North Carolina Title Iii Application, 2011-2012

NORTH CAROLINA TITLE III APPLICATION, 2011-2012

Funds are available 2011-2013 (27 months)

THE NO CHILD LEFT BEHIND ACT OF 2001 (P.L. 107-110)

DUE by Friday, May 20, 2011

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.
Name the file “ Title III2011-12AppLEA Name”
Type your responses directly into the document. Complete all items!
Save a copy for your records.
Email a copy of the application to Celia Atkison at .
Email, mail or fax a 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
Celia Atkison
NC Dept. of Public Instruction
6349 Mail Service Center
Raleigh, NC 27699-6349
Fax: (919) 807-3823

Supplanting and Provision of Language Instruction Educational Programs

[See entire document in Appendix X.]

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.

As a general rule, the use of Title III funds to pay for services to LEP students that were paid for in prior years with State, local, or other Federal funds also raises a presumption of a violation of the Title III non-supplanting requirement. An LEA may be able to rebut this presumption, however, if it can demonstrate, through contemporaneous documentation, that it would not have continued to provide those services for LEP students with State, local, or other Federal funds because, for example, of budgetary constraints or competing educational priorities. 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.

Complete a budget form [or submit an existing form] for 2011-2012 that includes

· Basic Language Instructional Program staff, and

· Supplemental Title III staff and materials 2010-2011.

Review the fund sources used to pay ESL Program staff and services during 2010-2011 to verify that supplanting of existing services will not occur in 2011-2012.

Use the following table, create your own, or submit existing documents. See Appendix VI for a sample budget form and an example budget.

1. You may use the table below or submit your own form. [Rows may be added to this table. Click “Table”; add row.]

Chart of Accounts with all Budget codes

http://dpi.state.nc.us/fbs/finance/reporting/coa2011

See Appendix VI for a SAMPLE budget. See Appendices VII & VIII for special provisions for each allotment.

Staff Budget
Students / Funding Sources
School / # Staff / # LEP / Purpose Code / PRC / Object Code / Role1
054 / ESL Teacher
other
104
Materials Budget
Item / Purpose Code / PRC / Object Code / Purpose1

1 Title III PRC 104 and/or 111 funds may ONLY provide services and materials that are supplemental to the BASIC program for ELLs.

2. Title III expenditures must meet federal fiscal requirements, including time and effort, equipment records, detailed invoices, and documented internal controls of the LEA/Charter. This includes PRC 111 if the LEA/Charter receives funding for significant increase of immigrant students.

2A. Describe how time and effort is documented for any staff paid with Title III funds.

2B. Describe how the LEA maintains appropriate equipment records, annual inventories, and detailed invoices, if applicable.

3. For recipients of Significant Increase PRC 111 funds only:

LEAs with a significant increase in immigrant children, as documented by the February 1, 2011 Immigrant Federal Data Collection, may be eligible to receive PRC 111 funds. LEAs that qualify for these funds will be notified. [LEAs may be eligible for PRC 111 and/or PRC 104 funding.]

3. If your LEA is eligible, explain how these funds will be used to provide enhanced instructional opportunities for immigrant children. Sec. 3115 (e)

4. Language Instructional Program Type(s) Provided for ELLs
These programs must meet the description of program types in Appendix I.
If the description does not reflect your program implementation, you may NOT list that program type.
List Program Type / List Research Support

NC Title III Application for the 2011-2012 School Year, Revised April 11, 2011 Page 1 of 14

