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TITLE III Requirements and Responsibilities
PAFPC 2013
Presented by :
Jesse Fry Title III Fiscal Manager
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Eligibility
To be eligible for Title III funds, LEAs are required to:
Complete the PIMS data collection on or before the established deadline.
Complete the LEP SYSTEM data collection sections that have not been replaced by PIMS (non pubs).
Order, administer, assess ELLs with the required annual state assessment for English language proficiency, and return testing materials.
Allocation Minimum
LEAs that are eligible for a $10,000 LEP allocation may apply individually OR choose to join a consortium.
LEAs with less than a $10,000 LEP allocation must enter into a consortium to accept the funds.
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Title III – A Supplemental Program to Serve English Learners
instructional program/serviceprovided by the district to all students
instructional program/servicerequired by Federal laws/regulations
instructional program/servicerequired by State and local laws/regulations
Title III-funded activities
Title III Supplement not Supplant Requirement
Title III funds must be used to supplement the level of Federal, State, and local funds that, in the absence of the Title III funds, would have been expended for programs for ELLs and immigrant children and youth (IMM).
Section 3115(g) of ESEA
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An LEA receiving Title III LEP funding shall…
1. Increase the English proficiency of ELLs as demonstrated by student achievement.
2. Provide high quality professional development (PD).
These are required activities
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Building Blocks to an Effective Title III Program that Meets Title III Requirements
professional development
high-quality language instruction educational program
PD Must Be…
Designed to improve the instruction and assessment of LEP children;
Designed to enhance teachers’ ability to understand and use curricula, assessment measures and instruction strategies;
Be based on scientifically based research; and
Be of sufficient intensity and duration.
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Authorized Activities for LEP Funds
Appropriate uses of the LEP allocation include:
Curricular Materials Technology Intensify Instruction Support personnel Tutorials, mentoring, academic or career counseling Community Programs/Services Parental Involvement/Outreach Supplemental Instructional Services Family Literacy Services
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Immigrant Children & Youth Allocation
ONLY LEAs with a SIGNIFICANT INCREASE in Immigrant Children and Youth (IMM) receive funding for required and authorized activities for IMM. IMM funds are found on the rider of the Title III application funding agreement.◦ Significant increase: LEAs with at least a 10%
increase in IMM students that includes at least 10 additional students
LEAs must be able to report on required and authorized activities conducted with LEP and/or IMM funds.
THESE FUNDS, ALTHOUGH RELATED, ARE MAINTAINED SEPARATELY FOR REPORTING SUPPLEMENTAL SERVICES AND PROGRAMS
PROVIDED.
FUNDS SHOULD NOT BE COMINGLED.10
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Authorized Activities for ICY Funds
Appropriate uses of immigrant children and youth allocations include:
Activities that provide enhanced instructional opportunities for immigrant children and youth.
Support for personnel, including teacher aides specifically trained (or are being trained) to provide services to immigrant children and youth.
Activities coordinated with community-based organizations, institutions of higher education, private sector entities or other entities to assist parents by offering comprehensive community services.
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Fiscal Responsibilities
• Quarterly Reports– Continued monthly payments– Due on the 10th working day of January, April, July and
October– Submitted on line via the PDE Web Portal/FAI System– Funds will be suspended if quarterly report is not submitted
by due date.• Final Expenditure Reports (FER)
– Closes projects by reporting that funds have been expended in compliance with the approved budget.
– Due as soon as the project funds are spent but no later than 30 days after the termination of the project.
– Completed online through the e-Grants System– Final budget must match expenditures on the FER
LEP Data Responsibilities
LEP Data Submission--LEAs are required to submit LEP system data annually during the 30 day reporting window every March.
PIMS Data Submissions◦Enrollment (October)◦Precode (November)◦ACCESS for ELLs (February)◦End of Year (June)
Required PIMS Data Collections
Data Collected Window Templates Required Purpose Impact
Student 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 ELLs Reporting Collection
February 20-March 2
Student Student Snapshot Program Fact
Collects data on LEP and Title LEP students who are enrolled and tested using the ACCESS 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.
ACCESS Test Files are matched to reported LEP students. Invalid IDs and discrepancies are deleted. 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.
