Monitoring Indicators for Title III Services
English Language Learners and Immigrant Students
Planning Guide/Checklist
Directions: Use this checklist to prepare for the LEA Response Tools document and evidence. When compiling the evidence, please reflect on the
activities and outcomes included in the Attachment 10 for the past 2 years.
LEA Required & Allowable Activities
LEA Response Documents
(Sample Evidence)
1. Curriculum and Instruction
Guiding Questions
1.1 What procedures and practices have been
implemented to ensure that an effective English
language instructional program is provided to
English Language Learners (ELLs) that allows
them meaningful access to the same educational
programs available to non-ELLs?
Evidence that shows how content teachers and ESOL teachers collaborate to ensure academic
success for the ELLs in the Local Educational Agency (LEA)
Summarization of the instructional models and their implications in ensuring that ELLs are
making progress towards the attainment of English language proficiency
Evidence that shows participation of ELLs in regular educational programs, such as gifted
and talented programs, Advanced Placement courses, etc.
Other
1.2 What services are provided for the ELLs identified
as having interrupted education?
Description of how ELLs are identified as having interrupted education
Description of the programs and services provided for ELLs with interrupted education
List of materials that are specifically intended for use with ELLs with interrupted education
or explanation of how existing materials are modified to fit the needs of these students
Other
September 4, 2015
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Monitoring Indicators for Title III Services
English Language Learners and Immigrant Students
Planning Guide/Checklist
LEA Required & Allowable Activities
1.3 How does the LEA ensure that English language
instructional services and related materials of
instruction provided to ELLs are comparable to
those instructional services and materials provided
for non-ELL students? [Lau vs. Nichols (1974)]
and [Title VI of the Civil Rights Act (1964)]
LEA Response Documents
(Sample Evidence)
Evidence that the LEA makes reasonable and meaningful effort to ensure that ESOL Program
instructional materials are aligned to Maryland’s English Language Development (ELD)
Standards (WIDA’s ELD Standards)
Evidence that the LEA makes reasonable and meaningful effort to ensure that ESOL Program
instruction for ELLs is provided in a facility comparable to that provided to non-ELLs
Other
1.4 How has the LEA continued to operationalize
Maryland’s English Language Development
Standards (WIDA’s ELD Standards)?
Samples of curriculum or internet link to curriculum resources
Evidence of professional learning opportunities provided for ESOL and content teachers
Other
2. Teacher Qualifications and Professional Learning
Guiding Questions
2.1 What personnel are responsible for the delivery of
ESOL Program instructional services to ELLs?
Information about the number of teachers and paraprofessionals assigned to provide English
language instruction to ELLs
Job descriptions for ESOL teachers and paraprofessionals
Evidence demonstrating the student-to-teacher ratio(s) in the ESOL Program
Documentation of the use of an evaluation tool for ESOL teachers and paraprofessionals
Sample student schedules
Other
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Monitoring Indicators for Title III Services
English Language Learners and Immigrant Students
Planning Guide/Checklist
LEA Required & Allowable Activities
2.2 How does the LEA ensure that high-quality
professional learning is provided for classroom
teachers (including teachers in classroom settings
that are not the settings of language instructional
programs), principals, administrators and other
school or community-based organizations?
LEA Response Documents
(Sample Evidence)
Summary of on-going professional learning activities provided
Sample agendas, handouts, sign-in sheets, lists of participants and evaluations
Sample of conferences/workshops attendee application, including the follow-up plan for
professional learning activities
Other
2.3 How does the LEA ensure that high-quality
professional learning is provided to ESOL teachers
and ESOL paraprofessionals to enhance their
ability to meet the needs of ELLs in the LEA?
Summary of on-going professional learning activities provided
Sample agendas, handouts, sign-in sheets, lists of participants and evaluations
Sample of conferences/workshops attendee application, including the follow-up plan for
professional learning activities
Other
2.4 Do all teachers of ELLs that are assigned to teach
content meet Maryland’s definition of Highly
Qualified (HQ)?
Evidence of the number of HQ Teachers of ELLs in content classes
Evidence of the number of uncertified teachers of ELLs in content classes
Evidence of professional learning practices which result in content teachers achieving HQ
status
Other
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Monitoring Indicators for Title III Services
English Language Learners and Immigrant Students
Planning Guide/Checklist
LEA Required & Allowable Activities
LEA Response Documents
(Sample Evidence)
2.5 How does the LEA ensure teacher fluency in
English and any other language of instruction for
teachers of ELLs?
Evidence that demonstrates how the LEA ensures teacher fluency in English and any other
language of instruction
ESOL teacher’s job description, scores for communication skills or scores on a writing
sample reviewed during the interview process
3. Student Assessment and Program Evaluation
Guiding Questions
3.1 What practices and procedures are used to
effectively identify students who may be eligible to
receive ESOL Program services?
Use of a Home Language Survey in a format that the parents of ELLs will understand
Description of LEA’s intake policy and procedures
Evidence that students are identified for appropriate English language instructional services
Evidence that placement decisions are made by trained personnel
Other
3.2 How are students assessed for English language
proficiency and placed in language instructional
programs?
