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Title III: Language Instruction For Limited English Proficient and Immigrant Students

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Title: Title III: Language Instruction For Limited English Proficient and Immigrant Students


1
Title III Language Instruction For Limited
English Proficient and Immigrant Students
  • Title III Grant Process Revisited

2
Purposes of Title III
  • Develop high quality language instruction
    programs that are designed to help Limited
    English Proficient (LEP) and Immigrant Children
  • Develop high levels of academic achievement
  • Meet the State academic content and student
    academic achievement standards
  • Prepare children to enter an all-English
    instruction setting and
  • Build capacity to establish, implement and
    sustain language instruction education programs.
  • Promote parental and community participation in
    language instruction programs.

3
Funding
  • Funding is based on a per LEP student amount.
  • A discretionary allocation is given for those
    LEAs with a substantial increase in immigrant
    children and youth.
  • Funds must supplement, not supplant, the basic
    program.

4
Eligibility
  • Eligible LEAs are those who report to PDE the
    number of LEP and immigrant students within the
    LEAs boundaries.

5
Limitations
  • An LEA cannot receive Title III funds if the
    grant amount would be less than 10,000.
  • The LEA may enter into a consortium.
  • The LEA cannot use more than 2 of their
    allocation for administrative costs.

6
Purposes of Grant
  • Develop and implement new language instruction
    education programs for English Language Learners
    (ELLs).
  • Expand or enhance language programs and academic
    instruction programs for ELLs.
  • Implement school-wide programs for restructuring,
    reforming and upgrading programs and activities
    for ELLs.
  • Improve district-wide programs for ELLs.

7
Required Activities
  • Increase English proficiency by providing high
    quality programs based on scientifically based
    research.
  • Increase academic achievement in core subjects.
  • Provide high quality professional development for
    classroom teachers, principals, administrators
    and school and community-based personnel.

8
Required Activities (Contd.)
  • High quality professional development is
  • 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
  • Based on scientifically based research and
  • Of sufficient intensity and duration.

9
Authorized Activities
  • Intensify instruction.
  • Provide tutorials and academic or vocational
    education for ELLs.
  • Upgrade program objectives and effective
    instruction strategies.
  • Identify, acquire and upgrade curricula,
    instruction materials, educational software and
    assessment procedures.

10
Authorized Activities (Contd.)
  • Develop and implement language instruction
    education programs that are coordinated with
    other relevant programs and services.
  • Community participation programs, family literacy
    services, and parent outreach and training to LEP
    children and their families.
  • Identify and acquire curricular materials,
    educational software and technology.

11
Activities for Immigrant Children
  • Activities that provide enhanced instructional
    opportunities for immigrant children and youth.
  • Family literacy, parent outreach and training
    activities to assist parents to become active
    participants in their childrens education.
  • Support for personnel, including teacher aides
    specifically trained (or are being trained) to
    provide services to immigrant children and youth.

12
Activities for Immigrant Children (Contd.)
  • Tutorials, mentoring and academic or career
    counseling.
  • Supplemental basic instruction services.
  • Other instructional services designed to assist
    children to achieve in elementary and secondary
    schools in the U.S.
  • Activities coordinated with community-based
    organizations, institutions of higher education,
    private sector entities or other entities to
    assist parents by offering comprehensive
    community services.

13
Components of Local Plan
  • Program Description.
  • How funds will be used to meet annual measurable
    achievement objectives.
  • LEAs procedures for schools accountability to
  • Meet the annual measurable achievement
    objectives
  • Make adequate yearly progress for LEP children
    and
  • Measure annually the English proficiency of LEP
    children.
  • Parental and community participation in programs
    for LEP children.
  • How programs will help students develop English
    proficiency.

14
Local Plan Assurances
  • Programs enable students to speak, read, write
    and comprehend the English language and meet
    academic content and achievement standards.
  • ESL program teachers, funded under this part, are
    fluent in English and any other language used for
    instruction.
  • Annual assessment of English language
    proficiency.
  • Programs provided are scientifically based
    instructional programs.

15
Local Plan Assurances (Contd.)
  • Equitable services provided to non-public
    schools.
  • Consultation with educators, researchers, and
    parents, community groups and institutions of
    higher education.
  • Compliance with state and federal laws and
    regulations.
  • Compliance with the parental notification
    requirements.

16
Parent Notification
  • Parents must be notified of
  • The LEAs failure to meet the annual measurable
    achievement objectives no later than 30 days
    after this failure occurs.
  • The identification for or participation in the
    program within 30 days of the start of school.
  • Within two weeks for students identified after
    the start of school

17
Content of Notification
  • Reason for identification and placement.
  • Childs level of English proficiency, how such
    level was assessed and status of the academic
    achievement.
  • Method of instruction used in the program.
  • How the program will meet the educational
    strengths and needs of the child.
  • How the program will specifically help the child
    learn English and meet academic achievement
    standards for grade promotion and graduation.

18
Content of Notification (Contd.)
  • Specific exit requirements, the expected rate of
    transition into all-English classrooms and, if
    funds are used at the secondary level, the
    expected rate of graduation.
  • How children with a disability and those with an
    individualized education plan will have their LEP
    needs met.

19
Content of Notification (Contd.)
  • Parental rights detailing written guidance on
  • Parents right to immediately remove their child
    from the Title III program upon their request.
  • Parents right to decline enrollment in the Title
    III program or choose another program or method
    of instruction, if available.
  • LEAs assistance to parents in selecting among
    various programs and methods of instruction.

