Title III Monitoring Checklist

 

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Forty years ago, the Supreme Court of the United States determined that in order for public schools to comply with their legal obligations under Title VI of the Civil Rights Act of 1964 (Title VI), they must take affirmative steps to ensure that students with limited English proficiency (LEP) can meaningfully participate in their educational programs and services. That same year, Congress enacted the Equal Educational Opportunities Act (EEOA), which confirmed that public schools and State educational agencies (SEAs) must act to overcome language barriers that impede equal participation by students in their instructional programs.

Title III, Part A funds must be used to supplement other Federal, State, and local public funds that would have been expended absent such funds. Because the civil rights laws require SEAs and school districts to take appropriate action to overcome language barriers for EL students, Title III, Part A funds may not be used to fund the activities chosen to implement an SEA's or school district's civil rights obligations. Thus, SEAs and school districts can use these funds only for activities beyond those activities necessary to comply with Federal civil rights obligations.

Title III also contains its own non-discrimination provision, which provides that a student shall not be admitted to, or excluded from, any federally assisted education program on the basis of a surname or language-minority status.
Guidance
*Not required for schools with no English language learners student population

DateCompliance ItemSubmissions to districtNotesResources
First week of School

Enrollment Guidelines

 

Copy of evidence that shows that the enrollment guidelines has been sent to  Title III Coordinator, ESOL Teachers, general ed teachers, Staff, Registrars/Attendance Clerks and PowerSchool System AdministratorsFederal Law requires that districts ensure that enrollment procedures and policies do not negatively impact students based on their immigrant or English-speaking status.

Memorandum

 

 

Combined Guidance from:

U.S. Department of Justice
U.S. Department of Education
Office of Civil Rights

At all timesEqual Education Opportunity and Non-Discrimination Statement

Equal Education Opportunity and Non-Discrimination Statement is available on the website and other related material.

 

The non-discrimination statement must be on your website before you will receive any federal money for the 2015-16 school year.  It is a federal requirement. 

 

Example: The South Carolina Public Charter School District does not discriminate on the basis of race, color, national origin, sex, disability, age, religion, or immigrant status in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. The following person have been designated to handle the nondiscrimination policies. For questions pertaining to Section 504 and Title IX, contact the Assistant Superintendent of Academic Programs, at 3710 Landmark Drive, Suite 201, Columbia, SC 29204, 803/734-8322.

 

Year-round

 

Age appropriate classrooms

34 C.F.R. § 100.1-.2; 20 U.S.C. § 1703(f). 

Schools should provide full access to the grade-appropriate core curriculum from the start of the EL program while using appropriate language assistance strategies in the core instruction so that EL students can participate meaningfully as they acquire English. In adapting instruction for EL students, however, schools should ensure that their specialized instruction (e.g., bilingual or sheltered content classes) does not use a watered-down curriculum that could leave EL students with academic deficits when they transition from EL programs into general education classrooms. Such specialized instruction should be designed such that EL students can meet grade-level standards within a reasonable period of time. School districts also should place EL students in age-appropriate grade levels so that they can have meaningful access to their grade-appropriate curricula and an equal opportunity to graduate.

 

 

 

Combined Guidance from (Page 2):

U.S. Department of Justice
U.S. Department of Education
Office of Civil Rights

Year-round

 

Teacher student ratio

Guidance

Please contact Director of Federal Programs for any questions.

Year-round Translations

Schools must communicate information to limited English proficient parents in a language they can understand about any program, service, or activity that is called to the attention of parents who are proficient in English.

Schools must respond to a parent's request for language assistance and remember that parents can be limited English proficient even if their child is proficient in English.

Schools must provide translation or interpretation from appropriate and competent individuals and may not rely on or ask students, siblings, friends, or untrained school staff to translate or interpret for parents.

SCPCSD Translations Guidance

 

Combined Guidance from:

U.S. Department of Justice
U.S. Department of Education
Office of Civil Rights

During the enrollment process throughout the yearHome language Survey

Upon request, copy of completed Home Language Survey should be provided to review.


 

The home language survey must be completed for all students at initial enrollment in school. This form must be signed and dated by the parent or guardian. It must be kept in the student's permanent file. This form will be used only for determining whether the student needs English Learner services and will not be used for immigration matters or reported to immigration authorities. The purpose of collecting home language survey is to make sure that all students receive the education services they need, the law requires us to ask questions about student's language backgrounds.

DO NOT PURGE should be on the home language survey

 

 

SCPCSD HLS

 

ELL Enrollment Process

As needed

 

 

Enrollment InterviewUpon request, copy of completed enrollment interview should be provided to review.If "other language" is provided to any one of the questions on the HLS:

 It may be helpful to conduct an interview with the student and/or parents during the enrollment process. Information from the interview may be helpful to the EL's committee when considering appropriate placement for the student or the school may want to clarify the responses on the home language survey.  The assistance of a translator may be required to complete the survey.  The completed survey becomes part of the student's permanent record and should be available for future reference.

