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Preparing for Title III, Part A Federal Program Monitoring

Preparing for Title III, Part A Federal Program Monitoring. Virginia Department of Education Office of ESEA Programs 2019 Coordinators’ Technical Assistance Academy. Disclaimer.

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Preparing for Title III, Part A Federal Program Monitoring

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  1. Preparing for Title III, Part A Federal Program Monitoring Virginia Department of Education Office of ESEA Programs 2019 Coordinators’ Technical Assistance Academy

  2. Disclaimer The academy was planned under a grant from the U. S. Department of Education (USED). However, the content does not necessarily represent the policy of the USED, and you should not assume endorsement by the federal government.

  3. Overview • Federal Program Monitoring (FPM) • Cycle • Civil Rights • FPM Timeline Suggested by the State • Protocol Completion • Examples of Strong Evidence • 2018-2019 FPM Summary • Collaboration with Other Programs • FPM Insight from the Division Perspective

  4. Overview - The Purpose of Title III • Sec. 3102(a)(1-2) English Language Proficiency (ELP) and Academic Achievement. To ensure English Learners (ELs), Immigrant Children and Youth (IY) attain ELP and develop high levels of academic achievement in English, and academic subjects to meet the same challenging state academic standards as all students • Sec. 3102(a)(3) Effective Language Instruction Educational Program (LIEP). To assist teachers (including preschool), principals and other school leaders in establishing, implementing and sustaining an effective LIEP

  5. The Purpose of Title III • Sec. 3102(a)(4) Professional Development (PD) and LIEP. To assist teachers (including preschool), principals and other school leaders and LEAs to develop and enhance their capacity to provide an effective LIEP • Sec. 3102(a)(5) Parent, Family and Community Participation. To promote parental, family and community participation in LIEPs for parents, families and communities of ELs

  6. Title III, Part A Federal Program Monitoring Cycle

  7. Programs Monitored on a Three-Year Monitoring Schedule • Title I, Part A • Title I, Part C • Title I, Part D • Subpart 2, Local Education Agencies • Title III, Part A • Title IV, Part A (pilot in 2019-2020) • Title V, Part B, Subpart 2 (21stCCLC and Title II, Part A are monitored on a different schedule.)

  8. 47 Divisions Scheduled for FPM in 2019-2020

  9. 47 Divisions Scheduled for FPM in 2019-2020, continued

  10. Were you on the list? Now is the time to leave?

  11. Changes to the FPM Protocol There are links to every supporting reference. They will help you answer the question – your cheat sheet! There are set page breaks so you can type the answer to interview questions without running out of space.

  12. Title III, Part A Federal Program Monitoring - Civil Rights

  13. Civil Rights As recipients of federal funds, U.S. public school divisions must uphold civil rights for ELs to include providing full and equal access to the same curriculum and educational opportunities as all students.

  14. Court Rulings Many civil rights requirements relating to the education of ELs stem from various court rulings and federal policy decisions over the years including: • Title VI of the Civil Rights Act (1964) • Lau v Nichols Supreme Court Decision (1974) • Equal Education Opportunities Act (1974) • Castañeda v Pickard Supreme Court Decision • (1981) • Plyler v Doe Supreme Court Decision (1982) • U.S. Department of Education Office for Civil Rights (OCR) Policy Decisions

  15. Not Accepting Title III funds Some divisions in Virginia do not accept Title III funds or do not have ELs. These divisions must still meet federal civil rights requirements regarding the identification and education of ELs. These divisions will be monitored using only the “Federal Requirements for Serving ELs” section of the protocoland the Title I/III combined laws under ESSA.

  16. English Language Development (ELD) Standards 1.1: The LEA ensures the ELD Standards are implemented. [§3115 and §1111]

  17. Accountability and Assessment 2.1 and 2.2 2.1: The LEA ensures that all ELs participate in the Virginia Assessment Program and the English Language Proficiency (ELP) Assessment [§3113 and §1111] 2.2: The LEA ensures that divisions monitor their rates of EL progress and proficiency. [§3121 and §1111]

  18. Accountability and Assessment 2.3 2.3: The LEA submits accurate data and reporting. [§3121 and 1111]

  19. Title III, Part A FPM timeline suggested by the state

  20. VDOE Process • July 2019 – FPM technical assistance offered at Coordinators Academy • October/November - Release of the revised protocol document with a support webinar • December – All FPM visits scheduled • January to March 2020 – Onsite or virtual FPM • May – FPM compliance or non-compliance letters mailed to division Superintendent

