TITLE III:TITLE III:An Overview of

Required & Authorized Activities for 2011-2012for 2011 2012

S t b 21 2011September 21, 2011

AGENDA

• Purpose and Eligibility• Consolidated Application and Reallocation• Monitoringg• Required and Authorized Activities• ICY and LEP Fundingg• Professional Development• Requirements and ResponsibilitiesRequirements and Responsibilities• Accountability• Technical AssistanceTechnical Assistance

PDE Mission for the Education of English Language Learners

• Provide for the maintenance and support of a• Provide for the maintenance and support of a thorough and efficient system of education which includes the provision of quality, culturally p q y, yresponsive, and equitable educational programs for English language learners and assurance of their appropriate participation in all aspects of the educational system. E th t it ill dd th d• Ensure that its programs will address the needs and rights of English language learners in all its initiatives throughout the entire process of planninginitiatives throughout the entire process of planning and implementation.

PDE Vision for the Education of English Language Learners

•Promotes the recognition of English language learners and their parents as cultural and linguistic assets to the Commonwealth’s global initiatives.

• Is committed to using its Standards Aligned System to ensure that English g y glanguage learners receive core curriculum instruction and achieve high glevels of academic success.

PURPOSE OF TITLE III

1. Ensure ELLs and immigrant students will: Attain English language proficiency. Develop high levels of academic attainment in

core academic subjectscore academic subjects. Meet the same challenging state academic

standards as all children are expected to meetstandards as all children are expected to meet. Enter an all-English instructional setting.

2 P t t d it2. Promote parent and community participation in bilingual/ESLd ti feducation programs for

LEP children.

ELIGIBILITY

To be eligible for Title III funds LEAs are

ELIGIBILITY

To be eligible for Title III funds, LEAs are required to:

Complete the PIMS data collection on or before the Complete the PIMS data collection on or before the established deadline.

Complete the LEP SYSTEM data collection sections Complete the LEP SYSTEM data collection sections that have not been replaced by PIMS.

Order, administer, and assess ELLs with the required , , qannual state assessment for English language proficiency.

MINIMUM GRANTS

• Separate Limited English Proficient (LEP) from Immigrant Children and Youth (ICY)LEA th li ti t l f• LEAs use the same application to apply for both as part of the consolidated Federal program applicationprogram application

• LEP minimum is $10,000 – Does not include the ICY allocation

• Any amount for ICY, if LEA meets “significant increase” in immigrant count

Definition of “Significant Increase”Definition of Significant Increase for Immigrant Count

At least 10% increase in immigrant countAt least 10% increase in immigrant count with at least an increase of 10 students over the average of the past two yearsover the average of the past two years

SIGNIFICANT INCREASESIGNIFICANT INCREASE EXAMPLE

LEA 1: 2009: 15 immigrant students2009: 15 immigrant students2010: 25 immigrant students2011: 30 immigrant studentsAverage of previous 2 years = 20g p yIncrease over average = 10 studentsPercentage increase = 10/20 = 50%Percentage increase = 10/20 = 50%

CONSORTIA

• If an LEA is in a consortium for LEP, then it must be for any ICY funds.

• Consortium sends ICY funds directly to the LEA.

• Consortium submits full application – needs to include specific ICY plan for each member.

• Consortium also is required to submit quarterlies and FER for LEP and ICY funds.

BUDGETBUDGET• Budget – list by line item

B d t D i ti h d i ti• Budget Description – enough description that a monitor would recognize the program

• Equipment items in column 700• Equipment – items in column 700• Administrative Costs – 2% maximum for

non instructional. – Always includes Indirect Costs– Not Professional Development or Parent

InvolvementInvolvement• Carryover – unspent from previous year; no

maximummaximum

Supplement not Supplant Requirement –Supplement, not Supplant Requirement –General Principle (Upcoming PD Topic)

Title III funds must be used to supplement the level of Federal, State pp ,and local funds that, in the absence of Title III funds, would have been ,expended for programs for limited English proficient (LEP) students and g p ( )immigrant children and youth (ICY). (section 3115(g))( (g))

In other words…

Supplemental services provided with Title III funds are in addition to, and do ,not replace, core instruction that the students would otherwise receive.

