Kentucky Department of EducationTitle III Language ...education.ky.gov/districts/fin/Documents/FY14...

Kentucky Department of EducationTitle III Language Instruction for Limited English Proficient and Immigrant Students

2013-2014 Subgrant Application: Title III Local Plan Narrative and Budget

The Subgrant Application: Title III Local Plan Narrative and Budget must be completed using the KDE Template for Title III Local Plan Narrative and Budget. The due date for submission is September 18, 2013. Please refer to Appendix A through E for guidance.

Note: Each fiscal agent for a consortium is responsible for submitting a single plan for the consortium (See Appendix E).

Instructions for submission:

1. Type your 2013-14 local plan narrative and budget into the template Subgrant Application: Title III Local Plan Narrative and Budget. Each field will expand as you type.

2. Save and print a copy for your records. 3. Email your completed Subgrant Application to Gary Martin at [email protected].

You will then receive a confirmation email that your plan has been received.

Title III District Assurances:

A consolidated assurance document covering all federal formula programs should have been signed by Superintendents and submitted by all school districts. This consolidated assurance document is in effect for the duration of the 2013-2014 school year. Assurances included in the consolidated assurance document that relate to Title III can be found on the following website.http://education.ky.gov/districts/fin/Pages/Federal-Grants.aspx

Reminder: All plans for 2013 -2014 must be submitted on the KDE Title III template provided below.

http://education.ky.gov/districts/fin/Pages/Federal-Grants.aspx

mailto:[email protected]


2013-2014 SUBGRANT APPLICATION: TITLE III Local Plan Narrative and Budget

I. INTRODUCTIONDistrict / Consortium: Contact Name: District Size: Total Enrollment: Ethnic Diversity:

English Learners (EL): EL in Special Education: EL in Gifted/ Talented:

Number and Percent Progressing (AMAO 1):

Number and Percent Exited (AMAO 2):

Number and Percent Monitoring (year1):

Number and Percent Monitoring (year 2): Number and Percent who reentered from monitoring:

State Assessment results for EL Students: Measurable Goal for English Language proficiency based on AMAO targets:

Measurable Goal for Mastery of Subject Matter based on AYP targets:

II. IDENTIFICATION OF PRIMARY LANGUAGE OTHER THAN ENGLISHDescribe districts procedures for identifying EL students: Describe districts procedures for administering a home language survey: Describe districts timeline for identifying EL students: Describe districts procedures for identifying Native American students:

III. ASSESSMENT OF EL STUDENTSIdentify the procedures for administrating the ACCESS for EL annual assessment of English proficiency: Identify the staff that administers the test: Explain the process used to provide training to administer the proficiency test: Identify the timeline for administering the English proficiency test: Identify the procedures to collect and disseminate the proficiency test data/results to teachers and parents: Explain where the test data will be located: Explain the procedures to ensure that assessment data will be used to make decisions about instruction so that EL students meet AMAO and AYP:

IV. INSTRUCTIONAL PROGRAM AND EDUCATIONAL APPROACHES FOR EL STUDENTSIdentify and describe the district's educational approaches (e.g., ESL, transitional bilingual education, structured English immersion, dual language, etc.) for educating EL students: Provide evidence that the educational approaches are of high quality and chosen based on scientifically based research (SBR) with demonstrated effectiveness in increasing English language proficiency and student academic achievement in the core academic subjects? If there are variations in the district's program of services between schools and grade levels, describe the variations by school and grade level: Describe the educational goals of the district’s program of services for ELs: Explain how the district will ensure that ELs can meaningfully access and participate in the academic and special programs (e.g., English language arts, history, science, social studies, music, vocational education, etc.) offered by the district: Describe by whom and where the English language development services will be delivered and identify the person(s) responsible for providing services to EL students: Describe how ELs in the regular classroom for academic subjects (English language arts, history, science, etc.) will be able to meaningfully participate in these classrooms? (For example, what is the follow-up implementation plan once highly quality, scientifically based professional development is provided for all teachers): Describe how WIDA ACCESS scores will be used to support differentiation in all classrooms: Describe how WIDA ELD Standards and Kentucky Core Academic Standards will be implemented in all classrooms to improve instruction for ELs:

V. STAFFING AND PROFESSIONAL DEVELOPMENT (PD REQUIRED TITLE III EXPENDITURE)Describe the criteria and methods utilized by the district to recruit and hire qualified staff for its EL program: Describe the process used to identify the professional development needs of the staff:


2013-2014 SUBGRANT APPLICATION: TITLE III Local Plan Narrative and Budget

Describe the professional development provided to teachers, principals, administrators and other school personnel that is designed to improve the instruction and assessment of ELs, enhance the ability of teachers to understand the use of curricula, assessment measures, and instructional strategies for ELs and that is based on scientifically-based research (SBR) demonstrating the effectiveness in increasing the English language proficiency of ELs or substantially increasing the subject matter knowledge, teaching knowledge and teaching skills: Explain how the staff development program will have a positive and lasting impact on teacher’s performance in the classroom serving ELs: Explain the process the district will use to evaluate whether the professional development program is having a lasting impact on the teachers’ performance:

VI. REASSESSMENT, RECLASSIFICATION, AND EXITING

Identify procedures for re-assessment, reclassification, and exiting of LEP students : Identify procedures to notify classroom teachers of the reclassification and the exiting of students from the district’s LEP program: Identify procedures for monitoring students who have exited from ESL services: Identify the staff responsible for monitoring exited students:

VII. EQUAL ACCESS TO OTHER DISTRICT PROGRAMSDescribe the district’s methods for identifying Special Education and Talented and Gifted students who are also ELs: Describe the process that will be used to ensure that ELs have an equal opportunity to participate in extracurricular, supplemental academic and non-academic activities: Describe the process by which ELs and their parents are notified of the available programs and activities in the school district:

VIII. PARENT AND COMMUNITY INVOLVEMENTDescribe process that will be used to communicate NCLB related information to parents: Describe process and procedures that will be used to inform parents, in a language that the parents understand, of (a) their child’s placement and progress in the district’s EL program including procedures for notification to parents of newly enrolled students and( b)the availability and type of program of services and other options for EL students, so that parents can make well-informed educational decisions about the participation of their children in the district's EL program and other service options that are provided to all parents: Describe process and notification procedures used to ensure parents of ELs and community members play a role in program decisions: Describe provisions made for language appropriate notice to the parents of ELs regarding school activities that are communicated to other parents (e.g., student progress reports, school schedules, information provided in student handbooks, extracurricular activities, special meetings and events such as PTA meetings and fund raising events, etc.):

IX. PROGRAM EVALUATION, REVIEW AND IMPROVEMENTExplain how the evaluation plan focuses on overall as well as specific program goals, including the expected progress of ELs in English language development and content instruction? (AMAO 1, 2, and 3): Identify the factors that prevented the district from achieving one or more AMAOs and how the district will address those factors: Explain how the evaluation plan will provide a comprehensive scope in evaluating the program elements as described in Sections I-VIII above: Describe the information collection practices and a valid and objective appraisal of program success, using observational and quantitative to determine whether the program is successful or needs improvement: Explain the process for modification/improvement of the program in response to concerns identified through the evaluation process: Explain how the plan will have ongoing and sufficiently frequent review so that necessary modifications can be promptly identified and implemented: Explain activities or practices that have been dismissed and the reasons those activities were not effective: Explain how the plan will provide new activities or practices that are expected to be more effective, including the research supporting them:

CONTACT NAME EMAIL

PART II: TITLE III LOCAL PLAN BUDGET

NOTE: All budget items listed below must align with the Local Plan Narrative and provide Title III services in accordance with Title III Sec 3115 g (Supplement Not Supplant) and all required and authorized activities in Sec. 3115. Appendix A, which describes the two Title III required activities , and Appendix B, C, and D are provided for your reference. A consortium of districts must meet all Title III federal requirements (Appendix E).District/Consortium Lead District: ______________________________________________

MUNIS OBJECT

CODE

ALLOWABLE EXPENDITURE Activity Aligns to Local Plan

Narrative Section and number (e.g.,

Section IX, 3)

Description/Details AMOUNT TOTAL

Example0120

Certified Substitute Section V, 3 & 4 Subs for teachers to attend QTEL PD

0110 Certified Services - (Contract)

0111 Extended Days - (Contract)

0112 Extra Duty - (Contract)

0113Other Certified - (Not part of Contract)

