Florida Education: The Next Generation

DRAFT March 13, 2008Version 1.0

The 2010-2011 No Child Left Behind Technical Assistance Forum Title III, PART A

Lori Rodriguez Bureau of Student Achievement through Language Acquisition

Florida Department of EducationFlorida Department of Education

Dr. Eric J. Smith, Dr. Eric J. Smith, CommissionerCommissioner

Agenda

• Purpose• Funding• Programs• Assessment and Accountability• Parental Involvement

Purpose

• The purpose of Title III is to help ensure that English language learners (ELLs) attain English language proficiency and acquire the knowledge and skills needed to meet the State’s academic achievement standards.

• State educational agencies (SEAs), local educational agencies (LEAs)/districts, and schools are accountable for increasing the English proficiency and core academic content knowledge of ELLs.

FundingTitle III funds must:

• Support activities that meet the intent and purposes of Title III, i.e., improve the teaching and learning of ELLs so they can learn English and acquire the knowledge and skills needed to meet the State’s academic achievement standards.

• Be consistent with Office of Management and Budget (OMB) Circular A-87, which requires that activities funded by Title III be necessary and reasonable to the program’s success and not prohibited by State or local laws, regulations, or policies.

• Not be used to acquire real property.

Programmatic Requirements

Districts must use Title III funds for two required activities: • High-quality language instruction educational

programs; and • Sustained professional development activities

to teachers of ELLs and other educational personnel supporting the education of ELLs.

Districts must utilize Title III immigrant children and youth grant funds for

specific activities to serve this population, as outlined in section 3115(e).

Types of Title III Programs• Implementing school-wide programs to upgrade language instruction educational programs and academic content instruction for ELLs. • High-quality language instruction educational programs

for ELLs and professional development for personnel; and • Services for immigrant children and youth.

The instructional strategies supported

by Title III funds used to serve ELLs

must be based on scientifically based

research.

Program Specific Ideas and Activities with Title III•Training for Pre-K teachers• Development or purchase of non-verbal or other language academic testing; • Additional bilingual psychologists/screeners to correctly place (or not place) ELLs in ESE and/or gifted• Bilingual program materials (English acquisition only)

Paraprofessionals

• Supplemental beyond initial para for 15 ELLs who speak the same language

• Need to keep a time and effort log on activities if being paid out of grant

• Districts should monitor para school responsibilities to ensure that ELLs are being served

• Develop a formula to determine what schools need supplemental paras to justify Title III funding

• Assist with extended day tutoring and supplemental translation duties after school hours

Parent Activities• Family literacy program (teacher/para stipends to

teach course, materials, computers, headsets)• Develop outreach center for ELL parents – (furniture,

materials, supplies, district stipends to oversee center, para stipends to offer academic activities for children whose parents are attending meetings or literacy classes

• Provide guest speakers (info on job applications, health issues, available community services)

• Provide take-home materials and supplies• Advertise programs; create flyers for schools, public

places, advertise through public service announcements (TV, radio), newspapers and local magazines

Parent Outreach

Parent Liaisons • Liaisons should be able to

communicate with target population. • Time and effort log required. • Informs parent of school and district

activities including testing, schedules, enrollment requirements; provide community and school resources, etc.

Newcomer ProgramsPrograms designed to assist ELLs with limited

or no schoolingTitle III could support:

• Supplemental teachers/aides to keep teacher-student ratio down

• Take home supplies and materials• Supplemental instructional materials• Supplemental professional development• Acculturation activities (family involvement)• Civics-based field trips with supplemental

classes

Title III & ELLs in Private Schools

To ensure timely and meaningful consultation, the district

must consult with private school officials on such issues as:

• How the ELLs’ needs will be identified.• What services will be offered.• How, where, and by whom the services will be provided.• How the services will be assessed and how the result of

the assessment will be used to improve services.• Size and scope of services, & funds available for services.• How and when the LEA will make decisions about the

delivery of services. (Section 9501)

Private Schools• In the private school section of the application

there are several boxes to upload private school communication. The first box is required, but more may be loaded as applicable.

• Districts should maintain as much private school communication as possible.

Teacher Qualifications• A district must have qualified teachers in

every classroom.  There is no provision in the law for districts to place unqualified individuals in a teaching position.

   • All students, including students served by Title

III must be taught by highly qualified teachers in core academic subjects.

• All teachers in any language instruction educational program for ELLs must be fluent in English and any other language used for instruction, including having written and oral communication skills.

Professional Development

• Florida districts may not use Title III funds to provide professional development, leading toward ESOL endorsement/certification for ELLS. This would be in conflict with the LULAC Consent Decree and considered supplanting.

• Professional development for classroom teachers, administrators, and others who work with ELLs must go above and beyond Florida’s requirements for ESOL.

Instruction • The District may select one or more

instructional models of instruction - consistent with the requirements of State law - to be used in assisting ELLs to attain English proficiency and meet State content and student academic achievement standards.

• The language instruction curriculum used must be tied to scientifically based research on teaching ELLs and must have demonstrated effectiveness.

• No particular program of instruction is prescribed or recommended. (Section 3113(b)(6))

States must annually assess all LEP students for English language

proficiency.

