Resources for Federal Program Monitoring (FPM) Preparation

Resources for Federal Program Monitoring (FPM) Preparation English Learners 2012--2013 Regional Support for District and School Support (RSDSS) Madera County Office of Education

The information presented in this resource is provided to assist school and districts in preparing for on-site Federal Program Monitoring (FPM) visits during the 2012-13 academic year.

The resource explores each of the items included in the California Department of Education’s (CDE) monitoring instruments. For some items, there is limited information. It is hoped schools and districts will add content to the tool as they delve into preparing for an FPM visit.

CDE requires reviewed FPM evidence be submitted to CDE through the California Accountability and Information System (CAIS) a month prior to the scheduled visit. This resource lists evidence that must be associated through CAIS, evidence that is required to be submitted through CAIS, suggested evidence, and questions that could potentially be asked in interviews with the school/district’s stakeholders.

Associated documents are those shared among several reviewed items in a program’s instrument. Suggested evidence and possible questions are drawn from many resources including former CDE compliance instruments, material shared by various County Office of Education, and material from various professional development sessions.

We hope this resource is of value to schools and districts as you prepare for an FPM visit. The resource is not designed as a guaranteed path to compliance but rather a source to begin organizing for the visit.

I-EL 01: Parent Outreach and Involvement

ASSOCIATED:

• EL LEA policies and procedures • Sample school-to-home communications in home languages other than English, i.e.,

report cards, parent handbook, progress reports, newsletter

REQUIRED:

• AMAO notification letter if LEA fails to meet objectives

SUGGESTED:

• EL LEA calendar of scheduled parent meetings for outreach

• LEA policies and procedures on parent involvement

• Communications (e.g., memos to staff, parents, and community; newsletters; published articles; translations; record of meetings (e.g., agendas and minutes of ELAC and/or DELAC requirements, sign-in sheets, training documents); rosters of representative groups (ELAC, DELAC, SSC (if formally delegated by ELAC)

POSSIBLE INTERVIEW QUESTIONS:

• For ELAC, DELAC, Parents and SSC members: o What opportunities does the LEA provide you to help your child to achieve? o How does the district help parents understand communications from the school

and district? o Describe the election process used for parent members of the ELAC. o Describe the selection process for the DELAC. o What training did you receive related to the responsibilities of the ELAC or

DELAC? Did you help plan the training? o What advice has the ELAC given to the principal or site staff?

• If the LEA received Title III funding and did not meet annual measureable achievement objectives (AMAOs):

o What notification did it send? o In which languages was the notification sent? o When was the notification sent?

OTHER:

• May observe committee meetings

I-EL 02: ELAC

ASSOCIATED:

REQUIRED:

• ELAC member roster, with designation of EL parents • ELAC meeting calendar, notifications, agendas, minutes, and sign-in sheets • ELAC training materials

SUGGESTED:







OTHER:


I-EL 03: DELAC

ASSOCIATED:

REQUIRED:

• DELAC meeting calendar, notifications, agendas, minutes, and sign-in sheets for past 12 months

• DELAC training materials • Governing Board minutes where DELAC provided advice

SUGGESTED:







OTHER:


I-EL 03: DELAC

ASSOCIATED:

REQUIRED:

• DELAC member roster, with designation of EL parents • DELAC meeting calendar, notifications, agendas, minutes, and sign-in sheets • DELAC training materials

SUGGESTED:


• For DELAC: o How does the district help parents understand communications from the school

and district? o Describe the selection process for the DELAC. o What training did you receive related to the responsibilities of the ELAC or

DELAC? Did you help plan the training? DELAC training materials o What advice has the DELAC given to the school board?

OTHER:


II-EL 04: Identification, Assessment, and Notification

ASSOCIATED:

• EL LEA policies and procedures • EL sample IEPs • Sample notifications/Title III letters (initial and annual in English and other languages as

applicable) without student names

REQUIRED:

• EL LEA policies and procedures: identification, parent notification

SUGGESTED:

• ELAC bylaws ,district policies and procedures that describe identification of English learners and notifications to parents

• Home Language Survey, including: date, answers to all questions, parent or guardian signature

• Assessments: Initial CELDT results (hand scored or official report); primary language assessment results; annual CELDT assessment results; interim district assessment results


• Describe the LEA’s identification process • In what ways are assessment and placement information shared with parents? • Describe how the LEA has ensured parent notifications have been provided in a

language the parent can understand.