Therefore Title III FundingTherefore, Title III Funding…

may not be used to provide core…may not be used to provide core instructional programming, hire staff, pay for assessment of ELLs and/or provideassessment of ELLs, and/or provide resources/materials that would be required and/or needed to implement a programand/or needed to implement a program under PA School Code Chapter 4.26. Doing so would demonstrate supplanting ratherso, would demonstrate supplanting rather than supplementing.

TITLE I AND TITLE IIITITLE I AND TITLE III COLLABORATION

• Title III funds cannot be used for non-Title III students.

• Keep accurate documentation on how the funding is• Keep accurate documentation on how the funding is handled for any programs that are working with Title I and Title III students. If t d t i b th Titl I d Titl III d t Titl• If a student is both Title I and Title III, do not use Title III to pay for a program that Title I students are receiving from Title I.

• Since Parent Involvement is an acceptable program for both Title I and Title III, collaboration on Parent Involvement for these programs is acceptable.

REALLOCATION OF TITLE IIIREALLOCATION OF TITLE III FUNDS

• Submit a Title III application by September 30 or…p

• Send a request to the Regional Coordinator to participate in the Title IIICoordinator to participate in the Title III reallocation by September 30th, 2011.

DETERMINATION OFDETERMINATION OF REALLOCATION NUMBERS

• The per pupil amount will be determined by dividing the total amount being y g greallocated by the number of LEP students in the LEAs on the list.

• The reallocated funds will be added to the LEP fund allocation that the LEAthe LEP fund allocation that the LEA received that year.

DISTRIBUTION OFDISTRIBUTION OF REALLOCATION

Reallocation numbers will be loaded into G t d ll ti li t ill beGrants and a reallocation list will be

distributed to the participating LEAs.

Submitting Amendments…(A t f th fi l lid t d(As part of the final consolidated

amendment completed in January)

• Since the funds will be part of the current year’s allocation quarterly andcurrent year’s allocation, quarterly and final expense reports for that year will include the reallocated fundsinclude the reallocated funds.

• These funds must be spent by S 30 f fSeptember 30 of the following year.

Monitoring

• Title III is monitored at same time as Title I• Schedule is on the state website:

– http://www.portal.state.pa.us/portal/server.pt/community/consolidated_program_review/7378/schooldistrict consolidated review schedule/507210_district_consolidated_review_schedule/507210

• Monitoring tool is on state website:http://www portal state pa us/portal/server pt/com– http://www.portal.state.pa.us/portal/server.pt/community/consolidated_program_review/7378/consolidated_program_review_document/507209

QUESTIONS: REGARDING ALLOCATIONQUESTIONS: REGARDING ALLOCATION, APPLICATION, TIMELINE AND EGRANT SYSTEM

Contact:Contact:Division of Federal Programs: 717 783-2193

Regional CoordinatorsRegional Coordinators• Virginia Baker IUs 1, 3 717 783-9164• Norma Hull IUs 8, 11, 16 717 783-7790• Don McCrone IUs 10, 17, 18, 19 717 783-6902• Susan McCrone IUs 2, 26 717 783-1330• Cindy Rhoads IUs 22, 23, 25 717 783-9167• JoBeth McKees IUs 5, 6, 9, 24 717 783-6904• Karl Streckewald IUs 4 7 27 28 717 783-3381Karl Streckewald IUs 4, 7, 27, 28 717 783 3381• Maria Garcia-Morales IUs 14, 20, 21, 29 717 783-7815• Jesse Fry IUs 12, 13, 15 717 783-6829

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An LEA receiving gTitle III LEP funding shall…

1. increase the English language proficiency of ELLs, as demonstrated by student , yachievement.

2. provide high quality professional development (PD).

These are required activitiesq

Title III Authorized Activities for LEP F di

Curricular MaterialsLEP Funding

Technology Intensify Instruction Intensify Instruction Support personnel Tutorials mentoring academic Tutorials, mentoring, academic

or career counseling Community Programs/Services Community Programs/Services Parental Involvement/Outreach Supplemental Instructional Services Supplemental Instructional Services Family Literacy Services

LEA Responsibilities for Immigrant Children and Youth

(ICY) Funding(ICY) Funding

(1) IN GENERAL—An eligible entity(1) IN GENERAL An eligible entity receiving funds under section 3114(d)(1) shall use the funds to pay for3114(d)(1) shall use the funds to pay for activities that provide enhanced instructional opportunities for immigrantinstructional opportunities for immigrant children and youth, which may include:

ICY FUNDING ACTIVITIESA. family literacy, parent outreach, and training

activities designed to assist parents to become active participants in the educationbecome active participants in the education of their children;

B. support for personnel, including teacher aides who have been specifically trained oraides who have been specifically trained, or are being trained, to provide services to immigrant children and youth;

C. provision of tutorials, mentoring, and academic or career counseling for immigrant children and youth;g a c d e a d you ;

ICY FUNDING ACTIVITIESD. identification and acquisition of curricular

materials, educational software, and technologies to be used in the programtechnologies to be used in the program carried out with funds;

E. basic instructional services that are directly attributable to the presence of immigrantattributable to the presence of immigrant children and youth in the school district, including the funding for additional l li t f t t ticlassroom supplies, costs of transportation,

or other costs directly attributable to related additional basic instructional services;

ICY FUNDING ACTIVITIESICY FUNDING ACTIVITIES

F other instruction services that are designed toF. other instruction services that are designed to assist immigrant children and youth to achieve in elementary schools and secondary schools in th U it d St t h fthe United States, such as programs of introduction to the educational system and civics education;education;

G. activities, coordinated with community-based organizations, institutions of higher education, private sector entities, or other entities with expertise in working with immigrants, to assist parents of immigrant children and youth byparents of immigrant children and youth by offering comprehensive community services.

ICY FUNDING ACTIVITIES

Need to be in addition to LEP activities.

Professional Development Must Be…

• designed to improve the instruction and• designed to improve the instruction and assessment of LEP children;

• designed to enhance teachers’ ability to• designed to enhance teachers’ ability to understand and use curricula, assessment measures and instructionassessment measures and instruction strategies;

• be based on scientifically basedbe based on scientifically based research; and

• be of sufficient intensity and durationbe of sufficient intensity and duration.

TITLE III PROFESSIONALTITLE III PROFESSIONAL DEVELOPMENT SURVEY

All LEAs receiving 2010-2011 Title III funds are required to complete the Title III Professional Development Survey. This is found in the eGrants Main Menu titled Title III Data Collection for 2010titled Title III Data Collection for 2010-2011. Consortium leads complete the survey for the entire consortium andsurvey for the entire consortium, and consortium members do not have to complete the survey.complete the survey.

Professional Development SurveyProfessional Development Survey

CATEGORIES OF PROFESSIONAL DEVELOPMENT

• Instructional strategies for LEP students

As defined by USDE, PD reporting categories include:

• Understanding and implementation of assessment of LEP students

• Understanding and implementation of ELP standardsUnderstanding and implementation of ELP standards and academic content standards for LEP students

• Alignment of the curriculum in language instruction educational programs to ELP standardseducational programs to ELP standards

• Subject matter knowledge for teachers• Other (Explain)( p )

CONSORTIUMRESPONSIBILITIES

• The consortium must meet all Title III requirements just as any individual LEA.

• Participating LEAs entering a consortium must develop a written Memorandum of Understanding (MOU) th itt lt ti t f(MOU) or other written alternative arrangement for meeting Title III requirements.

• LEAs that enter a consortium must work with the consortium lead to enter into agreement for the program/services that will be provided to member p g pLEAs.

CONSORTIUM FISCAL AGENT ROLE

• LEAs in a consortium must designate one of the LEAs• LEAs in a consortium must designate one of the LEAs as fiscal agent in the Title III grant application to the State Educational Agency (SEA).Fi l h ll LEA f lfill h i fi l• Fiscal agents must ensure that all LEAs fulfill their fiscal and programmatic responsibilities, including meeting Annual Measurable Achievement Objectives (AMAOs) as per the MOU.

• An educational service agency/intermediate unit that is the designated fiscal agent has the samethe designated fiscal agent has the same responsibilities as any LEA.

• The fiscal agent maintains all funding for its member LEAsLEAs.

MOUs Should IncludeMOUs Should Include… required English proficiency and PD plan, other authorized activities, parental notification – program placement and AMAOs, data-sharing responsibilities for ACCESS results anddata sharing responsibilities for ACCESS results and

AMAO determination, improvement plan responsibilities, if the consortium

fails to meet AMAOs for 2 or 4 consecutive years,fails to meet AMAOs for 2 or 4 consecutive years, how the funds will be spent among member LEAs,

AND non-public/private school contact procedure for non public/private school contact procedure for

participation in Title III SUPPLEMENTAL funding.