Description of how ELLs are assessed and placed in English language instructional programs
Sample of completed placement assessment scoring sheets
Sample of completed teacher notification forms or emails
Sample of completed Parent Notification Letters
Other
September 4, 2015
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Monitoring Indicators for Title III Services
English Language Learners and Immigrant Students
Planning Guide/Checklist
LEA Required & Allowable Activities
LEA Response Documents
(Sample Evidence)
3.3 Were 100% of the LEA’s students receiving ESOL
Program services assessed with the summative
English language proficiency assessment?
a. If not, how many were not assessed?
b. What were the circumstances that prevented
these ELLs from being assessed?
Description of procedures to ensure summative testing of all eligible ELLs in the LEA
3.4 What procedures are in place for tracking the
progress of ELLs in the LEA with regards to:
a. Students making progress toward the
attainment of English proficiency, and
b. Students who have attained English
proficiency?
Description of how the LEA uses data to identify and track ELLs who are making progress
toward English language proficiency
Documentation for student absences during testing window and evidence that efforts were
made to administer make-up assessments
Other
Description of how the LEA uses data to identify and track ELLs who demonstrate
attainment of English language proficiency
Other
3.5 How does the LEA ensure the success of ELLs in
the core academic areas and in meeting
Maryland’s accountability requirements?
Explanation of strategies in place for ensuring that ELLs are given appropriate
accommodations in both classroom and assessment settings
Description of formative assessments used to determine progress of ELLs in content areas
Sample of individual ELLs’ schedules
Internet link or sample course descriptions of classes taken by ELLs
Evidence of course sequencing that allows high school ELLs to graduate within 4 or 5 years
Data indicating the LEA’s graduation and/or drop-out rate for ELLs
Other
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Monitoring Indicators for Title III Services
English Language Learners and Immigrant Students
Planning Guide/Checklist
LEA Required & Allowable Activities
3.6 What is the process for exiting students from
ESOL Program services?
LEA Response Documents
(Sample Evidence)
Describe the LEA’s policy or procedures regarding exiting ELLs
Sample of completed exit letter or form
Other
3.7 How is the progress of RELLs tracked to ensure
that they are continuing to make academic gains?
Description of LEA’s procedure and documentation regarding the monitoring of RELLs
Other
3.8 Are students allowed to reenter the ESOL Program
once they have exited? If so, what process is
followed to allow for their reentry?
Evidence of the LEA’s policy, procedure or documentation regarding reentry of ELLs
3.9 How does the LEA ensure compliance with the
private school provisions of the ESEA Title III,
Part A?
LEA’s policy and procedure for providing services to eligible ELLs in non-public schools
Other
Evidence of correspondence between the LEA and non-public schools
Evidence of meetings between the LEA and non-public schools
Evidence of collaboration between the LEA and non-public schools
Evidence that ELLs enrolled in non-public schools are receiving equitable services
Other
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Monitoring Indicators for Title III Services
English Language Learners and Immigrant Students
Planning Guide/Checklist
LEA Required & Allowable Activities
LEA Response Documents
(Sample Evidence)
4. Parent and Community Involvement
Guiding Questions
4.1 How does the LEA ensure that school-related
information serves to provide comparable
opportunities for the participation of parents of
ELLs as has been provided for the parents of nonELLs?
Documentation supporting use of parent outreach personnel, if applicable, in the LEA
4.2 How does the LEA ensure that parents of ELLs are
notified annually regarding services within 30 days
from the beginning of the school year or within
two weeks after the student enrolls?
Description of parent notification procedures that are in place for identification and
placement of ELLs
Parent notification letter includes:
a. Reasons for identification as ELL
b. Student’s level of English proficiency
c. Method of instruction used
d. How program meets educational strengths and
needs of child
e. How program helps child learn English, meet
age-appropriate academic achievement and
graduation standards
f. Exit requirements
g. How program meets objectives of the IEP
h. Parent’s right to refuse services
i. An understandable format and is in a language
that the parent understands
Evidence that a formal method of translation/interpretation is utilized throughout the LEA
Other
Sample documentation demonstrating appropriate and timely parent notification regarding
the eligibility for ESOL Program services
Other
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Monitoring Indicators for Title III Services
English Language Learners and Immigrant Students
Planning Guide/Checklist
LEA Required & Allowable Activities
LEA Response Documents
(Sample Evidence)
4.3 What procedures does the LEA follow to allow
parents to waive English language instruction for
their ELLs?
 If parents waive ESOL services, how are these
ELLs supported in the classroom to ensure that
they reach attainment of English language
proficiency as well as reach a high rate of
success in the content areas?
Sample of signed waivers and/or waiver status on Parent Notification Letter
4.4 How does the LEA ensure that parents are
informed of the not met status of an Annual
Measurable Achievement Objective (AMAO)
within 30 days of notification from MSDE?
