DESKTOP MONITORINGINSTRUMENT
NCLB Act of 2001, Title III, Part A
Language Instruction for Limited English Proficient and Immigrant Students
Name of LEA:
Name of LEA Title III Director: / Due Date:
VARIES
The Title III Desktop Monitoring Instrument provides information to the Georgia Department of Education about an LEA’s policies, practicesand procedures as they relate to services for English Learners. This instrument constitutes an official monitoring of the LEA’s Title III program, and federal compliance determinations are made on the basis of the responses provided and evidences submitted by the LEA. This instrument measures compliance with Title III and Title I regulations, as related to EL-services.
Directions
- Review each Element and consider the Review Questions and the LEA requirementslisted under each Element.
- Documents to Support Compliance must be scanned and filed, in Element order, onto a flash drive and submitted to the GaDOE for review. Documents submitted must includesamples from the 2015 - 2016 school year and the current school year to date. Subsequent to the initial review of the flash drive, follow-up requests for additional supporting documents may be made.
- Mail the LEA’s flash drive loaded withDocuments to Support Complianceto: ESOL/Title III Unit, Georgia Department of Education, c/o Kim Lacewell, 1770 Twin Towers East, 205 Jesse Hill Jr. Drive SE, Atlanta, Georgia 30334.
- If you need assistance completing the Desktop Monitoring Instrument, please contactthe ESOL/Title IIIUnit at
Assurances
The authorized representative assures the Georgia Department of Education thatthe LEA will:
1.Keep records and supporting documentation for a period of three years; provide such information as may be necessary for the program evaluation; provide the GaDOE any information needed to carry out its responsibilities under the law.
2. Adhere to the requirements of the applicable federal statutes and regulations, the state rulesgoverningthe program, and all other applicable statutes, includingTitle VI of the Civil Rights Act of 1964.
ESEA Sec. 3126, 3127
Signatures of Authorized Representatives:
District Superintendent ______
District Title III Director ______/ Submission Date
- Private School Consultation
Element 1. The LEA consults with officials of private schools in a timely and meaningful manner to make available equitable Title III, Part A services to eligible limited English proficient and Immigrant children attending private schools located within the LEA’s geographical boundaries. (Compliance requirement of all Federal programs)
ESEA Title IXSec. 9501
Review Questions:
- How does the LEA contact private schools to determine participation?
- How are ELs and immigrant children and youth who attend private schools identified and assessed?
- How does the LEA consult with private schools in a timely, meaningful and ongoing manner to determine the needs of ELs and immigrant children and which services are provided?
- Does the LEA maintain title to and an inventory of Title III purchases made for use by private schools?
- Provide evidence that the LEA annually contacts officials of all private schools in the LEA to determine if such schools want Title III-eligible students to participate in Title III, Part A services.
- Provide evidence that consultation occurred prior to decisions made regarding services to eligible private school students and the consultation continued throughout the implementation and assessment of such services, if provided.
- Provide evidence of services, supplies and/or materials provided to private schools.
A. List of all private schools located within the LEA’s boundaries
B. Evidence that all private schools within the district boundaries were contacted regarding equitable participation under Title III of EL students, their teachers or other educational personnel
C. List of EL and immigrant private school students and the number participating in Title III
D. Copies of all purchase orders and accompanying inventory logs, private school participant sign-in sheets, etc. indicating Title III’s collaborative work with private school(s).
- Records and Maintenance
Element 2. The LEAmaintains all required enrollment, academic and assessment documentation for all language minority students, including ESOL-eligible students, exited ESOL students and immigrant children and youth. ESEA Title III Sec. 3301 (6) and Sec. 3302
Review Questions:
- How does the LEA ensure that ELs are identified correctly and appropriately?
- How does the LEA ensure that immigrant students are identified correctly and appropriately?
- How does the LEA maintain ESOL enrollment, assessment and EL identification records?
- What training is provided to staff to ensure that EL and immigrant data are correctly gathered and entered?
- Provide evidence that student records include a Home Language Survey, W-APT and ACCESS results, and if applicable, monitoring documentation, and parent waiver of language services.
- Provide process and procedures used by the LEA and schools to report EL and Immigrant data.
A. Records and Maintenance narrative
B. Completed EL Student Roster (use Data Rosters Excel file)
C. Copy of LEA policies and procedures for EL and immigrantenrollment and identification
D. Copy of LEA policies and procedures for maintaining academic and assessment records for EL-Y and EL-M
Students
E. Copies ofattendance sheets, travel records, agendas, etc. indicating student-information or ESOL staff’s
participation in state or local EL-related data-entry trainings
- Professional Development
Element 3. The LEA provides high quality professional development to teachers and staff, that is designed to improve the instruction and assessment of LEP students, is based on scientifically based research, and is of sufficient intensity and duration to have a positive and lasting impact on the educators’ performance in the classroom. ESEA Title III Sec. 3115(c)(2)
Review Questions:
- How does the LEA determine the topics for ESOL-related professional development?
- How does the LEA ensure that teachers and administrators are provided long-term or extended ESOL-related professional development?
