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Language Policy and Leadership Office Update Bilingual Coordinators Network Meeting November 17, 2011 Sacramento, CA. Title III Program and Funding Michele Anberg-Espinosa Erin Koepke Education Programs Consultants. 2. 2011 – 12 Sub-grantee Awards.

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Title iii program and funding michele anberg espinosa erin koepke education programs consultants

Language Policy and Leadership Office UpdateBilingual Coordinators Network Meeting November 17, 2011Sacramento, CA


Title iii program and funding michele anberg espinosa erin koepke education programs consultants

Title III Program and FundingMichele Anberg-EspinosaErin KoepkeEducation Programs Consultants

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2011 12 sub grantee awards

2011–12 Sub-grantee Awards

2011–12 Title III, Part A per pupil amounts:

Limited English Proficient (LEP): $111.15

Immigrant: $100.00

Notification sent late September/early October via e-mail

Spending authority as of July 1, 2011

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2011 12 immigrant program private school participation

2011–12 Immigrant Program Private School Participation

Notification sent to local educational agencies (LEAs) via e-mail late September

Participating Private Schools:

The California Department of Education’s (CDEs) Request for Applications Title III Immigrant Education Subgrant Program Web page at http://www.cde.ca.gov/fg/fo/r22/imm11rfa.asp

The CDEs Title III Notice of Apportionments 2011–12 Web page at http://www.cde.ca.gov/sp/el/t3/tiiiapportnotify11.asp

Memorandum of understanding (LEP and Immigrant):

To be completed by October 31, 2011

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Maintenance of effort

Maintenance of Effort

Full allocation will be received only if expenditures of state and local funds for preceding fiscal year (FY) are at least 90 percent of expenditures for the second preceding fiscal year

Maintenance of Effort (MOE) Failure:

LEA allocations are reduced in exact proportion by which expenditures are below 90 percent level

MOE requirement contact:

Thi Huynh by phone at 916-322-4555 or by e-mail at [email protected]

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2011 12 allocation amounts

2011–12 Allocation Amounts

Funding amounts, including MOE reductions:

LEP: The CDEs Request for Applications Title III LEP Student-Subgrant Program Web page at http://www.cde.ca.gov/fg/fo/r22/lep11rfa.asp

Immigrant: The CDEs Request for Applications Title III Immigrant Education Subgrant Program Web page at http://www.cde.ca.gov/fg/fo/r22/imm11rfa.asp

Direct funded, consortia, and private school directories:

Title III Notice of Apportionments 2011–12 Web page at http://www.cde.ca.gov/sp/el/t3/tiiiapportnotify11.asp

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End of year expenditure reports

End of Year Expenditure Reports

End of year expenditure reports:

Due October 28, 2011

Late submission: Contact the Language Policy and Leadership Office (LPLO) immediately

Obligations:

Liquidated no later than 90 days after the funding period ends

FY 2009–10 subgrants: December 30, 2011

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Cash management data collection system

Cash Management Data Collection System

Most recent reporting period

October 10–31, 2011

Next reporting period

January 10–31, 2012

The CDE’s Federal Cash Management Web page: http://www.cde.ca.gov/fg/aa/cm

Cash Management Data Collection contact: Karen Almquist, Education Fiscal Services Assistant, by phone at 916-327-4406 or by e-mail at [email protected]

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Title iii apportionments fiscal year 2009 10

Title III Apportionments Fiscal Year 2009–10

Payment information:

The CDEs NCLB Title III, Immigrant and LEP Programs Web page at http://www.cde.ca.gov/fg/aa/ca/nclbtitleIII.asp

Last opportunity to report cash balances for FY 2009–10 funds:

October 10–31, 2011

Remaining funds set to revert permanently

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Title iii apportionments fiscal year 2010 11

Title III Apportionments Fiscal Year 2010–11

Fourth payment released: September 2011

Warrants should have been received by county treasurers

Fifth payment scheduled to be posted: Early December 2011

Based on October reporting

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Title iii apportionments fiscal year 2011 12

Title III Apportionments Fiscal Year 2011–12

First payment:

November 2011 for LEAs that have a cash balance that warrants a release

Apportionments based on cash balance submitted

Difference between 25% of LEAs annual entitlement and cash balance up to entitlement amount

Allocations for prior year grant award(s) paid first, unless authority to obligate funds has expired

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Consolidated application 2011 12 part ii

Consolidated Application 2011–12, Part II

Consolidated Application II

Due January 31, 2012

Report obligations for FYs 2010–11

and 2011–12

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2011 12 immigrant student reporting

2011–12 Immigrant Student Reporting

  • LEAs: Certify student information files accurate via California Longitudinal Pupil Data Achievement System (CALPADS)

    • Spring certification window

    • CALPADS Service Desk: 916-325-9210 or

      [email protected]

  • Private Schools: Student National Origin Report

    • March 2012

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Immigrant student definition

Immigrant Student Definition

  • Age three through 21

  • Were not born in any state

    • Each of the 50 states

    • The District of Columbia

    • The Commonwealth of Puerto Rico

  • Have not been attending one or more schools in any one or more states for more than three full (cumulative) academic years

  • ESEA, Sections 3301(1) and (6)

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Title iii fiscal and program contacts

Title III Fiscal and Program Contacts

LEP

Fiscal Questions: Patty Stevens, Associate Governmental Program Analyst, 916-323-5838 or [email protected]

Program Questions: Michele Anberg-Espinosa, Bilingual/Migrant Education Programs Consultant,

916-323-4872 or [email protected]

Immigrant

Fiscal Questions: Jim Shields, Associate Governmental Program Analyst, 916-319-0267 or [email protected]

Program Questions: Erin Koepke, Education Programs Consultant, 916-323-5467 or [email protected]

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Two way bilingual immersion

Two-Way BilingualImmersion

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Two way bilingual immersion1

Two-Way Bilingual Immersion

Two-Way Bilingual Immersion (TWBI)

Directory results posted on the CDEs

Two-Way Immersion Web page at

http://www.cde.ca.gov/sp/el/ip/

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Two way bilingual immersion2

Two-Way Bilingual Immersion

TWBI Directory Highlights

230 schools/LEAs reporting (77 not reporting);

95 new and/or expanding programs;

Spanish 89%, Mandarin 4%, Korean 3%,

2% other (Armenian/German, Hmong, Italian, Japanese), Cantonese 1%;

35,091 students in elementary and 6,562 at the secondary level;

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Two way bilingual immersion3

Two-Way Bilingual Immersion

TWBI Directory Highlights, Continued

Student Demographics:

English Learners (ELs) = 24,425

English Only/Initially English Proficient = 11,905

Redesignated Fluent English Proficient = 5,323;

90 have the Biliteracy Seal; and

Top Five Subject Areas at the Secondary Level: Partner Language Arts (101); History/Social Science (84); Science (32); Math (17); Visual/Performing Arts (9) tied with PE (9)

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Two way bilingual immersion contact

Two-Way Bilingual Immersion Contact

For questions regarding TWBI, contact

Michele Anberg-Espinosa, Bilingual/Migrant

Education Consultant, by phone at

916-323-4872 or by e-mail at

[email protected]

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Title iii program and funding michele anberg espinosa erin koepke education programs consultants

Title III Accountability Requirements and Technical AssistanceLilia G. Sánchez Education Programs Consultant


Accountability requirements

Accountability Requirements

Title III of the ESEA provides

supplemental funding to LEAs and

consortia to implement programs

designed to help ELs and immigrant

students attain English proficiency and

meet the state’s academic and content

standards


Accountability requirements1

Accountability Requirements

  • Define two annual measurable achievement objectives (AMAOs) for increasing the development and attainment of English proficiency

  • Include a third AMAO related to meeting Title I Adequate Yearly Progress (AYP) for the EL subgroup at the LEA level


Accountability requirements2

Accountability Requirements

  • The CDE prepares annual Title III Accountability Reports for each direct-funded LEA or consortium receiving Title III funds

    - Districts

    - County Offices of Education (COEs)

    - Direct funded charters

    - Consortia

  • Results for all consortium members are aggregated up to the consortium level


Consequences of not meeting the amaos

Consequences of Not Meeting the AMAOs

  • If a Title III LEA or Consortia does not meet one or more of the AMAOs in any year. LEA or Consortia must notify parents of ELs that the LEA did not meet AMAOs

    -Notification must be provided within

    30 days of public data release.