OTHER:

• California English Language Development Test (CELDT) http://www.cde.ca.gov/ta/tg/el

http://www.cde.ca.gov/ta/tg/el

II-EL 05: Implementation and Monitoring of LEA Plan

ASSOCIATED:

• LEA Plan • Single Plan for Student Achievement (SPSA)

REQUIRED:

SUGGESTED:

• Title III Plan


• How was the Goal 2 in the LEA Plan revised? • How are the activities listed in the Title III Plan and in the LEA Plan, Goal 2, aligned?

Are they one in the same? • How are activities of the LEA Plan communicated across the district? • How are activities in the LEA Plan monitored? • Who are the members of the District-School Leadership Team (DSLT)? How were they

selected?

OTHER:

II-EL 06: School Site Council Develops and Approves SPSA

ASSOCIATED:

• Single Plan for Student Achievement (SPSA) • EL fiscal records:

o EIA-LEP and Title III funds o Budget pages, purchase orders, and expenditure records

REQUIRED:

• SSC agendas and minutes o EL approval of allocations o Proposed expenditures o Centralized services

SUGGESTED:

• Title III Plan


• How was the Goal 2 in the LEA Plan revised? • How are the activities listed in the Title III Plan and in the LEA Plan, Goal 2, aligned?

Are they one in the same? • How are activities of the LEA Plan communicated across the district?

OTHER:

• SPSA handbook website

II-EL 07: Translation Notices, Reports, Statements, Records

ASSOCIATED:

• School Language Census Data (R 30; now collected with CALPADS)

REQUIRED:

• EL budget and ledger entries for translation expenditures

SUGGESTED:

• EL School,-to-home communications in other languages (report cards, parent handbook, progress reports, newsletters

• Phone logs


OTHER:

II-EL 08: Inventory

ASSOCIATED:

• Single Plan for Student Achievement (SPSA)

REQUIRED:

• EL inventory records of items bought with EIA-LEP and Title III funds • EL physical check of inventory • EL Purchase Orders for budgeted items

SUGGESTED:


OTHER:

III-EL 09: Adequate General Funds; Supplement Not Supplant

ASSOCIATED:

• CARS EIA-LEP and Title III pages) • EL fiscal records:

o EIA-LEP and Title III funds o Budget pages, purchase orders, and expenditure records o EL job descriptions, duty statements, and activity logs

• LEA Plan Addendum (Year 2) • SPSA

REQUIRED:

• EL list of personnel (name, position, title) funded with EIA-LEP/Title III (LEA and sites)

SUGGESTED:

• Minutes of approval of SPSA, including proposed expenditures for EIA/LEP and Title III funds

• For School-Based Coordinated Program (SBCP), minutes of approval of EIA/LEP expenditures as part of SBCP

• Centralized services expenditure report • Time accounting reports • List of LEA-adopted core curriculum and supplemental materials for English learners


• How does the LEA use its resources to provide services for English Learners? • Which instructional materials and services did the LEA purchase for English learners

with general funds? • How are EIA/LEP and Title III funds used to supplement English learners’ learning of the

core curriculum? • What activities were identified in the approved LEA plan, and were they accomplished? • How do Title III expenditures support the LEA plan activities?

OTHER:

III-EL 10: Supplement Not Supplant with Title III

ASSOCIATED:

• CARS EIA-LEP and Title III pages) • EL fiscal records:

o EIA-LEP and Title III funds o Budget pages, purchase orders, and expenditure records o EL job descriptions, duty statements, and activity logs

• LEA Plan Addendum (Year 2) • EL LEA policies

REQUIRED:

SUGGESTED:

• Minutes of approval of SPSA, including proposed expenditures for EIA/LEP and Title III funds

• Centralized services expenditure report • List of supplemental materials for English learners


• How does the LEA use its resources to provide services for English Learners? • Which instructional materials and services did the LEA purchase for English learners

with general funds? • How are EIA/LEP and Title III funds used to supplement English learners’ learning of the

core curriculum? • What activities were identified in the approved LEA plan, and were they accomplished? • How do Title III expenditures support the LEA plan activities? • What percent of Title III funding was allocated to administrative costs? (2% maximum) • If the LEA is a member of a Title III consortia, is there a Memorandum of Understanding

(MOU) on file and were products and/or services provided in accordance with the MOU? • If a private school participates in Title III funding:

o Is there a MOU on file with the private school and LEA indicating products and/or services provided?

o What products and/or services were provided

OTHER:

• May observe classrooms including support staff services

III-EL 11: EIA Funds Disbursed to School Sites

ASSOCIATED:

• CARS (EIA-LEP and Title III pages) • EL fiscal records:

o EIA-LEP and Title III funds o Budget pages, purchase orders, and expenditure records

• EL job descriptions for EIA-LEP, Title III funded positions • EL job descriptions, duty statements, and activity logs

REQUIRED:

SUGGESTED:


• How is your position funded? • What are your responsibilities?

