NC DPI Title III MonitoringPage 1 of 5Revised January, 2017
Title III Monitoring FAQ
1)Which LEAs/Charters get monitored?
All LEAs and charter that receive Title III funding are candidates for annual monitoring by an appropriate method (Tier I:Onsight, Tier 2: Targeted Technical Assistance or Tier III: Modified Desk Monitoring). A risk-factor analysis is run and those demonstrating the greatest risk are selected for onsite monitoring visits. Those with specific needs may be selected for Targeted Technical Assistance. All Title III subgrantees will participate in the Tier III Modified Desk Monitoring.
2)What are the risk factors?
Risk factors include size of subgrantee grant award, percentage of ELs, program performance based on meeting what was previously known as AMAOs 1 and 2, change in program or leadership, and the length of time since previous onsite monitoring.
Tier I: Onsite Monitoring
3)How long will the onsite monitoring visit last?
The onsite monitoring visit will last two (2) full days for most subgrantees.
4)What will the visit involve? What’s the schedule?
The schedule is determined in a collaborative effort by the DPI ESL Consultant and the EL Coordinator. A sample schedule is available on the ESL wiki. Schedules should be approved by the DPI ESL Consultantat least 1 week before the day of the Monitoring visit.
5)Where can I find the Title III Monitoring Documents?
The Title III Monitoring Documents can be found on the ESL wiki at under Title III Monitoring.
6)How should I organize all of the documents /evidence for the monitoring team to review?
An effective way is to create bins with hanging file folders for each Indicator on the Monitoring Instrument. Include an individual folder for each of the check boxes items you are providing as evidence. For example: Hanging file folder labeled 1.1 would include individual folders labeled “Workshop announcements”, “Workshop Agendas,” etc.
7)Will the onsite monitoring visit be focused on specific aspects of the ESL/Title III program?
The monitoring visit will cover all aspects of Title IIIand Language Instruction Education Programs (LIEP).See 2016-17 Title III Monitoring Plan document for more details.
8)Do all items listed under the “Acceptable LEA Evidence” category on the monitoring form have to be presented during the visit?
No. Those items are listed as samples of possible evidences to meet that particular requirement. Other relevant documentation not found on the list may be provided as well.
9)For Indicator 1.3, if a school does not have anEL subgroup (n=30), how is the LEA or Charter held accountable for AMAOs? (For Discussion Purposes only since AMAOs are frozen)
Many LEAs do not have a subgroup of tenth grade ELstudents and some do not have a subgroup of ELstudents in grades 3-8. Regardless of the number of ELstudents in the LEA/Charter program, elements for all grade levels are evaluated.
10)For Monitoring Indicator 1.3 on the Monitoring Instrument, how can a district show documentation of the presentation of AMAO data (i.e. in a Principals’ meeting)? (For Discussion Purposes only since AMAOs are frozen)
Some possibilities would be a copy of the power point or handout attached to a meeting agenda.
11)When teacher lesson plans are submitted as evidence for Indicator 2.2, how many should be submitted?
Only a few samples are needed. Consider a cross-section from each grade level.
12)When ESL teacher schedules are submitted as evidence for Indicator 2.2, how many should be submitted?
For a small district please submit all ESL teachers’ schedules. For a large district, a few samples will suffice. Consider a cross-section of grade levels.
13)For Indicator 2.2, is it sufficient for teachers to share opinions from parents that were expressed in informal conversations as examples of collaboration?
No. Collaboration with parents must be as a result of parent meetings, parent committees, the parent task force, parent conferences, etc.Results of program design and implementation must be clearly described to parents, including the amount of funds designated for each purpose. Parents’ questions, concerns, and suggestions should be recorded, and then considered when developing the subsequent Title III application.
14)For Indicator 2.2, what must an LEA/Charter do to meet professional development (PD) requirements?
The LEA must have a detailed annual PD plan that specifically addresses the educational needs of LEP students in a variety of instructional settings. The plan must be connected to components of the comprehensive LEA/Charter plan. One day workshops that lack meaningful connections, follow through/coaching, and/or reflection/evaluation are not allowable. The plan may include events or workshops provided outside the LEA/Charter, but each session must be tied into a comprehensive plan.
15)How can the LEA/Charter demonstrate that services provided with Title III funds are supplemental (in addition to) to services that ELstudents should receive from State, local or other Federal funds as required in Indicator 3.4?