  21. Time to Read Summer 2019 • Read the Title III Toolkit and Dear Colleague Letter • Review the VDOE Title III Website for compliance documents and the ESSA State Plan for Virginia • Review Coordinator and Consortium Conference presentations for additional insight • Read your division documentation. Do stakeholders have access to EL forms used in your division? Do they meet ESSA compliance and reflect language changes? • Read your home language survey questions and your written entrance/identification/screening/placement procedure

  22. Time to Evaluate Summer 2019 • Collect EL data (2 years) on ACCESS for ELs 2.0, from SSWS and ACCESS, division and school reports • Correlate EL SOL pass rates in reading, math, and science with ACCESS progress and proficiency • Identify SOQ for EL teachers • Evaluate the effectiveness of your LIEP at all grade levels and the EL professional development offered to EL teachers, content teachers and administrators • Evaluate your parent, family and community engagement strategies • Create a needs assessment • Contact the VDOE for clarification

  23. Time to Schedule Initial Meetings Summer 2019 Schedule meetings with division stakeholders: • Title I • Special Education • Counselors • DDOT • Data entry • HR • Preschool • Career and College Readiness

  24. Division Process September 2019 Collect documents electronically to meet the civil rights section of the FPM document. The civil rights section is required by all divisions regardless of accepting Title III funds: • Provide written identification and entrance procedures – evidence of consistent identification, testing and placement procedure for all grade levels. See Supt’s Memo 194-17 (handout checklist) • Provide number of endorsed EL teachers and schedules • Provide LIEP services offered to ELs in grades K-5, 6-8 and 9-12 that serves ELs level 1-4.3

  25. Division Process October 2019 Continue to collect documents electronically: • How the EL program collaborates with other programs; special education; CTE; preschool and Title I, Part A • Subgroup data, for example CTE EL numbers; dually identified numbers; opt out ELs • Keep sign in evidence and agendas reflecting LEP parent engagement and translated documents

  26. Division Process November 2019 • The Title III, Part A, Protocol will be released along with the monitoring type (onsite or virtual) • Listen to and save the webinar, PowerPoint and protocol along with the contact name of your FPM partner at the VDOE • You will receive a zip drive via email with all of the Title III folders related to each section on the protocol already made. The empty folders are our gift to you to fill! You are welcome to create your own folders, but each folder should be clearly labeled

  27. Division Process December 2019 Gather evidence into electronic folders Binders are not required for review Electronic Folders: • Federal Requirements for Serving ELs • LIEP and ELD Standards Implementation • Accountability and Assessment • Programmatic Implementation • Fiduciary

  28. Title III Federal Program Monitoring (FPM) Protocol 10 Sub Sections in the Title III Monitoring Protocol I-IX Federal requirements for ELs 1.1 ELD Standard Developments 2.1 Accountability and Assessments 2.2 Monitoring EL progress and proficiency 2.3 Data collection and reporting 3.1 Title III Application 3.2 Immigrant Children and Youth (IY) 4.1 Private school participation 5.1 Fiduciary

  29. Division Process December-March 2019 • Complete the FPM Protocol by adding documents submitted as evidence and expository writing to support the documents as needed • Organize the FPM meeting room and invite stakeholders pertinent to you • Check the virtual technology if required - Adobe • Send the meeting address to your VDOE specialist • Send the FPM Protocol and supporting document folders to your VDOE specialist via SSWS secure dropbox two weeks prior to monitoring

  30. Title III, Part A Protocol Completion

  31. Protocol Document Virginia Department of Education Federal Program Monitoring for Title III, Part A,   Federal Requirements for Serving English Learners (ELs) I. Guiding Question What is the LEA’s process for ensuring that ELs grades K-12 are appropriately identified for participation in a language instruction educational program (LIEP) in a timely and consistent manner across the school division? What is the LEA’s process for the initial identification and screening of ELs grades K-12? Acceptable Evidence Written procedures for EL identification, including the state requirements for standardized entrance procedures for identifying ELs (Superintendent’s Memo #194-17) Interview Questions LEA staff discusses the EL identification process, including the timeline for identification, screening, and placement of ELs LEA Response LEA Response: Every parent, when registering a new student, completes a Home Language Survey. If it is determined that English is not the only language, the EL administrator gives the WIDA Access Placement Test or examines recent ACCESS for ELLs test results to determine the student’s English language proficiency (ELP) level……. Sufficient Documentation Yes/No

  32. Delivery Expectations Complete the LEA response section of the protocol document and submit to assigned monitoring specialist(s) about two weeks before the monitoring visit. Student information should be sent via a secure route. Do not use Google to share documents. Documentation may be submitted by: • SSWS Dropbox (secure) • Mailed jump drive • Hand delivered jump drive (secure) 23rd Floor

  33. Monitoring Information • Monitoring types: • Onsite is approximately 3 - 4 hours • Virtual is approximately 2 - 3 hours • Division coordinators are expected to be in attendance for the FPM. Other personnel may attend at your discretion. • Emphasis will be placed on the “Federal Requirements for Serving ELs” section of the protocol. This section touches on many aspects of Title III compliance.

