NC DPI Title III Monitoring Page 1 of 3 Revised January, 2015
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, II or III). A risk-factor analysis is run and those demonstrating the greatest risk are selected for Tier III onsite monitoring visits.
2) What are the risk factors?
Risk factors include size of subgrantee grant award, percentage of LEP students, program performance based on meeting AMAOs 1 and 2, student subgroup academic performance based on AMOs for LEP students, change in program or leadership, and the length of time since previous onsite monitoring.
3) How long will the monitoring visit last?
The 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/designee and the LEP Coordinator. A sample schedule is available on the ESL wiki. Schedules should be approved by the Monitoring Team Lead 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 http://eldnces.ncdpi.wikispaces.net/LEP+Coordinatorsunder 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 monitoring visit be focused on only the area(s) missed, like 10th grade AYP?
The monitoring visit will cover all aspects of Title III and Language Instruction Education Programs (LIEP), not just the specific AMAOs missed. See 2014-15 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 a LEP subgroup (n=30), how is the LEA or Charter held accountable for AMAOs?
Many LEAs do not have a subgroup of tenth grade LEP students and some do not have a subgroup of LEP students in grades 3-8. Regardless of the number of LEP students 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)?
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?
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 LEP students 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 LEP program services required by state and federal guidelines. A complete description of the Basic LEP Program provides the foundation upon which supplemental services may be added. In addition, the number of Basic LEP 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 LEP 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) 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.
17) 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 NCDPI Chief Academic Officer for review and signature. The monitoring letter and report will be mailed to the LEA Superintendent. In conjunction with this mailing the DPI ESL Consultant will e-mail the letter and report to the LEA/Charter LEP Coordinator. 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.