The responsibilities of the consortium lead and itsThe responsibilities of the consortium lead and its member LEAs include but are not limited to the above list.

Using Title III in Low Incidence AreasUsing Title III in Low Incidence Areas & Consortium

• Increase instructional support– Stipends for teachers to tutor extra hours– Small group summer programs– Purchase supplemental materials: texts (high-interest age-Purchase supplemental materials: texts (high interest, age

appropriate) at targeted reading levels, etc.

• Professional Development & Capacity Building– Substitute teachers to increase collaboration timeSubstitute teachers to increase collaboration time– Target PD to teachers who have ELLs in their classes– Support content teachers in getting ESL Certification– Work with cohorts of content teachers; rotate (pay stipend

/substitute teachers)/substitute teachers)– Trainer of Trainers Model: Department Heads or Team Leaders– Host Regional PD opportunities at IU or districts with high

populations; invite staff from low incidence districts to attend

Using Title III in Low Incidence Areas & Consortium

• Collective Title III Efforts in Consortia– Purchase materials; subscriptions to software, etc.

as a consortium; more buying power– Develop curricular materials and training modules

Partner with other Title III recipients to collaborate– Partner with other Title III recipients to collaborate on regional projects (increases numbers and funding)

• Produce products and resources that support many: i.e.. Educational videos for parents, curricular materials, training programs, etc.

• Share the cost of professional development

Using Title III in Low Incidence Areas & Consortium& Consortium

• Example Title III Event: Young Authors for ELLs– LITERACY DEVELOPMENT: ELLs across districts

share their experiences and cultural knowledge by writing and sharing books in 3 modes of PSSA Writing; some parents co authorsome parents co-author

– PARENT & COMMUNITY INVOLVEMENT: interact with community libraries universities/collegeswith community libraries, universities/colleges, Careerlink, Adult Literacy Center, parents of other ELLs, etc.

– Allotment of Title III funds for transportation, books and prizes, paper and materials.

– Donation of time and products by publishers, ESL certification students, community organizations

REQUIREMENTS & RESPONSIBILITIESRESPONSIBILITIES

FOR 2011-2012

PARENT NOTIFICATION REQUIREMENTS

Parent notification of student identification for placement in, or participating in Title III Supplemental Programs must take place within 30 days after the beginning of the school year and within 14 days of enrollmentschool year and within 14 days of enrollment within the LEA during the school year.

Title III 20 USC 7012 Section 3302 Parental NotificationsNotifications

PARENT NOTIFICATION

If hild id ifi d f d l d i Ti l III l l

REQUIREMENTSIf a child identified for and placed in a Title III supplemental program, LEAs must inform parents of the…

identification process t lt d d i t t assessment results and academic status method of instruction how the program will meet the educational

strengths and needs of the child

CONTINUED…

PARENT NOTIFICATION

how the program will specifically help the child

REQUIREMENTS (cont’d) how the program will specifically help the child

learn English and meet academic achievement standards for grade promotion and graduation

specific exit requirements the expected rate of specific exit requirements, the expected rate of transition into all-English classrooms and, if funds are used at the secondary level, the expected rate of graduationexpected rate of graduation

how children with a disability, and those with an individualized education plan, will have their LEP needs met.

Refer to the LEA’s ESL Program Plan and/orinclude relevant pieces of the general programinclude relevant pieces of the general program

description with the letter.

Parents may…

• have the right to immediately remove their child from the Title III supplementary program upon their requestprogram upon their request.

• have the right to decline enrollment in the Title III supplementary program or chooseTitle III supplementary program or choose another program or method of instruction, if available.

• request the LEA’s assistance in selecting among various programs and methods of instruction offered by Title IIIinstruction offered by Title III.

To provide translatedTo provide translated communications for non-E li h ki tEnglish speaking parents

and/or students please visitand/or students, please visitWWW.TRANSACT.COM

A t l i iAn account login is necessary.

2011-2012 REQUIRED LEP DATA2011-2012 REQUIRED LEP DATA COLLECTIONS

• LEP Data Submission--LEAs are required to submit LEP system dataLEP Data Submission--LEAs are required to submit LEP system data annually during the 30 day reporting window every March.

