TITLE III Program Review and Monitoring February 15, 2012

Transcription

1 TITLE III Program Review and Monitoring February 15, 2012 Presented by : Heidi Faust, ESL Technical Assistance Facilitator on behalf of PDE Paula Zucker, ESL Technical Assistance Facilitator on behalf of PDE Francine Dutrisac, ESL Technical Assistance Facilitator on behalf of PDE Linda Long, ESL/Bilingual Education Advisor & State Title III Director

2 PDE Mission for the Education of English Language Learners Provide for the maintenance and support of a thorough and efficient system of education which includes the provision of quality, culturally responsive, and equitable educational programs for English language learners and assurance of their appropriate participation in all aspects of the educational system. Ensure that its programs will address the needs and rights of English language learners in all its initiatives throughout the entire process of planning and implementation. 2

3 PDE Vision for the Education of English Language Learners Promotes the recognition of English language learners and their parents as cultural and linguistic assets to the Commonwealth s global initiatives. Is committed to using its Standards Aligned System to ensure that English language learners receive core curriculum instruction and achieve high levels of academic success. 3

4 AGENDA Purpose of Title III Requirements of Title III Accountability of Title III Program Review & Monitoring of Title III Purpose Overview Process Tips Title III Monitoring Tool Q & A 4

5 Purpose of Title III 1. Ensure ELLs and immigrant students will: Attain English language proficiency. Develop high levels of academic attainment in core academic subjects. Meet the same challenging state academic standards as all children are expected to meet. Enter an all-english instructional setting. 2. Promote parent and community participation in bilingual/esl education programs for LEP children. 5 5

6 Title III A Supplemental Program to Serve English Learners Title III funded activities instructional program/ service required by State and local laws/regulations instructional program/service required by Federal Laws/regulations instructional program/service provided by the district to all students 6 We ll start off with a few foundational concepts about Title III. In this slide, we ve used the analogy of building blocks as a means of thinking about the Title III program in your State. This illustration shows the role of Title III services as compared to other services for English learners (ELs) in your districts. As you know, Title III is a supplemental program. We sometimes talk about how Title III is the icing on the cake. This illustration shows how the instructional program/services required by Federal regulations, by State regulations, and provided to all students are the foundation of services for ELs. Title III is the tower that makes the structure look prettier and more balanced, but is additional, and ENHANCES the program, but is not the foundation on which programs for ELs are based. 6

7 Building Blocks to an Effective Title III Program that Meets Title III Requirements high quality language instruction educational program professional development 7 The wooden blocks structure showed how Title III is the top the supplementary towers. Let s now get into the details of Title III, and think about blocks some more. Here is another type of interlocking building blocks Legos - that are dependent on one another. These blocks are built upon a foundation of two required activities under Title III providing a high-quality language instruction educational programs (LIEPs), and offering high-quality professional development (professional development). Both LIEPs and PD should be scientifically based, and focused on the aim of helping English learners learn English and achieve in the academic content areas. All Title III activities should be carried out using expenditures that are allowable, allocable, and reasonable. The next slides will address these principles. 7

8 Title III Requirements 8

9 Required Activities 1. Increase the English proficiency of ELLs as demonstrated by student achievement. 2. Provide high quality professional development (PD). These are required activities 9 9 Be sure to review your Title III application and what activities you identified in planning to meet the requirements of Title III. PD is not just for ESL teachers, must include content teachers, other school staff that make decisions regarding ELLs.

10 Authorized Activities for LEP Funding Curricular Materials Technology Intensify Instruction Support Personnel Tutorials, Mentoring, Academic or Career Counseling Community Programs/Services Parental Involvement/Outreach Supplemental Instructional Services Family Literacy Services 10 10

11 Authorized Activities for Immigrant Children and Youth (ICY) Funding Family Literacy, Parent Outreach and Training Activities Support For Personnel Provision of Tutorials, Mentoring, and Academic or Career Counseling Identification and Acquisition of Curricular Materials Basic Instructional Services That Are Directly Attributable to the Presence of Immigrant Children and Youth in the School District Other Instruction Services Activities, coordinated With Community-based Organizations, Institutions of Higher Education, Private Sector Entities, or Other Entities with Expertise in Working With Immigrants The above must be in addition to LEP activities. 11 Must be a separate budget.

12 Required Parent Notifications If a child is identified for and placed in a Title III supplemental program, LEAs must inform parents. A separate parent notification is required when a LEA fails to meet AMAOs in any fiscal year. Notification must be provided in an understandable format and, to the extent practicable, in a language the parent can understand. CONTINUED 12 To provide translated communications for non-english speaking parents and/or students, please visit An account login is necessary.

