2016-17
Title III Desk Monitoring Rubric
DISTRICT REVIEW CHECKLIST
Superintendent: ______District: ______
The central premise of the Title III Plan (P.L.107-110 Sec. 3116) is that the local education agency (LEA) is responsible for improving the educational outcomes of its English learners (ELs). The plan should guide schools and districts to provide the leadership, along with the fiscal, human, and technical resources, to fully implement an effective instructional program for all EL students.
Through the plan, LEA staff identify, select, and implement strategies that have a high likelihood to bring about dramatic improvements in district and school programs. The ultimate aim of the plan is for the LEA to make systemic changes in areas of concern in order to assure achievement of AMAO targets.
Local Service Plans must:
· Describe the programs and activities proposed to be developed, implemented, and administered under the subgrant;
· Describe how the eligible entity will use the subgrant funds to meet all annual measurable achievement objectives described in section 3122;
· Describe how the eligible entity will hold elementary schools and secondary schools receiving funds under this subpart accountable for —
o Meeting the annual measurable achievement objectives described in section 3122;
o Making adequate yearly progress for limited English proficient children, as described in section 1111(b)(2)(B); and
o Annually measuring the English proficiency of limited English proficient children, so that such children served by the programs carried out under this part develop proficiency in English while meeting State academic content and student academic achievement standards as required by section 1111(b)(1);
· Describe how the eligible entity will promote parental and community participation in programs for limited English proficient children;
· Contain an assurance that the eligible entity consulted with teachers, researchers, school administrators, and parents, and, if appropriate, with education-related community groups and nonprofit organizations, and institutions of higher education, in developing such plan; and
· Describe how language instruction educational programs carried out under the subgrant will ensure that limited English proficient children being served by the programs develop English proficiency.
Oregon Department of Education provides templates for all federally-required parent notification letters through TransAct (www.transact.com ). These templates are provided free of charge by the Oregon Department of Education.
NAME SD ODE Contact: Name Date Reviewed: Date
2016-17
Title III Desk Monitoring Rubric
Compliance Elements /Regulatory Reference
/ Documentation Required / Compliant / Not Compliant / Missing / Not Applicable / Notes1. The district is required to have a Local Service Plan addressing the requirements of Sec 3116 (see cover page). / Title III
Sec. 3116 / Submit a copy of the 2015-17 EL Plan only if any revisions were made.
All districts are required to submit a copy of the ODE approval letter from 2015.
2. The district is required to have a home language survey to identify student’s first or home language.
Evidence that every K-12 student has completed home language surveys. / Local Plan
Title VI
Sec. 3127
Title VI– OCR Guidelines / Copies of Home Language Survey in all applicable languages.
Provide random sampling to document district compliance.
3. All students with home or primary language other than English must be assessed for English proficiency within 30 days of the beginning of the school year or two weeks if enrolled during the school year.
Does the district have procedures for determination of language proficiency for program placement purposes by duly trained personnel? / Title III
Sec. 3115
-Stanford-IPT-Woodcock/
Munoz-LAS
Local Plan
Title VI
OAR 581-023-0100 – (4) / Provide description of district’s identification procedures and provide random sampling of assessment given to students.
4. Does the district have evidence that students who qualified for service were placed in appropriate level of service within 30 days of the beginning of the school year or two weeks if enrolled during the school year? / Title III
Sec. 3127
Title III
Sec. 1112 / Provide random sampling of parent notification letters (must be signed by district personnel and dated dd/mm/yyyy). (Evidence must include copies for both initial and continuing students.)
5. Does the district have evidence that parents who did not wish language support signed an informed refusal of service? / Title III
Sec. 1112 / Provide random sampling of signed/dated parent right of refusal for services (waiver).
6. Does the district have documentation of appropriate programs, activities, and procedures for the participation of parents of ELs, family literacy, parent outreach, and parent training activities? / Local Plan
Title VI
Title III
Sect. 3302 (e) (1) / Provide samples of parent involvement activities and a brief description (could include parent meeting, literacy nights, back-to-school, sign-in sheets, etc.).
7. Does the district have processes in place to annually measure the English proficiency of ELs using the State proficiency assessment? / Title III
Sec. 3116 / Provide written narrative of annual plan for ELPA21 assessment.
8. Is the district current with its analysis of and response to state and federal accountability measures related to ELs?
/ Title III
Sec. 3121 / Submit ODE letter of approval for the EL Plan from 2015 if district is not in Title III Improvement status.
Submit the ODE letter on Title III Improvement Plan if in Title III Improvement status.
AND provide evidence of monitoring EL progress in acquiring English and core content knowledge (current ELs).
9. Is the district current with its analysis of and response to the progress made by ELs in meeting challenging State academic content, and student academic achievement standards for each of 2 years after such children are no longer receiving services?