20
Private School Participation
  • The LEA must provide Title III educational
    services to LEP children and educational
    personnel in private schools located within the
    LEAs boundaries.
  • The LEA must consult with private school
    officials during the design and development of
    the Title III program.
  • Title III services must be equitable and address
    the educational need of private school children
    and personnel.

21
Evaluation
  • The first biennial evaluation is due to the U.S.
    Department of Education December 1, 2004.
  • The purpose of the bi-annual evaluation is to
  • Improve the programs and activities
  • Determine the effectiveness of programs and
    activities and
  • Determine continuation of funding (PDE)

22
Elements of Evaluation
  • Types of programs.
  • Effectiveness of the programs and activities.
  • Effective activities for immigrant children and
    youth.
  • Programs and activities implemented successfully.
  • Professional development activities.

23
Elements of Evaluation (Contd.)
  • Number of LEP students serviced and transitioned
    out of programs.
  • Number and percentage of students attaining
    English proficiency and making progress from one
    level to the next.
  • Number and percentage of students taking the PSSA
    and other district-wide assessments.
  • Progress of students, who have exited from the
    program, in meeting State content and academic
    achievement standards.

24
Annual Measurable Achievement Objectives
  • Grades K-5 Cohort

25
Annual Measurable Achievement Objectives
  • Grades 6-8 Cohort

26
Annual Measurable Achievement Objectives
  • Grades 9-12 Cohort

27
Accountability
  • Failure to meet annual achievement objectives for
    two consecutive years
  • Develop and implement an Improvement Plan.
  • PDE provides technical assistance.
  • PDE assists the LEA with developing professional
    development.
  • Failure to meet annual achievement objectives for
    four consecutive years
  • Modify curriculum, program and method of
    instruction.
  • Replace education personnel.
  • PDE decides to continue/discontinue Title III
    funds.

28
2004-05 Title III Grant Application
29
Electronic Application
  • 2004-05 Application will be electronic.
  • 2005-06 electronic Application will be part of
    the Division of Federal Programs Consolidated
    Application.

30
Program Description
  • Using the matrix, indicate how the programs
    offered will be aligned with the State standards.
  • Describe how programs will be aligned with the
    State Standards
  • Indicate the types of programs the LEA will offer
    with available grant funds.

31
Required
32
 
 
33
Targeted Grade Levels and Audiences
  • The following grade levels and audiences will be
    targeted through services provided under this
    program.

34
(No Transcript)
35
Scientifically Based Research
  • Title III require that activities be based on a
    review of scientifically based research and are
    expected to improve student achievement. The LEA
    must maintain documentation of the process used
    to review the research. How will your LEAs
    Title III activities meet this requirement?
  • Adoption of best practices
  • Review of student achievement vs. performance
    standards

36
Evaluation/Assessment
  • The LEA assures the annual assessment of the
    English proficiency for all LEP children.

37
Accountability
  • Describe how the LEA will hold its schools
    accountable for
  • Meeting the annual measurable achievement
    objectives
  • Making adequate yearly progress for LEP children
    and
  • Measuring annually the English proficiency of all
    LEP children.

38
Professional Development
  • Assurance of teacher qualifications.
  • All teachers, funded with Title III (A) funds, in
    any language instruction education program for
    LEP children must be fluent in English and any
    other language used for instruction, including
    having oral and written communication skills.

39
Professional Development Activities
  • Indicate the audience for professional
    development activities.
  • Teachers, Principals, Administrators, Other
    School Personnel, Community-Based Organization
    Personnel
  • Indicate the types of professional development.
  • Multi-Intelligence
  • Curriculum Alignment/Development
  • Classroom Management
  • Data Interpretation
  • Research-Based Effective Practices
  • Technology Integration
  • Other _______________________

40
Parent Involvement
  • The LEA will provide the following activities for
    parental outreach
  • Collaboration with Community Based Organizations
  • Family Literacy Services
  • Home/School Communications
  • In-Home Conferences
  • Model Parent Involvement Programs
  • Open House
  • Parent Conferences
  • Parent Training
  • Parent Workshops
  • Title III Meetings
  • Other

41
Parent Notification
  • Read and check each assurance to ensure the LEA
    has read, understand and will comply with the
    requirements as stated.

42
Collaboration of Services
  • Indicate the outside organizations that exist
    within the LEAs boundaries.

43
  • Teachers, paraprofessionals, principals and
    parents have collaborated in the planning of
    activities and preparation of this application
    through the following methods

44
On-site Program Reviews
  • Title III will be part of the Division of Federal
    Programs on-site program review.
  • Contact your Federal Programs Coordinator,
    Regional Coordinator in the Division of Federal
    Programs or Felicia Harris for a schedule of when
    your LEA will have its on-site program review.

45
Contacts for Title III and ESL/Bilingual
Education Programs
  • Felicia D. Harris, Title III Program
    ManagerPennsylvania Department of
    EducationDivision of Federal ProgramsTelephone
    717-783-6907Fax 717-787-8634Email
    fharris_at_state.pa.us
  • Barb Mowrey, ESL/Bilingual Education
    AdvisorPennsylvania Department of
    EducationDivision of Curriculum and
    InstructionTelephone 717-787-5482Fax
    717-783-3946Email bmowrey_at_state.pa.us

46
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