Loading in 2 Seconds...
Loading in 2 Seconds...
Title III Program and FundingMichele Anberg-EspinosaBilingual/Migrant Education Programs Consultant
Apportionments for 2008-09 and 2009-10 • The sixth apportionment for 2008–09 went to the School Fiscal Services Division (SFSD) in late July and local educational agencies (LEAs) should have received their payments. • The third apportionment for 2009–10 was processed in early August and LEAs should be receiving their payments soon.
2010–11 Applications and Award Letters • Applications for 2010–11 Limited English Proficient (LEP) and for Immigrant Student Subgrant Programs have been completed by LEAs. • Award letters will be processed upon the signing of the state budget.
Per Pupil Allocations The Title III allocation is not final until the budget is signed, but the estimated per pupil amount is: LEP: $102.60 Immigrant: $100.60
End of Year Expenditure Reports End of Year (EOY) expenditure reports will be available online October 1, 2010 and are due November 1, 2010. • Only direct funded and leads of consortia will report for the 2008–09 and 2009–10 award amounts. • If an LEA was a consortia lead in either 2008–09 or 2009–10, they will receive a letter with a system password and entity password so that the LEA can complete the EOY Report (only for the year in which the LEA was the lead).
End of Year Expenditure Reports LEAs must report all obligations on the EOY expenditure report. • According to the California State Accounting Manual, “Legal obligations are commitments made by an LEA to purchase goods or services immediately or in a future period.” • To determine whether a financial commitment should be reported as an obligation, please refer to Title 34, Part 76, Section 707 from the Code of Federal Regulations (CFR): Retrieve by CFR citation Web page at http://www.gpoaccess.gov/cfr/retrieve.html(Outside Source).
End of Year Expenditure Reports LEAs must report all obligations on the EOY expenditure report. All obligations must be liquidated no later than 90 days after the funding period ends. For the fiscal year (FY) 2008–09 sub-grant, all obligations need to be liquidated by December 30, 2010.
End of Year Expenditure Reports Please visit the following Web pages for online access to the EOY reports: LEP: http://www.cde.ca.gov/sp/el/t3/t3eoylep.asp Immigrant: http://www.cde.ca.gov/sp/el/t3/t3eoyimm.asp
Title III Program/Fiscal Contacts • LEP Program Sub-grants: • Fiscal: Patty Stevens, Associate Governmental Program Analyst, by phone at 916-323-5838 or by e-mail at firstname.lastname@example.org • Program: Michele Anberg-Espinosa, Bilingual/Migrant Education Programs Consultant, by phone at 916-323-4872 or by e-mail at email@example.com • Immigrant Education Program Sub-grants: • Fiscal: Clifton Davis Jr., Associate Governmental Program Analyst, by phone at 916-323-5208 or by e-mail at firstname.lastname@example.org • Program: Erin Koepke, Education Programs Consultant, by phone at 916-323-5467 or by e-mail at email@example.com
Title III Accountability UpdateLilia G. Sánchez Education Programs Consultant
Title III Accountability • The Elementary and Secondary Education Act (ESEA),Title III, requires states to hold LEAs and Consortia accountable for meeting Annual Measurable Achievement Objectives (AMAOs) as a condition of funding. • LEAs are accountable for meeting the following three AMAO targets: AMAO 1: Annual progress in learning English AMAO 2: Progress in attaining English-language proficiency AMAO 3: Meeting Adequate Yearly Progress (AYP) requirements for the English learner (EL) subgroup at the LEA or Consortia level.
Consequences of Not Meeting AMAOs If a Title III or consortia does not meet any one or more of the three AMAOs in any year, it must: • Inform the parents of all ELs in the LEA or the consortia as a whole, that the AMAOs have not been met. • This notification should be provided within 30 days of the public release of the Title III Accountability reports.
Title III Year 2 LEAs in Improvement Status • Pursuant to requirements of ESEA, Section 3122(b)(2)(3). • LEAs and Consortia that fail to meet one or more AMAOs for two consecutive years (2008–09, and 2009–10).
Title III Year 2 LEAs in Improvement Status • Must develop an Improvement Plan Addendum (IPA). • The IPA shall specifically address the factors that prevented the LEA or consortia from achieving the AMAOs.
Title III Year 2 LEAs in Improvement Status • 79 LEAs (6 pending) were identified as not having met one or more AMAOs for two consecutive years. • Data source: 2010 AYP Report and 2009-10 Title III Accountability Report released September 2010.