13 Required LEP Data Collections LEP Data Submission--LEAs are required to submit LEP system data annually during the 30 day reporting window every March. PIMS Data Submissions Enrollment (October) Precode (November) ACCESS for ELLs (February) End of Year (June) 13 This data entry is essential to many aspects of LEP program, including the reporting of Test Scores for AMAOs, and funding for Title III. LEP Data should be accurate and accessible at a district wide level to those involved in the data reporting and assessment processes. Accuracy assurance statements are permanent. Inaccurate reporting can result in unfortunate outcomes related to funding and AMAO status.

14 Required Annual Assessment Each eligible entity annually will assess the English proficiency of all children with limited English proficiency. ACCESS for ELLs 14 LEAs will assess all LEP students in the program using the WIDA ACCESS for ELLs. LEAs must ensure that students take the appropriate tier of the assessment, and the W-APT screener is used appropriately in assigning the Tier to students who are taking the ACCESS for the first time. Exited/ Monitored ELLs do not take the WIDA. Students Tests/ Pre-IDs are bubbled Title III served for accountability purposes.

15 ACCESS for ELLs ASSESSMENT SCHEDULE Pre-ID Ordering - State Provides 12/14/11 12/14/11 Districts Receive Test Materials 01/13/12 Test Window 01/23/12 03/02/12 Additional Materials Deadline 02/17/12 Districts Pack Completed Material 03/02/12 03/08/12 Districts Ship Completed Material to MetriTech 03/08/12 All Materials Received at MetriTech 03/14/12* Data Validation Window - MetriTech 04/11/12 04/20/12* ACCESS for ELLs Data Corrections - PIMS 05/07/12 05/10/12* Reports Shipped to Districts* 05/26/12* * Data release is dependent on timely and accurate data submission to MetriTech and PIMS. 15 Compliance with the timeline and accuracy of data reporting is essential to getting reports to all LEAs in a timely manner. Be sure your students are identified as LEP, and that your validations are accurate.

16 Required Fiscal Reports Quarterly Reports Continued monthly payments Due on the 10 th working day of January, April, July and October Submitted on line via the PDE Web Portal/FAI System Funds will be suspended if quarterly report is not submitted by due date Final Expenditure Reports (FER) Close projects by reporting that funds have been expended in compliance with the approved budget Due as soon as the project funds are spent, but no later than 30 days after the termination of the project Completed online through the e-grants e System Final budget must match expenditures on the FER Monies need to be allocated for Title III activities and must not be absorbed into the general budget. It has to be a separate Title III budget with line items for Title III expenditures matching Title III required and authorized activities. Equipment (over $1,500) bought with Title III funds must be tracked. Small and attractive items (below $1,500) have to be tracked, labeled and located within Title III programs No comingling of funds (LEP and ICY need to be in separate budgets).

17 Title III Accountability Each SEA receiving a grant under subpart 1 shall hold eligible entities receiving a subgrant under such subpart accountable for meeting the AMAO objectives under subsection (a) Title III 3122 (b) (1) 17 17

18 AMAO Targets AMAO 1 Annual Measurable Achievement Objectives Annual increases in the number or percentage of children making progress towards learning English Definition: gain of > 0.6 ACCESS for ELLs composite proficiency level score Target 57% AMAO 2 Annual increases in the number or percentage of children attaining English proficiency Definition: ACCESS for ELLs composite proficiency score of > 4.5 on a Tier B or C assessment or Kindergarten assessment 22% AMAO 3 Adequate Yearly Progress (AYP) for LEP students AYP Targets 18 These are the Annual measurable Achievement Objectives. As you can see in order to achieve AMAO 1, the LEA must show prescribed increases in the number or percentage of ELLs making progress toward increasing English language proficiency, as defined by a gain of equal to or greater than.6 composite proficiency level score on the ACCESS for ELLs with a target this year of 57%. Achievement of AMAO 2 must be demonstrated by increases in the number or percentage of ELLs attaining English language proficiency, as defined by a composite proficiency score of greater than 4.5 on the ACCESS for ELLs on a Tier B or Tier C tier or Kindergarten assessment with this year s target of 22%. Acievement of AMAO 3 is demonstrated by Adequate Yearly Progress (AYP) Targets. 18

19 Title III Accountability If the State Educational Agency (SEA) determines, based on AMAOs, that an eligible entity has failed to make progress toward meeting such objectives for two (2) consecutive years, the agency shall require the entity to develop an improvement plan that will ensure the entity meets such objectives. Title III 3122 (b)(2) 19 19