5. BASIC Language Instructional Program for ELLs 2011-2012
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.
5A. 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.]
5B. 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
5C. 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.
5D. 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
5E. Describe
· How ELLs’ participation in state testing is ensured. [EOCs, EOGs, ACCESS for ELLs, etc.]
· Strategies that ensure Grade 10 participation in Reading and Math [English I & Gr 10 Writing, Algebra I]
5F. Describe how
· ESL and testing staff collaborate to train ACCESS for ELLS test administrators, ensure an appropriate testing environment, handle materials in a secure manner, conduct testing, disseminate results, and archive data.
5G. Describe the process
· For documenting and monitoring state testing accommodations for ELLs.
6. BASIC Program Professional Development Plan for 2011-2012
[Include LEA/Charter Professional Development Plan for ALL STUDENTS and STAFF that relate to ELLs’ needs]
Participants / Title/Topic / Goal / Approximate Date(s) / Follow Up
ESL Staff / WIDA Standards
Content Staff / WIDA Standards
7. BASIC Language Instructional Program Elements
Refer to Appendices
Kindergarten-Grade 12
7A.Describe how
· ESL teachers are including WIDA ELP Standards in lesson planning and instruction.
7B. Describe how
· Collaboration between ESL and Content teachers enables ELLs to access teaching and learning during all classes.
7C. List
· on-going, formative assessments used for ELLs. [Do not include EOGs, EOCs, ACCESS for ELLs, or other summative state-mandated tests]
8. DIRECT BASIC English Language Instructional Services
[Program types should match those listed in #4 above. Refer to Appendix I for a list of program types.]
8A. Grade Kindergarten
List Kindergarten Program Type(s):
· How is it determined that students are placed/grouped appropriately for instruction?
· What is the minimum frequency of service allowed by the basic program?
· How do these students access content when not receiving direct services, i.e. remainder of the day?
8B. Grades 1-2
List Grades 1-2 Program Type(s):
· How is it determined that students are placed/grouped appropriately for instruction?
· What is the minimum frequency of service allowed by the basic program?
· How do these students access content when not receiving direct services, i.e. remainder of the day?
8C. Grades 3-5
List Grades 3-5 Program Type(s):
· How is it determined that students are placed/grouped appropriately for instruction?
· What is the minimum frequency of service allowed by the basic program?
· How do these students access content when not receiving direct services, i.e. remainder of the day?
·
8D. Grades 6-8
List Grades 6-8 Program Type(s):
· How is it determined that students are placed/grouped appropriately for instruction?
· What is the minimum frequency of service allowed by the basic program?
· How do these students access content when not receiving direct services, i.e. remainder of the day?
8E. Grades 9-12
List Grades 9-12 Program Type(s):
· How is it determined that students are placed/grouped appropriately for instruction?
· What is the minimum frequency of service allowed by the basic program?
· How do these students access content when not receiving direct services, i.e. remainder of the day?
9. CONSULTATIVE BASIC English Language Development Instructional Services
Describe
· Consultative services that are provided to your ELLs and
· How students are selected to receive Consultative rather than Direct services.
10. Required Supplemental Title III Program Elements
Required by Title III of NCLB
10A. How is the Title III Plan developed?
· How are parents, teachers, and administrators included in the development of the plan? Sec. 3116 (b)(5)
10B. 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)
10C. Describe the plan to monitor
· academic progress of MFLEPS for at least two years
10D. 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.]
10E. Describe how
· Private schools in your LEA are invited to participate (Phone calls, e-mails, letters mailed to schools, district-wide meetings for federal programs, etc.)
· How is documentation maintained?
[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.]
10F. 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
11. Supplemental Title III Professional Development Plan for 2011-2012
Funded by Title III, Coordinated and/or Delivered by Title III Staff
[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)]
Participants / Title/Topic / Goal / Approximate Date(s) / Follow Up / Funded, Coordinated and/or Delivered by Title III?
12. Supplemental Title III Services
Funded, Coordinated and/or Delivered by Title III
Choose or add services, as appropriate. Describe each choice in the box to the right.
12A. ELL PreK Services
For LEP PreK students included in the Oct 1 Headcount
12B. Additional Curriculum Support/ Activities
[SIOP lessons, integrated lessons with other content areas, etc.]
12C. Additional Collaboration with content teachers [SIOP coaches, Lead teachers, etc.]
12D. Additional Interventions [extra tutoring, content support in L1 or L2, newcomer services, etc.]
12E. Additional Formative Assessment [ESL LinguaFolio, student-led portfolio reviews with parents, etc.]
12F. Extended School Year or School Day [summer programs, before/after school opportunities, etc.]
12G. Supplementing schools’ role in the enrollment process and data collection for Title III Reporting [e.g., intake office.]
12H. Additional Parent Training [Not provided to all parents; perhaps provided by a Title III Parent Liaison]
12I. Additional Materials [content materials in addition to content textbook, materials for additional interventions or extended schooling, etc.]
12J. Additional Training for Staff [Extra training and support for new ESL teachers, SIOP coaches, Lead teachers, etc.]
Other
Other
Other

NC TITLE III LEA APPLICATION, 2010-2011 School Year