Monitoring Indicators for Title III, Part A

Federal Requirements for Serving English Language Learners (ELLs)

Guiding Questions
LEA / Acceptable LEA Evidence
Documentation / Probing Questions
Interview / LEA Response / Is sufficient documentation provided?
I. Title VI Requirements
What is the LEA’s
process for the initial
identification and
screening of ELLs grades K-12? /
  • Evidence of identifying questions that are part of the enrollment process for all students
  • Evidence of a screening assessment tool to determine a student’s English language proficiency (ELP) level
/
  • LEA staff discusses the process for identifying and screening of ELLs grades K-12.
/ Yes No N/A
Comments / Yes No N/A
Comments
II.Title VI Requirements
What is the LEA’sprocess for
placing elementary and middle
school level ELLs in academic
programs and services that
allow them meaningful
access to the core curriculum? /
  • ESL Handbook*
  • Registrar and/or counselor guidelinesor trainings
  • Teacher or administrator trainings
/ LEA staff discusses the process to ensure that ELLs are placed appropriately in academic programs and services and provided equal access to the core curriculum. / Yes No N/A
Comments / Yes No N/A
Comments
III. Title VI Requirements
What is the LEA’s process for
placing high school level
ELLs in academic programs
and services that allow them
meaningful access to the
core curriculum? /
  • ESL Handbook* (in II)
  • Registrar and/or counselor guidelines or trainings
  • Teacher or administrator
trainings
  • Evidence of a process for
transcript review
  • Evidence of discussions with ELLs and their parents and/or guardians about scheduling coursework
/
  • LEA staff discusses the process to ensure that ELLs are placed appropriately in academic programs and services that allow them meaningful access to the core curriculum.
/ Yes No N/A
Comments / Yes No N/A
Comments
IV. Lau Requirements
What is the LEA’s process for
placing ELLs in English
language development
programs and services that
assistthem in attaining
Englishproficiency? /
  • Divisionwide curriculum policies and requirements
  • ESL Handbook *(in II)
  • Teacher and/or administrator trainings
  • Samples of curriculum maps
  • Samples of lesson plans
  • Other
/
  • LEA discusses the process to ensure that all ELLs are provided English language proficiency programs and services that assist them in attaining English proficiency.
/ Yes No N/A
Comments / Yes No N/A
Comments
  1. V. What is the LEA’s process
  2. to ensure thatprograms and
  3. services forELLs are
sufficiently staffed based on
student needs with appropriately- trained teachers? /
  • Evidence of sufficient numbers of teachers based on ELL population
  • Plan to increase number of ESL-endorsed teachers based on ELL population, if needed
  • Professional development plan for educators of ELLs to ensure adequate training in instructional strategies for increased ELL academic achievement
  • ESL Handbook *(in II)
/
  • LEA staff discusses staffing resources for ELL instruction and divisionplans to increase appropriately-trained instructional staff as needed.
  • LEA discusses professional development plan to train teachers in instructional strategies to increase
ELL academic achievement. / Yes No N/A
Comments / Yes No N/A
Comments
VI. What is the LEA’s process for monitoring the academic success of formerly ELL students, Level 6, Year 1, and Level 6, Year 2? /
  • Evidence of a process to track the academic achievement of formerly ELL students
  • Documentation of the use of a monitoring instrument to track the academic achievement of formerly ELL students
  • ESL Handbook *(in II)
/
  • LEA staff discusses the monitoring process to ensure that formerly ELL students are achieving academically.
  • LEA staff discusses the resources that are provided to formerly ELL students if they are experiencing academic challenges.
  • LEA staff discusses how a monitoring instrument is used to track the academic achievement of formerly ELL students.
/ Yes No N/A
Comments / Yes No N/A
Comments
Additional Discussion Questions Based on Joint USED/DOJ Guidance (Released January 7, 2015)
Discussion Questions: / LEA Evidence / LEA Responses:
A. What is the LEA’s process for placing ELLs in special academic programs and extracurricular and activities that are available to all students? /
  • Evidence of a student selection process for special academic programs that provides equal access opportunities to ELLs
  • Fliers, newsletters or other means of notification and student recruitment for extracurricular programs in languages other than English
  • Numbers or percentages of ELLs in special academic or extracurricular programs as compared to all students and other student subgroups
  • ESL Handbook *(in II)
/ All parents receive special academic forms as an opportunity to participate in extracurricular prograsm.
Translation of forms are available upon request and when needed.
B. How does the LEA ensure that ELLs whose parents have refused English language development programs and services for these studentsare provided alternative programs and services to help them acquire English proficiency and meet the same academic content standards that all students must meet? /
  • Evidence of a system to track the number of ELLs whose parents have refused English language development programs and services for these students
  • Evidence of a process to monitor the academic progress of students who are not enrolled in English language development programs and services due to parental refusal
  • Evidence of a system to provide alternative programs and services to assist “opt out” ELLs in acquiring English proficiency and meeting the same academic content standards that all students must meet
/ Radford City Schools has not had an ESL parent or student refuse services. If a parent or student was to refuse services, the students’ progress would monitored like all other students in our tiered system.
The division supports the monitoring of student achievement
and interventions through an ongoing analysis of student
learning data. Specifically, the division requires the school to
conduct quarterly benchmark assessments, has purchased
Interactive Achievement for the school to use to develop and
administer the benchmark assessments as well as formative
assessments, and conducts quarterly data meetings with the
school. Also, the division has implemented a longitudinal data system to monitor student achievement as well as the impact of interventions, assists the school with the re-tiering of students, and has provided training to teachers on formative assessment.