• All Title III-served ELLs must be assessed annually in each of the language domains of speaking, listening, reading, and writing.

Annual Measurable Achievement Objectives (AMAOs)

• AMAO 1: Progress toward English language acquisition as measured by CELLA . Percent of K-12 students making gains (moving up a proficiency level(s) of proficient) in each of the CELLA three domains: Listening/Speaking, Reading and Writing

• AMAO 2: English language acquisition proficiency as measured by CELLA. Percent of each grade cluster (K-2), (3-5), (6-8) and (9-12) who score proficient in all three of the CELLA domains.

• AMAO 3: Proficiency in Math and Reading as measured by FCAT (AYP).

District Accountability and AMAOs

• Notify parents every year that AMAOs are not met within 30 days of district notification of failure to meet AMAOs; i.e., first day of school. (Section 3302) district

• Two consecutive years - develop an improvement plan

• Four consecutive years - modify the district curriculum, program, and method of instruction, OR make a determination as to whether the district should continue to receive Title III funds, AND require the district to replace educational personnel relevant to the failure to meet AMAOs.

(Section 3122(b))

The LawTitle III, Sec. 3122(b) (2) “If a State educational agency determines, based on

the annual measurable achievement objectives described in subsection (a), that an eligible entity has failed to make progress toward meeting such objectives for 2 consecutive years, the agency shall require the entity to develop an improvement plan that will

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

Parental InvolvementDistricts must implement effective outreach to parents of

ELLsto inform them of how they can be involved in their children’s education and how they can assist their children to learn

English and meet State content and academic achievement

standards.

Examples of parental involvement activities: • Assisting parents of ELLs to help improve their child’s

achievement; • Provide literacy training to parents of ELLs;

and • Parent outreach to parents of ELLs.

Title III Supplement, not SupplantRequirement

• Title III funds must be used to supplement the level of Federal, State, and local funds that, in the absence of Title III funds, would have been expended for programs for ELLs and immigrant children and youth.

[Section 3115(g) of ESEA]

As used in Title III, what do the terms " supplement" and "

supplant" mean?• The statute, in section 3115, requires that

funds available under a sub-grant be used " to supplement the level of Federal, State, and local public funds that, in the absence of such availability, would have been expended for programs for limited English proficient children and immigrant children and youth and in no case to supplant such Federal, State, and local public funds." In this section, " supplement" means " an addition," and " supplant" means " to take the place of."

Supplanting

The First Test: Is the activity required

by law? The Department

assumes supplanting exists if –

• The district uses Title III funds to provide services that the district is required to make available under State or local laws, or other Federal laws.

The Second Test : Prior Year

The Department assumes supplanting exists if –

• A District uses Title III funds to provide services that it provided in the prior year with State, local, or other Federal funds.

• This assumption may be rebutted.

ALLOWABLE

• All Title III expenditures must lead to increasing the English language proficiency and the academic achievement of ELLs. NCLB Section 3213 provides guidance on specific allowable activities which includes, but not limited to extended day tutoring, teacher training and parent involvement activities

NECESSARY

All Title III expenditures must be necessary to obtain the desired goals outlined in the grant applications. A detailed Needs Assessment and Activity Narrative should include how the purchase or activity will accomplish ELL goals and objectives. “Necessity” is also subjective, but the appearance of how federal money is spent is of the utmost importance.

REASONABLE

All Title III expenditures must be reasonable in cost and purpose to the average individual. Grant applications must include a detailed Needs Assessment and Budget Narrative to justify reasonableness of questionable expenditures. Although “reasonableness” is subjective, the appearance of how federal money is spent is of the utmost importance.

ALLOCABLE

All Title III expenditures must be used for

specific programs, activities and services that

will benefit ELLs, exclusively. Although

collaboration with other federal, state and local

programs are encouraged, Title III expenditures

must be a monetary resource with a particular

value.

Sample Budget Page Excerpt – DOE 101

Count Activity Function Object Account Title and Description FTE Amount

1 Salary for summer school teachers

5100 100 Salaries Salary for summer school for 6 ESOL teachers to strengthen ELLs' reading skills. Program ends June 30

3 30000

2 Supplemental bilingual paraprofessional

5100 100 Salaries Supplemental bilingual paraprofessional at 1 middle school to assist in ELL classroom. This position is above and beyond the 15 or more requirement.

1 18000

5 Supplemental textbooks

5100 520 Textbooks Supplemental bilingual textbooks for ELLs for use in regular classrooms

0 20000

6 English instructional software

5100 692 500 Language Learning licenses to provide ELL students with supplementary instruction in vocabulary, listening, and speaking

0 25000

7 Travel for supplemental training

6400 330 Travel The district will provide opportunities for ESOL endorsed teachers and administrators to attend supplements trainings or conferences, such as FABES or TESOL

0 5000

8 Indirect cost at 2%

7200 790 Indirect cost at 2% to be used 0 1250

Totals: $99,250

Budget page – DOE 101• Activity: a short sentence or phrase

about the line item• Function: four digit code• Object: three digit code• Title and description: a detailed

description of the line item • FTE: Appropriate FTE count Remember: the budget page is designed to enable an auditor

to immediatelysee what the district is doing without reading the grant.