• PIMS Data SubmissionsData Collected Window Templates Required Purpose Impactp q p pStudent Data October District Snapshot

School Enrollment Programs Fact Student Student Snapshot

Collects data on LEP students in programs designed for LEP students. This data is used for federal reporting purposes.

Title LEP & Immigrant Children & Youth funding determined by this report

PreCode November School Enrollment Program Fact Student Student Snapshot

Provides student precode labels for the ACCESS for ELLs and PSSA, PSSA-M, and test booklets.

Labels for WIDA ACCESS are generated from the November report

ACCESS for ELL R ti

March Student Student Snapshot

Collects data on LEP and Title LEP students who are enrolled in the and tested using the

ACCESS Test Files are matched to reported LEP students. Invalid IDs and discrepancies are deleted. ELLs Reporting

Collection

S ude S ps o Program Fact

w o e e o ed e d es ed us g eACCESS for ELLs English Language Proficiency Assessment during the ACCESS for ELLs test window. This snapshot is used for federal reporting purposes and for accountability purposes.

s ude s. v d s d d sc ep c es e de e ed.Data MUST be accurate.

ELL End of Year Count

July Student Snapshot School Enrollment Program Fact Student

Collects data on LEP, ICY, and Title III students who were enrolled in a school at any time during the school year. This snapshot is used for federal reporting purposes.

Reported to Congress. Impacts federal decisions concerning policy and funding for LEP and Immigrant students.

REQUIRED ANNUALREQUIRED ANNUAL ASSESSMENT

Each eligible entity annually will assess the English proficiency of all children g p ywith limited English proficiency.– ACCESS for ELLs ®ACCESS for ELLs

2011-2012 ACCESS FOR ELLS2011 2012 ACCESS FOR ELLS ASSESSMENT SCHEDULE

Schedule will be updated on the WIDA website (www wida us)WIDA website (www.wida.us).

Pre-ID Ordering - State Provides 12/14/11

Districts Receive Test Materials 01/13/12

Test Window 01/23/12 – 03/02/12

Additional Materials Deadline 02/17/12

Districts Pack Completed Material 03/02/12 – 03/08/12

Districts Ship Completed Material to MT 03/08/12

All Materials Received at MT 03/14/12

Data Validation Window - If Desired 04/11/12 – 04/20/12

Reports Shipped to Districts 05/26/12

AMAOs

• Each State shall develop annual measurable achievement objectives j(AMAOs) for limited English proficient children that relate to the development pand attainment of English proficiency while meeting challenging State g g gacademic content standards

Performance targets that include:making progress toward English languagemaking progress toward English language

proficiency as measured by the State English language proficiency (ELP) assessment (currently the ACCESS for ELLs ®)(currently the ACCESS for ELLs ®).

attaining English language proficiency as measured by the ACCESS for ELLs ® assessment.

meeting AYP as measured by the state contentmeeting AYP as measured by the state content assessment (PSSA/PSSA-M/PASA).

AMAO 1 : Annual increases in the number or percentage of children making progress towardpercentage of children making progress toward

learning English.

Definition of growth: • Gain of ≥ 0 6 ACCESS for ELLs®Gain of ≥ 0.6 ACCESS for ELLs

composite level for an individual student

Note: Calculation of AMAO 1 requires test scores from two consecutive years (PA Secure IDs must match). Scores for children taking the ACCESS test for the first time, including most Kindergarten students, are not included in AMAO 1. Note also: Students with test scores from two consecutive years who attain proficiency in the second year are always counted as havingproficiency in the second year are always counted as having made progress.

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AMAO 1 : Annual increases in the number or percentage of children making progress toward

learning English

School Year Target percent of ELLs in LEA* 2007-2008 target of 49%2008-2009 target of 51%2009-2010 target of 53%2010-2011 target of 55%2011-2012 target of 57%2012-2013 target of 59%2013-2014 target of 61%2013-2014 target of 61%2014-2015 target of 64%2015-2016 target of 67% (Final target)

*C fid i l li d*Confidence intervals are applied.51

AMAO 2: Annual increases in the number or O ua c eases t e u be opercentage of children attaining English

proficiency

Definition of attainment: Grades 1-12

ACCESS for ELLs® composite score ≥ 4.5. Scores from both Tier B and Tier C forms of the test are acceptable.

