Using Title I, Part A, and Title III, Part A, Funds to Support Students Experiencing Homelessness

Lynn Sodat, Ph.D.Judy Radford

Office of Program Administration and Accountability Project HOPE – VA Annual Conference

December 4-5, 2014

Today’s Highlights include…•Title I, Part A▫Program Description▫Allowable Uses of Funds to Support Homeless

Students•Title III, Part A▫Homeless/Limited English Proficient (LEP)/Immigrant

and Youth (IY) Demographics▫Definition of LEP and IY Students▫Title III, Part A Funding▫Instructional Support

•Discussion and Questions

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Title I, Part A: Improving Basic Programs Operated by Local Educational Agencies

• Provides funds to school divisions and public schools with high numbers or percentages of children from low-income families to help ensure that all children meet challenging state academic content and achievement standards.

• School divisions target the Title I funds they receive to public schools with the highest percentages of children from low-income families.

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Title I, Part A: Improving Basic Programs Operated by Local Educational Agencies

•Two types of programs▫Schoolwide programs are designed to upgrade the

school’s entire educational program for all students, particularly the lowest-achieving students Schools enrolling at least 40 percent of students from low-

income families, or schools designated as Focus or Priority, are eligible

▫Targeted Assistance programs must focus Title I services on children who are failing, or most at risk of failing, to meet state academic standards

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Title I Funding for 2014-2015• Total Federal Funding Year (FFY) 2014 allocation is

$14.4 billion• Made available by Congress under Public Law 113-76, the Consolidated Appropriations Act, 2014

• U. S. Department of Education (USED) allocation to Virginia is $232,291,107 • 5.15 percent increase compared to FFY 2013

($220,317,487)• 2012 U.S. census estimates• State per-pupil expenditure data from SY 2011-

2012

Title I, Part A, Program Requirements• Homeless children and youth are eligible to receive

Title I, Part A services• Applies to Title I schoolwide program schools, Title I

targeted assistance schools, and non-Title I schools• Divisions must reserve a portion of Title I, Part A funds

to provide instructional and support services for students enrolled in non-Title I schools

• Services should be comparable to those typically provided with Title I funds

• Division determines funding amount necessary to provide services to homeless children and youth enrolled in non-Title I schools

New Flexibility for Title I Funds • USED letter to states clarifies the expanded use of Title

I funds under the Consolidated Appropriations Act of 2014

• Flexibility applies to FY 2014 Title I funds and also to FY 2012 and FY 2013 carryover funds

• Unknown whether flexibility will apply in future years

New Flexibility for Title I Funds • Funds may be used to support a local homeless liaison

• Divisions that currently use state or local funds to support a homeless liaison may choose to use FY 2014 Title I funds for this purpose

• Authority provided in the Consolidated Appropriations Act supersedes the presumption of supplanting

• Title I allowable cost principles of reasonable and necessary still apply

New Flexibility for Title I Funds • Funds may be used to provide transportation to the

school of origin above what the LEA would otherwise provide to transport the student to his or her assigned school

• Funds used to support homeless liaison and/or provide transportation must be over and above the funds reserved for the required services

• Using Title I funds under the new flexibility does not meet the requirement to reserve funds to provide instructional and related services to homeless children and youth who attend non-Title I schools

Information on Serving Homeless Children and Youth

• USED Letter to States Providing Information About the New Authority in the Consolidated Appropriations Act, 2014 Regarding the Use of Fiscal Year (FY) 2014 Title I Funds

• VDOE Title X, Part C Web site

• Program Coordination for Children Receiving Services from Title I, Part A, and/or Services from Title X, Part C

• Project HOPE Web site

Homeless Demographics

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Homeless Total Homeless LEP/Homeless IY

(2009-2010 – 2013-2014)

2009-2010 2010-2011 2011-2012 2012-2013 2013-20140

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000

18,000

20,000

LEPIY

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Total

Who are ELL and IY students?

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Federal Definition of LEP Students

According to the federal definition as described in the ESEA, an LEP student is defined as:

A student(A.) who is aged 3 through 21; (B.) who is enrolled or preparing to enroll in an elementary school or secondary school;

(C.) (i.) who was not born in the United States or whose native language is language other than English; and who comes from an environment where a language other than English is dominant;

OR (ii.) (I.) who is a Native American or Alaska Native, or a native resident of outlying areas;

and (II.) who comes from an environment where a language other than English has had a

significant impact on the individual’s level of English language proficiency; OR (iii.) who is migratory, whose native language is a language other than English, and who

comes from an environment where a language other than English is dominant;

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Federal Definition of LEP Students (cont.)

AND D). whose difficulties speaking, reading, writing, or understanding the English language may be sufficient to deny the individual –

• the ability to meet the state’s proficient level of achievement on state assessments described in Section 1111(b)(3);

• the ability to achieve successfully in classrooms where the language of instruction is English; or

• the opportunity to participate fully in society. [ESEA, Title IX, Part A, Sec. 9101, (25)]

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IY Students

IY students are classified as those students who:• are aged 3 through 21;• were not born in any state; and• have not been attending one or more schools in any one or more states

for more than three full academic years*.

ESEA, Section 3301(6)

*The “three full academic years” requirement must be applied on a cumulative basis. It is also important to note that IY students may or may not be ELLs.

