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Grants and Other Financial Assistance Programs: FY2015

Title III: English Language Acquisition and Academic Achievement Program for Limited English Proficient Students
Fund Code: 180/186

Purpose: Title III of the Elementary and Secondary Education Act provides supplemental funds to improve the education of English language learners (ELLs), including immigrant children and youth, by assisting the children and youth to learn English and meet challenging state academic content and student academic achievement standards. Title III supports formula subgrants and Immigrant subgrants, as described below. See FY15 Title III Required and Authorized Activities and page 2 of the FY15 Title III Immigrant Subgrant Narrative for further information about the purposes.
Priorities: Priorities and required activities of formula subgrants are to:
  • increase English proficiency and academic achievement in core academic subjects of English language learners by providing high-quality language instruction programs and content area teaching;
  • develop, implement, and provide extended day, weekend, and summer opportunities for English language and academic content instruction for ELL students;
  • provide high-quality professional development such as that which would enhance the skills and knowledge of classroom teachers to deliver effective sheltered content and English language instruction; Examples of high-quality professional development that districts may use Title III funding for include the following:
    • World-Class Instructional Design and Assessment (WIDA) trainings, except for training related to the WIDA W-APT assessment, the WIDA ACCESS for ELLs, or alternative ACCESS for ELLs;
    • SEI "Extending the Learning" trainings including courses for literacy and math coaches, ESL Leadership courses, and other trainings that extend the learning of SEI to teachers or administrators who have taken the SEI Endorsement courses.

Priorities and required activities of Immigrant subgrants are to provide activities to enhance instructional opportunities for immigrant children and youth (as defined below), which may include:

  • WIDA and SEI trainings to extend and support the learning begun through the SEI Endorsement courses and related activities that would benefit immigrant children and youth (for example, recently arrived youth);
  • family literacy, parent outreach, and training activities to help parents become active participants in their children's education;
  • support for personnel who are trained or being trained to provide services to immigrant children and youth;
  • tutorials, mentoring, academic, or career counseling;
  • identification and acquisition of curricular materials, educational software, and technologies;
  • basic instruction services directly attributable to the presence in the school district of immigrant children and youth, including costs of additional classroom supplies, transportation, or other costs directly attributable to such basic instruction services;
  • other instruction services designed to assist immigrant children and youth to achieve in the elementary and secondary schools in the U.S., such as introduction to the education system and civics programs;
  • activities coordinated with community-based organizations, IHEs, private sector entities, or other entities with expertise in working with immigrants, to assist the parents of immigrant children and youth by offering comprehensive community services.

See "FY15 Title III Immigrant Subgrant Narrative," page 2 for required activities for Immigrant subgrants.

The Title III formula subgrant and Immigrant subgrant programs may also support the implementation of the Massachusetts District Standards and Indicators, and the state's high priority strategies for increasing student achievement. The Title III program may be used, consistent with supplement, not supplant requirements, in support of the following district standards, indicators and, state priorities:


District StandardsIndicatorsPossible Title III Fund Use Strategy
Leadership and governance
  • District and school improvement planning
  • Effective district systems of support for school support and intervention
  • If applicable, AMAO improvement planning
Curriculum and instruction
  • Strong instructional leadership and effective instruction
  • Sufficient instructional time
  • Supplemental coaches
  • Title III Director leadership PD
Assessment
  • Data-based decision-making
  • Data review of effectiveness of Title III supplemental programming
Human resources and professional development
  • Professional development
  • Professional development that meets the Title III definition
Student support
  • Academic support
  • Services and partnerships to support learning
  • Supplemental extended day, Saturday, and summer school programs
  • Parent engagement and involvement per Title III definitions
  • Community partnerships for supplemental activities

State PrioritiesPossible Title III Fund Use Strategy
Prepare students for college and career readiness
  • Supplemental summer college trips
  • Supplemental activities concerning resumes
Strengthen curriculum and instruction
  • Software for use in the Title III summer program
  • Tests for district use
  • Integration of WIDA standards into curricula
  • Supplemental materials
Strengthen educator effectiveness
  • Supplemental coaches
  • PD programs which extend the learning delivered in SEI Endorsement courses (but not the state-mandated SEI Endorsement courses themselves)
Support data use to improve policy decisions and student achievement
  • Data review of effectiveness of Title III supplemental programming
To turn around the state's lowest-performing schools
  • PD that meets the definition in Title III
  • Supplemental summer, weekend, extended day programs
Eligibility See link to FY15 Title III Required and Authorized Activities under "Additional Information" below for required and authorized activities for formula subgrants.