Title III Year 4 LEAs in Improvement Status Pursuant to requirements of the ESEA, Section 3122 (b)(4), and approved by the State Board of Education (SBE): • LEAs and Consortia failing to meet one or more AMAOs for four consecutive years (2006–07, 2007–08, 2008–09, and 2009–10) are required to modify their curriculum, program, and method of instruction.
Title III Year 4 LEAs in Improvement Status • 56 LEAs (1 pending) were identified as not having met one or more AMAOs for four consecutive years. • Data source: 2010 AYP Report and 2009–10 Title III Accountability Report released September 2010
Title III Web Page Accountability Requirements Title III Accountability Requirements are outlined on the CDE Title III Requirements Web page at http://www.cde.ca.gov/sp/el/t3/t3amaotargets.asp
Title I, II, and III CoordinatedTechnical Assistance • LEAs or consortia receiving funding under Title I, II and III must meet student achievement targets by 2013–14. • In many cases, the students of Title I, II, and III are the same students. • Everyone in the system needs to work together to align improvement support for each of the ESEA Titles to help students meet the required linguistic and academic achievement targets.
Title I, II, and III CoordinatedTechnical Assistance • Common notice letter to all LEAs in September notifying them of their improvement status under ESEA, Title I, II, and III, and action that needs to be taken. • A Webcast • Narrated power points urging LEAs to engage staff from across ESEA on common, aligned work to support improved student achievement.
Title I, II, and III CoordinatedTechnical Assistance Posting the revised school and district Program self-assessment tools, including: • Academic Program Survey (APS) • District Assistance Survey (DAS) • English Learner Subgroup Self-Assessment (ELSSA) and • Inventory of Services and Support (ISS) for Students with Disabilities
Title I, II, and III CoordinatedTechnical Assistance The CDE will be conducting a range of professional development activities to outline specific requirements under each accountability program and identify resources available to LEAs subject to improvement requirements.
Title I, II, and III CoordinatedTechnical Assistance • 2009–10 technical assistance presentations are available at the California Comprehensive Center (CA CC) at WestEd Web page at http://www.cacompcenter.org/cs/cacc/print/htdocs/cacc/esea-requirements.htm (Outside Source) • View the appropriate presentation(s) to ensure that your LEA fully implements the requirements under its Title I, II, and/or III improvement status.
Title III Technical Assistance for Year 2 and Year 4 • The CDE and the County Office of Education (COE) Regional Leads, in partnership with the CA CC at WestEd. • Technical assistance to local LEAs failing to meet the AMAOs for two and four years • As per the agreement of services with the California County Superintendents Educational Services Association (CCSESA).
Title III Technical Assistance for Year 2 and Year 4 • In 2009–10 the CDE disbursed $1.8 million in Title III local assistance funds. • Eleven COEs continue to provide technical support. • Title III Year 2 Improvement Plan Addendum. • Title III Year 4 Online Action Plan. • Title III sections 3122(b) (2), (3), and (4).
Title III Technical Assistance for Year 2 and Year 4 • Monthly meetings of the COE Regional Leads. • Coordinate technical assistance efforts. • Discuss and develop solutions to emerging technical assistance. • Discuss policy implementation issues
Title III Technical Assistance for Year 2 and Year 4 • In 2009–10, the COE Regional Leads assisted 135 LEAs in Title III Year 2 and 9 LEAs in Title III Year 4. • These LEAs were identified as in need of improvement based on the results of the 2008–09 Title III Accountability Reports.
Title III Technical Assistance for Year 2 and Year 4 • In 2010–11, the COE Regional Leads will be assisting: • 79 LEAs (6 pending) in Title III Year 2, and • 56 LEAs (1 pending) in Title III Year 4 • Based on the results of the 2009–10 Title III Accountability Reports released September 2010.
Online Resources and Contacts • Title III Accountability Requirements Web page: http://www.cde.ca.gov/sp/el/t3/t3amaotargets.asp • Lilia G. Sánchez, Education Programs Consultant, by phone at 916-319-0265 or by e-mail at firstname.lastname@example.org LEAP-TitleIIIY2@cde.ca.gov LEAP-TitleIIIY4@cde.ca.gov
Title III Annual Evaluation SurveyPamela Lucas Associate Governmental Program Analyst
2009–10 Title III Annual Evaluation Survey The ESEA, Part A, Section 3121, requires each Title III LEP Student Program subgrantee to report on language instruction programs and activities they conduct.
