Using Title I Funding to Support ELs and Avoiding supplanting of - - PowerPoint PPT Presentation

Using Title I Funding to Support ELs and Avoiding supplanting of Core EL programs

National Title I Conference February 4th, 2014 David Holbrook - presenter

National Council of State Title III Directors

Patricia Adkisson (AK) - President Nadja Trez (NC) – President Elect David Nieto (IL) - Vice President Terry Richard (DE) – Secretary Cori Alston (GA) - Treasurer Morgan Cox (CO) – Membership Coordinator David Holbrook (WY) – Past-President Jesse Markow (WIDA) – Advisory member Kenji Hakuta (Stanford University) - Advisory member Gabriela Uro (Council of Great City Schools) –Advisory member Rick Passovoy (TransACT Communications, Inc) – Advisory member

AGENDA

• ELs and Civil Rights guidance/legislation
• How to include identification of Core EL Programs in

your consolidated grant application

• Intersection of Title I and Title III
• Inappropriate use of Title I and Title III funds
• Appropriate use of Title I funds to serve ELs
• Closing: Question - Comments

• An Office of Civil Rights (OCR) document sets

the foundation for the provision of services to English Learner (EL) students.

• The OCR document titled ‘The Provision of an

Equal Education Opportunity to Limited- English Proficient Students’ includes five points related to procedures that should be used by LEAs to ensure that their programs are serving EL students effectively. (http://www.ed.gov/about/offices/list/ocr/ee

• lep/index.html).

ELs and Civil Rights

Five Points from OCR

• 1. identify students who need assistance
• 2. develop a program which, in the view of experts in

the field, has a reasonable chance for success

• 3. ensure that necessary staff, curricular materials,

and facilities are in place and used properly

• 4. develop appropriate evaluation standards,

including program exit criteria, for measuring the progress of students; and

• 5. assess the success of the program and modify it

where needed

ELs and Civil Rights

How to document your Core EL program

• In your state’s consolidated grant application there

should be a place to include GEPA information related to your district’s EL plan.

• Use this place to report your district / school Core EL

plan.

• This could be lengthy if each school has a different

type of program used for serving ELs.

• You may not use Title I or Title III funds for programs

reported in your GEPA Core EL plan.

Wyoming example – Core EL program identified through GEPA narrative

• Wyoming incorporates 7 questions into its request for a GEPA EL plan in
• rder to allow a district to clearly identify its Core EL plan Students who

are English Learners (ELs). The plan in this question must include the method for identification and placement of EL students (i.e. home language survey and EL screener), the staff, materials, and facilities identified to be used in the 'core' English language instruction program, and methods and procedures the school district will use to measure the effectiveness of the program. (1,500 Character Maximum) a) What questions are asked on your district's home language survey? (1,500 Character Maximum) b) What English Language Proficiency Screening Assessment do you use to determine if a student is an English Learner? (examples: W-APT, SELP B, IPT, Woodcock Munoz, Las Links) (1,500 Character Maximum)

Wyoming example – Cont.’

c) What type of EL services are provided by your district? (for Example: Dual Language, Two-Way Immersion, Heritage Language, ESL pull-out, Sheltered Instruction, etc. (1,500 Character Maximum) d) What staff (how many instructors including teachers and paraprofessionals) are used in your Core EL program? (Do not include staff that provide EL services that are supplemental to your Core EL program.) (1,500 Character Maximum) e) What materials are used in your Core EL program? (Do not include materials that are purchased to supplement your Core EL program, only include EL curriculum,

• etc. that is used for English Language Acquisition and/or access to mainstream

content that is part of your Core EL program) (1,500 Character Maximum) f) What facilities are used in your Core EL program? (For most this will be your regular classroom, but if you have a designated/dedicated EL classroom that is used by all ELs, you should include this information.) (1,500 Character Maximum) g) How do you measure the effectiveness of your EL program? (Use of your ACCESS for ELLs data analysis and AMAO results is the most common method.)

Intersection of Title I and Title III

Title I and Title III are linked in the following significant ways:

• Title III requires that States establish English language proficiency

standards that align with the content standards required under Title I.

• Title I and Title III both require annual assessments of English

language proficiency (Title I for all EL students).

• Student achievement data must be disaggregated for the EL

subgroup for adequate yearly progress (AYP) determinations (ESEA subgroup reporting against AMOs under Flexibiltiy).

• AYP for the EL subgroup = AMAO #3 one of the annual measurable

achievement objectives (AMAOs) under Title III.

• Strategies used to improve achievement under both Title I and

Title III need to be comprehensive and coordinated in order to ensure that they address the needs of EL students.

Intersection of Title I and Title III

Title I and Title III programs share the following administrative processes:

• Title I and Title III State formula grant awards are both

processed and distributed by the US Department of Education’s Office of Elementary and Secondary Education (OESE).

• States submit a Consolidated Application for both Title I and

Title III State formula grant programs.

• States report their Title I and Title III data to OESE as part of

their Consolidated State Performance Reports (CSPRs) each year.