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AMAO 2: Annual increases in the number orAMAO 2: Annual increases in the number or percentage of children attaining English proficiency

Gro th targetsGrowth targets:School Year Target % of ELLs in LEA

attaining English proficiency*2007-2008 target of 14%2008-2009 target of 16%2009-2010 target of 18%2010-2011 target of 20%2011-2012 target of 22%2012-2013 target of 24%2012-2013 target of 24%2013-2014 target of 26%2014-2015 target of 28%2015 2016 f 30% (Fi l )2015-2016 target of 30% (Final target)

*Confidence intervals are applied.53

AMAO 3: Adequate yearly progressAMAO 3: Adequate yearly progress for LEP children.

The method for calculating AMAO 3 for Title III subgrantees is consistent with that used under Title I for AYP. The methods vary from year to year. Check the PDE website for current information in th PA A t bilit W kb kthe PA Accountability Workbook.

AMAO 3 for Consortia is calculated on the aggregated consortium ELL population that has participated in the PSSA for the year in which the ACCESS for ELLs ® test was administered.

Former ELLs who have exited and are in their first or second year of monitoring are also eligible to be included in AMAO 3 calculations, consistent with AYP calculations. The need to include monitored students is determined automatically as AYP is calculated.

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AMAO 3: AYP targetsAMAO 3: AYP targetsThe targets shown for Math and Reading are % of students expected to achievescores of “proficient” or “advanced” on the statewide achievement tests (the

Year Math Reading Participation

scores of proficient or advanced on the statewide achievement tests (thePSSA, PSSA-M, or the PASA).

2007-2008 45% 54% 95%

2008-2009 56% 63% 95%

2009-2010 56% 63% 95%

2010-2011 67% 72% 95%2010 2011 67% 72% 95%

2011-2012 78% 81% 95%

2012-2013 89% 91% 95%

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2012-2013 89% 91% 95%

2013-2014 100% 100% 95%

Minimum Group Size forMinimum Group Size for AMAOs

A minimum group size of 40 ELLs in a subgrantee is applied to AMAO 1 and AMAO 2 for public reporting purposes, but not for

t bilitaccountability purposes. In other words, if a subgrantee has fewer than 40 ELLs, AMAO

1 and AMAO 2 calculations will be made and the subgrantee will b h ld t bl b t PDE ill t t th lt bli lbe held accountable, but PDE will not report the results publicly.

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Minimum Group Size forMinimum Group Size for AMAOs

AMAO 3 for consortia is calculated using the aggregated ELL population per grade span of the member districts—those ELLs who participate in the PSSA/PSSA-M/PASA—using AYP rules andparticipate in the PSSA/PSSA M/PASA using AYP rules and achievement test data.

A district or consortium not meeting the minimum group size in any grade span will receive a report of “Not Applicable” for AMAO 3.grade span will receive a report of Not Applicable for AMAO 3.

Districts or consortia receiving a report of “not applicable” for AMAO 3 are still eligible to satisfy the overall AMAO requirements by making both AMAO 1 and AMAO 2making both AMAO 1 and AMAO 2.

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2011-2012 Annual Measurable2011-2012 Annual Measurable Achievement Objectives (AMAOs)

Annual Measurable Achievement Objective TargetAnnual Measurable Achievement Objective Target

AMAO 1 Annual increases in the number or percentage of children making progress towards learning

57%

English.

Definition: gain of > 0.6 ACCESS for ELLS composite proficiency level score

AMAO 2 Annual increases in the number or percentage of children attaining English proficiency.

Definition: ACCESS for ELLs composite proficiency score of

22%

p p y> 4.5 on a Tier B or C assessment or Kindergarten assessment

AMAO 3 Adequate yearly progress (AYP) for LEP students.

AYP Targets

ACCOUNTABILITY

Each State Educational Agency (SEA) shall hold eligible entities receiving a g gsubgrant accountable for meeting the AMAOs.