20 Title III Accountability If the SEA determines that an eligible entity has failed to meet AMAOs described in subsection (a) for four (4) consecutive years, the agency shall require such entity to modify the curriculum, program, and method of instruction, or (i) make a determination whether the entity shall continue to receive funds related to the entity s failure to meet such objectives; and (ii) require such entity to replace educational personnel relevant to the entity s failure to meet such objectives. Title III 3122 (b) (4) Commonly noted Title III non-compliance issues related to Title III Accountability are demonstrated by students having not met AMAOs and LEAs and consortia neglecting to provide evidence verifying that LEP students have met AMAOs.

21 Program Review & Monitoring of Title III 21

22 Purpose of Program Review & Monitoring To demonstrate program compliance with Federal Law To avoid possible audit exceptions 22 The purpose of the Federal Program Monitoring is for LEAs to demonstrate that their programs are in compliance with Federal Law and to avoid possible audit exceptions. It is NOT to Review the LEA s Programs or the effectiveness of their programs. 22

23 Federal Program Monitors Retired educators and Federal Program coordinators Trained annually by the Division of Federal Programs program managers on changes and new requirements under NCLB 23 The Federal Program monitors come from education administration backgrounds; and have usually worked with NCLB programs. The Division of Federal Programs gives annual training for these monitors. 23

24 Overview of Federal Program Monitoring All LEAs are reviewed one time every 3 years 3-year cycle We are currently in Cycle 2 ( ) Cycle lists are posted on the Division of Federal Programs website Visits occur between January and end of May Typically March May (due to weather) Monitors review LEA s current program year information 24 Federal Program Monitoring follows a 3-year cycle. In school year , we are currently in Cycle 2. Monitoring visits usually take place sometime between January and end of May. During the monitoring review, the focus is on the current LEA s program year information 24

25 Consolidated Review Information on Division of Federal Programs (DFP) Website Consolidated Review Schedule / Cycle Lists Copies of all Program Review instruments under Consolidated Program Review FedMonitor s website link: 25 The Division of Federal programs webpage takes you to the online monitoring instrument. 25

26 Online Monitoring Tool Monitoring instrument electronically completed on FedMonitor by LEA & by the monitor: 26 The Monitoring Tool is found on the FedMonitor website. Both the LEA and the monitor have access to this instrument. * The monitoring/review instrument currently used is based on USDE s monitoring tool used to monitor SEAs and LEAs. - The review instrument includes a list of suggested evidence, LEAs can use to support documentation. - This instrument is posted on DFP s web site under Consolidated Review and is also loaded on FedMonitor. 26

27 Division of Federal Programs (DFP) Online Monitoring Process 1. DFP mails letter to LEA in late December. - addressed to Superintendent/CEO - provides username & password for FedMonitor - provides monitor s name 2. Monitor contacts LEA to schedule visit (unless LEA is getting a desk audit) - monitor and LEA mutually agree on date Be sure to select a date that suits your staff! 3. LEA completes online instrument 30 days prior to monitor s site visit. 4. Monitor reviews online instrument. 27 The Online Monitoring Process is as follows: 1) Letters - once the LEA receives the letter, it will be able to login in to the FedMonitor and look at the Review Instrument This opportunity will give you an idea of the types of information monitors will need to see and what kind of documentation your district will need to provide them It also allows you to print out a hard copy of the Review Instrument that you can share with any district personnel responsible to provide information for the monitoring The Monitor will be in touch with the LEA to schedule the monitoring visit 2) The scheduled date should fit both the LEA s and the Monitor s schedules 3) The date selected should give enough turnaround time for the LEA to complete the instrument and provide at least 30 days for the monitor to review the instrument prior to the visit. 27

28 Division of Federal Programs Online Monitoring Process 5. Monitor conducts site visit / verifies information. - Information reviewed is focused on current program year - Federal Program Staff must be available during review - Title I Parents & Students must also be available per monitor s request 6. Monitor completes instrument online; then locks instrument. - Notification is ed to LEAs & DFP confirming that the document has been locked ** Districts have access to locked documents at all times. 28 5) The Site visit is to verify what was entered in the instrument and to check on any missing information. This year, ESL Technical Assistance Facilitators will be joining the Federal Consolidated Program Monitoring visits to provide support. 6) Once the site visit is completed, the monitor completes the instrument, enters his/her remarks, and notifies the LEA and DFP. 28

