FLORIDA DEPARTMENT OF EDUCATION
BUDGET DESCRIPTION FORM -
Title III, Part A: English Language Acquisition 2016-2017
General Assurances
FDOE has developed and implemented a document entitled, General Terms, Assurances and Conditions
for Participation in Federal and State Programs, to comply with:
2 C.F.R. 200, Uniform Grant Guidance (UGG) requiring agencies to submit a common assurance for
participation in federal programs funded by the United States Department of Education (USDE); Applicable
regulations of other Federal agencies; and State regulations and laws pertaining to the expenditure of state
funds.
In order to receive funding, applicants must have on file with the FDOE, Office of the Comptroller, a
signed statement by the agency head certifying applicant adherence to these General Assurances for
Participation in State and Federal Programs. The complete text may be found in Section D of the Green
Book.
New: The UGG combines and codifies the requirements of eight Office of Management and Budget (OMB)
Circulars: A-89, A-102 (former 34 CFR part 80), A-110 (former 34 CFR part 74), A-21, A-87, A-122, A-133, A-
50. For the FDOE this means that the requirements in Education Department General Administration
Regulations (EDGAR) Parts 74 and 80 have also been subsumed under the UGG. The final rule implementing
the UGG was published in the Federal Register on December 19, 2014, and became effective for new and
continuation awards issued on or after December 26, 2014.
Technical assistance documents and other materials related to the UGG, including frequently asked questions
and webinar recordings, are available at The Chief Financial Officers (CFO) Council web site:
https://cfo.gov/cofar.
LEAs, Community Colleges, Universities, and State Agencies
The certification of adherence, currently on file with the FDOE Comptroller's Office, shall remain in effect
indefinitely. The certification does not need to be resubmitted with this application, unless a change occurs in
federal or state law, or there are other changes in circumstances affecting a term, assurance or condition.
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Program Specific Assurances
Title III, Part A English Language Acquisition:
The Local Educational Agency (LEA) will use the subgrant to build capacity to continue to provide high-quality
language instruction educational programs for ELLs once the project funds are no longer available.
The LEA will include in its District ELL Plan a certification that all teachers in a Title III language instruction
educational program for ELLs are fluent in English and any other language used for instruction.
The LEA will be of sufficient size and scope to support high-quality programs.
The LEA consulted with teachers, researchers, school administrators, and parents, and if appropriate, with
education-related community groups and non-profit organizations, and institutions of higher education in
developing this program plan.
The LEA will annually assess the English proficiency of all students identified as ELLs.
The activities funded with this project will not be in violation of any State law, including State constitutional law,
regarding the education of ELLs.
The LEA evaluations will be used to determine and improve the effectiveness of subgrantee programs and
activities.
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Needs Assessment
Response:
Florida’s Continuous Improvement Model, FCIM, is used in all
Hardee schools as a basis for school improvement and student
achievement. This process guides our schools as they disaggregate
and analyze data, adopt instructional focus calendars, and administer
mini assessments and benchmarks tests. The school leadership teams
meet at a minimum monthly and after each benchmark assessment to
evaluate student progress and the success of intervention strategies.
The District Data Team meets monthly to review school data and
subgroup progress. This team also conducts fidelity checks according
to the needs based on data in each of the schools. When problems are
determined from assessment data, members of the District DA Team
will meet with the principal and the Literacy Coaches to design
appropriate steps for correcting actions.
1516 ACCESS for ELLs data indicates the following:
The percentage of ELL students scoring a level 4 or higher in the domains of
Listening, Speaking, Reading, and Writing are as follows:
Listening: 78%
Speaking: 73%
Reading: 62%
Writing: 48%
The percentage of ELL students scoring a level 5 or higher overall was 23%.