TITLE III ACCOUNTABILITYTitle III Part A, Sec. 3122 (b) stipulates the following sanctions when districts or consortia do not meet the Annual Measurement Achievement Objectives (AMAOs):Annual Measurement Achievement Objectives (AMAOs):

IMPROVEMENT PLAN • If the State Educational Agency (SEA) determines, based on

AMAOs that an eligible entity has failed to make progress towardAMAOs, that an eligible entity has failed to make progress toward meeting such objectives for two consecutive years, the agency shall require the entity to develop an improvement plan that will ensure the entity meets such objectivesthe entity meets such objectives.

• The improvement plan shall specifically address the factors that prevented the entity from achieving such objectives.

• Eligible entity refers to Local Educational Agencies (LEAs) districts• Eligible entity refers to Local Educational Agencies (LEAs) districts or consortia, that receive Title III funds.

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ACCOUNTABILITY If th SEA d t i th t li ibl tit h f il dIf the SEA determines that an eligible entity has failedto meet AMAOs described in subsection (a) for 4consecutive years the agency shallconsecutive years, the agency shall—• require such entity to modify the curriculum, program,

and method of instruction, or • (i) make a determination whether the entity shall

continue to receive funds related to the entity’s failure to meet such objectives; andmeet such objectives; and (ii) require such entity to replace educational personnel relevant to the entity’s failure to meet such objectives.

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Title III AMAO ImprovementTitle III AMAO Improvement Plans

•PDE initiated the AMAO Improvement Plan Process in December 2010Plan Process in December 2010.

•20 entities identified who did not meet AMAO t t f 2 tiAMAO targets for 2 consecutive years (06-07, 07-08, 08-09)

•18 single subgrantees and 2 consortia

ACCOUNTABILITY

• 09-10 AMAO Status• 10-11 AMAO Status10 11 AMAO Status• Parent Notification

AMAO I t Pl i• AMAO Improvement Planning• Program Evaluation/Title III Monitoring

Tool (upcoming PD)• eMetric

Pennsylvania AMAO Improvement Planning ProcessPlanning Process

SY 2011-2012, 2012-2013R l AMAO St t R t• Release AMAO Status Reports:– 09-10 AMAOs--asap – 10-11 AMAOs--November 2011

• Identify subgrantees/consortia eligible for AMAOIdentify subgrantees/consortia eligible for AMAO Improvement--November 2011

• Professional Development--December 2011• Technical Assistance—December 2011 and throughout

( S )g

implementation (3 ESL Technical Assistance Facilitators)• Submission of Plans—March 2012• Resubmission of Plans—March 2012• Submission of Assurance Statement-April 2012• Implementation of Plans & continuing Technical Assistance• Attend Data Retreat—September 2012• Progress Check—October 2012• Ongoing implementation & evaluation—August 2013

Parent Notification of LEA Failure to Meet AMAOs

• A separate parent notification is required when a LEA fails to meet AMAOs in any fiscal year.P t t b tifi d l t th 30 d• Parents must be notified no later than 30 days after the failure is officially reported to the LEA.

• The notice must be provided in an• The notice must be provided in an understandable format and, to the extent practicable, in a language the parent can understand.

Ti l III 20 USC 012 (b)( )Title III 20 USC 7012 (b)(c)

Consortia and AMAOsConsortia and AMAOs

How should a consortium notify parents if it fails to meet Title III AMAO targets?

The fiscal agent must ensure that notice is provided to parents. The fiscal agent may either delegate this responsibility to each member ofdelegate this responsibility to each member of the consortium, or the fiscal agent may choose to notify all parents served by the consortium.y p y

This should be included in the MOU.

CONSORTIA AND IMPROVEMENT PLANS

The fiscal agent is responsible for ensuring that an improvement plan is developed and

submitted to the SEAsubmitted to the SEA.

• May delegate the drafting of plan to LEA members

• Plan must identify and address the specific areas that led to failure to meet AMAOsthat led to failure to meet AMAOs

PROGRAM EVALUATION

•Required by Federal law, case law, and State regulationsState regulations

•Narrative data collected in LEP System•Program Evaluation Webinar Series (upcoming PD)

TECHNICAL ASSISTANCETECHNICAL ASSISTANCE

TECHNICAL ASSISTANCE

• identifying and implementing scientifically-based language instruction programs and curricula for LEP studentsstudents

• helping LEP students meet the same challenging State academic content and student academic achievement standards as all children are expected to meet

• identifying developing and implementing measures• identifying, developing, and implementing measures of English language proficiency