29 Division of Federal Programs Online Monitoring Process 7. Regional Coordinators (RCs) in DFP review locked instrument. - Determine whether programs are in full compliance 8. DFP mails letter to LEA regarding review. ** If there are NO citations: Letter will state LEA is in complete compliance with current statutes, regulations and guidance released by the USDE. - Keep letter on file for auditors 29 Back at PDE s Division of Federal Programs, the Regional Coordinators will then take over and review the tool for compliance. If in compliance, a letter will be sent to the LEA stating so. 29

30 Division of Federal Programs Online Monitoring Process ** If there ARE citations: DFP mails letter to LEA outlining compliance issue(s) - Provides Corrective Action Plan (CAP) & a deadline for submission - RC and/or program managers may conduct site visit to provide technical assistance LEA sends CAP to Division of Federal Programs by given deadline. - If it s not received by deadline, a 2 nd notice will be issued, and funds could potentially be suspended CAP is reviewed by Regional Coordinators in DFP LEA receives final letter of compliance after all corrective action 30 has taken place However, if the LEA is not in compliance: a Corrective Action Plan will be sent to the LEA with a specific deadline set for its submission. Regional Coordinators may also require documentation or may perform site visit to verify compliance. When the Regional Coordinator is satisfied that all discrepancies have been dealt with, a letter of compliance is sent to the LEA. 30

31 Keys to Success! Tips for a Successful Onsite Title III Program Review 31 Here are a few tips for a successful Title III Program Review

32 Division of Federal Programs Responsibilities Provide Monitor Training. - Held annually by DFP Program Manager - Discuss updates/changes in the Law (Federal Programs) Provide Monitor Assignments. Send Notification Letter to LEAs. - Send copies of Notification Letters to assigned Monitors Assist Monitors & LEAs with questions regarding monitoring visit/review. Review Monitoring Reports. - Assist LEAs with questions/guidance on implementing CAs Mail final letter to LEA / Close out online instrument. 32 Outlined on this slide are the responsibilities of the Division of Federal Programs in regards to the monitoring process. 32

33 LEA s Responsibilities Stay in touch with monitor exchange contact info Organize program data by program & requirements ** Binders or folders - YOUR choice, not the monitor s Have copies of your completed monitoring instrument available to all parties who will participate in the monitoring visit ** Review the instrument with staff who will be participating Have documentation & evidences of compliance aligned in the same order as outlined on the monitoring instrument Have approved application available 33 Outlined on this slide, are the LEA s responsibilities. The better the LEA is prepared and organized, the quicker the visit will go and the more likely the LEA will be able to produce the required documents. 33

34 LEA s Responsibilities Prepare an agenda for your monitoring visit & share with all staff & your assigned monitor. Have all Federal Program Managers on site. It s acceptable to ask questions during your monitoring visit! Your monitor can assist you while onsite and/or help you get in touch with appropriate staff at DFP. - Many monitors will call DFP directly from their site visit to verify something or ask a Program Manager for advice. Don t be stressed out but be prepared! 34 Again, organization is very important for a successful visit.

35 Access to Consolidated Review Information via Division of Federal Programs website Step-by-Step: 1. In web browser enter: 2. Click on Programs bottom link on left 3. Click on Programs D-G on left 4. Click on Federal Programs on left 5. Click on Consolidated Program Review on left 35 These are the step-by-step instructions to access the Consolidated Program Review through the FedMonitor by going to the link on the DFP s webpage. 35

36 Logging into the Review Instrument in FedMonitor: ** Enter Username and Password 36 In order to login on FedMonitor, the LEA must enter a username and password. These are obtained from DFP. 36

37 Put checkmark in box next to each program for which your LEA receives allocation LEA must enter name & number of each person Monitor completes bottom sections 37 The monitoring process is for all of the programs in the Consolidated Application. Names and phone numbers of each program coordinator have to be provided. As for the last section, the monitor is responsible for filling that information. 37

38 Assessment Home Page Each Federal Program your LEA implements should be reflected here. Click on the Generate Draft Instrument button to print hard copy of entire Review Instrument. 38 After you log in you will see the Assessment Home Page it can be likened to the main menu it is the first page you will see after you log in. On the left, you will see a list of all the Federal Programs that your LEA is implementing. **If you see a program listed that you DO NOT have in your LEA OR- if a program that your LEA does implement is NOT listed you can go to the Assessment Details section at the top left and either ADD the program or REMOVE it. The need to do this occurs only on rare occasion. The left side toolbar has the same exact information as the middle section so if you need more working space, you can click on one of those tabs. Let s see what would happen if we clicked on Title III for example. If you click on the very top link Assessment Details you will also come to the following screen (next slide). 38

