1. Virginia Department of Education November 5, 2015

2. Title III, Part A Federal Program Monitoring (FPM) Presenters: Stacy Freeman, Title III Specialist Christopher Kelly, Education Coordinator Virginia Department of Education

3. Agenda for Today’s Session FPM Overview Federal Program Monitoring Cycle Federal Program Monitoring Documents Key Areas to be Monitored Identification, Screening, and Placement; Standards, Assessment, and Accountability; Instructional and Programmatic Implementation and; Fiduciary

4. Federal Program Monitoring Cycle

5. Three-Year Cycle

6. Federal Program Monitoring: Protocol Document Where can I find the FPM protocol document? http://www.doe.virginia.gov/federal_programs/esea/fede ral_monitoring/index.shtml

7. Federal Program Monitoring Protocol Document

8. Key Areas to be Monitored The four areas of the Title III process include: Identification, Screening, and Placement; Standards, Assessment, and Accountability; Instructional and Programmatic Implementation and; Fiduciary

10.  Procedures used to Effectively identify students who may be eligible to receive ESL services Assess the English language proficiency of identified students and place them in an appropriate language instruction programs  Process for meeting monitor criteria students (ELP Level 6)  Process for monitoring ELP Level 6 students to ensure that they are continuing to make academic progress Identification for Services

12.  Implementation of the WIDA English language development (ELD) standards  How the division ensures the success of ELLs in the core content areas Curriculum and Instruction for ELLs Core

13.  Procedures for administering the ACCESS for ELLs ® and the Standard of Learning assessments to ELLs  Procedures to ensure that accommodations are provided to ELLs on state assessments Assessment of ELLs

14.  The process by which the division is held accountable for meeting the Title III Annual Measurable Achievement Objectives (AMAOs)  The Title III improvement plan, if the division has not met any of the Title III AMAOs for at least two consecutive years  The procedures to collect and record accurate data to meet all Title III reporting requirements Title III Accountability

16.  The process for developing the school division local plan for Title III to include the stakeholders involved in the planning process (the plan is submitted through the Title III application)  The local plan includes the components provided in sections 3116 and 3121 of the Elementary and Secondary Education Act of 1965 (ESEA) and outlined in the Title III application guidelines (p. 5) Local Plans

17.  The procedures for implementing the parental notification requirements under Title III  How the division ensures opportunities for the participation of the parents of ELLs in their children’s education Parental Participation and Outreach

18.  How the division ensures it is in compliance with ESEA requirements regarding participation of ELLs, teachers, or other educational personnel in private schools in areas served by the subgrantee Private School Participation

19.  Instructional programs and services that are specifically designed to assist immigrant students to achieve academic success and adjust to the U.S. school system  Procedures for ensuring that immigrant students are designated in the division student record system Immigrant Children and Youth (if applicable)

21.  How the division ensures that Title III funds are used for required and authorized activities Supplement, Not Supplant Provisions  How the division ensures that it is not using Title III funds to provide services that it is required to make available under or local, state, or other federal laws  How the division ensures that it is not using Title III funds to provide services that it provided in the prior year with local, state, or other federal funds Fiduciary

23. Divisions Not Accepting Title III Funds  The identification, screening, and placement process that is in place for all incoming students  The process for ensuring that division personnel are familiar with the WIDA ELD standards Must still meet federal civil rights requirements regarding the education of ELLs

24. Divisions Not Accepting Title III Funds  The process for ensuring that ELLs are provided meaningful access to the same curriculum as all students  The process for ensuring that ELLs are provided core language instruction so that they may attain English proficiency Must still meet federal civil rights requirements regarding the education of ELLs

25. Divisions Not Accepting Title III Funds  The procedures for ensuring that identified limited English proficient (LEP) students are: o Designated as LEP in the division student record system o Included in the Virginia assessment program to include the Standards of Learning (SOL) and the ACCESS for ELLs assessments Must still meet federal civil rights requirements regarding the education of ELLs

26. Divisions Not Accepting Title III Funds  The process for monitoring the academic success of formerly LEP students for two years once they have met the ELP proficiency criteria Must still meet federal civil rights requirements regarding the education of ELLs

28. Divisions That Do Not Have ELLs  Be prepared for identification, screening, and placement process that is in place for all incoming students  Be prepared for ensuring that division personnel are familiar with the WIDA ELD standards  Have a process for ensuring that ELLs are provided meaningful access to the same curriculum as all students Must still meet federal civil rights requirements regarding the education of ELLs

29. Questions

30. VDOE Contact Information: Title III, Part A Regions II, IV, and VI 804-371-0778 Stacy.Freeman@doe.virginia.gov Stacy Freeman Regions III and VII 804-225-2122 Christopher.kelly@doe.virginia.gov Chris Kelly Regions I, V, VIII 804-225-3711 Shyla.Vesitis@doe.virginia.gov Shyla Vesitis