  34. Follow up Expectations At the end of each monitoring visit, next steps will be discussed: • A follow up email will be sent outlining further evidence required • Divisions will be allowed time to produce additional evidence if necessary FPM letters will be mailed to the division superintendent in May stating: • Compliance (no findings) – no further action • Non-compliance (one or more findings) – specific documentation is requested

  35. Title III, Part A Federal Program Monitoring Examples of strong evidence

  36. Strong Examples The protocol lists examples of documentation that can be provided, so please review and check off “Acceptable LEA Documentation” when you place it in a file. You do not need to produce every acceptable document, but you should submit the best evidence that you can provide including actual working documents such as: Complete screeners, certificates for all screeners, EL teacher schedules, sign in sheets, agendas, PowerPoints given and to whom, actual lesson plans that depict LIEP, training to administrators, parent engagementevents and sign in sheets

  37. Documents should. . . • Be specific to your division • Be specific to the past 12 to 24 months • Be compliant with ESSA in both the law and language used • Show evidence of use in your division with actual EL students • Show actual EL data for all SRC pulls

  38. Documents should not. . . • Contain evidence from another division • Refer to NCLB in both the law and language used • Only show evidence of what you want to do, not what you are doing • Be the EL Program Guide for every answer. If you do refer to the EL Program Guide reference page numbers specific to the Guiding Question • Be absent!

  39. LIEP Evidence Evidence should show: • LIEPs differentiated by grade span and EL level • EL student schedules • Specific EL teacher schedules • The LIEP teaching model implemented in lesson plans/curriculum • Materials • An evaluation of the effectiveness of the LIEP

  40. Professional Development Evidence Evidence should show: • EL professional development provided through the past year • Stakeholder designations attending the training, such as administrators, content teachers, EL teachers, data entry personnel, counselors • The EL content and attendance (could be) demonstrated through PowerPoints, agendas, sign in sheets and post evaluations

  41. Parent, Family and Community Engagement Evidence should show: • Parent, family and community engagement events which may include an agenda, presentation, sign in sheets • Language translation and interpretation personnel and/or tools used to communicate with LEP parents

  42. Equitable Services Provide documentation of all consultations held with private schools within your division. Documentation examples: • Intent forms, letters • Agendas, notes, emails, sign-in sheets • Receipts and documentation sent by certified mail • Services offered (if Title III funds are accepted)

  43. Data Show how data is tracked and evaluated by including SSWS Title III Reports showing EL Progress and Proficiency. Additionally you may include: • Internal tracking spreadsheets • Graduation Rates • Long Term ELs • IY data • Dually Identified ELs • ELs in specialty centers/programs

  44. Fiscal Evidence should show: • Actual allocation on an approved application • Timely reimbursements and spenddown • Internal tracking of expenditures • Payment receipts for ACCESS testing and screener materials by the LEA using local funds

  45. Title III, Part A Federal Program Monitoring Summary Report for 2018-19

  46. 2018-19 FPM Summary Number of divisions monitored:44 Number of divisions with Title III findings: 6 The areas of finding were the same as 2017-2018

  47. 2018-19 Areas of ImprovementIndicator I What is the LEA’s process for ensuring that ELs in grades K-12, are appropriately identified for participation in a language instruction educational program (LIEP) in a timely and consistent manner across the school division?

  48. Acceptable Evidence Evidence for I Verbatim Home Language Survey (HLS) questions provided to every student and clear instructions to stakeholders on the next step if a language other than English is identified on the HLS. See Supt’s Memo #194-17 Written documentation showing the division’s procedures to identify, screen and place an EL into a language instructional education program. Training to substantiate the written document.

  49. HLS Verbatim Questions OCR- and DOJ-approved home language survey questions are required: 1) What is the primary language used in the home, regardless of the language spoken by the student? 2) What is the language most often spoken by the student? 3) What is the language that the student first acquired?

  50. 2018-19 Areas of Improvement Indicators III What is the LEA’s process to consistently place ELs in a language instruction educational program (LIEP) at the middle school level?

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