39 Click on each of these sections to complete the info within. To print a blank copy of the Title III Review Instrument Click Here. 39 This takes the user through the whole monitoring document for Title III. We recommend that you first complete the document, by clicking on the various sections listed on this slide and adding the information requested. If desired, a hard copy can be generated to view and print. When you click on PA English Language Proficiency Standards, you will see the following screen (next slide). 39

40 ** Always hit Save Changes at the bottom 40 You need to complete the information for each of the sections. It lists the Requirements your LEA must meet beside each you will be asked to respond if the LEA Met, Not Met the requirements, or if it is Not Applicable in your situation.. It also lists various types of Suggested Evidence of Implementation in which you would place a checkmark if any of them apply and if needed, you can also enter additional information in the Comment box. Complete each of the sections in the same way. *After completing each section on a screen, be sure to click the Save Changes button at the bottom of the screen. 40

41 Fiscal Requirements & Obligating Funds Final Approval Letter from DFP is not sufficient for Suggested Evidence LEA must have expenditure records that reflect purchases on or after date of obligation invoices or purchase orders something that includes dates 41 Evidence for obligating funds has to be attained from invoices and purchase orders where dates are clearly marked. The purchase orders and invoices cannot be for dates prior to the date of obligation.

42 The Monitoring Tool How to Demonstrate Compliance 42 The Title III Monitoring tool is divided in ten different areas. For the next few minutes, we will take turns looking at those areas with you.

43 I. PA English Language Proficiency Standards (PA ELPS) for English Language Learners Requirements 1. The LEA curriculum in Reading/Language Arts, Science, Math, and Social Studies includes the PA ELPS and is aligned to state academic content standards. 2. The LEA has disseminated PA ELPS and provided professional development to all teachers on the PA ELPS. Suggested Evidence of Implementation Content curriculum alignment Lesson plans Professional development proof Additional Evidence/Comments Agendas, sign-in sheets, training schedule, Act 48 credit hours 43 Monitors may ask to speak with ESL Teachers, Content Teachers, ELLs and Parents Check that they have a copy of PA ELPS Proof of PD offered to all teachers Typical Compliance Issues: Title III PA ELPS professional development for teachers No evidence that PA ELPS have been disseminated and that professional development on the PA ELPS was provided for all teachers Only ESL teachers received professional development not the general ed teachers ELPS are not embedded in curriculum LEA curriculum in Reading/Language Arts. Science, Math and Social Studies does not include the PA ELPS and is not aligned to state academic content standards PD on WIDA Can Do Descriptors but not on ELPS ELPS not included for Reading and Language Arts 43

44 II. Assessment Requirements Suggested Evidence of Implementation Additional Evidence/Comments 1. All LEP students have been annually assessed for English language proficiency (ELP) using the required state annual ELP assessment (ACCESS for ELLs). Completion of on-line ELP assessment ordering system via MetriTech (required), UPS receipt verifying return of state annual ELP assessment, LEA performance score reports, and inclusion of performance results in student s permanent record folder LEA database records of LEP students and assessment scores emetric system reports 2. The LEA uses the state screening and placement tool (WAPT) for entry into an ESL program and for the determination of the assessment tier for the state annual ELP assessment. WAPT screening and placement assessment results are included in the student s permanent record folder Ordering receipts emetric reports Student record entries for performance WAPT in student records Typical Compliance Issues: Title III Assessment The LEA did not use the W-APT for identification of ELLs in language instructional programs and for the determination of proper tier on the state annual ELP assessment The LEA plans on using the W-APT in the future 44

45 II. Assessment Requirements Suggested Evidence of Implementation Additional Evidence/Comments 3. The LEA assesses students within 30 days of the beginning of the school year or within 14 days of initial school entry. Student records indicating date of enrollment and date of assessment using the state screening and placement tool (WAPT) LEA database records 4. The LEA has in place a procedure to ensure that all teachers who administer the ACCESS for ELLs have taken and passed the online WIDA ACCESS test administrator training course 5. LEP students (grades 3-8 and 11) are assessed using the PSSA, PSSA-M, or PASA. WIDA test administrator training proof maintained by LEA ESL program administrator or assessment coordinator PSSA results for the LEP subgroup (grades 3-8 and 11) Proof of completion of on-line teacher training for test administration with proof of 80% or better teacher score LEA database records emetric system reports 45 Student records comparing enrollment and assessment dates Teacher s WIDA administrator training completion report PSSA report for ELLs 45