Title III Survey Timelines • The CDE has created an online survey to comply with this requirement to report on the 2009–10 year. • This survey will be available from September 24, 2010, through October 22, 2010. • Personal identification numbers (PINs) were mailed on September 8, 2010, to all Title III LEP 2009–10 subgrantees. • The survey is available on the CDE Title III Annual Evaluation Survey Web page at http://www2.cde.ca.gov/title3survey/logon. aspx.
Survey Questions Survey questions relate to the implementation of language instruction programs in your local educational agency during the 2009–10year,whether or not paid for with Title III funds.
Participants • Direct-funded agencies • Consortium leads should complete one survey for the entire consortium • Title III Director or a person knowledgeable about the Title III program in your agency should complete this survey
Consequences for Not Reporting • The federal government needs to know the activities and implementation of language instruction programs in individual states • Failure to do so may effect future funding for all states and their LEAs
Annual Survey Contacts • Pamela Lucas, Associate Governmental Program Analyst, by phone at 916-319-0610 or by e-mail at email@example.com • Geoffrey Ndirangu, Education Programs Assistant, by phone at 916-323-5831 or by e-mail at firstname.lastname@example.org
English Language Acquisition ProgramPam LucasAssociate Governmental Program Analyst
English Language Acquisition Program MAJOR CHANGES FOR 2010-11 • The English Language Acquisition Program (ELAP) and its associated funding ($50M) will be merged into Economic Impact Aid (EIA) beginning with 2010–11. • EIA funds are used to support supplemental services for K–12 English learners and low-income students. • This change would allow districts flexibility to spend the funds on EL and low-income students of any grade level, depending on their areas of greatest need.
English Language Acquisition Program • EIA funding is open to all public school districts that request participation using Part I of the annual Consolidated Application. County offices, direct-funded charters, and locally funded charters are excluded. • Information on any actions that ELAP applicants need to take will be e-mailed as it becomes available. • Additional information on EIA is located on the CDE Economic Impact Aid Web page at http://www.cde.ca.gov/sp/sw/t1/eia.asp.
Community-Based English Tutoring ProgramPamela LucasAssociate Governmental Program Analyst
Community-Based English Tutoring Program • Pursuant to California Education Code (EC) 42605, Community-Based English Tutoring (CBET) Program funding for 2008–09 through 2012–13 may be used for any educational purpose. • All program requirements are suspended during this flexibility period. • Funding for 2009–10 through 2012–13 will be based on 2008–09 allocations. Each LEA will receive the same share of available CBET funding that it received in 2008–09.
Community-Based English Tutoring Program The proposed state budget for 2010–11 includes $40,095,000 for CBET. Any LEA that received CBET funding for 2008–09 will automatically receive funding for 2010–11, without having to apply for it. For budgeting purposes, each LEA can estimate its CBET allocation for 2010–11 by multiplying its 2008–09 CBET allocation by 0.9476483.
Bilingual Teacher Training ProgramPam Lucas Associate Governmental Program Analyst
Bilingual Teacher Training Program • Pursuant to EC 42605, Bilingual Teacher Training Program (BTTP) funding for 2008–09 through 2012–13 may be used for any educational purpose. • All program requirements are suspended during this flexibility period. • Funding for 2009–10 through 2012–13 is based on 2008–09 allocations. Each LEA will receive the same share of available BTTP funding that it received in 2008–09.
Bilingual Teacher Training Program • The proposed state budget for 2010–11 includes $1,702,000 for BTTP. • Any LEA that received BTTP funding for 2008–09 will automatically receive funding for 2010–11, without having to apply for it. • For budgeting purposes, each LEA can estimate its BTTP allocation for 2010–11 by multiplying its 2008–09 BTTP grant amount by 0.940851.
English Language Acquisition Program Community-Based English Tutoring ProgramBilingual Teacher Training Program Contact Pamela Lucas, Associate Governmental Program Analyst, by phone at 916-319-0610 or by e-mail at email@example.com
Accountability Leadership InstituteNancy ZarendaEducation Programs Consultant
Eleventh Annual Accountability Leadership Institute For English Learner and Immigrant Students December 6–7, 2010 Hyatt Regency San Francisco Airport in Burlingame