Beginning in 1516, in order for an ELL student to be considered proficient, they must score an overall level of 5 with no less than
a level 4 in each of the 4 domains. In addition, if a student is in grades 3 – 12, they must have also passed the appropriate state
test with a level 3 or higher in order to be considered proficient. The percentage of students meeting these criteria in 1516 for the
grade level clusters is as follows:
K-2: 5%
3-5: 50%
6-8: 6%
9-12: 3%
FSA data from 1516 indicates 29% of ELL students are proficient in math,
while 50% of non-ELL students are proficient. FSA data from 1516 indicates
Provide evidence of need for each of the services that will be funded through this project application. Describe the method(s)
used to conduct the needs assessment (e.g. surveys, interviews) and the kinds of data and information analyzed (the most
current state assessment data) to determine the need for supplementary services. The description must also include an analysis
of which programs, services, and activities were successful in the previous grant, which ones were not, and new programs that
the LEA will implement with this grant for the 2016-2017 school year as a result of the previous year's outcomes. Summarize
results and list proposed needs in order of priority.
LEA evaluations will include a description of the progress made by children in meeting State academic content and
student academic achievement standards for each of the two years after these children (former ELLs) no longer
participate in a Title III language instruction educational program.
The LEA will provide the following information to parents of ELLs: how determination of the need for ESOL
services was made, how the educational needs of their children will be met, including available options of various
instructional delivery models. Information will be provided to parents in a language that they can understand,
unless clearly not feasible. The right to comprehensible instruction cannot be waived.
The LEA will ensure that no more than 2% of the Title III grant will be allocated towards administrative (direct and
indirect) costs and that documentation to support these costs will be maintained.
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16% of ELL students are proficient in English/language arts while 45% of
non-ELL students are proficient. These scores identify the proficiency
gaps between ELL and non-ELL students.
This FSA data indicates that teachers need further training in data
analysis and instructional strategies and interventions for our ELL
students which can be provided by the District Data Coach, funded by
Title I, III, and district, and the school site
Literacy Coaches, which are funded by Title I, Title II, Title VI, and
district funds. Last year Title III funded a paraprofessional,
but this year we will focus on specific instructional needs, thus hiring a Data Coach
who will provide technical assistance and professional development in instructional
strategies for ELL students. In an effort to increase student
Title III this year to provide technical assistance and professional development to schools
with significant migrant ELL populations. Title III will fund
professional development associated with the new WIDA standards for English Language
Acquisition as well as the implementation of Rosetta Stone. Tile III will fund
supplemental professional development for teachers in ELL
instructional strategies. Furthermore, increased parent involvement of
the ELL parents will increase student achievement data for our ELL
students.
Forty percent of Hardee’s Title III students are also migrant.
These students are highly mobile between states as well as between
districts and schools. This mobility often results in a break in the
educational experiences for these students. Students have achievement
gaps and difficulty in “catching up”. This affects language proficiency
in addition to achievement in reading, math, writing and science for
the ELL subgroup. Many of our migrant ELLs have interruption of
instruction, and subsequently score low on FSA and ACCESS for ELLs, this
year we will offer extended year programs and provide transportation
to encourage participation.
Activities
Response:
All major activities are aligned to the Florida
Standards resulting in increased student achievement and
language acquistion. The LEA disaggregates student achievement
data as part of the Needs Assessment process. The Director or Data Coach
meets with Directors and Principals to review data as
collected. Data from 2014-15 and 2015-16 FSA
& EOCs,ACCESS for ELLs, Rosetta Stone and English in a Flash was received and
disaggregated as the basis for the Needs Assessment.
The Needs Assessment determined the activities that will
impact student achievement. All of the Title III activities
and purchased materials are supplemental and not
supplantive.
* Scientifically based resource materials will be used by
teachers to increase language proficiency. Scholastic books,
Emergent Reader Books, Inc., Brainchild, Teacher Resource
Books, Drake Reader and Bilingual Books, Words Their
Way, Saxon Phonics and Math, McRel vocabulary, Fl
Ready workbooks, SRA for English Learners, Lakeshore
Learning, and manipulatives and materials for reading,
writing, math to increase language acquisition and student
proficiency.