46 III. Accountability Requirements 1. The LEA/Consortia verifies LEP students meet annual measurable achievement objectives (AMAOs). 2. The LEA/Consortia develops an improvement plan if it has not met AMAOs for 2 or 4 consecutive years. 3. If the LEA is part of a consortium, the LEA has a signed copy of the Memorandum of Understanding specifying the responsibilities of both the fiscal agent and the individual LEAs related to services, parental notification and AMAO Improvement Planning. Suggested Evidence of Implementation Copy of AMAO Status Report and letter received from the SEA Copy of the improvement plan within Getting Results Copy of the Memorandum of Understanding between the LEA and fiscal agent. Additional Evidence/Comments 46 AMAO report from PDE Improvement plan if in AMAO Improvement MOU if consortium 46

47 IV. Evaluation Requirements Suggested Evidence of Implementation Additional Evidence/Comments 1. The LEA completes the LEP SYSTEM on or before the State provided due date. 2. The LEA completes the PIMS on or before the State provided due date. 3. The LEA performs regular Program evaluations based on multiple criteria that measure student progress in attaining English proficiency and attainment of academic and achievement standards. LEA implements improvements based on this evaluation. Copy of the Accuracy Certification Statement (ACS) for the LEP SYSTEM Copy of the ACS for PIMS Copy of LEP System Report Written program evaluation Refer to the PDE website for State due dates Refer to the PDE website for State due dates 47 ACS for LEP (non pub) and PIMS (public) Program evaluation ESL Team should be evaluating program data and effectiveness. Once the ACS is signed, Data is permanent and cannot be changed. Inaccurate data can result in unfortunate and weighty consequences. Typical Compliance Issues: No evidence that the LEA is evaluating the Title III program No evidence that the LEA regularly supervises the provision of Title III services. 47

48 V. Required Activities for LEP Requirements 1. The LEA/Consortium is responsible for increasing the English proficiency of ELLs. The LEA/Consortia bases its instructional programs on scientifically based research. Suggested Evidence of Implementation Student records and grades ACCESS for ELLs Score Report data PSSA Score Report data District AMAO Status Reports Additional Evidence/Comments emetric The LEA/Consortia demonstrates the effectiveness of the programs to increasing a) English Language Proficiency b) Student academic achievement in the core academic subjects Evidence that the language instructional programs are based on scientifically based research Program type and rationale 48 Evidence of the required activities displayed here can be found in : ACCESS for ELLS report PSSA report AMAO status report Verification of scientifically based research 48

49 V. Required Activities for LEP Requirements 2. The LEA/Consortia is responsible to provide high quality professional development to the classroom teachers, principals, administrators, and other personnel designed to: a. Improve instruction and assessment of ELLs b. Enhance the ability of teachers to use curricula, assessment measures, and instructional strategies. c. Based on SBR demonstrating the effectiveness of the PD in increasing the children s English language Proficiency d. Sufficient intensity and duration to have positive and lasting impact on teacher classroom performance Suggested Evidence of Implementation Evidence of professional development plan (Act 48) for ALL teachers Completion of egrant System subgrantee professional development activities Additional Evidence/Comments Agenda Training schedule Teacher Act 48 lists 49 Evidence of the requirements displayed here can be found in: PD verification egrants PD report SBR Scientifically-based research It should be noted that recurring Title III non compliance issues are related to limited professional development opportunities for classroom teachers focused upon the utilization of PA English Language Proficiency Standards. It has been determined that: No evidence that PA ELPS have been disseminated and that professional development on the PA ELPS was provided for all teachers. Only ESL teachers received professional development related to PA ELP Standards; not general education teachers. ELPS are not embedded in curriculum. LEA curriculum in Reading/Language Arts, Science, Math, and Social Studies does not include the PA ELPS and is not aligned to State academic content standards. There has been PD presented on WIDA CAN DO Descriptors, but not on ELPS. ELPS has not been included for Reading and Language Arts. *It is highly recommended that PD must be offered for classroom teachers, principals, administrators and other personnel. *The PD offered must be of high quality, ongoing, and sustained to have a positive and lasting impact on teacher classroom performance. *Additional Title III non compliance issues have been noted with evidence of inadequate and incomplete professional development plans, which should include dates, topics, and documentation of personnel in attendance. 49