Enrollment Interview Questions

 

ELL Enrollment Process

During the enrollment process throughout the yearRequest recordsUpon request, copy of completed enrollment interview should be provided to review.

The school are required to request the below records from the student's previous school along with other student information.

 

State English proficiency assessment scores
Student accommodation plan

 

 

ELL Enrollment Process

As Needed/requiredLAS ScreenerUpon request, copy of completed enrollment interview should be provided to review.

LAS Screener will be used to screen potential ELL students when:

There should be "other language" indicated on the HLS.

No clear outcome from the enrollment interview.

Previous school has not sent the educational records.

Schools must assess students' English language proficiency within 30 days of enrollment at the beginning of the year and within ten days after the beginning of the year.

Parents do not have a right to refuse a screener and/or state English language proficient test. These tests are required for compliance with the basic requirements under federal Law.

 

ELL Enrollment Process

To screen from grades 2-12 (Online): https://oas.ctb.com/TestSessionInfoWeb/login.jsp
District is responsible. Assigns only one user per school.

 

To test students from K-1(paper and pencil):
School is responsible
http://www.ctb.com/ctb.com/control/childNodesViewAction?categoryId=252&p=store&adjBrd=Y

(Product code: C6545000)-Form C-English
(Product code: C6545200)-Form C-Spanish

 

During the enrollment process throughout the year

Parent Notification

 

Notification of identification for and placement in language instruction educational programs.

 

Upon request, copy of a parent notification letter should be provided to review.

All local educational agencies (LEAs) that are recipients of Title III funds are required, pursuant to Section 3302, to notify annually the parents or guardians of each limited-English proficient (LEP) student enrolled in a language education program. The notification must take place (1) no later than 30 calendar days after the beginning of the school term or (2) for pupils who enroll mid-term, within two weeks of being placed in a program. Title III notification elements may be integrated with state-required parental notification procedures to reduce the number of communications sent to parents.

 

Notification of identification for and placement in language instruction educational programs.
AND
Notification of LEA failure to meet Title III annual measurable achievement objectives (AMAO's) if applicable

 

English
Parent Notification Letter

 

Spanish

Parent Notification Letter

 

 

Access scores overview

LAS screener scores overview

 

 

 

 

During the enrollment process throughout the year

Parent Notification

 

Notification of LEA failure to meet Title III annual measurable achievement objectives (AMAO's) if applicable

Upon request, copy of an AMAO parent notification letter should be provided to review.

According to the No Child Left Behind Act of 2001 (NCLB), the SC Department of Education (SCDE) must hold LEAs that receive Title III funds accountable for meeting the Annual Measurable Achievement Objectives (AMAO) developed for English Language Learners (ELLs). The SCDE determines the AMAO status for LEAs based on three target criteria.

 

 

AMAO Guidance

During the enrollment process throughout the yearAccommodationsUpon request, copy of a student accommodation plan should be provided to review.The ESOL teacher and the regular classroom teacher along with other members of the ELL committee collaborate to determine appropriate instructional objectives and needed accommodations for ELLs in the classroom.  A variety of classroom modifications are permitted for ELLs.  Accommodations, such as the following, may be included for students and are noted on the district's Student Accommodations Plan for ELL Students. SCPCSD Student Accommodation Plan
As needed/required

Student Waivers

 

Upon request, copy of a student waiver should be provided to review.

If a parent/guardian does not want to take advantage of services provided by the ESOL program, the parent/guardian must sign a form in order to document that the ESOL program services were offered and refused.  This waiver means that students do not have to be pulled for services. However, the child should still have an ELL plan, his/her progress should be monitored, and additional help must be offered if the child is not making adequate progress.  This form will be kept in the student's permanent record. If a parent chooses to withdraw his or her child from the ESOL program, additional documentation must be signed and kept in the student's permanent file. 

Disseminate and collect the waiver form each year

The student MUST take the state English language proficiency test until the make full proficient on the state English language proficiency test.

 

Guidance

 

SCPCSD Student Waiver form

 

Spanish version

As needed/requiredStudent ExitUpon request, copy of a student exit letter should be provided to review.

The student is considered EXIT, after the student has been monitored for two years and is successful in the current educational program. ​
After a student is exited from the English language instruction education program, a follow-up review should be made and documented within the first two weeks.  The purpose of the review is to verify that the student can function academically and socially in the new setting.  Periodic monitoring should continue for two years.  At the end of each progress-reporting period, a designated staff person should contact teachers in the student's regular classes to:

Determine if the student is adjusting and succeeding academically

Verify that the student is sustaining the criteria used to exit from the English language instruction educational program

Identify any academic or other needs

Documentation for exiting students should be available in student permanent folders.

 

Guidance

 

SCPCSD Student Exit Letter

 

Spanish version

As needed/requiredMonitoring Exited StudentsUpon request, copy of documentation showing evidence of monitoring should be provided to review.

