Preparing for Title III, Part A Federal Program

Preparing for Title III, Part A Federal Program Monitoring 2019-2020 Virginia Department of Education Office of ESEA Programs Webinar - Wednesday October 16, 2019 11:00 a.m. 1 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. 2 Overview 1. Federal Program Monitoring (FPM) Cycle Civil Rights FPM Timeline Suggested by the State Protocol Completion Examples of Strong Evidence 2. 2018-2019 FPM Summary 3. Collaboration with Other Programs

3 Overview - The Purpose of Title III 1. 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 2. 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 4

The Purpose of Title III 3. 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 4. 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 5 Title III, Part A

FEDERAL PROGRAM MONITORING CYCLE 6 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 (21st CCLC and Title II, Part A are monitored on a different schedule.) 7 47 Divisions Scheduled for FPM in 2019-2020 Accomack County Dickenson County Hanover County Augusta County

King and Queen County (Title I, Part C only) 8 Dinwiddie County Botetourt County Falls Church City Lexington City

Caroline County Frederick County Loudoun County Clarke County Fredericksburg City Madison County Colonial Heights City

Giles County Manassas Park City Craig County Gloucester County Mathews County Cumberland County

Grayson County Montgomery County 47 Divisions Scheduled for FPM in 2019-2020, continued Nelson County New Kent County Nottoway County Poquoson City Prince George County

Prince William County Pulaski County Richmond County Virginia School for the Deaf and Blind Roanoke County Washington County Rockbridge County Waynesboro City Rockingham

West Point City County Salem City Wythe County Scott County York County Tazewell County James Madison University (Title I, Part C only)

9 Rappahannock County Virginia Beach City 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.

Additional question X- Findings from a previous monitoring 10 Title III, Part A FEDERAL PROGRAM MONITORING - CIVIL RIGHTS 11 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. 12 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:

13 Title VI of the Civil Rights Act (1964) Lau v Nichols Supreme Court Decision (1974) Equal Education Opportunities Act (1974) Castaeda 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

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 protocol and the Title I/III combined laws under ESSA. 14 English Language Development (ELD) Standards 1.1: The LEA ensures the ELD Standards are implemented. [3115 and

1111] 15 Accountability and Assessment 2.1, 2.2 and 2.3 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] 2.3: The LEA submits accurate data and reporting. [3121 and 1111] 16

Title III, Part A FPM TIMELINE SUGGESTED BY THE STATE 17 VDOE Process 1. July 2019 FPM technical assistance offered at Coordinators Academy 2. October/November - Release of the revised protocol document with a support webinar 3. December All FPM visits scheduled 4. January to March 2020 Onsite or virtual FPM

5. May FPM compliance or non-compliance letters mailed to division Superintendent 18 Read

19 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

Evaluate the EL Program 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 20

Schedule Initial Meetings Schedule meetings with division stakeholders: Title I Special Education Counselors DDOT Data entry HR Preschool Career and College Readiness 21

Division Process October 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 Supts 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

22 Division Process October 2019, continued 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 23

Division Process November 2019 24 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 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 25 Title III Federal Program Monitoring (FPM) Protocol 10 Sub Sections in the Title III Monitoring Protocol I-X 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 26

Division Process December-March 2019 27 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 Title III, Part A PROTOCOL COMPLETION 28 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 LEAs 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 LEAs 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 (Superintendents 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 students English language proficiency (ELP) level. Sufficient Documentation Yes/No 29 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 30 Monitoring Information Monitoring types: 1. Onsite is approximately 3 - 4 hours 2. 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. 31 Follow up Expectations At the end of each monitoring visit, next steps will be discussed: 1. A follow up email will be sent outlining further evidence required 2. Divisions will be allowed time to produce additional evidence if necessary FPM letters will be mailed to the division superintendent in May stating: 3. Compliance (no findings) no further action 4. Non-compliance (one or more findings) specific documentation is requested

32 Title III, Part A FEDERAL PROGRAM MONITORING EXAMPLES OF STRONG EVIDENCE 33 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 engagement events and sign in sheets 34 Documents should . . .

35 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 Documents should not . . .

36 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!

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 37 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 38 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 Translated documents 39 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)

40 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

41 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 42 Title III, Part A

FEDERAL PROGRAM MONITORING SUMMARY REPORT FOR 2018-19 43 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 44

2018-19 Areas of Improvement Indicator I What is the LEAs 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? 45 Acceptable Evidence Indicator I 46

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 Supts Memo #194-17 Written documentation showing the divisions

procedures to identify, screen and place an EL into a language instructional education program. Training to substantiate the written document. 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?

