Grants and Other Financial Assistance Programs: FY2016
Title III, Part A: English Language Acquisition: Formula Grant for Unaccompanied Children and Youth
Fund Code: 182
|Purpose: ||Title III, Part A of the Elementary and Secondary Education Act through the Consolidated and Further Continuing Appropriations Act, 2015 provides additional funding to local education agencies to assist them in meeting the needs of unaccompanied immigrant children and youth 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 Supplemental Immigrant subgrants, as described below. See FY16 Title III Required and Authorized Activities and page 2 of the FY16 Title III Supplemental Immigrant Subgrant Narrative for further information about the purposes.|
|Priorities: ||Priorities of Supplemental Immigrant subgrants are to provide activities to enhance instructional opportunities for immigrant children and youth (as defined below), which may include:
- Supplemental academic and non-academic services and supports to immigrant children and youth;
- Programs specifically designed or targeted to serve unaccompanied children and youth;
- 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 childrens' education;
- Support for personnel who are trained or being trained to provide services to immigrant children and youth;
- Tutorials, mentoring, academic, or career counseling;
- Idenification 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 or 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 "FY16 Title III Supplemental Immigrant Subgrant Narrative," page 2 for required activities for Supplemental Immigrant subgrants.
The Title III Supplemental Immigrant subgrant program 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 Supplemental Immigrant program may be used, consistent with supplement, not supplant requirements, in support of the following district standards, indicators and, state priorities:
|District Standards||IndicatorS||Possible 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.
- Data-based decision-making
- Data review of effectiveness of Title III supplemental programming
|Human resources and professional development
- Professional development that meets the Title III definition
- 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 Priorities||Possible 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
See link to FY16 Title III Required and Authorized Activities under "Additional Information" below for required and authorized activities for formula subgrants.
||Supplemenetal 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 supplemental immigrant fund awards will be determined as follows:
- District must experience an increase of 10% or more immigrant students in the October 2014 SIMS over the average number of immigrant students reported in October 2012 and October 2013 SIMS; and
- District must experience an increase of 50 additional immigrant students in the October 2014 SIMS as compared to the number of immigrant students reported in the October 2013 SIMS.
All districts in the state with three years of SIMS data will be considered for a Supplemental Immigrant subgrant, whether the district is also eligible for a formula subgrant, or Immigrant 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 FY16 List of Eligible School Districts for Supplemental Immigrant subgrants.
|Funding: ||An estimated $403,291 will be available for Supplemental Immigrant subgrants to eligible entities. 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.|
||Title III Supplemental Immigrant subgrants have specific required and authorized activities. See FY16 Title III Required and Authorized Activities, and FY16 Title III Supplemental 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. Districts are strongly encouraged to utilize funding from the FY16 Supplemental Immigrant subgrant prior to utilizing any funds from an FY16 Immigrant subgrant that they may be eligible for. 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%.
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.
|Project Duration: ||9/1/2015 - 8/31/2016. There is availability for carryover consistent withthe ESE's procedures; see Grant Procedures manual. |
|Program Unit: ||Office of English Language Acquisition and Academic Achievement|
|Contact: ||Melanie Manares firstname.lastname@example.org or|
Beth O'Connell email@example.com
|Phone Number: ||Melanie Manares (781) 338-3573 or |
Beth O'Connell (781) 338-3571
||Friday, December 4, 2015
The Department of Elementary and Secondary Education expects all applications to be submitted by December 4, 2015. Applications submitted after December 4, 2015 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 4, 2016. (Contact the OELAAA for information about appeals.)
Districts must file complete grant applications a minimum of thirty days before fund use is contemplated.
Note: Applications submitted or approved after September 1, 2015 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:
||Supplemental Immigrant subgrant - Fund Code 182:
Budget Workbook (including Budget Detail - Description of Line Item Information and Cover Sheet with Superintendent's signature)
FY16 Supplemental Immigrant Subgrant Narrative
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.)
Signed FY16 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:
- FLEP monitoring form and policy (currently used in district)
- Parent notification of ELE and Title III placement forms and policy (currently used in district)
- Parent notification of AMAOs missed, if district has missed AMAOs for two or more consecutive years (currently used in district)
Attachment 1 - List of Eligible School Districts
FY16 Title III Required and Authorized Activities - Required and Authorized Activities Using Title III
Budget Detail - Description of Line Item Information
||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:
Office of English Language Acquisition and Academic Achievement
Massachusetts Department of
Elementary and Secondary Education
75 Pleasant Street
Malden, MA 02148-4906
1 "Core academic teachers" are defined by 603 CMR 7.02 for purposes of sheltered English immersion instruction as early childhood and elementary teachers, teachers of students with moderate disabilities, teachers of students with severe disabilities, and teachers of the following academic subjects: English, reading and language arts, mathematics, science, civics and government, economics, history, and geography.