- Does LEA Title III staff maintain up-to-date knowledge of Title III policies and procedures?
- Provide evidence that local ESOL needs assessment outcomes impacted local ESOL professional development offerings.
- Provide evidence that ESOL professional development includes ESOL and classroom teachers, principals, administrators and other school or community-based personnel.
- Provide evidence that locally-supported professional development is based on scientifically-based research supportive of English development and subject matter knowledge and does not include one-day or short-term workshops or conferences.
- Provide evidence that the LEA’s ESOL program staff or other LEA staff, if applicable, attended ESOL/Title III trainings/workshops/conferences provided by GaDOE or other non-local entities.
A. Professional Development narrative
B. LEA professional development plan for ESOL, including ESOL needs assessment, long-range professional development goals, meeting dates, session agendas, handouts, sign-in sheets.
C. Documentation indicating teacher and administrator participation in ESOL-specific PD, including agendas, conference materials, expense statements, etc.
- Instructional Programs
Element 4 The LEA uses Title III funds to increase the English proficiency of limited English proficient children by providing high-quality language instruction education programs that are based on scientifically based research demonstrating the effectiveness of the programs in increasing English proficiency and student academic achievement in the core academic subjects. ESEA Title III,Sec. 3115 (c)(1)(A),(B)
Review Questions:
- How does the LEA determine that its instructional program model(s) are scientifically research-based? (Note: The state-supported ESOL program delivery models are accepted as research-based models and no research supports are necessary if these are exclusively used by the LEA.)
- How does the LEA determine that Title III-purchased instructional resources are scientifically research-based?
- Have the programs/activities in place been implemented by the LEA in previous years? If yes, were the programs/activities effective in increasing English proficiency (or for Immigrants: acculturation?)
- Provide evidence that activities and programs are scientifically research-based.
- Provide research sources and review process for materials selection.
(State-supported research-based ESOL Programs) or Approved Innovative Model (Approved in advance by GaDOE*)
Pull- Out Dual Language
Push - In Locally Designed Option (Please Describe Below)
Cluster Center Other (Please Describe Below)
Resource Center *Unless LEA is a Charter or IE2 district
Sheltered Content Courses
Scheduled English Language Acquisition Courses
Documents to Support Compliance:
A. Samples of research showing the instructional model(s) used by the LEA to be scientifically research-based Examples may include research on best practices of various instructional methods and models. (Note: The state-supported ESOL program delivery models are accepted as research-based models and no research supports are necessary if these are exclusively used by the LEA.)
B. Samples of research showing the instructional resources(technology, textbooks, etc.) used by the LEA to be scientifically research-based. (Examples may include research on best practices using various instructional resources.)
- Evaluation and Accountability
Element 5.1 The LEA holds schools accountable for testing all ELs on the ELP assessment.
ESEA Title I, Sec. 1111(b)(7) and Title III, Sec. 3116(d)(2)
Review Question:
- How does the LEA ensure full participation of ELs on the ACCESS for ELLs assessment?
- Provide evidence of process review, revision and staff training if ACCESS participation rate fell below 95%.
A. If ACCESS match rate is below 95%, documentation that LEA has established policy and procedures to ensure that all ELs enrolled and identified during the ACCESS for ELLs test window are tested using the ACCESS and that ACCESS data clean-up includes a review of ACCESS district ID and student GTID. Note: Title III law requires 100% participation in ACCESS testing.
B. List of all students not tested on ACCESS and accompanying reason for failure-to-test (use Data Rosters Excel file)
Element 5.2 The LEA performs annual Title III evaluations describing the programs and activities and progress of children served using Title III funds.
ESEA Title III Sec. 3121(c)
Review Questions:
- Does the LEA provide information to the GaDOE describing programs and activities funded using Title III monies?
- How does the LEA make use of EL and Monitoredstudent outcome data?
- Provide annual descriptions to the GaDOE of Title III-supported programs and activities (Title III Self-Evaluation Instrument)
- Provide evidence thatreviews and analysesof longitudinal EL data take place in order to inform Curriculum and Instruction.
- Provide evidence of communications of student progress on AMAOs to instructional staff.
A. Evaluation and Accountability narrative
B. List of EL-M students, their year of monitoring, grade, school, homeroom teacher and the staff member responsible for progress monitoring (use Data Rosters Excel file)
C. Annual CSPR Data request and Self-Evaluation Instrument(Do not submit; GaDOE has documentation on file.)
D. CLIP Title III Program Plan (Do not submit; GaDOE has documentation on file.)
- Parental Involvement and Notification
Element 6.1 The LEA implements an effective means of outreach to parents of limited English proficient children to inform such parents of how they can be involved in the education of their children and active participants in their children’s English and academic learning. ESEATitle I Sec. 1112 (g)(B)(4) and Title III Sec. 3302(e)
Review Questions:
- On what basis were parent outreach activities developed?
- How is EL parent input used and reflected in EL parent outreach?
- In what ways are EL parents informed about how to become involved in the child’s English and content area studies?