    -Sample parent notification letters in

    English and other languages are on the CDE

    Title III Accountability Requirements 2011 Web page at

    http://www.cde.ca.gov/sp/el/t3/t3amaotargets11.asp


Consequences of not meeting the amaos1

Consequences of Not Meeting the AMAOs

  • If a Title III-funded LEA or consortium does not meet one or more of the there AMAOs for two consecutive years (2009–10, and 2010–11), it must also:

    -Develop an improvement plan that will ensure that all AMAOs are met


Consequences of not meeting the amaos2

Consequences of Not Meeting the AMAOs

  • If a Title III-funded LEA or consortium does not meet one or more of the there AMAOs for four consecutive years (2007–08, 2008–09, 2009–10, and 2010–11):

    -The state requires the LEA or consortium to modify its curriculum, program, and method of instruction


2010 11 amao year status

2010–11 AMAO Year Status

Number of LEAs/consortia receiving Title III funds: 673

Number meeting all three AMAOs: 97

Source: September 23, 2011 Title III Accountability Report

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Amao 1 results for 2010 11

AMAO 1 Results for 2010–11

  • AMAO 1

    -51% of LEAs/consortia met target


Amao 2 results for 2010 11

AMAO 2 Results for 2010–11

  • AMAO 2

    -63% of LEAs/consortia met target less than 5 years

    -59% of LEAs/consortia met target 5 years or more

    -45% of LEAs/consortia met both targets of AMAO 2


Amao 3 results for 2010 11

AMAO 3 Results for 2010–11

  • AMAO 3

    -29% of LEAs/Consortia met target


Amao 3 academic achievement

AMAO 3 Academic Achievement

EL Subgroup must meet AYP targets in:

English Language Arts (ELA)

-Participation rate

-Percent Proficient or above

Mathematics

-Participation rate

-Percent Proficient or above

EL subgroup for AYP includes Redesignated Fluent English Proficient (R-FEP) students who have not scored proficient or above on the California Standards Test (CST) in ELA 3 times after being reclassified.


2010 11 title iii accountability report information guide

2010–11 Title III Accountability Report Information Guide

  • Contains detailed information describing the 2010–11 AMAO calculations

  • The CDE Title III Accountability Web page at

    http://www.cde.ca.gov/ta/ac/t3/


2010 11 title iii accountability report information guide1

2010-11 Title III Accountability Report Information Guide


Title iii year 2 leas in improvement status

Title III Year 2 LEAs in Improvement Status

  • 113 School Districts, COEs, and Independent Charters

  • 12 Consortia

  • 125 Total LEAs identified as not having met one or more AMAOs for two consecutive years

    Data source: 2011 AYP Report and 2010–11Title III

    Accountability Report released on September 23, 2011


Title iii year 4 leas in improvement status

Title III Year 4 LEAs in Improvement Status

  • 103 School Districts, COEs, and Independent Charters

  • 6 Consortia

  • 109 Total LEAs did not meet one or more AMAOs for four consecutive years for the EL subgroup

    Data source: 2011 AYP Report and 2010–11 Title III

    Accountability Report released on September 23, 2011


Title iii year 2 or year 4 leas in improvement status

Title III Year 2 or Year 4 LEAs in Improvement Status

  • LEAs in Year 2 or Year 4 Title III improvement status must develop a Title III Plan

  • State shall provide technical assistance to LEAs not meeting AMAOs for two and four consecutive years


The title iii plan

The Title III Plan

  • For LEAs in Year 2, this plan should effectively support the LEA to meet the AMAO targets in the future

  • LEAs in Year 4 will ensure that this plan describes a full revision of their curriculum, program, and method of instruction for ELs in order to achieve the AMAO targets