Important Dates

• RFA approved and was sent out to districts through the paperless system.

• The Title III on-line grant application is live!• District completion will expedite DOE

completion.• July 1, 2010 – Grant year begins• September 30, 2010 – last day to draw down

up to 25% of grant funds after an application has been submitted to DOE.

After this date, grant funds will be unavailable until the

grant is approved.

2% Administrative CostsIs there a cap on the amount of Title III funds

that can be used for the administration of the ELL program?

“Yes” A District may use no more than 2 percent (2%) of the grant for administrative costs and indirect costs (Title III, Section 3115[b]). Program administrative costs include such items as:

> salaries of project personnel, > clerical support, and > other costs directly incurred in the

administration of the program

MoreThe USDE’s Indirect Cost Determinations, Guidance

for State and Local Government Agencies (Blue Book) states

that any "statutory or regulatory limitation applies to the

combined claims for indirect costs and direct administration

costs.“

Example: As part of the 2% administrative costs allowed, a

district may allocate a Title III coordinator to implement and

oversee the district’s ESOL program.

MoreHow is the 2% administrative cost calculated for

budget purposes?

• Take the amount available to earn indirect costs and subtract excluded costs (capital outlay—600 object codes). This is the net amount available for both indirect and direct costs.

• Divide the net amount by the applicable approved indirect cost rate plus 100% which will give the direct cost.

• Subtract the direct cost amount from the net amount available to get the indirect cost amount for the budget.

More

Example:• Project Amount, $545,000.00 • Less: excluded cost (600 object codes)

$1,445.00• Net amount for direct and indirect cost =

$543,555.00• Divide net amount by 1.02 (combined

percentage of 100 percent plus the applicable indirect cost rate percentage) $543,555.00 / 1.02 = $532,897.00

• Subtract this amount from the net amount $543,555.00-$532,897.00

• Equals the administrative cost dollar amount, which is $10,658.00

Immigrant Children and Youth

NCLB Title III, Part B

2010-2011Title III Grant Reviewers

• Ginger Alberto: Alachua, Bay, Brevard, Broward, Charlotte, Citrus, Clay, Collier, Dade, De Soto, Duval, Escambia, Flagler, Hamilton, Seminole, Walton

• Mark Drennan: Glades, Leon, Levy, Manatee, Marion, Martin, Monroe, Okaloosa, Okeechobee, Orange, Osceola, Palm Beach, Polk, Putnam, St. Johns, Sarasota, Volusia

• Pat Faircloth: Gadsden, Hardee, Hendry, Hernando, Highlands, Hillsborough, Indian River, Lake, Lee, Nassau, Pasco, Pinellas, St. Lucie, Santa Rosa, Sumter, Suwannee

PurposePurpose

• To assist districts that experience To assist districts that experience significant increases in their student population due to immigration. immigration.

• Allow districts to enhance educationalAllow districts to enhance educational opportunities for immigrant and youth. opportunities for immigrant and youth.

Note: May or may not be an ELL student.Note: May or may not be an ELL student.

Q & A for Immigrant Children and Youth

Question:  May children born overseas to U.S. military personnel be considered “immigrant” for the purposes of the Title III immigrant children and youth program authorized in section 3114(d) of the Elementary and Secondary Education Act (ESEA)? Answer:  Yes, these children may be counted by an LEA as “immigrant”

andincluded in the count of immigrant students utilized for funding purposes

for the Title III immigrant children and youth program.  The term “immigrant children and youth” as defined in section 3301(6) of ESEA, means

individuals who-• are aged 3 through 21; • were not born in any State, Puerto Rico or the District of Columbia, and  • have not been attending one or more schools in any one or more

States for more than 3 full academic years.                        

Immigrant Children & YouthExamples of Activities

• Family literacy, parent outreach, and training activities• Personnel support - specifically trained, or being trained• Tutorials, mentoring, and academic or career counseling• Basic instruction services, including costs of providing

additional classroom supplies, transportation, etc. • Programs of introduction of immigrant children and

youthto the educational system

• Civics education & acculturation activities• Programs coordinated with community-based

organizations, institutions of higher education, private sector entities

• Identification and acquisition of curricular materials, educational software, and technologies specifically for Immigrant Children and Youth

Application Application RequirementsRequirements

• Keep track of students (cannot exceed 3 years in the Keep track of students (cannot exceed 3 years in the district).district).

• Send mid and end of year report.Send mid and end of year report.• No carryover funds (no cost extensions)No carryover funds (no cost extensions)• Immigrant student counts Immigrant student counts using the current definition using the current definition

will be applicable to 2010-11 funding cyclewill be applicable to 2010-11 funding cycle

Applications are to be submitted using Applications are to be submitted using Forms Forms

Project Application Single (DOE 100 A) & Project Application Single (DOE 100 A) & Budget Budget

Narrative Form (DOE 101). Currently, the Narrative Form (DOE 101). Currently, the online online

application is not available.application is not available.

Florida Education: The Next Generation

DRAFT March 13, 2008Version 1.0

Questions?Questions?