/ Title III
Sec. 3121 / Submit ODE letter of approval for the EL Plan from 2015 if district is not in Title III Improvement status.
Submit ODE letter on Title III Improvement Plan if in Title III Improvement status.
AND include evidence of how the district is responding to progress made academically by monitored ELs.
10. Does the district have evidence that students who have exited the program are monitored at least two years after their exit notification? / Title III
Sec. 3121 / Provide description of monitoring procedures and random sampling of monitoring documentation.
11. Does the district have a program of services that provides meaningful access to elective classes, as well as special programs such as programs for talented and gifted students? / Title III
Sec. 3115
Local Plan
Title VI / Provide a description of services offered (SPED, Title I, etc.) and random sampling of documentation of meaningful access to classes. (Evidence includes building schedules, student schedules, and master schedules.)
12. Does the district have a program of service that provides meaningful access to all aspects of the instructional program? / Sec. 3115
Local Plan
Title VI / Provide a description of services offered and random sampling of documentation of meaningful access to classes. (Evidence includes building schedules, student schedules, and master schedules.)
13. Does the district have a program of service for ELs that includes a comprehensive high school education leading to completion with a standard high school diploma? / Title III
Sec. 3127
Local Plan
Title VI / Provide a description of the program of services that include education leading to a diploma, and a random sampling that documents the program a service. (Evidence includes student transcripts.)
14. Does the district have documentation that all teachers in any language instructional educational program for limited English proficient children are fluent in English and any other language used for instruction, including having written and oral communication skills? / Title III
Sect. 3116 / Provide description of job requirements for instructional staff of ELs. (Evidence must include the language requirements necessary for teaching ELs, oral and written English fluency.)
15. Is the district in compliance with proper certification, license, or endorsements for instructional staff of ELs? / OAR 584-036-0015 / Provide evidence of teacher certification, license, and/or endorsement for staff instructing ELs.
16. Does the district have processes to allow timely and meaningful consultation with appropriate private school officials during the design and development of Title III programs for their participation in the Title III programs? / Title III
Sec. 3115 / Provide signed/dated documentation of the consultation with private schools, including the identification of ELs and Recent Arrivers.
If there are no private schools in the district boundary, please include a statement stating thus.
17. Instructional assistants meet the requirements of OAR 581-037-0015 with respect to provision of translation services and other services. / OAR 581-037-0006
OAR 581-037-0025 / Provide description of job requirements for instructional assistances and work assignments.
18. Does the district have a clear process for handling complaints related to programs for ELs? Is that information readily available in a language that parents of ELs can understand? / Title VI
Local Plan
OAR 581-022-1941 / Provide description of complaint process and evidence that the process is available in a language parents can understand.
19. Does the district annually disseminate free information to parents and private school officials clearly describing the district’s complaint procedures in a language that parents of EL students can understand? / Title VI
Local Plan / Provide description of dissemination of complaint information. (Evidence could include student handbooks.)
20. Does the district have evidence that the district notified parents of the district’s failure to meet AMAOs within 30 days of the AMAO report. / Title III
Sec. 3115 / Provide a random sampling of AMAO parent notification letters in all languages provided, ensure that the letters are signed and dated by a district staff member.
If the district met AMAOs for the current year, please include a statement stating thus.
21. Is the district’s data submission to the ODE LEP Collection accurately reflecting district’s program of service for ELs? / Title III
Sec. 3115 / Provide a description of the procedures used by the district to ensure the data submitted to the fall and spring LEP collections are accurate.
NOTE: ODE staff will compare District LEP collection data to the District’s ELL Plan for compliance.
22. Does the district have a plan to determine students who are Recent Arrivers? / Title III
Sec. 3115 / Provide a description of the procedures used by the district to ensure the data submitted to the Recent Arriver collection is accurate.
Fiscal review on next page
NAME SD ODE Contact: Name Date Reviewed: Date
2016-17
Title III Desk Monitoring Rubric
FISCAL REVIEW
Compliance Elements /Regulatory Reference
/ Documentation Required / Compliant / Not Compliant / Missing / Not Applicable / Notes1. Does the district maintain separate fiscal records for Title III?
To be completed by Districts with Title III sub-grants and Title III consortia leads.
Consortium member districts please include a statement to the fact that you are a member district and not the fiscal agent for the district. / Title III
Sec. 1120(a) / Evidence of the Title III fiscal records
· CIP Budget narrative for previous school year.
· Copies of position descriptions for staff funded by Title III.
· Time in effort logs for staff funded by TIII and other funding.
· Copies of contracts paid for by TIII funds.
· Explanation on when final payment is made on the contract.
· Explanation on how the subgrantee determines the deliverables for each contract.
· Purchase orders and payments for items funded by Title III funds.
· Description of subgrantees inventory procedures for items purchased with Title III funds.