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Further Clarification of IY Students

• The term “state” means each of the 50 states, the District of Columbia, and the Commonwealth of Puerto Rico. Therefore, students born in Puerto Rico are not considered immigrant.

• Students born in U.S. territories such as Guam, American Samoa, or the U.S. Virgin Islands, may be considered immigrant if they meet the federal definition.

ESEA, Section 3101(14)

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Further Clarification of IY Students

• The following students may be considered as IY if they meet all of the criteria in the federal definition of immigrant children and youth:

• Children of U.S. military personnel• Children of NATO families• Children of visiting faculty• Children who are temporarily residing in the U.S. because of

parental employment • Students on Exchange Visitor (J-1) visas or Exchange High School

Students with (F-1) visas

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Title III, Part A, funding streams available to support instruction

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LEP (Limited English

Proficiency)

IY (Immigrant Children

and Youth)

Two Subsets of Title III FundingLEP LEP allocations to divisions are determined on a per pupil basis.

Limitation: Divisions must receive a minimum of $10,000 in LEP funding to apply.

School divisions that receive less than $10,000 in LEP funding must enter into a consortium with other school divisions to receive funds.

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Two Subsets of Title III Funding

IYIY allocations based on a significant increase of IY students as compared to the average of the two preceding fiscal years qualify for IY funds. *Significant increase is defined as five or more students.

State awards $2,000 to all divisions meeting the IY funding criteria and an additional per pupil amount.

Divisions allocated IY funds may apply for these funds through the Title III application.

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Required Uses of Funds for LEP Subgrants

Programs that increase English language proficiency and student achievement in core content classes

Providing high-quality professional development to classroom teachers, principals, administrators, and other school personnel ESEA, Section 3111(b)

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Upgrading program objectives and instructional strategies

Improving ESL instruction through updating or upgrading ESL curriculum, materials, or technology

Tutoring

Developing/implementing elementary or secondary language instruction programs coordinated with other relevant programs ESEA, Section 3111(b)

Allowable Uses of Funds for LEP Subgrants

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Improving the English proficiency and academic achievement of LEP children

Providing community participation programs

Improving LEP instruction through the acquisition of technology

ESEA, Section 3111(b)

Allowable Uses of Funds for LEP Subgrants

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Allowable Uses of Funds for IY Subgrants

IY funds may be used for:Family literacy and parental outreach

Support for personnel

Tutoring or mentoring

Identification/acquisition of curriculum, materials and technology

Classroom supplies or transportation costs directly related to program

ESEA, Section 311525

Title III Funding for 2014-2015• Total Federal Funding Year (FFY) 2014 allocation is

$693,848,124• Made available by Congress under Public Law 113-76, the Consolidated Appropriations Act, 2014

• U. S. Department of Education (USED) allocation to Virginia is $12,284,337 • 7.46 percent increase compared to FFY 2013

($11,431,525)• 2012 U.S. census estimates• State per-pupil expenditure data from SY 2011-

2012

Instructional FrameworkCore

Standards (SOLs)

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To teach a student is to know the student

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ELLs may be . . .• LT-ELLs: Long Term ELLs•R-ELLs: Reclassified ELLs•M-ELLs: Migrant ELLs•SIFE: Students with Interrupted

Formal Education•SE-ELLs: Special Education ELLs•Newcomers:Refugees, Immigrants•HSN: Highly Schooled Newcomers•Struggling Readers•Gifted and TalentedMargarita Calderón & Associates, Inc.

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English Language Proficiency Levels (Instructional Levels)

ELP Levels ACCESS for ELLs® Scores

Level 1 Composite Score of 1.0 through 1.9

Level 2 Composite Score of 2.0 through 2.9

Level 3 Composite Score of 3.0 through 3.9

Level 4 Composite Score of 4.0 through 4.9

Level 5 Composite Score of 5.0 through 6.0

• Kindergarten• 1) Literacy Score of 5.0 or above; and• 2) Overall Score (Composite) off 5.0 or above

• Grades 1-12• Tier B or Tier C

• 1) Literacy Score of 5.0 or above; and• 2) Overall Score (Composite) of 5.0 or above

Proficiency Criteria

K-12 Formerly LEP (FLEP) Proficiency Criteria(Monitored Levels)

Triangle of InteractionCritical Components for Effective ELL Education

Content and ESL teachers

Content and ELD

Standards

Academic Achievement for ELLS

Content and ELD

AssessmentsAdapted from Straehr

Fenner and Segota, 2012

To ensure the best possible instruction, the pieces need to fit together in a coherent way

This requires significant cooperation among educators in a school

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Time to share . . .1. What type of Title I and Title III supplemental support does

your school division provide? Supplemental instructional services and programs Supplemental language services and programs Family outreach for families experiencing homelessness

2. How does your school division ensure homeless children and youth receive the same academic support as all students?

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Virginia Department of Education Office of Program Administration and Accountability

Contact Information

Lynn Sodat, Ph.D. Title I Coordinator

Lynn.Sodat@doe.virginia.gov (804) 371-2934

Judy Radford ESL Coordinator

Judy.Radford@doe.virginia.gov (804) 786-1692

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