Documentation of communication with the parent of ELLs, such as a dated parent letter
regarding the not met status for the AMAO(s)
Description of the support that is provided for waived ELLs in content classes
Explanation of how content teachers are supported to ensure that ELLs in their classes
receive appropriate instruction
Other
Other
5. Immigrant Activities
Guiding Questions
5.1 Have family literacy, parent outreach and training
activities been provided that are designed to assist
parents in becoming active participants in the
education of their children?
Documentation showing that activities have been provided that focus on the parents of ELLs
becoming active participants in the education of their children
5.2 Have supporting personnel, including teacher aides
or paraprofessionals, been or are being trained to
provide services to immigrant children and youth?
Documentation indicating that training and/or professional learning has taken place for those
working with immigrant children and youth
Other
Other
September 4, 2015
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Monitoring Indicators for Title III Services
English Language Learners and Immigrant Students
Planning Guide/Checklist
LEA Required & Allowable Activities
5.3 Have tutorials, mentoring, and academic or career
counseling for immigrant children and youth been
provided?
LEA Response Documents
(Sample Evidence)
Description of tutorial, mentoring, and academic or career counseling programs for
immigrant children and youth
Sample documentation of programs or services for immigrant children and youth
Other
5.4 Have curricular materials, educational software
and technologies been identified and acquired with
these funds?
Description and documentation pertaining to curricular materials, educational software and
technologies to be used with the funds
Other
5.5 Are basic instructional services that directly relate
to the presence of immigrant children and youth in
the LEA being provided, including the payment of
costs for additional classroom supplies and
transportation or other such costs?
Summarization and evidence of instructional services that are directly attributable to the
presence of immigrant children and youth in the LEA, including costs of additional supplies
and transportation or other costs
5.6 Are other instructional services being provided to
assist immigrant children and youth to achieve in
elementary and secondary schools in the USA,
such as programs of introduction to the educational
system and civics education?
Summarization and evidence of instructional services or programs to assist immigrant
children and youth to achieve in elementary and secondary schools in the USA
Other
Other
September 4, 2015
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Monitoring Indicators for Title III Services
English Language Learners and Immigrant Students
Planning Guide/Checklist
LEA Required & Allowable Activities
LEA Response Documents
(Sample Evidence)
5.7 Are activities being provided that coordinate with
community-based organizations, institutions of
higher education, private sector entities or other
entities with expertise in working with immigrants
to assist parents of immigrant children and youth
by offering comprehensive community services?
Description or documentation of activities coordinated with community-based organizations,
institutions of higher education, private sector entities or other entities with expertise in
working with immigrants to assist parents of immigrant children and youth
5.8 Other activities (that are design to enhance
instructional opportunities for immigrant children
and youth):
Other
Other
6. Supplement Not Supplant
Guiding Questions
6.1 What funds are used to provide core English
language learning programs for ELLs,
including salaries for ESOL teachers and core
ESOL texts?
LEA’s approved budget for ESOL Program services and records of expenditures of Title III
funds at the LEA level
6.2 How has the LEA demonstrated that services
provided with Title III funds are in addition to
services that students would otherwise receive
from other State, local and Federal funds?
Record of expenditures that verify that funds have supplemented and not supplanted other
State, local or other Federal funds
September 4, 2015
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Monitoring Indicators for Title III Services
English Language Learners and Immigrant Students
Planning Guide/Checklist
LEA Required & Allowable Activities
LEA Response Documents
(Sample Evidence)
6.3 How has the LEA demonstrated that it is not using
Title III funds to provide services that the LEA is
required to make available under State, local other
Federal laws and that it is not using Title III funds
to provide services that it provided in the prior
year with State, local or other Federal funds?
Evidence that the LEA has not reduced State or local funds expended to implement language
instructional programs serving ELLs based on the amount of Title III funds the LEA
received
6.4 If not, can the LEA provide evidence that would
rebut the presumption that supplanting took place?
Other evidence
7. Fiscal Requirements
Guiding Questions
7.1 What system is in place for the approval of the
purchase of equipment using Title III, Part A
funds?
Sample document of county purchasing process
Description of the process used for obtaining equipment purchased with Title III funds
Other
7.2 What is the process for the monitoring the use of
and disposition of equipment purchased with Title
III, Part A funds?
Sample purchase orders, requisitions and vendor contracts
Description of the process used for monitoring equipment purchased with Title III funds
Sample document of county disposition process
Other
September 4, 2015
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Monitoring Indicators for Title III Services
English Language Learners and Immigrant Students
Planning Guide/Checklist
LEA Required & Allowable Activities
LEA Response Documents
(Sample Evidence)
8. Fiscal Requirements
Guiding Questions
8.1 How does the LEA maintain appropriate Title III,
Part A records in order to ensure that accurate data
is reported?
Evidence of clear criteria for the administration, scoring, analysis and reporting components
of the State-mandated English language proficiency assessments
Evidence that the LEA has data collection and retrieval methods for student information
Evidence that the LEA has data collection and retrieval methods for fiscal responsibilities
Other
September 4, 2015
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