PAFPC 2013
Presented by :
Jesse Fry
Title III Fiscal Manager
1
To be eligible for Title III funds, LEAs are
required to:
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Complete the PIMS data collection on or before the
established deadline.
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Complete the LEP SYSTEM data collection sections
that have not been replaced by PIMS (non pubs).
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Order, administer, assess ELLs with the required
annual state assessment for English language
proficiency, and return testing materials.
2
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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.
3
Title III-funded activities
instructional program/
service
required by State and
local laws/regulations
instructional program/service
required by Federal laws/regulations
instructional program/service
provided by the district
to all students
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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
5
1.
2.
Increase the English proficiency of ELLs as
demonstrated by student achievement.
Provide high quality professional
development (PD).
These are required activities
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high-quality
language instruction
educational program
professional
development
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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.
8
Appropriate uses of the LEP allocation include:
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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
9
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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
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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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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.
11
•
Quarterly Reports
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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
12
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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)
Data Collected
Window
Templates Required
Purpose
Impact
Student Data
October
Title LEP & Immigrant Children & Youth funding
determined by this report
November
District Snapshot
School Enrollment
Programs Fact
Student
Student Snapshot
School Enrollment
Program Fact
Student
Student Snapshot
Student
Student Snapshot
Program Fact
Collects data on LEP students in programs
designed for LEP students. This data is used for
federal reporting purposes.
PreCode
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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.
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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.
ACCESS for ELLs
Reporting
Collection
February 20March 2
ELL End of Year
Count
July
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
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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
15
16
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Target Audience: Title III subgrantees and consortia
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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
17
NEW DATA ELEMENT:
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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
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Reported in field 95 of the student template
and student snapshot template
18
UPDATED GUIDANCE:
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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.
19
LEAs are asked to report accurate data related to the following:
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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
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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
21
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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
22
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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.
23
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)
24
Performance targets that include:
I.
II.
III.
Making progress toward English language
proficiency as measured by the state English
language proficiency (ELP) assessment (currently
the ACCESS for ELLs ®)
Attaining English language proficiency as
measured by the state English language
proficiency assessment
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)
25
26
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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School Year
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
2014-2015
2015-2016
Target percent of ELLs in LEA*
target of 49%
target of 51%
target of 53%
target of 55%
target of 57%
target of 59%
target of 61%
target of 64%
target of 67% (Final target)
*Confidence intervals are applied.
28
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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School Year
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
2014-2015
2015-2016
Target % of ELLs in LEA
attaining English proficiency*
target of 14%
target of 16%
target of 18%
target of 20%
target of 22%
target of 24%
target of 26%
target of 28%
target of 30% (Final target)
*Confidence intervals are applied.
30
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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.
31
The targets shown for Math and Reading are % of students expected to achieve
scores of “proficient” or “advanced” on the statewide achievement tests (the
PSSA or PASA).
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%
32
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.
33
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.
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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.
34
AMAO 1
Annual Measurable Achievement Objective
Target
Annual increases in the number or percentage of
children making progress towards learning English.
59%
Definition: gain of > 0.6 ACCESS for ELLS composite proficiency
score
AMAO 2
Annual increases in the number or percentage of
children attaining English proficiency.
24%
Definition: ACCESS for ELLs composite proficiency score of > 4.5
on a Tier B or C assessment or Kindergarten assessment
AMAO 3
Adequate yearly progress (AYP) for LEP students,
AYP Targets
including participation, performance, and graduation
rate.
From WIDA/MetriTech, for all students tested:
 District Frequency Report
 School Frequency Report
 Student Roster Report
 Teacher Report
 Parents Report
From PDE, for Title III-funded LEAs :
 AMAO Status Report
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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.
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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 snovakovic@state.pa.us for user ID and
password information.
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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).
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Title III Part A, Sec. 3122 (b) stipulates
the following sanctions when districts
or consortia do not meet the Annual
Measurement Achievement Objectives
(AMAOs):
40
40
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)
41
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)
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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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.
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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
TA
Heidi Faust
I-phone #
Email address
610-780-8712
hfaust@csc.csiu.org
IUs
Assigned
7, 14, 16, 17,
18, 19, 20,
21, 27, 28
and 29
fdutrisac@csc.csiu.org 1, 2, 3, 8, 9,
10, 11, 12,
13 and 15
Francine
Dutrisac
717-321-6569
Paula Zucker
215-290-8988 pzucker@csc.csiu.org
4, 5, 6, 22,
23, 24, 25
and 26
Total # of
Districts/
ELLs
Districts: 152
Total ELLs:
12,724
Districts: 184
Total ELLs:
10,740
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
47
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Based on 10-11 AMAO Status Reports and 11-12
AMAO Status Reports
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AMAO Improvement Plan Development:
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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
48
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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
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A
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)
50
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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
51
• 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
52
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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
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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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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 jefry@pa.gov
717 783 6829
 Linda
Long: State Title III Director
lilong@pa.gov 717 783 6595
 USDE
Non Regulatory Guidance:
http://www2.ed.gov/programs/sfgp/nrgcomp.html
56