0120 Certified Substitute

0130 Classified Salaries

0131Other Classified Pay

0140Overtime

0150Classified Substitute

0160Licensed

0170Paraprofessional

TOTAL 100'S

0211Life Insurance

0212Health Insurance

0213Liability Insurance

0214Dental Insurance

0219Other Group Insurance

0221Employer FICA Contribution

0222Employer Medicare Contributions

0231KY Teacher's Retirement System (KTRS) Employer Contribution

0232

County Employee Retirement System (CERS) Employer Retirement Contributions

0233Other Employee Retirement

0240Tuition Reimbursement

0251State Unemployment Insurance

0253KSBA Unemployment Insurance

0260Workmen’s Compensation Insurance

0291Sick Leave Payments

0293Meal Reimbursements Taxable Portion

0294Federally Funded Health Care Benefits

0295Federally Funded Life Insurance Benefits

0296Federally Funded State Administration

0297Federally Funded Flexible Spending Benefits

TOTAL 200'S

0321Workshop Consultant

0322Education Consultant

0335Professional Consultant

0338Registration Fees

TOTAL 300'S

0441Land or Building RentalMust be prorated if prorated usage

0442Equipment or Vehicle RentalMust be prorated if prorated usage

0443

Rentals of Computers and related EquipmentIf LEA claims indirect costs, no copiers for administrative purposes are allowed. Must be prorated if prorated usage.

0444

Copier RentalIf LEA claims indirect costs, no copiers for administrative purposes are allowed. Must be prorated if prorated usage.

TOTAL OF 400'S

0511Transportation - Purchased from another KY school district

0513Bus Token-Public Conveyance

0514Contracted Bus Services

0519Student Transportation Purchased Other Services

0521Pupil Transportation Insurance. Must be prorated if prorated use.

0522Property Insurance for Title III purchase property.

0531Postage (2% cap on administrative costs)

0532Telephone (2% cap on administrative costs)

0533On-Line Network (2% cap on administrative costs)

0541Radio and Television Advertising (2% cap on administrative costs)

0542Newspaper Advertising (2% cap on administrative costs)

0552Posters (2% cap on administrative costs)

0553Publications (2% cap on administrative costs)

0561Tuition: Kentucky LEA

0581Travel: In District (2% cap on administrative costs)

0582Travel: Out of District (2% cap on administrative costs)

0584Travel: Out of State (2% cap on administrative costs)

0585

Travel: Meals (to meet the two required subgrantee activities of Section 3115(c). (2) When travel is not related to required activities 2% cap applies for administrative costs.

0586

Travel: Lodging (to meet the two required subgrantee activities of Section 3115(c). (2) When travel is not related to required activities 2% cap applies for administrative costs.

TOTAL OF 500'S

0610General Supplies

0616

Food Non-Instructional Non FoodSnacks for parent meetings and meeting requirements for services (reasonable and necessary)

0617

Food Instructional Non-Food ServiceSnacks for parent meetings and meeting requirements for services (reasonable and necessary)

0641Library Books

0642Periodicals and Newspapers

0643Supplemental Books, Study Guides and Curriculum

0644

Textbooks & other Instructional Materials Data required for State reporting

0645Audiovisual Materials

0646Tests - Data required for State reporting

0647Reference Materials

0650Supplies - Technology related

0673Fees and Registrations, to provide approved Title III services

0674Awards, to provide approved Title III services

TOTAL 600'S

0734

Technology related Hardware. Must be in excess of KERA required computers per child

0735Technology Software

TOTAL 700'S

0810Dues and Fees

0892Parent Involvement Meetings

0894Instructional Field Trips

TOTAL 800'S

0913

Indirect CostMust use the LEA's restricted indirect cost rate and exclude equipment costs when calculating indirect costs (2% administrative cost cap).

TOTAL 900'S

GRAND TOTAL


2013-2014 SUBGRANT APPLICATION: TITLE III Local Plan Narrative and Budget – LEP (project #3454)

NOTE: The Title III Local Plan Narrative (Part I) and Budget (Part II) must align and include the two required activities as described in Appendix A and align with federal requirements outlined in Appendix B, C, and D. A consortium of districts must meet all Title III federal requirements (Appendix E).

Appendix ATitle III Required Subgrantee Activities

The chart below provides more detail about the two required activities and the acceptable evidence of their implementation.