List and describe each of the LEAs proposed programs, services, and activities and include how they are aligned with the
needs assessment, state content standards, student achievement standards, and state assessments. If applicable, indicate how
the included activities are evidence based. Also, describe how the activities will enable districts to close the achievement gap
and meet all ELL achievement targets. Activities must include professional development and parental involvement.
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* Title III will fund English in a Flash for all primary
elementary students and Rosetta Stone for the secondary schools and
intermediate elementary students for ELL students to build
language proficiency. Additional computers or ipads may be
purchased for the schools or the District Training Center as
needed, to be used with the English in a Flash program and
the Rosetta Stone program.
* The District Data Coach (funded by Title III and
district funds) will present professional development that
addresses the WIDA Standards and Framework and unique needs
of ELL students. The District Data Coach also provides
training in data disaggregation and ELL instructional
strategies on an ongoing basis throughout the school year.
The Data Coach provides supplemental technical assistance to
schools and the district in data analysis and interventions
which would not be available unless funded with federal funds.
The coach has expertise in analyzing the data from Performance
Matters which is disaggregated by school, grade level, classroom
level, student level, and ELL subgroup level. Her schedule to meet
with school leadership, school coaches, and school
instructional staff is prioritized according to the needs of the
school, the needs of the ELL population, and the school`s
DA status. The Data Coach also manages and monitors the
Rosetta Stone program and English in a Flash and acts as a
liaison between the school level staff and the Director of
Title III.
* The LEA will implement in collaboration with the Migrant
Program, an extended day/year program in order to
intervene early in the educational career of the student. The
ELL program will coincide with the migrant program:
Extended Day Outreach at the school sites:10 weeks x 2
days weekly x 2 hours daily x 1 teacher x 6 schools = 240
hours and the Extended Year Outreach:6 weeks x 4 days weekly x 6
hours daily x 10 teachers=1440 hours. (1/2 paid from Title
III and 1/2 paid from Migrant) The extended day
program during the school year will be housed at the school
sites. The 2016-2017 extended year summer program will be
located at the District Training Center.
* Transportation will be provided to any ELL student enrolled
in the extended year summer program using Title III funds.
* These extended programs will provide opportunities for
students to work in small groups receiving intensive
instruction in reading with an emphasis on vocabulary,
comprehension, phonemic awareness, phonics and fluency.
The focus for math will be any standards that have been
identified in which ELL students are not proficient. Saxon
Phonics and Saxon Math, McRel Vocabulary, English in a
Flash, Rosetta Stone, manipulatives, Florida Ready
workbooks, Lakeshore products and technology using the
Promethean boards, IPADs, and Responders are some of the
tools that will be used to increase student proficiency and
language acquisition. Title III will not purchase
Promeathean boards or IPads in the 2016-2017
school year.
* Computer Apps will be purchased to be used with the
technology that the LEA has purchased in previous years. IResponder
units may be purchased for the outreach
programs to assist teachers in monitoring student
understanding of skills being taught.
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* Title III will fund professional development associated with
the implementation of the English In A Flash and Rosetta Stone
programs as needed.
* Title III will provide professional development on language
acquisition, increasing student achievement, and the WIDA Standards
and Framework for ELL proficiency through the District Data
Coach and the school level Literacy Coaches using materials which will be
purchased with Title III funds. Staff will attend regional or
DOE training to receive technical assistance, i.e, FASFEPA,
Heartland Educational Consortium meetings, and
WIDA ToT meetings.
An internal evaluation will review the activities and results of the
application and provide recommendations in an effort to increase student
achievement and language acquisition.
English Language Learner Achievement Targets
Progress in English Language Acquisition
Increase the percentage of ELLs moving up from one proficiency level to another on the ACCESS for ELLs 2.0 by 5% in
each language domain of: listening, speaking, reading, and writing with 2016 as the baseline year or remain at level 5 or