- Have a dissemination plan in place that describes how schools and stakeholders are made aware of programs and activities available through the grant
- Hold, and send notice of opportunities for, regular meetings to allow EL parents to provide (and respond to) recommendations for parent involvement opportunities
- Inform EL parents how they can become involved in their children’s education and how they might assist in their children’s English and content-area development
A. Parent Involvement and Notification narrative
B. Documentation that the LEA analyzes the needs of limited English proficient and immigrant families
C. Copies of communications in multiple languages, as appropriate, of communications or materials disseminated to parents of ELs regarding effective parental involvement practices and participation opportunities geared toward improving ELs’ English proficiency and academic achievement
D. Copies of dated meeting notices, agendas, meeting minutes, dated sign-in sheets, letters to parents, invoices, parental involvement surveys, etc. for the purpose of formulating and responding to recommendations from EL parents regarding EL parent outreach services.
Element 6.2 The LEAprovides timely and required parental notifications concerning a student’s placement in a supplemental language program, a student’s annual language proficiency assessment results and, if applicable, notification of the system’s failure to meet Title III AMAOs. Such notifications shall be provided, to the extent practicable, in a language that the parent can understand.NCLB Title I Sec. 1112(g) andTitle III Sec. 3302.
Review Questions:
- Are compliant eligibility letters and ACCESS scores sent to parents?
- Are these letters sent within statutory time-limits?
- Are these documents sent in the language of the parents, if practicable?
- Have a dissemination plan in place that describes when and how schools make stakeholders aware of ESOL eligibility determinations and language proficiency scores.
- Demonstrate that disseminated Title III-related communications are in a language the parents or guardians can understand, unless clearly not feasible.
A. Dated samples of Title III-compliant parent notification of eligibility for ESOL services letter for each language represented in the district with list of parents notified
B. Documentation of LEA’s policies and procedures regarding parental waiver of ESOL services
VII. Fiduciary Responsibility
Element 7. The LEA expends Title III funds to ensure compliance with Title III requirements and to carry out activities consistent with the purposes of Title III statute. NCLB Title III Sec.3115 (b),(g)
Review Questions:
- How do budget items relate to activities that increase English proficiency and academic coursework achievement?
- How does the LEA ensure that no more than two percent (2%) of its Title III funds are used for the administration of the grant?
- How does the LEA ensure that its Title III costs are allowable under OMB Uniform Grants Guidance and EDGAR?
- How does the LEA show that funds used for Title III programs and servicesfollow Title III “Supplement Not Supplant” Guidance issued in October 2008,and support Title III law which provides these funds exclusively for the development, enhancement, and implementation of programs for ELs, the procurement of instructional materials and technological tools, the professional development of teachers and school staff, and assistance for EL parents in improving the academic and English language skills of their children?
- Does the LEA ensure that no more than 25% of its Title III allocation is carried over into a new fiscal year?
For Independent Title III LEAs:
A. Title III LEP allocations and carryover amounts for past year
B. Complete list of system expenditures of Title III funds from July 1 to June 30 of the most recent fiscal year, (Purchase orders must be made available for review upon request)
C. Copies of purchase orders for all system expenditures of Title III funds from July 1 to June 30 of the most recent fiscal year for the system’s international enrollment/welcome center (if applicable)
D. Sampling of personnel time and effort logs, Personnel Activity Reports and documents supporting functions and responsibilities of staff whose salaries are supported with Title III funds
For Title IIIConsortium LEAs only:
A. Documentation of requests, approvals and purchase orders of expenditures for Title III Consortium
funding(Do not submit; GaDOE has documentation on file.)
Element 7.1 If applicable, the LEA uses Immigrant funds to pay for activities that provide enhanced instructional opportunities for immigrant children and youth. ESEA Title III Sec.3115 (e)
Review Questions:
- What process led to the selection of immigrant-specific activities and/or materials?
- Do the activities/materials provide acculturation and enhanced instructional opportunities or resources for immigrant children and youth?
- Provide materials and/or activities to support the LEA’s increased immigrant population
- Provide evidence that programs/services/activities/materials were selected on the basis of the needs of the immigrant population within the LEA
Imm. A. Immigrant Children and Youth narrative
Imm. B. List of qualifying immigrant students, their age, country of birth, date of entry in U.S. schools,
primary language and their EL status. (use Data Rosters Excel file)
Imm. C. If applicable, complete list of system expenditures of Immigrant funds from July 1to June 30 of the
most recent fiscal year (Purchase orders must be made available for review upon request.)
Imm.D. If applicable, description of activities performed/materials purchased with Immigrant funds (if
Immigrant and how these activities/materials supported the special needs of immigrant children and
youth.(Note: Activities should reflect the fact that not all immigrant students require language support
services.)
If applicable, for any district receiving an Emergency Immigrant allocation:
EmergImm A. Unaccompanied Immigrant Children and Youth narrative
Emerg Imm B. List of activities performed/materials purchased with Emergency Immigrant funds and how
these activities/materials supported the special needs of unaccompanied immigrant children and youth.
GeorgiaDepartment of Education