Critical Element Acceptable LEA/Subgrantee Evidence

4.2 Required Subgrantee Activities

Subgrantees shall use funds to:a. Increase the English proficiency levels of LEP students by

providing high quality language instruction educational programs that are based on scientifically based research (SBR) with demonstrated effectiveness in increasing:1. English Language Proficiency2. Student academic achievement in the core academic

subjectsb. Provide high-quality professional development to classroom

teachers (including teachers in classroom settings that are not in language instructional programs), principals, administrators, and other school personnel that is designed to:1. Designed to improve the instruction and assessment of LEP students2. Designed to enhance the ability of teachers to understand

the use of curricula, assessment measures, and instructional strategies for LEP students

3. Based on scientifically based research (SBR) demonstrating the effectiveness of the professional development in increasing the student’s English language proficiency or substantially increasing the subject matter knowledge, teaching knowledge, and teaching skills of teachers, and of sufficient intensity and duration to have a positive and lasting impact on the teacher’s performance in the classroom

Title III, Section 3115 (NCLB Act 2001)

Documentation:

Evidence of: The two required activities being implemented The language instruction educational programs are

based on scientific research Records of the number of LEP students being served,

by grade, in the district and consortia, if applicable A professional development plan designed to improve

English language proficiency of LEP students Fiscal records that demonstrate both professional

development and ESL language instruction programs that are supported through Title III state formula funds for each LEA

Research studies that have been conducted on the specific language instruction program that was chosen by each LEA

Records of the number of LEP students being served, by grade, in the district and consortia, if applicable

A professional development plan designed to improve English language proficiency of LEP students within the district

Indications that the “intensity and duration” of the professional development has been considered through records of discussions (i.e. logs of communication and meeting minutes)



Appendix BU.S. Department of Education - Title III Guidance for Funding

Teacher Salaries: Supplement Not Supplant

H-1. What general guidelines can you provide that would be helpful in determining whether a cost under Title III is supplemental? For example, may a subgrantee use Title III funds to pay the salaries of teachers? Under what circumstances this cost item would be considered supplemental? Under what circumstances this cost item would be considered supplanting?

The most authoritative source we have for determining whether a particular expenditure under Title III involves a violation of the non-supplanting requirement is the Compliance Supplement issued by OMB. Auditors carrying out the required A-133, Single Audit Act, Audits rely upon this document. Specifically, with respect to the non-supplanting requirement, A-133 provides as follows:

"2.2 Level of Effort - Supplement Not Supplant (State Education Agencies/Local Education Agencies)

ESEA programs in this Supplement to which this section applies are: Title I, Part A (84.010); MEP (84.011); SDFSCA (84.186); Bilingual (84.288, 84.290 and 84.291); Title V, Part A (84.298); TLCF (84.318); Title III, Part A (84.365); and Title II, Part A (84.367).

General - A State Education Agency (SEA) and Local Education Agency (LEA) may use program funds only to supplement and, to the extent practical, increase the level of funds that would, in the absence of the Federal funds, be made available from non-Federal sources for the education of participating students. In no case may an LEA use Federal program funds to supplant funds from non-Federal sources (Title I, Part A, Section 1120A(b) of ESEA (20 USC 6321(b)); Title I, Part C, Section 1304(c)(2) of ESEA (20 USC 6394(c)(2)); Title III, Section 3115 of ESEA (20 USC 6825(f)); Title IV, Part A, Section 4113(a)(8) of ESEA (20 USC 7113(a)(8); Title V, Part A, Section 5144 of ESEA (20 USC 7217c); Title II, Part D, Section 2413(b)(6) of ESEA (20 USC 6763(b)(6)); and Title II, Part A, Sections 2113(f) and 2123(b) of ESEA (20 USC 6613(f) and 6623(b)).

In the following instances, it is presumed that supplanting has occurred:

The SEA or LEA used Federal funds (except Bilingual) to provide services that the SEA or LEA was required to make available under other Federal, State or local laws.

The SEA or LEA used Federal funds to provide services that the SEA or LEA provided with non-Federal funds in the prior year.



Appendix B (cont’d.)

The SEA or LEA used Title I, Part A or MEP funds to provide services for participating children that the SEA or LEA provided with non-Federal funds for nonparticipating children. [This last factor does not appear to apply to Title III, but seems to be limited to Part A of Title I and the Migrant program]

These presumptions are refutable if the SEA or LEA can demonstrate that it would not have provided the services in question with non-Federal funds had the Federal funds not been available.

In looking at this material from the Compliance Supplement, there are a few things to keep in mind. First, the reference to "Bilingual" does not refer to Title III under the NCLB, but the old Title VII Bilingual programs.

Second, in looking at teacher salaries, an LEA would need to examine what it is required to do under State law and what, in fact, it has done with respect to these costs in prior years.

