Rocio Seda & Samuel Aguirre Multilingual Department · Rocio Seda & Samuel Aguirre Multilingual Department 2019 State Bilingual Directors’ Meeting September 26, 2019. Overview

Whole Child • Whole School • Whole Community 1

Compliance Monitoring for Services to English Learners

Rocio Seda & Samuel AguirreMultilingual Department

2019 State Bilingual Directors’ MeetingSeptember 26, 2019

Overview

▪ Support and Monitoring

▪ Selection of Districts to Monitor

▪ Monitoring Protocol

▪ Resources

▪ Q & A

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Whole Child • Whole School • Whole Community

Community

HomeSchool

EmotionalPhysical

SocialCognitive

The Whole Child

A child within an ecology of multiple and interconnected parts

nested in overlapping systems

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Supports and Monitoring of Programs Serving ELs

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Supports and Monitoring5

Two Objectives:

▪ Help districts in identifying needs

▪ Support districts in addressing those needs

Approach:

▪ Monitoring process to allow needs be identified

▪ Support system to address areas of need

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Selection Process

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Procedures of Selecting Districts for Monitoring

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▪ Large districts with Title III allocation▪ The five largest districts receiving Title III Funding

▪ English Learner Progress to Proficiency▪ From Summative Designations

▪ Percentage of Parental Refusals▪ From SIS

▪ Districts not monitored recently▪ (Does not apply to the largest districts)

▪ EL-Evidence Based Funding▪ Districts with carry over at the end of the year

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Timeline of Supports and Monitoring

Timeline9

▪ Letter of Selection

▪ Level 1: Assurances

▪ Level 2: Desktop Supports and Monitoring

▪ Level 3: On-site Supports and Monitoring

▪ Supports and Monitoring Report

▪ Publishing of Report

Letter to District10

▪ Rationale for selection

▪ Proposed dates of on-site visit

▪ Includes a list of assurances to be returned to ISBE and a request for electronic submission of documents

Level 1: Assurances for Supports and Monitoring

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▪ Requirements under ESSA

▪ State and Federal requirements for English Learners

▪ Specifically, Article 14C of the School Code and Part 228 of the Administrative Code

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Level 2: Desktop Supports & Monitoring

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▪ District submit all requested desk-top monitoring documentation to ISBE at least one month prior to visit

▪ At that time, districts will not receive feedback in relation to documents that were submitted

Level 2: Desktop Supports & Monitoring

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Multilingual Department will review items to have an initial understanding of the services at the school

▪ Home Language Survey

▪ Placement and exit letters

▪ Program overview

▪ Elements of the EL-Bilingual Service Plan

▪ Elements of the Consolidated District Plan

Level 3: On-site Supports & Monitoring15

▪ Conversation with Director of program

▪ Review of student records

▪ Review of program offerings/Implementation of funding

▪ Conversation with a parent of an EB

▪ Conversation with teachers/school staff

▪ Classroom observations

Level 3: On-site Supports & Monitoring16

▪ Multilingual Services will have a checklist to complete in conversation with the district

▪ Any finding will be identified and documented with the full knowledge of the bilingual director

▪ Supports will be identified immediately for the district to begin contemplating ways to correct any findings

▪ Additional resources will be shared after the visit

Supports and Monitoring Report17

▪ The final report will be based on desk-top documentation and onsite supports and monitoring documentation

▪ The district will receive the supports and monitoring report and have one month to respond

▪ ISBE will review any district response and respond if necessary

Supports and Monitoring Report18

▪ Finalize the report in conversation with the district

▪ Publish report on the ISBE Website

▪ May be linked to the District Report Card to provide full transparency to communities

▪ The report will be used by ISBE to provide holistic supports from various departments (including IL-EMPOWER, as necessary)

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Pilot in SY 2019-2020

Pilot on SY2019-2020

▪ Monitoring pilot will take place in SY2019-20

▪ Selected districts will be notified well in advance before the visit

▪ Pilot will allow districts to help ISBE refine the tools and protocol

▪ Findings of the pilot will be final, but the implementation will add additional opportunities for refining the protocol

Questions?

Multilingual Department312-814-3850 -- [email protected]

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Whole Child • Whole School • Whole Community