NORTH CAROLINA TITLE III APPLICATION, 2015-2016
Funds are available 2015-2017 (27 months)
THE NO CHILD LEFT BEHIND ACT OF 2001 (P.L. 107-110)
DUE by Monday, June 1, 2015
Date Approved ______
LEA Code: LEA Name:
Contact Person: Title:
Mailing Address:
Phone Number: Email Address:
Local Education Agencies (LEAs) eligible to receive Title III funds must agree to spend those funds to educate Limited English Proficient (LEP) students. [In order to be eligible, LEAs must identify and report a sufficient number of LEP students to generate a planning allotment of more than $10,000.]
LEA plans are designed to meet federal and state requirements in order to ensure that LEP students acquire academic English language proficiency and achieve the challenging academic standards for all students in North Carolina.
This application reflects the requirements of Title III of the No Child Left Behind Act of 2001 and correlates with the items on the NC Title III Monitoring Instrument.
*Those applying in consortium must share PRC 104 funds; such funds are to be spent by the fiscal agent to carry out goals written and described in this application by and for the entire group.
Directions:
- Save the document to your computer.
2. Name the file “ Title III2015-16AppLEA Name”. For example, TitleIII2015-16AppWake
- Type your responses directly into the document. Complete all items!
- Save a copy for your records.
5. Email a copy of the application to Celia Parker at and your assigned Title III/ESL Consultant.
- Email electronic signed copy of the signed assurances and certification regarding debarment, suspension, ineligibility and voluntary exclusion to Celia Atkison at . (Do NOT send the entire application via mail or Fax. Keep the original with your records.)
Email Celia Atkison at
Charlotte “Nadja” Trez
Lindsey Fults
Ivanna MT Anderson
Attachement: revised map
Supplanting and Provision of Language Instruction Educational Programs
Language Instruction Educational Program (LIEP) "Language instruction educational program" means an instruction course in which LEP students are placed for the purpose of attaining English proficiency, while meeting challenging State academic content and student academic achievement standards. A language instruction educational program may make use of both English and a child's native language to enable the child to develop and attain English proficiency. Programs may include the participation of English proficient students in addition to LEP students if such a program enables participating students to become proficient in English and a second language.”
Students can be served by an array of educational professionals through services including but not limited to: Supplemental Computer Programs, Tutors (ESL/Content), Sheltered Instruction, Co-Teaching, Pullout ESL, Content-based ESL, Newcomers Program*, Teacher/Student Coaching, District/Student LEP Plan, Small Groups, Peer Tutoring, Teacher Assistants, ELL related PD for content teachers, Appropriate Scheduling, Targeted Instructional Modifications/Accommodations (LinguaFolio, SIOP, ExC-ELL, relevant data analysis, use of supplemental materials, etc.) in collaboration with district ESL staff.
States, districts, and schools are required to provide core language instruction educational programs and services for limited English proficient (LEP) students. This requirement is established based on Title VI of the Civil Rights Act of 1964, and its implementing regulations, as interpreted by the Supreme Court of the United States (including the Supreme Court’s ruling in Lau v. Nichols), and based on other significant case law (including Castaneda v. Pickard), the Equal Educational Opportunities Act of 1974, and other Federal, State, and local laws. Therefore, the use of State or subgrantee Title III funds to provide core language instruction educational programs, including providing for the salaries of teachers who provide those core [BASIC] services for LEP students, would violate the supplement not supplant provision in section 3115(g) of the Act, as such services are required to be provided by States and districts regardless of the availability of Title III funds.
…any efforts by an LEA or school to reduce State and local funds expended to implement language instruction educational programs serving LEP students based on the receipt of Federal Title III grant funds also violates the non-supplanting provision of Title III. In the absence of these Federal funds, LEAs would still be required to provide language instruction educational services and would need to expend funds to serve LEP students. For example, the Department has encountered numerous Title III subgrantees that, for budgetary reasons, use Title III funds to pay the salaries of their English as a Second Language (ESL) teachers. Typically, ESL teachers provide the core [BASIC] language instruction educational program services and their salaries are the responsibility of States and LEAs, not the Federal Government.
Source: U.S. Department of Education, Office of English Language Acquisition, Lyndon Baines Johnson Building, 400 Maryland Avenue, SW, Room 5C-132, Washington, DC 20202-6510. [See entire document in Appendix IX.]
* See Appendix I for definition of Newcomers Program
1. Language Instruction Educational Program (LIEP) Type(s) Provided for ELLsas part of Basic (Core) and Supplemental Services
These programs must meet the description of LIEPs in Appendix I.
If the description does not reflect your program implementation, you may NOT list that program type.