Title iii guidance for year 2 and year 4

Title III Guidancefor Year 2 and Year 4

In previous years, the CDE has provided

separate templates and guidance

documents for LEAs in Year 2 or Year 4

improvement status


Title iii guidance for year 2 and year 41

Title III Guidancefor Year 2 and Year 4

  • Beginning in 2011–2012, requirements for both Year 2 and Year 4 have been aligned

  • A single template was created to address all the legal requirements

  • Plans will be uploaded into the California Accountability and Improvement System (CAIS)


Preparing for the plan

Preparing for the Plan

  • Information on accountability requirements and technical assistance is available on the CDE Title III Accountability Requirements 2011 Web page at http://www.cde.ca.gov/sp/el/t3/t3targets11.asp


Preparing for the plan1

Preparing for the Plan

  • The “Guidance for LEAs not Meeting Annual Measurable Achievement Objectives for Two or Four Years

    2011–12,” document is posted on

    the CDE Title III Accountability

    Requirements 2011 Web page at

    http://www.cde.ca.gov/sp/el/t3/t3targets11.asp


Title iii year 2 and year 4 guidance

Title III Year 2 and Year 4 Guidance

www.cacompcenter.org/t3ta

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Preparing for the plan2

Preparing for the Plan

  • Download the recommended English Learner Subgroup Self-Assessment (ELSSA) Tool and the ELSSA Toolkit that are available on the CDE Title III Accountability Requirements 2011 Web page at http://www.cde.ca.gov/sp/el/t3/t3targets11.asp

  • Complete the ELSSA


Preparing for the plan3

Preparing for the Plan

  • Complete the following documents, found in the “Guidance for LEAs not Meeting Annual Measurable Achievement Objectives for Two or Four Years 2011–12” posted on

    the CDE Title III Accountability

    Requirements 2011 Web page at

    http://www.cde.ca.gov/sp/el/t3/t3targets11.asp

    -Title III Year 2 and Year 4 Plan Template

    -Title III Year 2 and Year 4 LEA Needs Assessment Template


Preparing for the plan4

Preparing for the Plan

Perform in depth Needs Assessment. Specifically addressing factors that prevented LEA or Consortium from meeting AMAOs.

Identify actions to meet specific AMAOs (e.g., related to ELD, ELA, Math),including professional development and parent involvement activities.

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Preparing for the plan5

Preparing for the Plan

Address the following State Goals:

Goal 2A: Annual Progress Learning English

Goal 2B: English Proficiency

Goal 2C: AYP for EL Subgroup

Goal 2D: High Quality Professional Development

Goal 2E: Parent and Community Participation

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Preparing for the plan6

Preparing for the Plan

Identify additional goals to address in the improved Title III Plan based on results of the Needs Assessment.

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Preparing for the plan7

Preparing for the Plan

Note:

For any AMAO target met, the LEA is not obligated to write strategies for the corresponding Goal (e.g., Goal 2A or 2B for English language development [ELD]; Goal 2C for ELA or Math).

However…

LEA must indicate assurance to continue pursuing Goal(s) related to those AMAO targets met.

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Preparing for the plan8

Preparing for the Plan

Address 2G if LEA receives Immigrant Funds

Address 2F, 5A, 5B, and/or 5C if in need of improvement as per the Needs Assessment.

Develop an improved Title III Plan that includes strategies and actions that will ensure AMAOs are met.

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Title iii program and funding michele anberg espinosa erin koepke education programs consultants

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2f parental notification esea sec 3202 b

2F: Parental NotificationESEA Sec 3202 (b)

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  • This goal refers to the requirement that all LEAs notify parents annually about the following:

    • Title III Accountability Status

    • Their child’s English proficiency level

    • Their child’s program placement

    • Their right to apply for a waiver out of English language instructional setting


Submission of plan on line into cais by january 23 2012

Submission of PlanOn-Line into CAIS byJanuary 23, 2012

  • Enter your Title III Year 2 or Year 4 Plan onto CAIS

  • Upload: along with the following documents by January 23, 2012:

    -Completed ELSSA

    -Completed Needs Assessment

    -Completed LEA Checklist and

    -Signed Title III Assurance Form


After plans are submitted

After Plans are Submitted

  • After the CDE receives your plan:

    • Plan is evaluated by a team of reviewers

    • LEA is contacted if revisions are recommended through feedback letter

      -LEA provides requested revisions


After plans are submitted1

After Plans are Submitted

  • Implement the Title III Plan immediately, do not wait for the CDE review to begin implementation

  • Monitor the Title III Plan progress


Title i program improvement and title iii year 2 and year 4

Title I Program Improvement and Title III Year 2 and Year 4

  • Title I Program Improvement LEAs that are also in Title III Year 2 and Year 4 are subject to combined accountability requirements

  • Aligned Title I and Title III planning and reporting requirements are available at the CDEs Title I Program Improvement Web page at

    http://www.cde.ca.gov/ta/ac/ti/leapireq.asp


Title i and title iii overlaps

Title I and Title III Overlaps

Goals In common

2A

2B

2C

2D

2E

Title III Yr 2 and

Title III Yr 4 Sanctions

Title I PI Yr 1 and

Title I PI Yr 3 Sanctions

LEAs

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Title i and title iii overlaps1

Title I and Title III Overlaps

  • Goals 2A-2E, other Goals may be addressed in Title III Plan

  • Can Cite in Title I Addendum Question 6 or LEA Plan Section 2 where these are addressed.

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County office of education regional leads technical assistance and support

County Office of Education Regional LeadsTechnical Assistance and Support

  • Title III Regional County Office of Education Leads

  • Assist with the development, implementation and monitoring of the Title III Year 2 and Year 4 plans to ensure that LEAs meet their Title III AMAO targets in the future


County office of education regional leads technical assistance and support1

County Office of Education Regional LeadsTechnical Assistance and Support

  • The CDE and the California Comprehensive Center (CA CC) at WestEd work closely with Title III Regional Leads to:

  • Plan and implement services, offer technical assistance webinars designed to support LEAs in developing and implementing effective plans

  • Facilitate delivery of annual training forums for LEAs in Southern and Northern California


Technical assistance

Technical Assistance

  • Regional COE Leads

  • CDE LPLO Staff

    • Carlos Rivera, [email protected]

    • Lilia G. Sánchez, [email protected]

  • WestEd CA CC Title III Staff

    • Zoe Ann Brown, [email protected]

    • Beth Anselmi, [email protected]

    • Kurt Larsen, [email protected]

  • Title III Accountability Requirements 2011

    http://www.cde.ca.gov/sp/el/t3/t3amaotargets11.asp

  • Title III Documents and Webinars

    http://www.cacompcenter.org/t3ta


12th annual accountability leadership institute for english learner immigrant students

12th Annual Accountability Leadership Institutefor English Learner & Immigrant Students

December 5–6, 2011

Sheraton San Diego Hotel

Nancy Zarenda, Institute Chair

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2011 focus

2011 FOCUS

Collaborations and Partnerships

for English Learner Success

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Keynote speakers

Keynote Speakers

  • Rosalinda Barrera, Ph.D., U.S. Department of Education

  • Willard Daggett, Ph.D., Center for International Education

  • Russell Rumberger, Ph.D., University of California Office of the President

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Monday evening networking reception hosted by san diego county office of education

Monday Evening Networking Reception Hosted by: San Diego County Office of Education

Keynote Speaker

Dr. Randy Ward

San Diego County Superintendent of Schools

Musical Talent

San Diego Unified High School Mariachi Band


Partial list of workshop topics

Partial List of Workshop Topics

  • Federal & State Legislative Updates

  • Title III Accountability

  • EL Research & Effective Implementation

  • Common Core Standards

  • RTI & English Learners

  • Assessments

  • Long-term English Learners

  • After School Programs for English Learners

  • Migrant Education Policies & Practices

  • Court Schools and English Learners

  • Categorical Program Monitoring Updates

    and, more.

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Title iii program and funding michele anberg espinosa erin koepke education programs consultants

REGISTRATION NOW AVAILABLEBegin the process online at:http://www.cde.ca.gov/sp/el/t3/acctinst10details.asp

(PAYMENTS MUST BE MAILED IN)

For additional information contact:

Nancy Zarenda

Institute Chair

[email protected]

We look forward to seeing you in San Diego!

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