From USDE Q&A, June 9, 2008

Intersection of Title I and Title III

Other similarities:

• Anything funded with either Title I or Title III money must be

supplemental to the school’s Core EL program

• Title I and Title III both require that supplemental programs

need be ‘research based’ or come from ‘scientifically based research’. So EL programs funded by Title I would need to meet this criteria.

• Former ELs, students who were ELs but who have attained

English proficiency and have been placed in monitor status for the two years after attaining English proficiency, may be included in AYP calculations for the EL subgroup.

Supplement not Supplant

11

Improper use of Title I and Title III Funds

OCR and the Supplement not Supplant guidance both need to be taken into consideration:

• OCR requires a “core” EL program. No Title I funds or

Title III funds can be used to pay for elements of a LEAs “core” EL program as required by OCR.

• The Supplement not Supplant guidance basic

supplanting tests are: a) You cannot use Title III funds for programs/services required by other Federal, State or Local laws. For Title I it is only other State or Local laws b) And you cannot use Title I or Title III funds to pay for something that was paid for in the previous year with other Federal, State or Local funds.

Improper use of Title I and Title III Funds

• OCR requires that districts identify ELs students that

need assistance.

• The Home Language Survey and English Language

Proficiency (ELP) screening assessment are generally used as the means to identify EL students.

• Because the EL screener is part of a process

required by OCR, no Title I or Title III funds can be used to purchase, train personnel to administer, or actually administer the EL screening assessment.

• OCR requires a “core” EL program. So the staff,

curricular materials, and facilities used for your “core” EL program cannot be paid for with Title I or Title III funds.

Improper use of Title I and Title III Funds

ELP assessment

• Title I requires that ALL ELs be assessed using the

State’s ELP assessment.

• Because of this, in most cases Title III funds cannot be

used to pay for the State’s ELP assessment, training to administer the assessment, and the administration of the assessment (except in private schools where requested).

• Title I funds cannot be used to pay for this either

because not all ELs are Title I students. And Title I funds cannot be used for non-Title I students.

Improper use of Title I and Title III Funds

15

Supplemental = in addition to Appropriate use of Title I Funds for ELs

Title I funds can be used to pay for any ‘research based’ EL programs, but:

a) These programs must not be part of the district’s “core” EL program; b) These programs can only be implemented using Title I funds in Title I funded schools; and

c) These programs can be the same as Title III programs, but they have to follow all the Title I regulations, be supplemental, and if implemented district wide, the amount of Title I funding cannot exceed the proportion of funding based on the #

• f ELs in Title I schools vs. non-Title I schools.

Appropriate use of Title I Funds for ELs

Examples of acceptable programs in Title III and Title I

• Programs that increase the English proficiency levels and

result in increased English language proficiency (ELP) and student academic achievement in the core academic subjects

• Provide high-quality professional development to classroom

teachers that is designed to improve the instruction and assessment of EL students, enhance the ability of teachers to understand the use of curricula, assessment measures, and instructional strategies

• Upgrading program objectives and effective instructional

strategies

• Improving the instruction materials, education software, and

assessment procedures.

Appropriate use of Title I Funds for ELs

• Providing tutorials and academic or vocational education for EL

students and intensified instruction

• Developing and implementing elementary or secondary school

instructional educational programs that are coordinated with other relevant programs and services

• Improving the ELP and academic achievement of EL students
• Providing community participation programs, family literacy

services, and parent outreach and training activities to EL students and their families

• Improving the instruction of EL students by providing for the

acquisition or development of educational technology or instructional materials, and/or access to and participation in electronic networks for materials, training, and communication, and/or incorporation of resources into curricular and programs.

Appropriate use of Title I Funds for ELs

Funding Staff for ELs

• This is an area where there have been a lot of findings during

monitoring visits.

• If you want to use Title I funds to hire staff to provide services

to your ELs, there are some things that you need to know: – The services provided by this staff must be supplemental to your Core EL program (they cannot provide core EL services). – The job description for this staff must be different than the job description of other staff serving ELs. In other words, you cannot use Title I funds to hire EL staff that are the equivalent of class size reduction.

References

• OCR “Programs for English Language Learners”

http://www.ed.gov/about/offices/list/ocr/ell/index.html

• OCR “The Provision of an Equal Education Opportunity to

Limited-English Proficient Students” http://www.ed.gov/about/offices/list/ocr/eeolep/index.html

• Elementary and Secondary Education Act as amended by

No Child Left Behind (NCLB) http://www.ed.gov/policy/elsec/leg/esea02/index.html

• Supplement not Supplant guidance

http://www.ed.gov/programs/sfgp/supplefinalattach2.pdf

• Former ELL student guidance

http://www.ed.gov/admins/lead/account/lepfactsheet.html

Questions - Comments

Council Contact Information

• Dr. David J. Holbrook – Past-President NCSTIIID

Federal Programs Division Administrator, Title I Director, Supervisor Title I and Title III Section Native American Education Programs Consultant Wyoming Department of Education 2300 Capitol Avenue 2nd floor, Hathaway Buliding Cheyenne, WY 82002 David.holbrook@wyo.gov National Council of State Title III Directors

NCSTIIID 514 America's Way #4692, Box Elder, SD 57719-7600

www.ncstiiid.org