Standards, Assessment, and Accountability

1.1: The SEA ensures the English Language Development (ELD) standards are implemented. [§3113]

Guiding Questions
LEA / Acceptable LEA Evidence
Documentation / Probing Questions
Interview / LEA Response / Is sufficient documentation provided?
1.1a How doesthe LEA ensure the English language development (ELD) standards are implemented by both general education and ESL teachers in all classrooms with English language learners (ELLs) grades K-12? /
  • Current written documentation that describes the LEA’s process and timelines for the implementation of the ELD standards in all classrooms with ELLs
  • Divisionwide ESL plan
  • Divisionwide instructional policies
  • Samples of guidance, memoranda, and/or agenda of meetings for principals and teachers regarding
implementation of the ELD standards
  • Evidence of inclusion of the ELD standards in the teacher evaluation process and protocols
  • Other
/
  • LEA staff discusses how the ELD standards have been implemented at the LEA and school level.
/ Yes No N/A
Comments / Yes No N/A
Comments
1.1b How has the LEA incorporated the English language development (ELD) standards into the divisionwide curriculum for grades K-12? /
  • Divisionwide curriculum policies and requirements
  • Samples of curriculum maps
  • Samples of lesson plans
  • Other
/
  • LEA staff discusses the process for incorporating the ELD standards into the divisionwide curriculum.
/ Yes No N/A
Comments
1.1c How does the LEA ensure that all administrators, teachers, and other staff are knowledgeable about the English language development (ELD) standards and their incorporation into classroom instruction? /
  • Evidence of professional development activities related to the ELD standards for all administrators, teachers, and other staff
  • Samples of training materials for administrators, teachers, and other staff regarding the ELD standards
  • Divisionwide ESL Handbook or Guide
  • Other
/
  • LEA staff discusses the
professional
development activities
related to the ELD
standards provided to all
administrators, teachers,
and other staff. / Yes No N/A
Comments

Standards, Assessment, and Accountability

1.2: The SEA ensures that all ELL students participate in the Virginia Assessment Program and the English Language Proficiency (ELP) Assessment[§3113 and §3116]