50 VI. Authorized Activities for LEP Requirements (Authorized Activities): a. Upgrading program objectives and effective instruction strategies. Improving the instruction materials, education software, and assessment procedures b. Providing tutorials and academic or vocational education for ELLs; and intensified instruction c. Developing and implementing elementary or secondary school instructional educational programs that are coordinated with other relevant programs and services. Improving the ELP and academic achievement of ELLs d. Providing community participation programs, family literacy services, and parent outreach and training activities to ELLs and their families. e. Improving the instruction of ELLs by providing acquisition or development of end technology or instructional materials; access to and participation in electronic networks for materials, training, and communication; and incorporation of the resources f. Other activities Suggested Evidence of Implementation Title III application A record of students being served The type of programs being implemented Additional Evidence/Comments Optional; record what they have (Karl) 50

51 Requirements VII. Authorized Activities for ICY 1. Authorized Activities: (A) family literacy, parent outreach, and training activities designed to assist parents to become active participants in the education of their children; (B) support for personnel, including teacher aides who have been specifically trained, or are being trained, to provide services to immigrant children and youth; (C) provision of tutorials, mentoring, and academic or career counseling for immigrant children and youth; (D) identification and acquisition of curricular materials, educational software, and technologies to be used in the program carried out with funds; (E) basic instruction services that are directly attributable to the presence in the school district involved of immigrant children and youth, including the payment of costs of providing additional classroom supplies, costs of transportation, or such other costs as are directly attributable to such additional basic instruction services; (F) other instruction services that are designed to assist immigrant children and youth to achieve in elementary schools and secondary schools in the United States, such as programs of introduction to the educational system and civics education; and (G) activities, coordinated with community-based organizations, institutions of higher education, private sector entities, or other entities with expertise in working with immigrants, to assist parents of immigrant children and youth by offering comprehensive community services. Suggested Evidence of Implementation Title III application A record of students being served The type of programs being implemented Additional Evidence/ Comments 51 51

52 Requirements VIII. Parental Notification Suggested Evidence of Implementation Additional Evidence/ Comments The LEA/Consortia provides notifications to parents in an understandable uniform format, and, to the extent practical, in a language that the parent can understand. Notification includes basis for placement, level of proficiency, method of instruction, how the program will meet the student s needs, and exit criteria. Parent letters for placement in Title III programs The LEA/Consortia has parent notification provisions for identification and placement for Title III supplemental programs within 30 days of the beginning of school or 2 weeks after school begins. The LEA/Consortia sends parent notification for failure to meet AMAOs, of such failure not later than 30 days after such failure occurs. Parental participation and outreach provisions Parent letters for placement in Title III programs Parent letter for AMAO status Parent participation policies are distributed to parents on a regular basis Evidence of outreach with parents of ELL students about how they can be involved in their child s education 52 Parent notification letters for Title III placement and for failure to meet AMAOs have to be provided in a language that the parents can understand. Copies of these parent letters can be used as evidence. Evidence must also include parental participation policies and outreach provisions. Findings in this area, have been due to lack of evidence that there was distribution of policies to parents and/or a lack of evidence that there are parent participation and outreach provisions in place. 52

53 IX. Implementation of Title III Application Local Plans Requirements Suggested Evidence of Implementation Additional Evidence/ Comments Submission of annual Title III application, implementation of application, and evaluation of success of Title III Implementation Plan The LEA/Consortia complies with NCLB requirements regarding participation of LEP students and teachers in private schools under Title III. The LEA/Consortia provides: a. Policies and procedures for provision of services to eligible children attending private schools b. Third party contract(s) c. Copies of local application and budgets that document appropriate set asides (LEA) d. Evidence that consultation occurred between LEA and private school officials e. Evidence that private school children and teachers are receiving equitable services f. Evidence that the LEA is evaluating the Title III program serving private school students g. Evidence the LEA regularly supervises the provision of Title III services to private school children Copy of signed rider and application Written policies and procedures, letters, s or meeting agendas of LEA consultation with nonpublics schools. Written agreement of equitable services to be provided. Evaluation plan for private school, program success, Supervisory consultation. 53 Title III Participation of eligible children attending private schools has been an area that has caused some LEAs to have compliance issues for the following reasons: There was no evidence of consultation with non-public school services to comply with Title III requirement along with no explanations on how the LEA planned on providing equitable services, assessment and evaluation to the private schools There were no copies of local applications and budgets that document appropriate set asides There were no evidence that the LEA is evaluating the Title III program serving private school students 53