• promoting parental and community participation in p g p y p pprograms that serve LEP students

TECHNICAL ASSISTANCE

ESL Technical Assistance Facilitators–Variety of assistance: answer questions,Variety of assistance: answer questions, refer to resources, recommend tools, offer guidance, assist with program development, implementation and evaluation, inform professional development

–Variety of approaches: email, phone, conference call, Skype, WebEx, on-site visit

ESL TECHNICAL ASSISTANCE FACILITATORS

Total # of

TA I-phone #

Email address IUs Assigned

Total # of Districts/ELLs

Heidi Faust 610-780-8712 hfaust@csc.csiu.org 7, 14, 16, 17, Districts: 152

@ g 18, 19, 20,

21, 27, 28 and 29

Total ELLs: 12,724

F i 717 321 6569 fd i @ i 1 2 3 8 9 Di t i t 184Francine Dutrisac

717-321-6569

fdutrisac@csc.csiu.org

1, 2, 3, 8, 9, 10, 11, 12, 13 and 15

Districts: 184

Total ELLs: 10,740

Paula Zucker

215-290-8988

pzucker@csc.csiu.org

4, 5, 6, 22, 23, 24, 25 and 26

Districts: 143

Total ELLs: 22,97622,976

TECHNICAL ASSISTANCE • ESL Toolkit

–a dynamic, user-friendly, online repository of information and resources regarding mandated supports and

fprogramming for English language learners

• Accessible on the ESL Portal at http://www.eslportalpa.info

• Anticipated release in October 2011Anticipated release in October 2011

ESL TECHNICAL ASSISTANCEESL TECHNICAL ASSISTANCE PROTOCOL

•Option #1: ESL Toolkit

•Option #2: IU ESL Contact

•Option #3: ESL Technical Assistance Facilitator

•Option #4: PDEOption #4: PDE

2011-2012 ESL PROFESSIONAL2011-2012 ESL PROFESSIONAL DEVELOPMENT PLAN

• LEP Data—by PDE staff: enrollment, precode, ACCESS, LEP, End of yearTitl III b ESL TA F ilit t li ti• Title III—by ESL TA Facilitators: application, supplement/supplant, translation & interpretation services, servicing nonpublic ELLsA WIDA C l ACCESS i• Assessment—WIDA Consultant: ACCESS overview, test administrator training, test ordering– Sessions for veteran administrators/coordinators and new

d i i t t / di tadministrators/coordinators• Instructional Practice—Data Retreat (for AMAO IP

LEAs), program evaluation• Plan will be available soon at www.eslportalpa.info

TITLE III WEBINAR SERIESTITLE III WEBINAR SERIES•Presented by ESL Technical Assistance yFacilitators

Date Time TopicSeptember 21, 2011 10:00 am –12:00 pm Required & Approved

Title III ActivitiesOctober 19, 2011 10:00 am –12:00 pm Translation &

Interpretation ServicesDecember 21, 2011 10:00 am –12:00 pm Title III Monitoring

ProcessFebruary 15, 2012 10:00 am –12:00 pm Equitable Services for

Nonpublic StudentsApril 18, 2012 10:00 am –12:00 pm Supplement v. Supplant

Contact InformationTECHNICAL ASSISTANCE PDE ESL CONTACTSTECHNICAL ASSISTANCE

Francine DutrisacIUs 1,2, 3, 8, 9, 10, 11, 12, 13, 15f @

PDE ESL CONTACTS• Linda Long

ESL/Bilingual Education Advisorlilong@pa.gov(717)-783-6595

fdutrisac@csc.csiu.org(717)-321-6569

Heidi Faust• Tami Shaffer

Education Administration Associatetshaffer@pa govHeidi Faust

IUs 7, 14, 16, 17, 18, 19, 20, 21, 27, 28, 29hfaust@csc.csiu.org(610) 780 8712

tshaffer@pa.gov(717 FEDERAL PROGRAMS

• Karl Streckewald )-705-3829

PDE | Regional Coordinator(610)-780-8712

Paula ZuckerIUs 4, 5, 6, 22, 23, 24, 25, 26

PDE | Regional CoordinatorPennsylvania Department of EducationDivision of Federal ProgramsPhone: 717.783.3381

pzucker@csc.csiu.org(215)-290-8988

kstreckewa@pa.gov