Title III Spring Desk Monitoring. Oregon Department of Education Office of Education Equity Title III February 10, 2014

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1 Title III Spring Desk Monitoring Oregon Department of Education Office of Education Equity Title III February 10, 2014

2 2 Agenda Overview of Monitoring Changes Monitoring Resources Submission Expectations Timeline Questions and Answers

3 3 Requirement to Monitor Districts Oregon Department of Education (ODE) is required to monitor districts as part of the State s participation in Title III. ODE verifies compliance of: Title III Limited English Proficient and Immigrant Students Oregon Revised Statues (ORS) Oregon Administrative Rules (OAR) The US Department of Education Title III has set the requirement for monitoring every three (3) years.

4 4 Title III Monitoring Title III is required to monitor districts/consortia on a three-year schedule. There are currently 150 districts in Oregon with English language learners. To meet the expectation of monitoring every 3 years, approximately 50 districts a year must be monitored. Desk Monitoring will allow ODE to meet the frequency requirement for monitoring in a cost effective manner, while still providing resources for on-site technical assistance to districts. Beginning in , Title III began conducting fall and spring desk monitoring. Districts may also have an on-site visit based on criteria established in collaboration with stakeholders across Oregon.

5 5 Monitoring Resources ODE has revised the EL monitoring documents for These documents ensure that districts are meeting the required components of state and federal law.

6 6 Monitoring Rubric Reviews of English Language Development (ELD) programs in Oregon take different forms depending on the needs and challenges of the Local Education Agency (LEA). Outlined below is a description of how ODE supports districts in meeting the basic compliance requirements, under both state and federal law, while assisting districts to reach higher achievement for their EL populations. Annual review: Budget Narrative, Title III Improvement Plans Biennium review: Local ELL Plans and local evaluations Desk audit review: Every three years

7 7 Desk Monitoring Meeting Outcomes If the program is meeting all required outcomes and all monitoring documentation is compliant with state and federal requirements, then the ODE will require no further action from program. If the program is meeting all outcome requirements, but the monitoring documentation is not compliant with state and federal requirements, then the ODE will request additional required information to review. Once the additional information is compliant, then ODE will require no further action from program.

8 8 Desk Monitoring Not Meeting Outcomes If a program is not meeting outcome requirements, but documentation is compliant with state and federal requirements, the ODE will provide focused assistance to the program in areas of not meeting, and provide support to assist districts in reaching a higher standard for ELs. ODE assistance may include support from peer districts, and/or a site visit may occur. If program is not meeting outcome requirements, and has not met outcome requirements (state and federal accountability measures) for four or more years, a site visit is mandatory. If the program has a school on the priority/focus school list, a site visit for the priority/focus school is mandatory.

9 9 Other Reasons for On-Site Visit If the program has a verified OCR complaint relating to services for ELs, a site visit is mandatory.

10 10 Desk Monitoring Schedule A spreadsheet of districts who will be monitored during the school year is posted. Districts selected for monitoring have not been monitored for three or more years. Districts having a focus/priority school or having not met all rated AMAOs for four or more years, will have a follow-up onsite technical assistance visit.

11 11 Title III Desk Monitoring Rubric The former on-site monitoring rubric has been revised into a Desk Monitoring Rubric. This tool has been created to assist districts with their Desk Monitoring submission, as well as to be used by reviewers to determine if the submission is compliant.

12 12 Random Sampling In the Desk Monitoring tool you will see the words random sampling, this means a representative sample of evidence in the district. Please provide a sample of documents in all languages used at all grade levels; however, the ODE does not need a certain percentage of documents for each building or district. Use your discretion to determine how many documents is sufficient to provide evidence of compliance with the question.

13 13 Forms in Multiple Languages When asked for copies of forms, for example parent notification letters, please provide copies of each language used by the district and an English version. Blank templates do not provide sufficient evidence that the district has provided communication to parents in a language they can understand. Blank templates only provide evidence that the district has the capacity to communicate to parents.

14 14 Rubric by the Numbers Question 1 Local service plan: Please send the district s most recent local service plan and copy of approval letter. Question 2 Home Language Survey: Please provide a copy of all available home language surveys all languages. Spring Desk Monitoring random sample of completed home language surveys for the school year.

15 15 Rubric by the Numbers (cont.) Question 3 Provide a random sample of the assessment used to identify ELs. Spring Desk Monitoring random sample of completed from the school year It is important that your documentation include: The date the student enrolled; The date the student was assessed; and The date the parent was notified to ensure that the district completed the identification within the legal timeline.

16 16 Rubric by the Numbers (cont.) Question 4 Include a sample of signed parent notification letters for both newly identified and continuing ELs. Spring Desk Monitoring random sample of parent notification letters for the school year Please make sure that the random sample demonstrates communication in a language the parent can understand, if appropriate.

17 17 Rubric by the Numbers (cont.) Question 5 Please include a sample of parent waiver letters, if appropriate. Waiver forms may be prior to the school year. If the district does not have any parent waivers, a statement to that fact will suffice.

18 18 Rubric by the Numbers (cont.) Question 6 Include a brief description of parent activities held by schools or district level. Include a random sampling documenting parent activities. If appropriate, include copies in languages that parents can understand. Spring Desk Monitoring random sample for the school year Question 7 Explain briefly the district s plan for the annual ELPA assessment for ELs.