54 Requirements IX. Implementation of Title III Plans Suggested Evidence of Implementation Additional Evidence/Comments The LEA/Consortia has a policy and/or LEA assessment (oral/written communication skills) for teacher English fluency. LEAs/Consortia that have teachers providing instruction in a language other than English must have a procedure for ensuring the teachers are fluent in the language of instruction The LEA/Consortia supplements, not supplants, the core program with Title III funds. Programs/Activities must be in addition to or supporting core programs. Teacher fluency assessment results Procedure used to determine fluency, must include appropriate Instructional level 1 or 2 certifications as well as the ESL specialist endorsement. If grading student English performance, teachers must meet the highly qualified definition. Verification of difference between core program budget and expenditures, and Title III budget and expenditures Evidence of budget/expenditures for ESL in state and local funds Time & effort logs 54 For individuals with teacher certification, English fluency can be assumed. For bilingual individuals, the LEA must have evidence of teacher fluency assessment results to ensure that the teachers are fluent in the language of instruction. The LEA must demonstrate that the Title III funds supplement the core ESL Program and does not supplant it. The LEA must confirm that their ESL program is viable without Title III as evidenced by: comparing the core ESL program expenditures and the Title III budget and expenditures. comparing time and effort logs for ESL and Title III teachers 54

55 X. Post-Exit Student Monitoring Requirements LEAs have evidence of monitoring former ELLs exited from an ESL language instruction educational program for the 1st and 2nd years after exit Suggested Evidence of Implementation Student Progress Reports, Teacher Reports, PDE Sample Post- Monitoring Tool Additional Evidence/Comments 55 Reports presented as evidence need to show that the LEA is keeping track of former ELL students achievement for two years after these students have exited the ESL Program. 55

56 Preparing for the Monitoring Visit Program strengths Program needs Gathering evidence 56 As an LEA is preparing for a Program visit, it is a great opportunity for all involved to look at their Title III Program strengths and needs based on the evidence they have gathered.

57 Program Evaluation as a Springboard from the Monitoring Experience Program Goals Maintaining Areas of Strength Working on Areas of Need 57 LEAs have a great opportunity to use the Title III Program Monitoring Experience to take a closer look at their ESL Program and go beyond minimal federal compliance to examining ways to maintain their areas of strength but working at improving their areas of need.

58 Resources & Technical Assistance 58 We have provided you with some resources and contact information for technical assistance in regards to your Title III Program Review And Monitoring Process.

59 Further Information USDE Title III Non Regulatory Guidance: National Clearinghouse for English Language Acquisition. Supplement Not Supplant Provision of Title III of the ESEA ent_guidance_pdf.pdf 59 The US Department of Education s Title III Non-Regulatory Guidance can be found at the following URL. The National Clearinghouse for English Language Acquisition provides another excellent resource addressing Supplement Not Supplant Provision of Title III of the ESEA.

60 Technical Assistance IU ESL Contacts ESL Technical Assistance Facilitators (ESL TAs) Variety of assistance: answer questions, refer to resources, recommend tools, offer guidance, assist with program development, implementation and evaluation, inform professional development Variety of approaches: , phone, conference call, Skype, WebEx, on-site visit 60 PDE developed an ESL technical assistance protocol with the desire of developing capacity at the local level. LEAs, in need of assistance, should first get in touch with their IU ESL Contact. If unsuccessful there, the LEAs can contact the PDE ESL Technical Assistance Facilitators for assistance who can provide support of different types and through different means. The URL at the bottom of the slide will take you to a webpage providing you with more information on the ESL TAs responsibilities.

61 Contacts for DFP Monitoring Karl Streckewald: Title III Fiscal Manager Susan McCrone: Monitoring Team Leader Kelly Iorfida: Monitoring Team Associate Karen Trissler: Monitoring Team Support If you have any questions concerning the Monitoring Process, you may contact the Division of Federal Programs Monitoring staff for information.

62 Contact Information TECHNICAL ASSISTANCE PDE ESL CONTACTS Francine Dutrisac IUs 1,2, 3, 8, 9, 10, 11, 12, 13, 15 (717) Heidi Faust IUs 7, 14, 16, 17, 18, 19, 20, 21, 27, 28, 29 (610) Paula Zucker IUs 4, 5, 6, 22, 23, 24, 25, 26 (215) Linda Long State Title III Director ESL/Bilingual Education Advisor (717) Tami Shaffer Education Administration Associate (717) There are three ESL Technical Assistance facilitators assigned to different IU jurisdictions. This slide provides you with each of the Technical Assistance Facilitators assignments. The PDE ESL Contacts information is also provided for you.

63 Questions? 63 This completes our Title III Program Review and Monitoring webinar. We will entertain any questions at this point concerning the presentation.