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Target Audience: PIMS Administrators, PIMS Coordinators, ACCESS Test Facilitators, ELL Coordinators
Event descriptions, registrations, and archived recordings and power point materials are available at the ESL Portal: www.eslportalpa.info
Professional Development: LEP Data Collections
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Professional Development: LEP Data Collection
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Target Audience: Title III subgrantees and consortia
The following recorded webinars and powerpoints are available on the ESL Portal at www.eslportalpa.info :◦ Title III Application and Approved Activities◦ Title III Requirements for Translation/Interpretation, Equitable Services for
Nonpublic Students, Supplement v. Supplant◦ Title III Monitoring Review & Compliance◦ TransACT: An Overview of the Online Tool for Compliance and Parent
Notification
Professional Development:Title III
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NEW DATA ELEMENT:
A Title III indicator which indicates whether a student is Title III served
Conditionally required for current ELLs◦ Yes—Title III served◦ No—not Title III served
Reported in field 95 of the student template and student snapshot template
New for 2012-2013
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UPDATED GUIDANCE:
LEP Status (current ELL, monitor 1, monitor 2, no longer monitored, never an ELL) must be determined prior to and reported in the October Enrollment Snapshot.
LEP Status reported in October Enrollment Snapshot (current ELL, monitor 1, monitor 2, no longer monitored, never an ELL) must be the same LEP Status reported in subsequent data collections for 2012-2013. LEP Status does not change during the 2012-2013 school year.
Emphasis for 2012-2013
Changing LEP Status: LEP Status (ELL, MFLEP) for current SY must be determined and reported in PIMS October Enrollment data collection. LEP Status does not change during the school year.
Missing ESL or Bilingual Program Participation: All ELLs must be reported as 01 in student template (field 41) and must be reported as 031 in programs fact template (field 5)
Continuing Title III Participation for Exited Monitored Former LEP Students: When an ELL is exited, the participation code for Title III (019) and for ESL or Bilingual Program (031) must be ended in the programs fact template
Counting Title III Served: ALL current ELLs must be reported as Title III served if the LEA/Consortia accepts Title III funds
Reporting Native Language Codes: Native Language Codes must be reported for ELLs. Refer to ethnologue (www.ethnologue.com) for variants of language names to determine accurate native language codes
2012-2013 Data Errors to Avoid
LEAs are asked to report accurate data related to the following:
Non-Public and Private SchoolParticipation Responsibilities
All schools in the district’s geographic boundaries Timely and meaningful consultation Equitable services and participation Identification and Assessment AMAOs Private School Student Count – LEP System The Lea is not obligated to provide a core program as
per chapter 4.26 The LEA may not give funds directly to the the non-
public school. The LEA must retain control of the funds. Unlike Title I, supplies and materials can be sent
without a teacher The LEA maintains the final responsibility for ELL
identification and eligibility for Title III supplemental programs
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Consortium Responsibilities
• Must meet all Title III requirements just as any individual LEA.
• Participating LEAs entering a consortium must develop a written Memorandum of Understanding (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 LEAs.
• Direct all ICY funds directly to LEA
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Monitoring of Title III
Title III is part of the Division of Federal Programs’ (DFP) Consolidated Program Review.
Monitoring is conducted on a 3 year cycle.- Schedule is available on the Division of
Federal Programs website. - Consortium lead is monitored with follow
up visit to one or two of the consortium districts.
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To measure students’ development and attainment of English proficiency while meeting challenging State academic content and student academic achievement standards required by section 1111(b)(1).
Title III 20 USC 6842(a)(1)
Title III Accountability:What is the Purpose of AMAOs?
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Performance targets that include:
I. Making progress toward English language proficiency as measured by the state English language proficiency (ELP) assessment (currently the ACCESS for ELLs ®)
II. Attaining English language proficiency as measured by the state English language proficiency assessment
III. Meeting AYP as determined for the state academic achievement assessment (PSSA, PSSA-M, PASA) for the LEP (ELL) subgroup (plus monitored former LEP students as needed)
What are AMAOs?
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ACCESS for ELLs®: Overall Composite Score
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AMAO 1 : Annual increases in the number or percentage of children making progress toward learning English.
Definition of growth: Gain of ≥ 0.6 ACCESS for ELLs® composite proficiency level score for an individual student
Note: Calculation of AMAO 1 requires test scores from two 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 years who attain proficiency in the second year are always counted as having made progress, regardless of level of gain.
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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%2014-2015 target of 64%2015-2016 target of 67% (Final target)
*Confidence intervals are applied.
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AMAO 2: Annual increases in the number or percentage 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.