Formula subgrant: Funds will be awarded to districts or consortia of districts with more than 100 students identified as English language learners (ELL) in the March 2014 student data transmission (SIMS). Districts interested in forming a consortium for Title III purposes were required to submit letters of intent by June 13, 2014.

Immigrant subgrant: Title III funds will be awarded to eligible districts that have experienced a significant growth in immigrant children and youth. Eligibility for the immigrant fund awards will be determined as follows:

  1. District must experience an increase of 10% or more immigrant students in the March 2014 SIMS over the average number of immigrant students reported in March 2012 and March 2013 SIMS; and
  2. District must experience an increase of 50 additional immigrant students in the March 2014 SIMS as compared to the number of immigrant students reported in the March 2013 SIMS.

All districts in the state with three years of SIMS data will be considered for an Immigrant subgrant, whether the district is also eligible for a formula subgrant or not.

Please note: * An immigrant student is defined for purposes of the Title III immigrant children and youth program as a student who is aged 3-21, who was not born in any state, and who is in his/her first three years of schooling in the United States. (For making this determination, Puerto Rico is considered part of the United States. Students born in Puerto Rico are not immigrant students.) A student can be designated as both immigrant and ELL for three years. After three years the student can still be designated ELL, if they meet ELL eligibility criteria, but can no longer be designated as an immigrant student.

See Attachment 1 for the FY15 List of Eligible School Districts for both formula and Immigrant subgrants.

Funding:An estimated $13,702,463 will be available for subgrants to eligible entities, including Immigrant subgrants. After awarding the Immigrant subgrant to eligible districts, ESE will award a share of remaining available funds based on the district's number of ELL students as reported in March 2014 SIMS. Award notifications with funding amounts will be sent to superintendents of eligible districts and superintendents or leaders of consortia lead agencies after the ESE has received its state allocation from the United States Department of Education.
Fund Use: Title III formula subgrants and Immigrant subgrants have specific required and authorized activities. See FY15 Title III Required and Authorized Activities, and FY15 Title III Immigrant Subgrant Narrative, page 2 for required and authorized activities using Title III funds. Additionally, all Title III funds must be used so as to supplement the level of local, state, and federal funds that, in the absence of Title III funds, would otherwise be expended for programs for ELL children and immigrant children and youth, and in no case supplant such federal, state, and local funds. Up to 15% of the total Title III allocation may be used for supporting activities, including administration (maximum 2%), supplies and materials, and professional development-related travel. Supplies and materials may not exceed 10%.

Districts that were required to write a Title III Accountability plan for school year 2013-14 are strongly encouraged to use their Title III funds, when appropriate, for activities written into the plan that address the reasons for missing AMAOs.
Project Duration: Important: Please note that districts may Not use Title III funds to support or provide either the SEI Teacher or SEI Administrator Endorsement course because doing so would violate the federal "supplement, not supplant" requirement. Under this provision, recipients may not use Title III funds to pay for services that are required under Federal, State or local laws. These courses are a pathway to the SEI Endorsement, which is mandated under state regulations for all core academic teachers1 with at least one ELL and for principals/assistant principals and supervisors/directors who supervise or evaluate core academic teachers with ELLs.