47 2018-19 Areas of Improvement Indicators III What is the LEAs process to consistently place ELs in a language instruction educational program (LIEP) at the middle school level? 48 Acceptable Evidence for III Evidence that the LEA has conducted annual training on the EL identification procedures and has disseminated information to all staff responsible for the enrollment process to include but not

limited to: registration personnel, counselors, EL teachers, data entry personnel and administrators Evidence of the placement of ELs into a LIEP as referenced in the English Learner Toolkit (Chapter 2, Chapter 5) created by the U.S. Department of Education EL class schedules Interview Questions LEA staff discusses the training provided to staff to ensure ELs entering middle schools are placed in LIEPs LEA staff discusses the LIEP models available in middle schools 49 Middle School Interview Questions LEA staff discusses the training provided to staff to ensure ELs entering middle

schools are placed in LIEPs LEA staff discusses the LIEP models available in middle schools 50 2018-19 Areas of Improvement Indicators IV What is the LEAs process to consistently place ELs in a language instruction educational program (LIEP) at the high school level? 51 Acceptable Evidence for IV

Evidence that the LEA has conducted annual training on the written EL identification procedures and has disseminated information to all staff responsible for the enrollment process to include but not limited to registration personnel, counselors, EL teachers, data entry personnel and administrators Evidence of the placement of ELs into a LIEP as referenced in the English Learner Toolkit ( Chapter 2, Chapter 5) A description of the high school EL courses available demonstrating established graduation pathways for ELs Evidence of a timely transcript review process Evidence of discussions with ELs and their parents and/or guardians about scheduling courses that are required for graduation as well as other educational options 52

High School Interview Questions LEA staff discusses the process to ensure that appropriate personnel are trained to provide transcript review for ELs LEA staff discusses the training provided to staff to ensure ELs entering high schools are placed in LIEPs LEA staff discusses initial placement through graduation highlighting pathways to graduation for ELs 53 2018-19 Areas of Improvement Indicator V

How does the LEA evaluate the effectiveness of the LIEPs in which ELs are placed to assist them in attaining English proficiency and meeting state academic standards? 54 Acceptable Evidence for V Provide evidence that all ELs level 1-4.3 are effectively supported in attaining English proficiency through identifiable LIEPs across grade spans. Provide relevant data collected and analyzed by division stakeholders as it pertains to any or all of the following: LIEP programs LIEP by division/school LIEP by grade level

EL level progress/proficiency EL subgroups 55 2018-19 Areas of Improvement Indicator VI What is the LEAs process to provide sufficient qualified EL staff and adequate resources, including adequate and appropriate materials, to effectively implement their chosen LIEP? 56 Acceptable Evidence for VI

Provide documentation of sufficient: ESL endorsed teachers Resources and materials used by grade spans Evaluation of an effective LIEP 57 2018-19 Areas of Improvement Indicator 2.3a What methods does the LEA have in place to collect and record EL data to provide complete accurate Title III reports to meet requirements?

58 Acceptable Evidence for 2.3a Develop a plan for collecting school data on ELs. For example: Written procedures for collecting student data Data system used to maintain student data Persons responsible for recording, monitoring, and reporting data; and timeline for maintaining and reporting student data Provide screenshots of data 59 EL Data Collection - Funding

Immigrant Youth Birth country US school entry date IY Status box checked 60 English Learner EL screener level and current ACCESS Level SRC/SIS Dropdown 1 Receiving Services

2 Refused/Opted Out of LIEP 4 Formerly EL by year (yr1,2,3,4/6,7,8,9) Tips for Success Establish systems and procedures for self-monitoring on a regular basis Ensure that the system includes a chart delineating tasks, persons responsible, and a timeline for completion

Use this process to evaluate and strengthen your program This is a time to showcase your success Ask your VDOE specialist for help

61 Title III, Part A COLLABORATION WITH TITLE I, PART A 62 FPM Collaboration with Title I

63 Parent Notification Parent Engagement Parent Communication in a language understandable to parents Supplemental Supports offered through Title I to support EL subgroups

EL Accommodations Adoption of the ELD WIDA Standards ELs making progress in ACCESS Sub group data on English and Mathematics

VDOE Contact Information: Title III, Part A Louise Marks, Title III Coordinator [email protected] Phone: (804) 225-2901 Kia Johnson, EL Assessment and Accountability Specialist [email protected] (804) 225-2102 Stacy Freeman, Title III Specialist [email protected] (804) 371-0778 Nicki Saunders, Title III Specialist 64

Connect with VDOE Twitter: @VDOE_News Facebook: @VDOENews #VAis4Learners #EdEquityVA 65

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