OTHER:

• EIA website from CDE

III-EL 12: Properly Assesses Costs for Salaries

ASSOCIATED:

• EL job descriptions for EIA-LEP, Title III funded positions • EL job descriptions, duty statements, and activity logs • EL list of positions funded with EIA-LEP and Title III funds • EL Personnel Activity Reports (PARs)

REQUIRED:

• EL semiannual certifications • EL time accounting and payroll records

SUGGESTED:


• How do Title III expenditures support the LEA plan activities?

OTHER:

• EIA website from CDE

IV-EL 13: EL Program Evaluation

ASSOCIATED:

• LEA Plan • LEA Plan Addendum (Year 2) • SPSA

REQUIRED:

• EL LEA and site evaluation reports • EL LEA process for ongoing evaluation—process, timeline, criteria • Title III Year 4 Action Plan

SUGGESTED:

• Longitudinal data on academic achievement of English learners and former English learners


• Describe the LEA process for determining the effectiveness of the programs for English learners.

• How does the LEA use assessment results for student placement and to guide instruction?

• What do the results of last year’s program evaluation indicate about the effectiveness of the program for English learners?

• What modifications, if any, have been made to the site/LEA programs for English learners during the past year based on the results of district or site program evaluation?

OTHER:

IV-EL 14: Reclassification

ASSOCIATED:

• EL LEA policies and procedures • EL sample IEPs

REQUIRED:

• LEA criteria/procedures for reclassification • List of ELs by CELDT Level, time spent in program, academic achievement (CST) • List of students reclassified as IFEP (without last names) • Records that verify student has met reclassification criteria

SUGGESTED:

• Documentation that students who have met the criteria have been reclassified • Documentation that reclassified students are being monitored for two years to ensure

they are continuing to achieve academic success • List of reclassified students and their records • List of English learners who have been enrolled in the district for five or more years


• What are the LEA’s reclassification criteria? • How does the LEA ensure that all students who have met the district’s reclassification

criteria have been reclassified? • What is the LEA’s procedure to conduct follow-up monitoring of reclassified students? • How is the academic progress of reclassified students monitored? • Which interventions are given to reclassified students who are not making adequate

academic progress? • What services are offered to English learners who reached English proficiency status on

CELDT but whose academic skills are far below the criteria needed for reclassification?

OTHER:

• May observe classrooms

V-EL 15: Teacher EL Authorization

ASSOCIATED:

• EL LEA policies and procedures • Master Class Schedule

REQUIRED:

• EL MOU for teachers in training • LEA policy to ensure all teachers are appropriately authorized • List of teachers instructing ELs and their EL authorizations

SUGGESTED:

• List of English learners and their assigned teachers (indicating EL authorization status) • LEA’s measures to remedy the shortage of authorized teachers • Training agreements with teachers of English learners who do not hold appropriate

English learner authorization (may include target authorization, projected completion date, training to be taken, and signatures)

• LEA and site professional development records for teachers, paraprofessionals, counselors, and administrators


• How does the LEA monitor and notify teachers who are not appropriately authorized? • Does the LEA have a strategy to remedy a shortage of authorized teachers? • Describe the professional development offered by the LEA. • Who attended the LEA’s professional development? • Were the professional development activities described in the LEA Plan implemented? • Are Title III funds used to train teachers in accordance with the approved LEA plan?

OTHER:

• May observe in classrooms

V-EL 16: Professional Development

ASSOCIATED:

• EL LEA policies and procedures REQUIRED:

• EL professional development policies • EL professional development records for teachers, paraprofessionals, counselors,

administrators, i.e., schedules, agendas, sign-in sheets, lists of participants)

SUGGESTED:


• Describe the professional development offered by the LEA. • Who attended the LEA’s professional development? • Were the professional development activities described in the LEA Plan implemented? • Are Title III funds used to train teachers in accordance with the approved LEA plan?