Guiding Questions
LEA / Acceptable LEA Evidence
Documentation / Probing Questions
Interview / LEA Response / Is sufficient documentation provided?
1.2a How does the LEA ensure ELL students participate annually in the Standards of Learning (SOL) tests in reading/language arts and mathematics and the English Language Proficiency (ELP) assessment? /
  • Documentation of process for providing technical assistance to schools on the administration of the SOL tests and the ELP assessment to ELL students
/
  • LEA staff discusses communications from the SEA regarding the annual participation of ELL students in the SOL tests and the ELP assessment.
  • LEA staff discusses the process to ensure that all ELL students grades 3-12 participate annually in the reading/language arts and mathematics SOL tests.
  • LEA staff discusses the process to ensure that all ELL students grades K-12
participate annually in the ELP assessment. / Yes No N/A
Comments / Yes No N/A
Comments
1.2b How does the LEA assign tiers to ELL students participating in the annual English Language Proficiency (ELP) assessment? /
  • Documentation of a process for assigning ELL students to tiers for the annual ELP assessment
/
  • LEA staff discusses the process for assigning ELL students to tiers for the annual ELP assessment.
/ Yes No N/A
Comments / Yes No N/A
Comments
1.2c How does the LEA ensure ELL students are provided appropriate accommodations on the Grades 3-8 and End-of-Course Standards of Learning (SOL) assessments in reading/language arts and mathematics? /
  • Documentation that school-based ELL committees determine appropriate accommodations for ELL students
  • Evidence to ensure that ELL students are provided appropriate accommodations during the administration of the SOL
/
  • LEA staff discusses the process for determining appropriate accommodations for ELL students and ensuring that they are provided to ELL students during the administration of the SOL tests.
/ Yes No N/A
Comments / Yes No N/A
Comments
1.2d How does the LEA ensure that all ELL student information, in particular the State Testing Identifier (STI), is accurate in the division level ACCESS for ELLs/Alternate ACCESS for ELLs? /
  • Verification that the ACCESS for ELLs/ Alternate ACCESS for ELLs Pre-ID data file was properly prepared and uploaded to the MetriTech, Inc., Web site
  • Verification that all required fields on the front and back covers of the ACCESS for ELLs/ Alternate ACCESS for ELLs test booklets are properly coded
  • Verification during the online data validation window that all ELL student information, in particular the STI, in division level ACCESS for ELLs and/or Alternate ACCESS for ELLs data is accurate
/
  • LEA staff discusses the procedures for: 1) preparing and uploading theACCESS for ELLs/Alternate ACCESS for ELLs Pre-ID data file to the MetriTech, Inc., Web site; 2) ensuring the front and back covers of ACCESS for ELLs/Alternate ACCESS for ELLs test booklets are properly coded; and 3) verifying all ELL student information, in particular the STI, at division level during the online data validation window.
/ Yes No N/A
Comments / Yes No N/A
Comments

Standards, Assessment, and Accountability

1.3: The SEA ensures that divisions meet the Title III Annual Measurable Achievement Objectives (AMAOs). [§3122(a)(1)(2)(3) and §1111(b)(2)(B)]

Guiding Questions
LEA / Acceptable LEA Evidence
Documentation / Probing Questions
Interview / LEA Response / Is sufficient documentation provided?
1.3a Does the LEA know the Title III AMAO targets for the current school year and whether the LEA has met the targets? /
  • Title III data reports
/
  • LEA staff demonstrates knowledge of the division’s Title III AMAO status.
/ Yes No N/A
Comments / Yes No N/A
Comments
1.3b Has the LEA been notified by the SEA if they did not meet the Title III AMAOs? /
  • State notification that indicates whether LEA met all three Title III AMAOs
  • Title III data reports
/
  • LEA staff discusses notification received from the SEA.
/ Yes No N/A
Comments / Yes No N/A
Comments
1.3b Has the LEA been notified by the SEA if they did not meet the Title III AMAOs? /
  • Evidence that the state provided technical assistance to the LEA
/
  • LEA staff discusses technical assistance received from the SEA.
/ Yes No N/A
Comments
1.3dDoes the LEA have a process in place to include Title III AMAO data to evaluate the effectiveness ofdivisionwide and schoolwide English language developmentprograms and services and modify programming for ELLs as appropriate in order to meet Title III AMAOs? /
  • Evidence of a process to include Title III AMAOs in a divisionwide and/or schoolwide evaluation of English language development programs and services
  • Title III data reports
  • Divisionwide ESL plan
  • Samples of curriculum maps
  • Samples of lesson plans
  • Documentation of an evaluation protocol for the divisionwide or schoolwide English language development programs and services
  • Samples of guidance, memoranda, and/or agenda of meetings for principals, teachers, or other stakeholders
  • Title III improvement plan related to two-year accountability provisions and/or documents related to four-year accountability provisions, if applicable
  • Plan to provide professional development to educators of ELLs
/
  • LEA staff describes the process for including Title III AMAO data in evaluating the divisionwide or schoolwide language instruction program.
  • LEA staff describes the process for disseminating divisionwide Title III AMAO results to relevant stakeholders
  • LEA staff describes any applicable sanctions for not meeting Title III AMAOs for two or four consecutive years.
/ Yes No N/A
Comments / Yes No N/A
Comments
1.3e What is the LEA’s process to meet the Federal Graduation Indicator (FGI) for the ELL subgroup? /
  • Evidence of a process to review the Federal Graduation Indicator (FGI) rates for the ELL subgroup
  • Drop-out rates for the ELL subgroup in comparison with other student subgroups
  • Other graduation tracking information
/
  • LEA staff discusses the process for reviewing FGI rates for the ELL subgroup and plans to meet the target, if applicable.
/ Yes No N/A
Comments

