consortium member; AMAOs, fully completed Application and Performance Report) Allowable Expenses Completing the Title III Application Completing the Title III Performance Report

3. 3 Allowable Uses of Title III Funds Supplement Not Supplant: “To add to” not “To take the place of” Questions to Ask: 1. What is the instructional program/service provided to all students? 1. What is the instructional program/service provided to all students? 2. What does the LEA do to meet Lau requirements? 2. What does the LEA do to meet Lau requirements? 3. What services is the LEA required by other Federal, State, and local laws or regulations to provide? 3. What services is the LEA required by other Federal, State, and local laws or regulations to provide? 4. Was the program/service previously provided with State, local, and Federal funds? Based on the answers to the above questions, would the proposed funds be used to provide an instructional program/service that is in addition to or supplemental to an instructional program/service that would otherwise be provided to LEP students in the absence of a Title III grant?

4. 4 Allowable Uses of Title III Funds Expand program Enhance program Upgrade reading/academic program Intensify instruction Provide tutorials for students Provide technical training Purchase software Develop high quality professional program Develop accountability system to monitor student progress Implement family education programs

5. 5 Allowable Use of Title III Funds Supplemental materials for the sole use by EL students Additional hardware Additional software Additional reading materials Manipulatives Visual Aides Listening Centers

6. 6 Allowable Uses of Title III Funds Classroom instructional assistants SEI coach/mentor stipends Program Coordinator stipends Professional development Teacher preparation for effective EL instruction; incorporating curricula and resources regarding appropriate/effective instruction; improving program quality Parental involvement: Implementing family education programs, parent outreach and training activities designed to assist parents to become active participants in the education of their children

7. 7 Title III Application – Outline Part I: Assurances and Budget Part II: Effectiveness of Approach (3 Goals) Part III: Requirements (4 requirements)

8. 8 Title III Application - Outline Part II: Effectiveness of Approach (Goal One) – The applicant will implement an approach to ensure that English Learners increase their level of English proficiency by the end of each school year. a. a.Provide detailed description of the instructional strategies and program of services that will be implemented to ensure the progress of English Learners in attaining /English proficiency including comprehension, speaking, listening, reading and writing b. b.Scientific basis for use of the above instructional strategies / program of services c. c.Citations from the research literature that the above is effective d. d.What steps will you take to ensure that all English Learners participate in the ACCESS for ELLs®?

9. 9 Title III Application – Outline continued Part II: Effectiveness of Approach (Goal Two) - The applicant will implement an approach to ensure that English Learners achieve adequate yearly progress on Maine's Learning Results. a. a.Provide detailed description of the instructional strategies and program of services that will be implemented to ensure that English Learners meet the same challenging State academic content and student academic achievement standards as all students are expected to meet b. b.Scientific basis for use of the above instructional strategies/program of services c. c.Citations from the research literature that the above is effective d. d.What steps will be taken to ensure that all English Learners participate in the State’s academic assessments (MEA, NECAP, MHSA and/or NAEP)?

10. 10 Title III Application – Outline continued Part II: Effectiveness of Approach (Goal Three) - The applicant will provide high quality professional development to ESL teachers, content area teachers, administrators, and other personnel. a. a. Provide detailed description of the professional development activities that will improve the instruction and assessment of English Learner b. b. Provide detailed description of the professional development activities that enhance the ability of ESL and content area teachers to understand and use curricula, assessment measures, and instructional strategies appropriate for English Learners c. c. Intensity/Duration of Professional Development Activities d. d. Evidence that the professional development approach is based on scientific research in increasing English proficiency, subject matter knowledge, and teaching English Learners e. e. Does the district intend to provide professional development in the use of data to inform and improve instructional services? If so, please describe.

11. 11 Title III Application – Outline continued Part III: Requirements - Please indicate how the district will meet the following requirements: a. a.Consult with teachers, researchers, school administrators, parents, and, if appropriate, institutions of higher education, community based groups, and/or non-profit organizations regarding the district's English Language Acquisition Program. b. b.Gain parents and community members participation in programs that support EL children, including provision for use of parent's native language. c. c.What procedures are in place to ensure that the Parental Notifications are sent within 30 days after the start of the school year (or within two weeks if the start of services occurs after the English Learner’s enrollment in school)? d. d.What procedures are in place to ensure that parents are notified within 30 days if the LEA fails to meet the objectives (i.e., fails to "make progress") for English Learners in acquiring English proficiency at any grade level?

