The Florida Department of Education shall monitor districts
to ensure compliance with Rules
6A-6.0900 through
6A-6.09091 and
6A-1.09432, F.A.C., and all
applicable federal and state laws and regulations including Sections
1000.05,
1001.03,
1002.20,
1003.56 and
1010.305, F.S. Monitoring shall
include periodic reviews of the following areas:
(1) Program compliance.
(a) Monitoring shall be in conjunction with
and reports shall be consistent with the comprehensive monitoring system of the
Division of Public Schools in accordance with Rule
6A-1.0453, F.A.C.
(b) Compliance shall be determined and
documented in the following areas:
1.
Identification, assessment and programmatic assessment of English Language
Learners as defined in Rule
6A-6.0902, F.A.C.;
2. Provision for and implementation of basic
ESOL instruction, ESOL instruction in basic subject areas, or home language
instruction in basic subject areas as defined in Rule
6A-6.0904, F.A.C.;
4. Parental involvement as
defined or addressed in Rule
6A-6.0904,
F.A.C.
(c) When
applicable, compliance with the following categorical program and supportive
service area requirements as provided in law and rule:
1. Compensatory or remedial
education;
2. Exceptional student
education;
3. Dropout
prevention;
4.
Pre-kindergarten;
5. Pre-first
grade classes;
6. Career and
Technical Education;
7.
Adult;
8. Student services; and,
9. Extended
day.
(d) Periodic reviews
of local district compliance with the Florida Educational Equity Act shall
include a review of requirements in Chapter 6A-19, F.A.C., with regard to equal
access to categorical programming for eligible national minority students.
Reviews will be conducted in accordance with Rules
6A-19.010 and
6A-1.0453, F.A.C.
(e) Data shall be collected annually for all
students by the school district and the Department of Education in the
following areas:
1. Student's home
language;
2. Student's national
origin; and,
3. Student classified
as English Language Learner.
(f) Data shall be collected annually for
English Language Learners by the school district and the Department of
Education in the following areas:
1. Student
classified as English proficient;
2. Student reclassified as English Language
Learner;
3. Student reclassified as
English Language Learner but not receiving programming as required in Rule
6A-6.0904, F.A.C.;
4. Student in Title I Programs or other
federal programs;
5. Student
passing the statewide assessment;
6. Student not passing the statewide
assessment;
7. Student in
compensatory or remedial education programs;
8. Student in exceptional student education
program;
9. Student in dropout
prevention program; and,
10.
Student in prekindergarten program.
(2) Program effectiveness evaluation.
(a) The Department of Education shall design
and implement an evaluation system containing output measures.
(b) The goals of program effectiveness
evaluations are to more effectively measure outcomes and to substitute, where
appropriate, outcome measures for measures contained elsewhere in
rules.
(c) The Department of
Education shall conduct an equal access data review of all school districts
within a three year period in order to ascertain any major deviance from
expected data patterns. Where deviations are noted, the school district shall
be informed and shall be required to address the issue and report action taken.
The district profiles shall include a comparison of (1) national origin
minority students, (2) students who are not national origin minorities, and (3)
English Language Learners on the following indicators such as participation in
categorical programs, participation in special programs in the Florida
Education Finance Program, and participation in targeted academic
courses.
(d) Data shall be analyzed
to determine program effectiveness in such areas as, but not limited to:
1. Acquisition of English language skills by
English Language Learners sufficient for parity of participation with English
proficient students within a reasonable period of time;
2. Progression toward completion of
requirements specified in each district's student progression plan as evidenced
by a comparison of English Language Learner and English proficient
students;
3. Comparison of English
Language Learner and English proficient students by race/ethnic, national
origin and district by the data identified in this subsection; and,
4. Comparison of student identification and
student exit data from ESOL programs of English Language Learners and by home
language by district and state.
(e) Data shall be collected annually for all
students by school district and the Department of Education in the following
areas:
1. Retention rates;
2. Graduation rates;
3. Dropout rates;
4. Grade point average;
5. State assessment test scores; and,
6. Students classified as English
Language Learners exiting the ESOL program by home language by
year.
(3)
Monitoring procedures.
(a) The Department of
Education shall develop annually a summary report of the results of the
monitoring review or the program evaluation.
(b) Each district shall retain documentation
to verify compliance with the requirements of law and rules applicable to
programs for English Language Learners.
(c) The Department of Education shall prepare
and distribute to the school district a report of findings and recommendations
or corrective actions on monitoring compliance or effectiveness evaluation.
Copies of all reports shall be retained in the individual districts as well as
by the Department.
(d) The
Department of Education monitoring activities shall be planned and undertaken
with appropriate consultation and participation of councils representing
parents of English Language Learners. Each district shall be responsible for
making a copy of any monitoring report available to councils representing
parents of English Language Learners.
(e) The Department of Education shall
designate employees to provide technical assistance to those school districts
which data suggest that inadequate or inappropriate services are being provided
to English Language Learners. Such technical assistance shall include:
1. Joint determination of practices to be
investigated by the local school district;
2. Involvement of the parents of English
Language Learners and school district personnel in determining actions to
improve the situation; and,
3. A
summary report to the Division of Public Schools. The data for school districts
receiving technical assistance as described above shall be reviewed the
following year to identify the impact of any changes made.
(f) Any documented major deviation from
expected data patterns or compliance criteria shall require that the district
submit to the Department of Education a written explanation of the situation
and any action taken.
(g) Technical
assistance shall be made available to any district with data which indicates
that inadequate or inappropriate services are being provided to English
Language Learners.
(h) Districts
shall be subject to the procedures and sanctions as set forth in Section
1001.03,
F.S.