OTHER:


VI-EL 17: Appropriate Student Placement

ASSOCIATED:

• EL LEA policies and procedures • EL Sample IEPs

REQUIRED:

• EL MOU for teachers in training • LEA policy to ensure all teachers are appropriately authorized • List of teachers instructing ELs and their EL authorizations

SUGGESTED:

• Sample notifications/Title III letters (initial and annual in English and other languages) without student last names

• LEA’s criteria for reasonable fluency


• Do you have a written description of program services for English learners based upon their language proficiency level?

• Describe how English learners are placed among the different program options (including special education for English learners).

• Describe how English learners receive curriculum, materials, and instruction targeted to their English proficiency level.

• What information are parents provided to enable them to make decisions about the placement of their child?

• Explain how parents of English learners are informed about their legal rights regarding their child’s placement.

OTHER:


VI-EL 18: Parental Exception Waiver

ASSOCIATED:

• EL LEA policies and procedures • EL Sample IEPs • Sample notifications/Title III letters (initial and annual in English and other languages)

without student last names REQUIRED:

• EL description of alternative program • EL sample approved/denied waivers (without names) • EL sample records of waivers (without names)

SUGGESTED:

• District policies for ELM and SEI placement • Parent notification of program placement and waiver opportunities • Parental exception waiver forms, procedures, and completed requests


• What information are parents provided to enable them to make decisions about the placement of their child?

• Explain how parents of English learners are informed about their legal rights regarding their child’s placement.

• Has the school received any parental exception waiver requests, and, if so, what action was taken?

OTHER:


VI-EL 19: Equitable Services to Private Schools

ASSOCIATED:

• Affirmation signed by participating private schools • CARS (Winter Submission) reservations page • Dated notice to private schools of ESEA eligibility • LEA Plan

REQUIRED:

• EL professional development records • EL Third-party service provider contracts • LEA policies on private school participation

SUGGESTED:


OTHER:

VII-EL 20: ELD

ASSOCIATED:

• EL Sample IEPs • Master Class Schedule indicating ELD classes, ELA classes with integrated ELD, and

classes that provide English learners access to the core curriculum

REQUIRED:

• Grade Level Course Descriptions SUGGESTED:

• LEA Plan, Goal 2, and Title III Addendum • SPSA • List of English learners and their proficiency levels • LEA ELD/ELA materials • Classroom ELD schedule • LEA catch-up plan for monitoring and overcoming any academic deficits


• Describe the district’s ELD program. • What is the school’s ELD curriculum? • Explain how the school ensures that the ELD instruction is targeted to the student’s

English proficiency level? • Is there time set aside daily for ELD? • Explain how ELD is provided for English learners in the mainstream English classes. • Does the LEA have ELD standards and benchmarks for the rate of progress? • What expenditures are made with EIA/LEP or Title III funds? • Describe the evidence of individual and group data at the district level and school level

that demonstrates the effectiveness of the ELD program and how rapidly English –learning proficiency is acquired.

• What data does the school use additional site data to determine the effectiveness of the ELD program?

• Does the SSC use data to identify needed improvements in the ELD program through the SPSA?

• Does the district have benchmark assessments and/or ELD profiles?

OTHER: May observe in classrooms

VI-EL 21: Access to the Core

ASSOCIATED:

• EL Sample IEPs • Master Class Schedule

REQUIRED:

• Grade Level Course Descriptions SUGGESTED:

• LEA catch-up plan for monitoring and overcoming any academic deficits


• Are English learners assigned to mainstream English classes? If so, what are the criteria used for placement?

• What ongoing and annual assessment data on English learners does the district/school use?

• What individual and/or group data does the school receive from the district on their English learners?

• Do classroom teachers receive specific data on English learners? • May an English learner concurrently enroll in adult education content courses and/or in

English as a second language class? • What specifically designed academic instruction in English (SDAIE) strategies are used

to make academic content accessible to English learners? • Does the LEA analyze individual and group data for academic content areas by age and

time in the program or by proficiency level? • Describe how academic data is shared with the schools. • Do the SSC and staff review annual and ongoing academic content performance data

for English learners? • Describe the LEAs catch-up plan for monitoring and overcoming academic deficits

incurred by English learners. • Explain how English learners with academic deficits are identified.

OTHER:


Documents

Resources for Federal Program Monitoring (FPM) Preparation