With respect to teacher salaries, it is very likely that these costs have not only been covered by State and local funds in prior years and it may even possible that there are basic obligations under State law that would require an LEA to employ a staff of teachers to serve their students. For the most part, using Title III funds to pay for teacher salaries will involve supplanting. These factors, however, only establish a presumption that the cost is supplanting. The LEA would have the option of presenting evidence that it was not supplanting. An LEA might be able to justify using Title III funds for all or part of the salary of a LEP resource teacher who provided services and support different from that provided by regular teachers in the school district. Even if the particular individual's salary had been paid for with local funds in a prior year, it might be permissible to pay for that salary with Title III funds if the nature of the duties as a resource teacher were different from those previously provided by that or other employees of the school district.

Finally, the facts of each situation are very important in determining whether a particular cost involves supplanting. The standards set out above indicate where supplanting is presumed to be taking place. However, LEAs are allowed to try and rebut that presumption.



Appendix C

U.S. Department of EducationOffice of Non-Public EducationTitle III, Part A – Equitable Services to Private School Students and TeachersJune 2009

Title III, Part A, English Language Acquisition, Language Enhancement and Academic Achievement and the Participation of Private School Students and Teachers

Services provided by local educational agencies (LEAs) to private school students and teachers under Title III, Part A, English Language Acquisition, Language Enhancement and Academic Achievement, are subject to the uniform provisions of Title IX, Part E, Section 9501 of the Elementary and Secondary Education Act (ESEA) as reauthorized by the No Child Left Behind Act (NCLB), and require LEAs to provide equitable services to private school students and teachers. LEAs are required to consult in a timely and meaningful way with private school officials on a number of issues related to the Title III, Part A program, including: how their students’ needs will be identified, the services that the LEA will provide to meet those needs, the amount of funding available to provide services, and how the services will be assessed (see Section 9501(c)). This consultation must take place before the LEA makes any decisions that impact the participation of private school students and teachers in the Title III, Part A program (see Section 9501(c)(3)).

The responsibility under the Title IX uniform provisions for providing Title III, Part A services to LEP students in private schools lies with the LEA and, as a result, the LEA is responsible for assessing the English language proficiency of private school students. In many, if not most school districts, a Home Language Survey is used to identify, among other things, those students who were not born in the United States or who have a native language other than English. A similar process could be followed by private schools in identifying potentially LEP students (see Section 9101(25) and Section 3301 of the ESEA). The assessment is critical to ensuring, for example, that a student who has a native language other than English is, in fact, LEP. Details on the kind of assessment and how it will be conducted should be discussed during the consultation process. However, the LEA cannot require a private school to administer an English language proficiency assessment as a condition for equitable participation of the private school students. An LEA may use Title III, Part A funds to pay for initial LEP assessments for private schools students in cases where the use of such funds would not supplant other Federal, State and/or local funds that may be used for such purposes.

Under that non-supplanting requirement, an LEA may not use Title III funds to pay for costs that would be covered by State, local, or Federal funds in the absence of the Title III grant. For example, if a State law required LEAs to assess all potentially LEP students attending schools in their jurisdiction, public and private, for purposes of confirming that those students are, in fact, LEP, the use of Title III funds to assess LEP students attending private

Appendix C cont’d.

schools would be prohibited by the non-supplanting requirement. Title III grantees and subgrantees, as is the case with all uses of Title III funds, need to determine that expenditures of Title III funds made in meeting the equitable services requirement for Title III do not violate that statute’s non-supplanting requirement.

Title III, Part A does not require LEAs to administer their State’s annual English language proficiency assessments for identified English learners in private schools. However, the LEA is required under the Title IX uniform provisions to consult with private school officials about how the Title III, Part A services provided to private school students and teachers will be assessed and how the results of the assessment will be used to improve those services (see Section 9501(c)(1)(D)). The extent of this assessment will depend upon the size and scope of the services provided to private school students. Here again, if an assessment is used, the cost for that assessment may be paid for with Title III, Part A funds in cases where the use of such funds would not supplant other Federal, State and/or local funds that may be used for such purposes, as noted above.