List LIEP Type / Research Support
[Rows may be added to this table. Click “Table”; add row.]
BASIC (Core) Program for ELLs 2015-2016
Required by the North Carolina State Board of Education and the Office of Civil Rights
State Board Policy ID number GCS-K-000 [Appendix IV] requires that LEAs adopt a program or programs for English Language Learners which have a reasonable chance of allowing students to progress in school. Therefore the LEA/Charter must employ and appropriately implement an effective program.
2. BASIC (Core) Program Components2A. Describe the
· Home Language Survey [HLS] Process [Appendix II – SAMPLE HLS Form, Appendix III HLS Process]
[Qualified ESL staff should review the HLS, investigate any incongruities, and document the home language. The HLS process should only occur once.]
2B. Describe the
· Process of Identification of LEP students [Based on the HLS, W-APT scores, and/or ACCESS for ELLs scores from other states]
· Parent Notification of Results
2C. Describe evaluation and reporting of Basic Program
· List data reviewed/analyzed annually to determine the effectiveness of program services for ELLs, and
· How AMAO results are shared with teachers and administrators.
2D. Describe equitable access that
· Ensures the eligibility of ELLs for AIG, EC, Specialized Programs and/or Support Services;
· Ensures ELLs are educated in the least segregative manner, based upon the program type, and
· Ensures involvement of parents of ELLs
2E. Describe
· How ELLs’ participation in state testing is ensured. [EOCs, EOGs,] Include strategies that ensure participation in high school assessments.
2F. Describe how
· ESL, EC and testing staff collaborate to train ACCESS for ELLs and Alternate ACCESS for ELLs test administrators, ensure that all ELLs participate, ensure an appropriate testing environment, handle materials in a secure manner, conduct testing, disseminate results, and archive data.
2G. Describe the process
· For documenting and monitoring local/state testing accommodations for ELLs.[This can include local policies regarding MSL/Common Exam test administration]
2H. Describe how
· ESL teachers are including WIDA ELD Standards in lesson planning and instruction
2I. Describe how
· Collaboration between ESL and Content teachers enables ELLs to access teaching and learning during all classes.
2J. List
· On-going, formative assessments used for ELLs. [Do not include EOGs, EOCs, ACCESS for ELLs, or other summative state-mandated tests]
3. BASIC (Core) LIEP Services
See Appendix XII for guidance
Directions: Using the constructs below, create a LIEP continuum rubric of services for your LEA and/or Charter. Consider the Criteria for determining the category of service, the Context in which services are provided in the LEA/Charter, and the actual Menu/List of Services that correspond to each category of service from the sample list below. Please specify how you are providing LIEP services for ELL/AIG and ELL/EC students.
LIEP Continuum of Services Rubric (Indicate the name your LEA will use for each category or LIEP Services)
Category 1: / Category 2: / Category 3:Criteria:
Context:
Services:
NC Title III Application for the 2015-2016 School Year, April 6, 2015 Page 7 of 14
4A. Professional Development Plan for 2014-2015Describe the professional development plan for administrators, content teachers, ESL teachers, paraprofessionals, and other school or community-based organizational personnel of sufficient intensity and duration to have a lasting impact on teachers’ performance in the classroom. Sec. 3115 (c)(2)] For BASIC include PD for ALL STUDENTS and STAFF that relate to ELLs’ needs.
Participants / Title/Topic / Goal / Approximate Date(s) / Follow Up / Basic/
Supplemental
ESL Teachers / WIDA ELD Standards
General Ed Teachers / WIDA ELD Standards
[Rows may be added to this table. Click “Table”; add row.]
Has Professional Development data also been documented in the Title III Professional Development Survey in PowerSchool. / Yes / No4B. Professional Development Plan for 2015-2016
Describe the professional development plan for administrators, content teachers, ESL teachers, paraprofessionals, and other school or community-based organizational personnel of sufficient intensity and duration to have a lasting impact on teachers’ performance in the classroom. Sec. 3115 (c)(2)] For BASIC include PD for ALL STUDENTS and STAFF that relate to ELLs’ needs.
Participants / Title/Topic / Goal / Approximate Date(s) / Follow Up / Basic/
Supplemental
ESL Teachers / WIDA ELD Standards
General Ed Teachers / WIDA ELD Standards
[Rows may be added to this table. Click “Table”; add row.]
4C. How does the LEA analyze data to determine PD needs and evaluate if PD was effective?Describe how the LEA develops a multi year PD plan based on your LEAs Data Reflection process. Include all the data sources analyzed and your PD development process.