Kindergarten ACCESS for ELLs® composite score of ≥ 4.5 (Accountability Level, not Instructional Level)
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AMAO 2: Annual increases in the number or percentage of children attaining English proficiency
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%2013-2014 target of 26%2014-2015 target of 28%2015-2016 target of 30% (Final target)
*Confidence intervals are applied.
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AMAO 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 the PA Accountability Workbook.
Starting with 2011-2012 data, AYP (and therefore AMAOs) are based on participation, performance, and graduation rate for the ELL subgroup.
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 targets
Year Math Reading Participation
2007-2008 45% 54% 95%
2008-2009 56% 63% 95%
2009-2010 56% 63% 95%
2010-2011 67% 72% 95%
2011-2012 78% 81% 95%
2012-2013 89% 91% 95%
2013-2014 100% 100% 95%
The targets shown for Math and Reading are % of students expected to achievescores of “proficient” or “advanced” on the statewide achievement tests (thePSSA or PASA).
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Minimum 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 accountability 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 be held accountable, but PDE will not report the results publicly.
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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—using AYP rules and PSSA 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.
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 2.
Minimum group size for AMAOs
2012-2013 AMAO TargetsAnnual Measurable Achievement Objective Target
AMAO 1 Annual increases in the number or percentage of children making progress towards learning English.
Definition: gain of > 0.6 ACCESS for ELLS composite proficiency score
59%
AMAO 2 Annual increases in the number or percentage of children attaining English proficiency.
Definition: ACCESS for ELLs composite proficiency score of > 4.5 on a Tier B or C assessment or Kindergarten assessment
24%
AMAO 3 Adequate yearly progress (AYP) for LEP students, including participation, performance, and graduation rate.
AYP Targets
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From WIDA/MetriTech, for all students tested:
District Frequency ReportSchool Frequency ReportStudent Roster ReportTeacher ReportParents Report
From PDE, for Title III-funded LEAs :AMAO Status Report
ACCESS for ELLs® REPORTS
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For Title III-funded LEAs (districts and consortia) only
Calculated for the entire district ELL population or for the entire consortium ELL population
Reports for 2010-2011 were released in August 2012.
Reports for 2011-2012 are expected to be released in May 2013.
AMAO Status Reports
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2010-2011 ACCESS for ELLs data is available 2011-2012 ACCESS for ELLs data is expected to be available by October 30, 2012
E-metric is a dynamic online data tool that houses assessment results and LEA/student data
for the WIDA Consortium’s English language proficiency assessment, ACCESS for ELLs. LEAs, charter schools, and comprehensive CTCs can perform queries to obtain both individual and group summary assessment information. With e-Metric, users can perform the following activities: ◦ Create reports, graphs, or data files ◦ Conduct ad hoc data queries and analyses ◦ Disaggregate by user-selected subgroup variables ◦ Drill down from summaries to individual students ◦ Print reports in PDF format or export to other software programs ◦ Track students' performance from year to year ◦ Analyze performance on ACCESS for ELLs
Please note: This tool is accessible only through a secure website (https://solutions.emetric.net/paaccess/) and users are reminded of the confidentiality of the system.
Permission to access this data tool comes through the superintendent or program administrator. Superintendents/program administrators may contact [email protected] for user ID and password information.
eMetric Data Interaction Tool
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Pennsylvania holds all eligible entities accountable for achievement of AMAOs in accordance with section 3122(b) of Title III.
LEAs that do not meet the minimum subgrantee threshold and enter into a consortium to receive funds under Title III are not held individually accountable.
The consortium is held accountable as a single entity and the consortium lead is held responsible for all accountability provisions under section 3122(b).
Application of Accountability Provisions for Consortia
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Title III Accountability
Title III Part A, Sec. 3122 (b) stipulatesthe following sanctions when districts or consortia do not meet the Annual Measurement Achievement Objectives (AMAOs):
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Title III Accountability
If the State Educational Agency (SEA) determines, based on AMAOs, 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 objectives.
Title III 3122 (b)(2)
If the SEA determines that an eligible entity has failed
to meet AMAOs described in subsection (a) for four consecutive 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; and (ii) require such entity to replace educational personnel relevant to the entity’s failure to meet such objectives.
Title III 3122 (b) (4)
Title III Accountability
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Technical Assistance
During the development of the improvement
plan and throughout its implementation, the SEA shall—
provide technical assistance to the eligible entity;
provide technical assistance, if applicable, to schools served by such entity under subpart 1 that need assistance to enable the schools to meet the AMAOs;
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Technical Assistance develop, in consultation with the eligible entity,
professional development strategies and activities, based on scientifically- based research, that the agency will use to meet such objectives
require each entity to utilize such strategies and activities
develop, in consultation with the entity, a plan to incorporate strategies and methodologies, based on scientifically- based research to improve the specific program or method of instruction provided to LEP/ELLs.
