Preparing for Federal Program Monitoring Title III, Part A Virginia Department of Education Office of Program Administration and Accountability 2018 Coordinators’ Technical Assistance Academy Roanoke: July 9-11, 2018 Williamsburg: July 23-25, 2018

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.

Overview Federal Program Monitoring (FPM) Cycle Civil Rights FPM Timeline Suggested by the State Protocol Completion Examples of Strong Evidence 2017-2018 FPM Summary Collaboration with Other Programs FPM Insight from the Division Perspective

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

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

Federal Program Monitoring Cycle Title III, Part A Federal Program Monitoring Cycle

Federal Programs Monitored Title I-A Title I-C Title I-D Title III-A Title IV-A (pilot program) Title V-B

Title III Divisions Being Monitored 2018-19 Amelia County Appomattox County Arlington County Bath County Bedford County Bland County Bristol City Buena Vista City Campbell County Carroll County Charlotte County Chesapeake City Covington City Culpeper County Danville City Essex County Fluvanna County Franklin County Galax City Goochland County Greensville County Highland County

Title III Divisions Being Monitored 2018-19 continued Isle of Wight County Lancaster County Louisa County Manassas City Martinsville City Mecklenburg County Middlesex County Page County Patrick County Pittsylvania County Powhatan County Russel County Shenandoah County Smyth County Southampton County Suffolk County Surry County Sussex County Warren County Westmoreland County Williamsburg-James City County Wise County

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

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

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

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.

Federal Requirements Demonstrate that the identification, screening, and placement process is current for all incoming students Ensure that division personnel are implementing the English Language Development (ELD) standards in classrooms Ensure that ELs are provided meaningful access to the same curriculum as all students

Federal Requirements Continued The process for ensuring that ELs are provided a language instruction educational program (LIEP) so that they may attain English proficiency The opportunity for ELs to be placed in specialized programs and extracurricular activities that are available to all students The appropriate language instruction educational programs and services available if ELs are identified with disabilities

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

VDOE Process July 2018 – FPM technical assistance offered at Coordinators Academy November - Release of the revised protocol document with a support webinar December – All FPM visits scheduled January to March 2019 – Onsite or virtual FPM Late May – FPM compliance or non-compliance letters mailed to division Superintendent

Time to Read Summer 2018 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

Time to Evaluate Summer 2018 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

Time to Schedule Initial Meetings Summer 2018 Schedule meetings with division stakeholders: Equity Title I Special Education Counselors DDOT Data entry HR Preschool Career and College Readiness

Division Process September 2018 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 193-17 (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

Division Process October 2018 Start to collect documents electronically to meet the civil rights section of the FPM document: 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

Division Process November 2018 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 2018 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

Title III Federal Program Monitoring (FPM) Protocol 10 Sub Sections in the Title III Monitoring Protocol I-VIII Federal requirements for ELs 1.1 Language Instruction Educational Program 2.1 English Language Proficiency (ELP) 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) 3.3 Private school participation 3.4 LEP Parent Notification and Outreach 4.1 Fiduciary

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 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

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

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

Monitoring Style Expectations Each VDOE Title III specialist has his/her approach to the monitoring process; however, the protocol and evidence will always be thoroughly reviewed Division coordinators are expected to be in attendance for the FPM. Other personnel may attend at your discretion It is our aim to review all documents prior to the FPM and review them with divisions during the monitoring to ensure a full understanding of their programs

Expectations On The Day Monitoring types: Onsite is approximately 3 - 4 hours Virtual is approximately 2 - 3 hours The majority of time will be spent on the first section I-VIII “Federal Requirements for Serving ELs.” This section on civil rights (Dear Colleague Letter) touches every aspect of Title III compliance and often information requested here is duplicated in subsequent sections without the need to delve back into each document.

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 further action Non-compliance – specific documentation and a deadline for submission

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

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 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…

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

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!

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

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

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 30 Day Notification Letter

Equitable Service 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)

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

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

Federal Program Monitoring Summary Report for 2017-18 Title III, Part A Federal Program Monitoring Summary Report for 2017-18

2017-18 FPM Summary Number of divisions monitored:44 Number of divisions with Title III findings:12

2017-18 Areas of Improvement Indicator 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?

2017-18 Areas of Improvement Evidence for I The process to ensure the completion of the Home Language Survey (HLS) by every student and clear instructions to stakeholders on the next step if a language other than English is identified on the HLS. Written documentation showing the division’s procedures to identify, screen and place an EL into a language instructional education program as per Supt’s Memo #193-17

2017-18 Areas of Improvement Indicators II, and III 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?

2017-18 Areas of Improvement Evidence for II, and III Provide documentation to show a written procedure including a timeline to consistently identify ELs across all grade spans and place them into a LIEP. Outline training provided to all stakeholders and distribution of EL entrance procedures to all stakeholders to ensure identification, screening and placement across all grade spans.

2017-18 Areas of Improvement Indicator IV How does the LEA ensure that the LIEPs in which ELs are placed are effective in assisting them in attaining English proficiency and meeting state academic standards? Provide evidence that all ELs level 1-4.3 can be effectively supported in attaining English proficiency through identifiable LIEPs in all grade spans.

2017-18 Areas of Improvement Indicator V What is the LEA’s process to provide sufficient qualified EL staff and sufficient resources, including adequate and appropriate materials, to effectively implement their chosen LIEP? Provide documentation of sufficient: ESL endorsed teachers Resources and materials used by grade spans Evaluation of an effective LIEP

2017-18 Areas of Improvement Indicator VIII How does the LEA ensure that identified ELs, whose parents have exercised the “opt out” option for language instruction educational programs and services, are provided alternative programs and services to help them acquire English proficiency? Provide written documentation with actionable steps and timeline for implementing a plan to provide alternative programs and services to ELs who have refused participation in the LIEP.

2017-18 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? 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

2017-18 Areas of Improvement Indicator 3.4b How does the LEA ensure that required notifications are understandable and uniform, to the extent practicable in a language that the LEP parents can understand? Documentation or evidence of an action plan for creating translated documents and process for translation services for LEP parents in a language they can understand.

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

Collaboration with Title I, Part A Title III, Part A Collaboration with Title I, Part A

FPM Collaboration with Title I 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

Federal Program Monitoring from the division perspective Title III, Part A Federal Program Monitoring from the division perspective