Type of Data / Specific Data Analyzed / Results of Analysis*
Outcome Data
Demographic Data
Process Data
Other Data
PD Development Process:
NC Title III Application for the 2015-2016 School Year, April 6, 2015 Page 7 of 14
Optional
The data below contains information comparing the district rates for the identified elements in comparison to the LEP subgroup.
Data Element / District Percentage / LEP Percentage / Results of AnalysisRetention Rate
AIG Enrollment
Identified as EC
Graduation Rate
% of students enrolled in transitional 3rd grade
Supplemental Title III Program for ELLs 2015-2016
Title III of the ESEA
SUPPLEMENT, NOT SUPPLANT -- Federal funds made available under this subpart shall be used so as to supplement the level of Federal, State, and local public funds that, in the absence of such availability, would have been expended for programs for limited English proficient children and immigrant children and youth and in no case to supplant such Federal, State, and local public funds. Section 3115(g) of Title III of the ESEA
Use the following four questions as a framework for making decisions regarding whether the use of Title III funds violates the “supplement not supplant” requirement.
1. What is the instructional program/service provided to all students?
2. What does the LEA do to meet Lau v. Nichols requirements?
3. What services is the LEA required by other Federal, State, and local laws or regulations to provide?
4. Was the program/service previously provided with State, local, and Federal funds?
Source: U.S. Department of Education webinar conducted on December 11, 2008. http://www.ncela.gwu.edu/files/uploads/12/SNS3_Requirements.pdf
5. Required Supplemental Title III Program ElementsRequired by Title III of ESEA
5A. How is the Title III Application/Plan developed?
· How are parents, teachers, and administrators included in the development of the plan? Sec. 3116 (b)(5)
5B. Include the names, title, and role of each person involved in the completion of this application.
Name / JobTitle / Role in Appliaction/Plan Development
[Rows may be added to this table. Click “Table”; add row.]
5C. What is included in the ANNUAL parent notification for each ELL’s eligibility for participation in a bilingual/ESL program? Sec. 3302 (a)(b )
· Ensure parents are notified within 30 days of 1st day of school or 14 days after enrollment. AND
· INCLUDE “Reason for LEP Identification, ELP Level & status of academic achievement, method of instruction, how student needs will be met and how they will meet academic standards for promotion and graduation, ELL exit criteria, expected rate of graduation, and option to decline a particular service” Sec. 3302 (a) (1-8)
5D. Describe the plan to monitor
· academic progress of MFLEPS for at least two years
5E. Describe
· Use of a measurable standard for evaluating oral and written responses to certify that teachers of ELLs students in language instruction educational programs are fluent in English and have sufficient oral and written skills. Sec. 3116(c)
[College degrees, licensure, VIF assurances, being a native English speaker, or being born/educated/trained in the US are not enough to sufficiently address this item. There must be additional steps completed by your district in order to meet this requirement.]
5F. Describe how
· The Private schools in your LEA are invited to participate [Include how school are identified, contacted and consulted within a timely manner, time line, etc.]
· Documentation is maintained. Submit a sample copy of official correspondences with this application. [Invitation letter and response to letters of invitation]
[Sec. 3214 (h)(2)(A,B) LEAs must consult with nonpublic schools to identify their LEP students and provide equitable participation of eligible students within the LEAs attendance area.]
5G. Explain
· Are private school ELLs served by your program?
· If so, please describe the services and how collaboration between private schools and the LEA occurs
6. Title III Supplemental LIEP Services
LIST ALL LIEP SERVICES funded by Title III.
Choose or add services that are either totally funded by Title III or funded in part by Title III personnel delivering or coordinating the event, as appropriate.
Title III Supplemental LIEP Services / Description of Service
(Skip any not provided.)
SAMPLE List of appropriate services. / Explain how each service provided in this application is reasonable, necessary, and supplemental to Basic LIEP services.
ELL PreK Services
For LEP PreK students included in the Oct 1 Headcount
Additional Curriculum Support/ Activities
[SIOP lessons, integrated lessons with other content areas, etc.]
Additional Collaboration with Content Teachers
[SIOP coaches, Lead teachers, etc.]
Additional Interventions
[Extra tutoring, content support in L1 or L2, newcomer services, etc.]
Extended School Year or School Day [Summer programs, before/after school opportunities, etc.]
Supplementing schools’ role in the enrollment process and data collection for Title III Reporting [e.g., intake office.]
Additional Parent Training [Not provided to all parents; perhaps provided by a Title III Parent Liaison]
Additional Materials [Content materials in addition to content textbook, materials for additional interventions or extended schooling, etc.]
Additional Training for Staff [Extra training and support for new ESL teachers, SIOP coaches, Lead teachers, etc.]
Other
Budget 2015-2016