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
ESL Technical Assistance Facilitators
TA I-phone #
Email address
IUs Assigned
Total # of Districts/ELLs
Heidi Faust
610-780-8712
7, 14, 16, 17, 18, 19, 20, 21, 27, 28 and 29
Districts: 152 Total ELLs: 12,724
Francine Dutrisac
717-321-6569
1, 2, 3, 8, 9, 10, 11, 12, 13 and 15
Districts: 184
Total ELLs: 10,740
Paula Zucker
215-290-8988
4, 5, 6, 22, 23, 24, 25 and 26
Districts: 143
Total ELLs: 22,976
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09-10 AMAO Status Reports were released in February 2012
10-11 AMAO Status Reports were released August 2012
11-12 AMAO Status Reports are expected to be released in May 2013
AMAO Status Reports
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Based on 10-11 AMAO Status Reports and 11-12 AMAO Status Reports
AMAO Improvement Plan Development:
Notification of the Requirement to develop and implement an AMAO Improvement Plan—January 2013
Professional Development—March 2013 Submission of AMAO Improvement Plan—May 2013 Submission of Assurance Statement--June 2013 Implementation of Plans & continued Technical
Assistance Attend Data Retreat—January 2014 Progress Check—February 2014 Ongoing implementation & evaluation
AMAO Improvement Planning
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Placement in a Core ESL and/or a Title III supplemental ESL Program requires parent notification ◦ Within 30 days of the beginning of the school year◦ Within 14 days of enrollment during the school
year ◦ Must be in the parents’ preferred language and
mode of communication ◦ Notification must include identification,
assessment results, placement, instructional model, how program will address students’ educational needs
Parent Notification: Placement
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Parent Notification : LEA Failure to Meet AMAOsA parent notification is required when an
LEA fails to meet AMAOs in any fiscal year.Parents must be notified not later than 30
days after the failure is officially reported to the LEA.
The notice must be provided in an understandable format and, to the extent practicable, in a language the parent can understand.
Title III 20 USC 7012 (b)(c)
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Parent Notifications available on TransACT ◦ www.transact.com◦ See TransACT website for languages available ◦ NCLB-B2 Notification of ELD Program Placement
Indicates instructional model for Core ESL Program Indicates instructional model for Title III Supplemental Services, only
relevant if additional Title III funded instructional services are available
◦ NCLB-B3 Description of District ELD Program Provides details of how the Core ESL Program will meet the
educational needs of the student◦ NCLB-B4 Program Withdrawal/Denial of Enrollment from Title III
Supplemental Program Only Enables parents to opt their child out of additional Title III funded
instructional services (not Core ESL instruction), only relevant if additional Title III funded instructional services are available
TransACT
TransACT
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• Transact.com
• Free translation service paid for by PDE
• To provide communications for non-English speaking parents/students in other languages
• Many commonly used forms translated into various languages
• Not just for Title III/ESL – can be used for any program
• May be charged for non-covered forms
• An account login is necessary
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Title III Allocations 2012-2013 Title III Allocations will be
based on the numbers taken from:◦PIMS (LEP and immigrant count
entered by each LEA)◦LEP system (Number of non public
students) LEA’s are responsible for the accuracy
of the numbers entered. 2011/2012 Title III Allocation:
$13,227,484◦ 2012/2013 expected to be about the same◦ Reallocation: given out in 2011/12
amendment About 27% additional funds
Title III Application• Included in LEA Plan:
– Program Description– Evaluation/Assessment– Professional Development– Parent Involvement– Collaboration– Immigrant Plan
• Separate Title III section– Budget/description– Equipment– Administrative Costs– Carryover
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2012-13 Title III Application
Open: June, 2012 Due date: July 1, 2012 (earliest date of
obligation) Date of obligation: date the authorized
officer signs the application or the date received in the Division of Federal Programs, the later of these two.
Part of Consolidated Application◦ Titles IA, ID, IIA, IID, AAA
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Jesse Fry: Title III Fiscal Manager [email protected] 717 783 6829
Linda Long: State Title III Director [email protected] 717 783 6595
USDE Non Regulatory Guidance:http://www2.ed.gov/programs/sfgp/nrgcomp.html
Further Information
