Title III: 101Title III: 101

Jacqueline A. Iribarren Ph.D.Title III, ESL & Bilingual Ed.

ConsultantOctober 7, 2010

What will be covered:What will be covered:

•Background•Legal Requirements•ESEA compliance requirements•Reminders•Q & A

Title III OverviewTitle III Overview(NCLB)(NCLB)

•Federal funding: $5M yearly

•Allocate 5% to the Immigrant Grant

•You must assess all domains: listening, reading, speaking, writing (comprehension: reading & listening)

•You must use ACCESS ELLs® for funding & accountability purposes

Fundamentals:Fundamentals:

•$10,000 threshold for managing own funds (less than $10K, districts must join a consortium).

•Fiscal agent: Fiscal agent responsibilities

•Complete Testing (all domains)=T3 Funding

What is the ACCESS for AllWhat is the ACCESS for All®®

Test?Test?

•State approved ELP test•Federal mandated assessment•Linked to content standards•Cost $21.00 per student, paid by DPI•Accountability test (AMAOs)

• NCLB: (Title I):  Sec. 1111(b)(7): ‘‘(7) Academic Assessment of English language proficiency”.

• Office for Civil Rights: School districts are responsible under civil rights law to provide an equal educational opportunity to ELLs).

• Bilingual-Bicultural State Statute: (s. 115.96). “Count of limited-English proficient pupils. Annually, on or before March 1, each school board shall conduct a count of the limited-English proficient pupils in the public schools of the district, assess the language proficiency of such pupils and classify such pupils by language group, grade level, age and English language proficiency.”

Identification Requirement Identification Requirement Authorities:Authorities:

Identification in WIIdentification in WI

•Home Language Survey (HLS)•Academic performance review•Screener: W-APT (WIDA)•Assessment: ACCESS for ALL (WIDA)

(See 3 Bulletins: http://www.dpi.wi.gov/ell/titleiii.html)

Accountability Accountability RequirementsRequirements

•Title I: AYP for ELLs▫WKCE: ELA & Math

•Title III: ELP Assessment (ACCESS)Annual Measurable Achievement Objectives (AMAOs)

Title IIIRequirements

English Language Proficiency Standards

Annual measurable achievement objectives

(English language proficiency)

Increase English

Language Proficiency

&Academic

Achievement

Title I Requirements

Academic content Standards

Academic Achievement Standards

Annual measurable achievement objectives

(Academic)

Proficiency Yardstick: Annual Measurable Achievement

Objectives (AMAOs)

•AMAO 1: Progressing•AMAO 2: Exiting•AMAO3: AYP

•Must meet all!

ESEA Monitoring ESEA Monitoring RequirementsRequirements

•Needs Assessment•Professional Development•Effective Instructional Program:

scientifically-based research or effective practices

•Annual Assessment of ELP•Parental Involvement: Deep, not

superficial•Parental Notification•2-Year Monitoring

Accountability TimelineAccountability Timeline

1 year• Parental Notification. Inform parents of children who

are identified for or are participating in a language instruction education program of failure to meet AMAOs within 30 days.

2 consecutive years• Parental Notification.• AND• Improvement Plan. Develop and adopt an improvement

plan that specifically addresses factors that prevented the district from meeting AMAOs and that will ensure meeting AMAOs in the future.

• AND• Professional Development. Utilize professional

development strategies and activities developed in consultation with DPI.

Accountability TimelineAccountability Timeline (continued)

3 consecutive years• Parental Notification• AND• Improvement Plan.• AND• Professional Development.

4 consecutive years• Parental Notification.• AND• Program Changes. Modify the curriculum, program, and

method of instruction.• OR• Personnel Changes. Replace educational personnel

related to failure to meet AMAOs.

Key PointsKey Points

• Identification Process: HLS, academic review, screener (W-APT) & ACCESS®

• Parental Notification: No later than 30 days after the beginning of the school year or within the first 2 weeks of placement when enrolling during the school year.

• Private Schools: Timely & meaning consultation. Non-profit private schools only. Optional, collaborative process & needs assessment.

• FLEP: 2 –year Monitoring

• Teacher Language Fluency: Spanish/English

Key PointsKey Points

•ISES communication & inter-phase

•ISES clean up window

Reminders:Reminders:

•State Aid funding: Bilingual-Bicultural state funding

•Immigrant Children & Youth grant: April

•Program Evaluation: Is your program working?

ReminderReminder• ACCESS® Test: A summative test, as such, has

limitations.

• Summative assessments happen too far down the learning path to provide information at the classroom level and to make instructional adjustments and interventions during the learning process. It takes formative assessment to accomplish this.

• Bottom Line: Tailored services and “placement” decisions are based on a conglomeration of data!

Reiteration: Reiteration:

•Supplemental versus Supplant•Three Revised Bulletins•Program Evaluation

Supplemental vs Supplant:Supplemental vs Supplant:

Title III funds are in addition to, and do not replace or supplant, services that students would otherwise receive.

Districts must meet Lau vs. Nichols and OCR mandates as the first rule.

ESEA applications must supplement existing services or programs for ELLs, not supplant.

Therefore, districts must first be able to identify core programs or instructional deliveries that comply with Lau and OCR and then, supplement those with Title III funds.

Supplemental/Supplant: Supplemental/Supplant: State Aid ProgramState Aid Program

• Districts have a legal responsibility to ELLs. Both Title III funds and the bilingual-bicultural state aid are supplemental funds.

• Generally, districts may not use Title III funds to begin paying for salaries/fringes of an educator who previously was funded under state aid program.

• Districts need to ensure that neither state or Title III funds are used to supplant other local, state or federal programs or activities.

Guiding Questions to Ask:Guiding Questions to Ask:

• 1. What is the instruction program/service provided to all students?

• 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?

• 4. Was the program/service previously provided with State, local and Federal funds?

Bottom Line:Bottom Line:

•Based on the answers to these 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 Title III funds?

3 Revised Bulletins3 Revised Bulletins

•Bulletin 07.01: Initial Identification and Placement

•Bulletin 07.02: Procedures for Exiting

•Bulletin 08.01: Two-Year Monitoring Requirements

(http://www.dpi.wi.gov/ell/titleiii.html)

Program EvaluationProgram Evaluation

• Per OCR policy: Is your program adequate?

• Use the Castañeda case (648 F: 2nd 959 (5th Cir. 1981) prongs:

▫ 1. A pedagogically sound plan for LEP students. ▫ 2. Sufficient qualified staff to implement the

plan (includes hiring of new staff and training of current staff).

▫ 3. A system established to evaluate the program.

• Districts must periodically evaluate its program to ensure it is working and modify when necessary.

ResourcesResources

•Title III: http://www.dpi.wi.gov/ell/titleiii.html

•Immigrant Children & Youth Grant: http://www.dpi.wi.gov/ell/immigrantchildren.html

•Bilingual-Bicultural Programs: http://www.dpi.wi.gov/ell/bilingual-bicultural.html

Questions?Questions?

Thank You!

Contact Information:

Jacqueline A. Iribarren, Ph.D.Title III, ESL & Bilingual Ed Consultant

jacqueline.iribarren@dpi.wi.gov(608) 266-7292