When students exit from the English language instruction educational program, the school system must monitor the progress of those students for a period of at least two years to determine their success in the regular school program.  Students who experience difficulty in content classes during the monitoring period due to lack of prior knowledge or lack of information in the knowledge scaffold should be provided with academic support through methods that may include temporary reentry into an English language instruction educational program.

 

Sample 1

Sample 2

Sample 3

Sample 4
Sample 5

 

Courtesy of Rock Hill and Fort Mill School District

As needed/requiredPrograms for Exceptional Education StudentsUpon request, copy of documentation showing evidence of evaluation process should be provided to review.

When a parent or school personnel has reason to suspect that an LEP student may have a disability, the team must plan and carry out an evaluation within the guidelines and timelines specified in the State Board of Education regulation 43-243. The evaluation team must keep in mind that there must also be evidence of the disability in the student's native language and not only in the English language. It is crucial that the evaluation team make the distinction between a language difference and a disability.

 

Guidance
As needed/requiredRetention LetterBefore an ELL student is retained or failed on a course, the request has to come to the district for review.

State Guidance—"An LEP/migrant student should be advanced along with age-level peers. No advancement must be documented with evidence that indicates the determining factors are other than English language proficiency. All LEP and migrant students are eligible to participate in all age-appropriate school programs and to receive all available services."

 

Letter to the district
Year RoundWIDA StandardsSchool should show evidence that WIDA standards are used for proficiency of English language learners. WIDA draws on multiple theories and approaches in an effort to describe language use in academic contexts; this is the language that language learners must acquire and negotiate to participate successfully in school. These multiple theories and approaches form a theoretical foundation that supports the WIDA standards framework.

Title III Guiding Principles of Language Development

Title III WIDA Activity

Title III WIDA Presentation

 

Title III WIDA Resource Packet

 

April 2016Annual Evaluation 

As each school begins to assess its programming for English language learners, it is important to remember 3 main points:

  • It takes the whole school, including administrators to address English language learners. English language learners are within the school and school system, not just in a "program".
  • It takes educators willing and able to give differentiated instruction to meet the needs of English language learners. English language learners are required to have content area instruction and are in regular classrooms in most districts.
  • All students will succeed if kept to high expectations. English language learners are not necessarily limited in education.

     
Survey Link
May-June 2016Title III PD SurveyRequired survey for the state to the FEDS.Survey Link
April 2016Administrator SurveyTo evaluate school ELL programThis survey will be used to evaluate schools ELL programSurvey
April 2016Teacher SurveyTo evaluate school ELL programThis survey will be used to evaluate schools ELL programSurvey
April 2016Parent SurveyTo evaluate school ELL programThis survey will be used to evaluate schools ELL programSurvey-English     Spanish

Year-round

 

Submit at the end of the year

High Quality Professional Development

Submit a copy to the district

 

Submission type:

Dropbox

Agendas and Registration from conferences

 

Agendas and Sign in sheets from In house trainings

 

Any meetings/conferences that's will assist the school in student achievement specifically English Language Leaners.

    Year-round

 

Submit at the end of the year

Parent Involvement

Submit a copy to the district

 

Submission type:

Dropbox

Provide Agendas, Sign in sheets for parental involvement activities.Any parent meetings/conferences that will assist the school in parental involvement and student achievement.

 

PowerSchool Guidance

 

 

2015-2016 PowerSchool Coding Document

Alternate English Proficiency Levels for Alternate Assess

 

 

COHORT GROUP AND ESOL INSTURCTIONAL MODEL

 

Year-round

 

Parent Communication fields in PowerSchoolData entered in PowerSchool will be monitored by district desk audits.

LEP parents are entitled to meaningful communication in a language they can understand, such as through translated materials or a language interpreter, and to adequate notice of information about any program, service, or activity that is called to the attention of non-LEP parents.

Two questions that are required to be entered to capture parent communication:

Language for oral communication

Language for written communication

Sample
9GR

Coding the 9GR field for immigrant students whose date entered the US is after the age of 15.

  1. The primary determination is based on the number of verified high school credits earned.
  2. If no high school credits can be verified the 9GR becomes the year the student enters a US high school regardless of age.                                                                               Updated: 08/21/2013

 

Bilingual

New PowerSchool Coding of Bilingual Students

 

Students in grades K-2 who score FEP on the WIDA screener will be coded a "6" in PowerSchool.  Those students will not take the ACCESS but will be monitored for four years (6,7, 8 and remain 8). This applies only to students in K-2 who have NEVER taken ACCESS.

 

Students in grades 3-12 who score FEP on the WIDA screener may be coded an "8" in PowerSchool.  Those students will not take the ACCESS.

 

Students needing to re-enter the program, based on poor academic performance or a reading score on a state assessment that does not meet the standard, are required to receive ELL services.  Any students who have re-entered will not be classified as an "8" until they have again met state requirements for English Language Proficiency in accordance with the S.C. Accountability Workbook.

Source: South Carolina Department of Education New Policy for Identification of Bilingual Students, updated 2-5-13

 

Guidance will be updated to reflect the new screener.

 

 

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