1. Jacqueline A. Iribarren, Ph.D., Title III, ESL & Bilingual Education, Consultant Phil Olsen, Assistant Director, Office of Educational Accountability (OEA) Tolu Sanabria, Bilingual/ESL Education, Education Specialist Welcome to the Title III Conference!

2. Agenda/Focus: “State of the State” General Information What’s New Instruction

3.  In March 2011, approximately 49,500 ELLs took the ACCESS test  Approx. 35,000 Spanish Speakers  Approx. 12,000 Hmong Speakers  140 home languages  5.7% student population  National level: 11% “State of the State” (e.g. WI. Stats)

4. However: Milwaukee: 11%Whitewater: 15% Green Bay: 21%Waterloo: 15% Madison: 18%Delevan-Darien: 25% Kenosha: 9%Lake Geneva: 18% Appleton: 10%Marshall: 12% Beloit: 16%Menasha: 16% Racine: 13%Sheboygan Area: 20% Wausau: 17%Walworth J1: 20% 80% of WI districts have an ELL enrollment

5. Native Language Distribution

6. Top Five Languages: Spanish: 70% Hmong: 24% Mandarin Chinese: 1.5% Russian: 1.4% Arabic: 1.2%

7. ELP Distribution

8. ELP Distribution by Grade Levels

9. General Information: ACCESS for ELLs ® payment EAG update Monitoring (ESEA and USDE) NDP Grant Update Immigrant Grant Percentile Growth Supplant/Supplemental ISES

11. What Supplement vs. Supplant means for Wisconsin Districts: Local funding to meet general educational requirements – what is provided for ALL students, per federal and state law State funding to meet requirements under Bilingual-Bicultural - supplemental to local funding Title III to expand on what is provided by local and state funding sources as required by law

12. Some examples on how this plays out in Wisconsin: A district has an established K-3 program funded under the Bilingual-Bicultural state statute. With new families arriving, and the population growing, the district now has the required numbers are in the 4-8 grade cluster and there is a need to add a bilingual teacher. Title III may not be used to hire the teacher.

13. The same district decides it would be beneficial to provide after school tutoring for ELLs, and no such program is currently provide for any students in the district. Title III may be used for this purpose.

14. Another district serves Spanish speakers with Bilingual-Bicultural funding. In addition, there are a significant number of ELLs who are considered “non- eligible” because they speak a variety of languages other than Spanish and English. That is, the required numbers are not found in any of the grade clusters, so they are not “eligible” to generate reimbursement. The district would like to hire ESL teachers to serve these students, and would like to use a portion of their Title III allocation to pay for salaries and fringes. Title III may be used for this purpose.

15. A district needs to hire retired teachers to administer ACCESS for ELLs® due to the large numbers of students to be assessed. Title III may not be used – assessment is considered the responsibility of the district, and neither Bilingual-Bicultural nor Title III funding may be used.

16. Federal Criteria for Title III Activities Costs must be… reasonable A cost is reasonable if, in its nature and amount, it does not exceed that which would be incurred by a prudent person under the circumstances prevailing at the time the decision was made to incur the cost. allocable A cost is allocable to a cost objective if the goods or services involved are chargeable or assignable to the cost objective in accordance with the relative benefits received. allowable A cost is allowable if it is necessary and reasonable for proper and efficient performance of the award and allocable to the award. (OMB Circular A-87)

17. Supplement not Supplant Requirement - General Title III funds must be used to supplement the level of Federal, State and local funds that, in the absence of Title III funds, would have been expended for programs for LEP students and immigrant children and youth. (section 3115(g))

18. Supplement not Supplant Requirement - General The First Test of Supplanting: Required by Law The Department assumes supplanting exists if – A local educational agency (LEA) uses Title III funds to provide services that the LEA is required to make available under State or local laws, or other Federal laws.

19. Questions??

20. What’s New: Home Language Survey (HLS) Language Development Plan-(LDP) Accommodations Guide

21. Instruction Graduation requirements Pre-K/4K/EC FLEP Support SP ED Referrals Disciplinary Literacy (DL)

22. Greatest Challenge:

23. Findings: The GAP Closer for ELLs – The heightened impact of opportunity-to-learn on student performance among ELL students highlights the importance of access to standards-based content for English language learners. – e.g. the opportunity to learn is one important element that can contribute to the success of English language learners. Blank R., Smithson, J. (2010). Improving Methods of Aligning Instruction to Standards and Assessments for English Language Learners and Analyzing the Relationship of Alignment to Student Achievement. Washington, DC: Council of Chief State School Officers. Opportunity to Learn (OTL):

24. Pull-outs Planning Interventions Implications:

25. Questions?

26. Thank you! Contact Information for Title III: Jacqueline A. Iribarren, Ph.D. Title III, ESL & Bilingual Ed Consultant jacqueline.iribarren@dpi.wi.gov (608) 266-7292