12. 12 Title III Performance Report - Outline I. I.Title III Annual Assessment of English Learners II. II.Language Instruction Educational Programs III. III.Professional Development Activities Conducted IV. IV.Parental Notification V. V.Activities Conducted VI. VI.Expenditures for Title III

13. 13 Title III Performance Report - Outline I. I.TITLE III ANNUAL ASSESSMENT OF ENGLISH LEARNERS (# Students not participating) II. LANGUAGE INSTRUCTION EDUCATIONAL PROGRAMS Table 2. Summary of Language Instruction Educational Programs 3. Describe the scientifically based research rationale for implementing the programs) if programs implemented were different than programs identified on application. 4. Provide examples and descriptions of successful features of the program. What methods were used to determine the program’s success and effectiveness in ensuring that ELs’ English language proficiency improved and ELs met the State’s challenging academic content and student academic achievement standards? (How does the district know that what is being done is working?) 5. Teacher information

14. 14 Title III Performance Report – Outline continued III. III.PROFESSIONAL DEVELOPMENT ACTIVITIES CONDUCTED Table 6a. Activities addressed - Instructional strategies for ELs Table 6b. Professional Development Participant Information 6c. In which ways were the Professional Development Activities effective? Describe how you know that Professional Development Activities were effective. (How do you measure effectiveness?) 6d. List the professional development events WITH DATES that met Title III requirements and were provided as described in your Title III application (Goal 3 of Application)

15. 15 Title III Performance Report – Outline continued IV. PARENTAL NOTIFICATION Guidance: Parental Notifications or Parental Notification Letter Sample 7a. Insert the district’s parental notification letter.   Date Parental Notification Letter was sent [pop-up] 7b. Outreach programs that involve sending notice of opportunities for regular parent meetings for the purpose of formulating and responding to recommendations from parents 7c. Discuss the extent to which parents and community members participated in programs that support ELs, including provision for use of parents' native language.

16. 16 Title III Performance Report – Outline continued V. ACTIVITIES Conducted – Table 8 For each activity that is checked, a text box is displayed. Provide a brief description of each checked activity. VI. EXPENDITURES FOR TITLE III 9a. Budget Chart - Budget Items: 1000, 2000 Salaries & Benefits 3000 Contracts 5000 Travel 6000 Supp/Books 7000 Equipment 7300 Capital Equipment 8000 Other Total 9b. Program Administrative Costs (if any)

17. 17 Data Entry and Submission To complete both the Title III online Application and Performance Report, there are steps in two separate menus: the Data Entry menu and the Submission menu. Before the Department can approve any Title’s Application and Performance Report, all Titles must submit all their pages to the Superintendent for review and Electronic Signature. Without the Superintendent’s Electronic Signature, no final approval can be granted by the Department. Instructions for completing the App and PR can be found at www.maine.gov/education/esl/funding.htm www.maine.gov/education/esl/funding.htm

18. 18 Title III Performance Indicators Annual Measurable Achievement Objectives (AMAOs)   State-defined English language proficiency targets   Based on state English language proficiency standards and baseline data   Evaluates effectiveness of English language instruction AMAO I Making progress in proficiency AMAO II Attaining proficiency AMAO III Adequate Yearly Progress (AYP) for ELLs

19. 19 AMAOs and AYP Annual Measurable Achievement Objectives (AMAOs): objectives that measure LEP students’ development and attainment of language proficiency in English and adequate yearly progress. AMAO 1: the progress LEP students make in learning English AMAO 2: the progress LEP students make in attaining English language proficiency AMAO 3: the measurement of adequate yearly progress for the Title I LEP subgroup Adequate yearly progress (AYP): measure used by individual states to determine student progress toward achievement of academic standards in reading/language arts, mathematics, and science.

20. 20 Thank you Nancy Mullins Director ESL/Bilingual Programs Maine Department of Education 23 State House Station Augusta, Maine 04333-0023 Phone: (207) 624-6788 Fax: (207) 624-6789 nancy.mullins@maine.gov