Appendix D

Title III Guidelines for Use of Funds

PURPOSES OF SUBGRANTS Eligible entities receiving funds under section 3115 (a) shall use approaches and methodologies based on scientifically based research on teaching limited English proficient (LEP) children and immigrant children for the following purposes:

developing and implementing new language instruction educational programs and academic content instruction programs for such children and youth, including programs of early childhood education, elementary education school programs, and secondary school programs;

carrying out highly focused, innovative, locally developed activities to expand or enhance existing language instruction educational programs and academic content instruction programs for such children and youth;

implementing, within an individual school, school wide programs for restructuring, reforming, and upgrading all relevant programs, activities, and operations relating to language instruction educational programs and academic content instruction for such children; or

implementing, within the entire jurisdiction of a local educational agency, agency-wide programs for restructuring, reforming, and upgrading all relevant programs, activities, and operations relating to language instruction educational programs and academic content instruction for such children.

REQUIRED ACTIVITIESEligible entities receiving funds under section 3115 (c) shall use the funds for the following purposes:

increasing the English proficiency of LEP children by providing high-quality language instruction educational programs that are based on scientifically based research demonstrating the effectiveness of the programs in increasing English proficiency and student academic achievement in the core academic subjects; and

providing high-quality professional development to classroom teachers (including those outside the setting of language instruction educational programs), principals, administrators, and other school personnel.

AUTHORIZED ACTIVITIESEligible entities receiving funds under section 3114 (a) may use the funds by undertaking one or more of the following activities:

upgrading program objectives and effective instruction strategies; identifying, acquiring, and upgrading curricula, instruction materials, educational software, and assessment

procedures; providing tutorials or intensified instruction; developing and implementing elementary school or secondary school language instruction educational

programs that are coordinated with other relevant programs and services; improving the English proficiency and academic achievement of LEP children; providing community participation programs, family literacy services, and parent outreach and training

activities to LEP children and their families; and improving the instruction of LEP children.



Appendix EQuestions & Answers Regarding Title III Consortia

1. What is a consortium and what are the district responsibilities regarding participation?

A consortium is a group of local education agencies (LEAs) that join together as one eligible entity in order to qualify for the $10,000 minimum requirement and jointly apply to the State for a Title III subgrant ((Sec. 3114(b)). When joining a consortium, the individual district agrees to fulfill its fiscal and programmatic responsibilities mandated by Title III, Part A. Individual districts of a consortium must agree on a method to ensure that the parents of their English Learners (ELs) are notified if the consortium fails to meet the Annual Measurable Achievement Objectives (AMAOs) in any year and must agree on the development and implementation of an improvement plan if the consortium fails to meet AMAOs for two consecutive years. A consortium has the same requirements as a local education agency (LEA) to provide high-quality professional development activities and language instruction programs for ELs, including accountability. A consortium of LEAs should submit one application and plan to the state.

2. What are the fiscal agent responsibilities regarding consortia participation?

The fiscal agent of a consortium is a district designated by consortium members and agrees to ensure the fulfillment of fiscal and programmatic responsibilities by consortium members. The LEA designated as the fiscal agent should develop and submit one application that contains a budget and comprehensive plan that reflects the activities the consortium of districts has agreed to carry out using Title III funds. The fiscal agent agrees to ensure that parents of ELs are notified if the consortium fails to meet the AMAOs in any year by delegating this responsibility to each of the districts in the consortium or by notifying all parents of ELs served by the consortium. The fiscal agent agrees to ensure that the districts within the consortium an improvement plan is developed and submitted to the state if the consortium does not meet AMAO targets for two consecutive years outlining the specific areas that caused the consortium not to meet goals.

3. What are the responsibilities of the Kentucky Department of Education regarding consortia participation?

The Kentucky Department of Education (KDE) will provide guidance to districts regarding the designation of a fiscal agent and information to be included in the agreements. KDE will provide guidance to fiscal agents as to how to ensure that consortium members fulfill fiscal and programmatic responsibilities. KDE will aggregate the data from all districts in a consortium to determine if the consortium as a whole met each of the Title III AMAOs and provide technical assistance to the fiscal agent and participating Local Education Agencies (LEAs) on the preparation of an improvement plan.

4. What are the advantages of participating in a consortium?

While Kentucky’s more EL-populated districts have ESL-endorsed teachers, standard procedures in place and offer their own professional development, “emerging” districts have greater needs to collaborate for providing services for their ELs. Being involved in a consortium holds great opportunities for this kind of collaboration. Some of the advantages include the following:

To meet the $10,000 minimum requirement to qualify for Title III funds To use Title III funds to help ELs learn English and achieve academically To share professional development (district, state and national conferences) To develop materials (Program Service Plans, translated documents and school forms) To exchange resources for instruction and assessment To plan and improve EL programs as a result of AMAO and AYP data and reports

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