Upon approval - 8/31/2015 with availability for carryover consistent with the ESE's procedures; see Grant Procedures manual.
Program Unit:Office of English Language Acquisition and Academic Achievement
Contact: Melanie Manares mmanares@doe.mass.edu or
Beth O'Connell eo'connell@doe.mass.edu
Phone Number: Melanie Manares 781-338-3573 or
Beth O'Connell 781-338-3571
Date Due: Thursday, December 5, 2014

The Department of Elementary and Secondary Education expects all applications to be submitted by December 5, 2014. Applications submitted after December 5, 2014 will not be considered, unless the district or consortium lead agency submits an appeal to the Office of English Language Acquisition and Academic Achievement (OELAAA) by January 5, 2015. (Contact the OELAAA for information about appeals.) If a district or lead agency of a consortium does not apply for funds reserved for the district under the FY15 Fund Code 180 Title III subgrant by December 5, 2014 (see Attachment 1) and does not receive a favorable decision upon an appeal to the OELAAA, those funds will be reallocated to other district(s) consistent with the Title III reallocation procedures.

Districts must file complete grant applications a minimum of thirty days before fund use is contemplated.

Note: Applications submitted or approved can legally claim expenses to the grant only from the date of final ESE approval. Fund use cannot begin until the grant application has been approved by the ESE. Therefore, it is important to have district contact staff who can be reached in August to respond to questions about applications, as needed.

Proposals must be received at the Department by 5:00 p.m. on the date due.

Required Forms: Formula subgrant - Fund Code 180:
Download MS EXCEL Document
Budget Workbook (including Budget Detail - Description of Line Item Information and Cover Sheet with Superintendent's signature)
Download PDF Document  Download MS WORD Document
FY15 Additional Local Plan Narrative
Download PDF Document  Download MS EXCEL Document
Form 5 (Note: Separate Forms 5 are required for each NCLB grant applied for and must be submitted with the grant application. A Form 5 must be completed for all districts, including member districts of consortia applicants.)
Download PDF Document  Download MS WORD Document
Signed FY15 Private School Affirmation Forms (demonstrating timely and meaningful consultation; note: separate forms are required for all districts including members districts of consortia applicants)
Download PDF Document  Download MS WORD Document
Biennial Evaluation
Download PDF Document  Download MS WORD Document
Biennial Evaluation Assurance
  
Submission of the following current district forms and district policies:
  1. FLEP monitoring form and policy (currently used in district)
  2. Parent notification of ELE and Title III placement forms and policy (currently used in district)
  3. Parent notification of AMAOs missed, if district has missed AMAOs for two or more consecutive years (currently used in district)
  
Signed Memorandum of Understanding for consortia (with signatures of superintendents/directors of all lead agencies and member districts, if applicable.


Immigrant subgrant - Fund Code 186:
Download MS EXCEL Document
Budget Workbook (including Budget Detail - Description of Line Item Information and Cover Sheet with Superintendent's signature)
Download PDF Document  Download MS WORD Document
FY15 Immigrant Subgrant Narrative
Download PDF Document  Download MS EXCEL Document
Form 5 (Note: Separate Forms 5 are required for each NCLB grant applied for and must be submitted with the grant application. A Form 5 must be completed for all districts, including member districts of consortia applicants.)
Download PDF Document  Download MS WORD Document
Signed FY15 Private School Affirmation Forms (demonstrating timely and meaningful consultation; note: separate forms are required for all districts including members districts of consortia applicants)
  
Submission of the following current district forms and district policies:
  1. FLEP monitoring form and policy (currently used in district)
  2. Parent notification of ELE and Title III placement forms and policy (currently used in district)
  3. Parent notification of AMAOs missed, if district has missed AMAOs for two or more consecutive years (currently used in district)

Additional Information:
Download PDF Document  Download MS EXCEL Document
Attachment 1 - List of Eligible School Districts
Download PDF Document  Download MS WORD Document
FY15 Title III Required and Authorized Activities - Required and Authorized Activities Using Title III
View HTML Page
Budget Detail - Description of Line Item Information
Download PDF Document  Download MS WORD Document
Guidance to Consortia Memo (dated May 27, 2014)
Download PDF Document  Download MS WORD Document
Applicant Checklist
Submission Instructions: All required forms must be uploaded into the district's Title III Folder in the Security Portal, and two hard copies of all documents requiring signatures must be mailed to:

Beth O'Connell
Office of English Language Acquisition and Academic Achievement
Massachusetts Department of
Elementary and Secondary Education
75 Pleasant Street
Malden, MA 02148-4906

Note:

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Last Updated: July 30, 2014
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