Standards, Assessment, and Accountability

1.4: The SEA ensures all divisions submit accurate data collection and reporting. [§3121 and §3123; EDGAR 34 CFR 76.731]

Guiding Questions
LEA / Acceptable LEA Evidence
Documentation / Probing Questions
Interview / LEA Response / Is sufficient documentation provided?
1.4a What methods does the LEA have in place to collect and record ELL data to provide complete and accurate data to meet all Title III reporting requirements? /
  • Evidence that the LEA has procedures in place to collect data on individual ELL students from schools and report these data to the SEA.
  • Title III data reports
  • Student records
/
  • LEA staff discusses the process for collecting and reporting AMAO data to the SEA, including how staff has assigned ELP levels to students and addressed any discrepancies in these data.
/ Yes No N/A
Comments / Yes No N/A
Comments
1.4b How does the LEA ensure that student data is tracked and reported for academic content performance of students for two years after they exit a Title III language instruction educational program, ELP Levels 6, Year 1, and Level 6, Year 2, students? /
  • Same as 1.4a
/
  • Same as 1.4a
/ Yes No N/A
Comments / Yes No N/A
Comments

Instructional and Programmatic Implementation

2.1: The SEA reviews and approves local plans. [§3116(a) and §3115(c); EDGAR 34 CFR 76.770]

Guiding Questions
LEA / Acceptable LEA Evidence
Documentation / Probing Questions
Interview / LEA Response / Is sufficient documentation provided?
2.1a Does the LEA submit a Title III plan to the SEA that contains:
• A description of how the use of Title III funds is supplemental to the core programs and services for
ELLs required under other local, state, and federal laws;
• A description of the instructional programs and services designed to help ELLs make progress in
learning English and attain English proficiency, while meeting the state’s academic content standards;
• A description of how the funds will be used to meet the Annual Measurable Achievement Objectives (AMAOs) and how
schools will be held accountable for meeting the AMAOs;
• A description of how parental and community participation will be
promoted;
• A description of high quality professional development to be
provided for educators of ELLs; and
• A description of how the local plan will be evaluated at least once every two (2) years to determine the effectiveness of the programs and services funded by Title III? /
  • Most recently approved local plan submitted by the subgrantee through the Title III application
  • Title III Application Guidelines, Instructions and Assurances
  • Feedback from the SEA regarding its local plan.
  • LEA certification for ensuring teacher fluency in English and any other language used for instruction
  • Evidence of a completed program evaluation and/or needs assessment
/
  • LEA staff discusses the process used to design and develop the local plan included in the Title III application.
  • LEA discusses program evaluation including participating stakeholders, data analysis process, plan for implementing program modifications, and timeline.
/ Yes No N/A
Comments / Yes No N/A
Comments
2.1b What process does the LEA use to ensure the signed assurances and certifications are being met? /
  • Title III application
  • Signed assurances
/
  • LEA staff discusses the process used to ensure assurances and certifications are signed.
/ Yes No N/A
Comments / Yes No N/A
Comments

Instructional and Programmatic Implementation