The approved Title III application and supporting evidences must provide confirmation that Title III funds are used ONLY to supplement Basic EL program services required by state and federal guidelines. A complete description of the Basic EL Program provides the foundation upon which supplemental services may be added. In addition, the number of Basic EL Program staff (and services) and the number of supplemental Title III staff (and services) categorized by fund source should be summarized on one document for each school year. The current year will be compared with the previous year to verify appropriate designation of Basic EL Program costs and supplemental Title III Program costs. Title III funds for the current school year MAY NOT be used to provide a service previously provided by other sources.
16)Why does the monitoring team visit schools?
The school visits help verify how the needs of EL students are being met.
17)How will we know how we did on the monitoring visit?
An exit conference is held at the conclusion of the onsite review for the purpose of reporting the preliminary results of the monitoring visit to the LEA/Charter.
18)Will a report be sent to the LEA/Charter upon completion of the monitoring visit?
The DPI ESL Consultant and monitoring team partner will prepare a written report within 30 business days of the onsite monitoring visit. This report is forwarded to the appropriate NCDPI Senior Leadership for review and signature. The monitoring letter and report will be e-mailed to the LEA Superintendent and CCed to the LEA/CharterEL Coordinator, Monitoring Team, and other designated staff. The entire process may take up to 3 months.
Within 30 business days from receipt of the Monitoring Report, the LEA/Charter will submit a written response with proposed resolutions to any findings from the monitoring visit to the DPI ESL Consultant. The DPI ESL Consultant will respond to the proposed resolutions as to whether or not they are satisfactory. If the proposed resolutions are not satisfactory, the DPI ESL Consultant will provide technical assistance to the LEA/Charter so that acceptable resolutions are identified.
Tier II: Targeted Technical Assistance
19)What is Targeted Technical Assistance?
Targeted Technical Assistance is provided to subgrantees with specific identified risks. The risks may include:
- Provisions for supplementing, not supplanting services for English language learners,
- Descriptions of LIEP services provided,
- Appropriateness of expenditures for technology,
- Failure to test all ELstudents enrolled during the 2015-16 English language proficiency testing window,
- Failure to meet the 95% participation expectation on state reading and mathematics end-of-grade/end-of-course tests for EL students,
- New leadership for Title III subgrantees,
- Challenges with data integrity, and/or
- Any other critical needs as revealed from Title III Application, Improvement Plan or State Technical Assistance.
20)How are the targeted areas determined?
A conference call will be scheduled with the LEA/Charter Title III Coordinator prior to the technical assistance visit or virtual meeting to review monitoring indicators, finalize the Focus Topic(s), and to determine dates for the technical assistance.
21)How long will the process take?
How the DPI Consultant conducts the technical assistance will differ based on the Focus Topic(s). After the initial meeting, the NCDPI Consultant and EL Coordinator, as well as other vested stakeholders, will continue to work together to address the Focus Topic(s). The DPI ESL Consultant will provide technical assistance to the LEA/Charter until acceptable resolutions are identified or determine that a full monitoring visit is needed in the next school year.
22)Will my superintendent be notified of this visit as with the onsite Title III Monitoring?
No. The LEA/Charter EL Coordinators will be contacted by DPI Title III Staff, but no official letter will be sent to LEA/Charter Superintendents.
23)Will we receive an official report as with the onsite Title III Monitoring?
No. The DPI ESL Consultant will provide technical assistance to the LEA/Charter until acceptable resolutions are identified or determine that a full monitoring visit is needed in the next school year.
Tier III: Modified Desk Monitoring
24)Why do we have to include job descriptions for non-Title III funded positions for split funded positions?
In order to determine supplement not supplant, all duties performed by an individual must be reviewed.
25)What will happen if something in my job description is not right?
NCDPI is collecting the job descriptions in order to identify trends and offer technical assistance to the field as a whole. The individual job description will not be edited and returned.
26)What will be covered in the guidance and May 9th webinar?
The webinar on May 9thwill review and discuss guidance that each LEA/charter should use to review and edit job descriptions for compliance purposes. The guidance will be posted on the ESL wiki.
27)Will the individual job descriptions be used as examples for the field?
Although individual jobs descriptions or portions thereof may be used as examples in the guidance and May 9th Webinar, all identifying information will be removed.
28)I cannot attend the webinar on May 9, 2017. Will it be recorded and archived?
The webinar will be recorded and archived on the ESL wiki.
29)Will we be required to turn the edited job descriptionsin to NCDPI?
For the 2016-2017 school year, job descriptions will not be required for submission to NCDPI. It is not yet determined if job descriptions will be required as part of the 2017-2018 NCCCIP process.