19 19 Rubric by the Numbers (cont.) Question 8 Provide the most recent district EL evaluation or Title III Improvement Plan. Important: please make sure to include evidence of monitoring the progress of English learners acquiring English and core content knowledge. Question 9 The documentation is the same as in question 8; however, question 9 is focused on the progress academically of monitored EL students. Important: please make sure to include evidence of monitoring the progress of monitored ELs acquiring English and core content knowledge.

20 20 Rubric by the Numbers (cont.) Question 10 Provide an explanation of the district monitoring procedure. Include a random sample of monitoring documentation. Spring Desk Monitoring random sample of completed monitoring forms for the school year If the district does not have any students in monitoring status, please include a note, stating this.

21 21 Rubric by the Numbers (cont.) Question 11 Provide a description of the services available to students (TAG, SPED, Title I, etc.). Provide a description of elective classes available to ELs. Include random sampling of documents that provide evidence of meaningful access to elective classes and programs. Evidence could include: building schedules, student schedules, and master schedules. Question 12 Provide a description of the access to the district s instructional program for ELs. Include random sampling of documents that provide evidence of meaningful access to classes and programs (core content). Evidence could include: building schedules, student schedules, and master schedules.

22 22 Questions 11 and 12 Questions 11 and 12 may include the same evidence, however the document for each question is reviewed with a different lens. You may opt to put the documentation for 11 and 12 together in one folder. ODE will review the evidence provided with the requirements for each question.

23 23 Rubric by the Numbers (cont.) Question 13 Include a description of the program of service that leads to a diploma. Include random sampling of evidence that documents this program of service. Evidence could include student transcripts. Question 14 Provide job description or similar job requirements information that ensures the instructional staff of ELs is fluent in English. Question 14 focuses in on the language abilities of staff instructing ELs as required by Title III federal law.

24 24 Rubric by the Numbers (cont.) Question 15 Provide evidence of teacher certification, license, and/or endorsement for staff instructing English learners. Question 15 focuses on the certification of teachers in accordance with Oregon weighted funding requirements. NOTE: Question 14 and 15 may have the similar evidence; however, question 14 addresses the federal requirements for Title III and question 15 addresses OAR requirements. ODE will review the evidence with the lens of the requirement.

25 25 Rubric by the Numbers (cont.) Question 16 Provide a description of the district s timely and meaningful consultation with private schools. Include discussions on identifying English learners and Recent Arrivers. Include documentation of the consultation. If the district does not have any private schools within the district boundaries, a statement to that fact will suffice.

26 26 Rubric by the Numbers (cont.) Question 17 Provide description of job requirements for instructional assistants and the work assignment. Question 18 Provide a description of the district complaint process. Include documentation, if available, in a language parents can understand. Question 19 Provide a description of how the district annually disseminates the complaint information. Evidence could include student handbooks, links to district web sites, etc.

27 27 Rubric by the Numbers (cont.) Question 20 Provide a random sampling of parent notification letters sent to parents in a language the parent can understand when the district has not met the AMAO targets. Spring Desk Monitoring Random sample of completed home language surveys for the AMAO report. If the district met AMAOs, please include a statement to that fact.

28 28 Rubric by the Numbers (cont.) Question 21 Provide a description of the procedures used by the district to ensure the data submitted to the LEP collection is accurate. NOTE: ODE staff will compare the District LEP collection from school year to the district ELL plan to ensure compliance. Question 22 Provide a description of the procedures used by the district to ensure the data submitted to the Recent Arrivers collection is accurate. Evidence could include enrollment forms assisting the district in identifying recent arrivers.

29 29 Rubric by the Numbers (cont.) Question 1 Fiscal This question is completed by subgrantees. Districts with a Title III grant and consortium leads. Member districts in a consortium do not respond to this question - a statement to the fact will suffice.

30 30 Fiscal Evidence Evidence for this question must include: CIP Budget narrative for previous school year. Copies of position descriptions for staff funded by Title III. Time in effort logs for staff funded by TIII and other funding. Copies of contracts paid for by TIII funds. Explanation on when final payment is made on the contract. Explanation on how the subgrantee determines the deliverables for each contract. Purchase orders and payments for items funded by Title III funds. Description of subgrantees inventory procedures for items purchased with Title III funds.

31 31 Desk Monitoring Submission Please consider one of the following options for submitting Desk Monitoring documentation: ODE Secure file transfer (preferred method) Files can be zipped and sent in as a group. USB Drive Create a folder for each question and save the appropriate evidence in the folder. CD Create a folder for each question and save the appropriate evidence in the folder. Send all monitoring documents to Leslie Casebeer (leslie.caserbeer@state.or.us )

32 32 Considerations Some documents may include personally identifiable information for students. Consider having a password for the USB and send the password to ODE staff separately. Consider marking out the student name and referring to the student by SSID only. ODE staff have PC computers Please make sure that your CD/USB works with PC computers.

33 33 Timeline Spring Desk Monitoring submissions are due March 14, ODE staff will review documents and send a formal notice of the review to the District Superintendent. If the formal notice requires the District to provide additional information, the District will have 30 calendar days from their receipt of the letter, based on the return receipt.

34 34 Timeline (cont.) All Districts with a focus/priority school will have an onsite technical assistance visit. All Districts having not met all rated AMAOs for four or more years will have an on-site technical assistance visit. These visits will be scheduled directly with the district after the review of documents is complete.

35 35 Where Can I Find More Information? Title III web page Title III Monitoring web page Title III Program Guide web page

36 36 Who Can I Contact for Assistance? Kim Miller kim.a.miller@state.or.us Rudyane Rivera-Lindstrom Rudyane.lindstrom@state.or.us Timothy Blackburn Timothy.blackburn@state.or.us