Are You Ready? Local Educational Agency (LEA) Cross-Functional Monitoring On-Site Visit February...

Are You Ready? Local Educational Agency (LEA)

Cross-Functional Monitoring On-Site Visit

February 24-26, 2014GCEL Conference

Are You Ready? Local Educational Agency (LEA) Cross-Functional

Monitoring On-Site Visit

Presented by

Evelyn Maddox

Title I Education Program SpecialistGeorgia Department of Education

Agenda• The purpose of monitoring

• Overview of the monitoring process

• Monitoring requirements

• What it means to collect information contemporaneously

• How to write/respond to a monitoring finding

• Review of the new monitoring on-line application process

• Questions and Answers

The Purpose of MonitoringThe Purpose of Monitoring

The Purpose of Monitoring

• Monitoring of federal programs is conducted to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education

• Monitoring emphasizes accountability for using resources wisely

• Monitoring serves as a vehicle for the GaDOE to help LEAs achieve high quality implementation of educational programs

OVERVIEW OF THEOVERVIEW OF THEMONITORING PROCESSMONITORING PROCESS

Overview of theOverview of theMonitoring ProcessMonitoring Process

Monitoring Process There is a Title Programs On-Site Cross Functional Monitoring

Process Manual. Process– On-Site Cross Functional Monitoring Team Process

• Selection Process– LEAs monitored on a three-year cycle (approximately 1/3 each year) – LEAs selected randomly– Risk Assessment - High-risk LEAs added to current cycle – Other LEAs as deemed necessary

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Monitoring Process– On-Site Monitoring Document

• Format– Items Column (Describes expectation of requirement)– Requirement Column (Describes the requirement)– Documentation on file at GaDOE to Verify Compliance (Documents GaDOE has

access to for review)– Documentation on File at the LEA to Verify Compliance (Documents LEA’s

must file in folders)


Monitoring Process Continued– On-Site Cross Functional Monitoring Team

– Development of Teams– Federal Programs Employees

– Training• Georgia Department of Education Staff (GaDOE)• Local Educational Agency (LEA)

– Selection of Monitoring Date • Title I Education Program Specialist schedule date working around districts

calendars and other internal conflicts

• LEA Notification of Monitoring Date – Title I Education Program Specialist confirm date(s) with Title I Director – Title I office sends official notification letter to the district


Monitoring Process Continued

– Preparation for On-Site Visit• Team Lead Preparation

– Confirms LEA Visit Date– Email to Team Members of On-Site Visit– Assign Duties to Team Members– Prepare Agenda and Sign-in Sheets– Prepare Monitoring Folders for Team Members


Monitoring Process Continued – On-Site Visit

• Review Team Members Protocol• Review Team Lead Protocol

– Cross-Functional Monitoring Visit Feedback• All feedback is addressed through the Title I LEA Monitoring portal

– On-Site Review– Compliant (If no findings)– Findings – Required Corrective Actions


Monitoring Process Continued

– LEA responds to GaDOE monitoring feedback • All LEA responses are addressed through the portal in the Corrective

Action Plan box (CAP)

– GaDOE responds to LEA required corrections once submitted• All GaDOE responses are addressed through the portal

– GaDOE signs off or request revisions

Monitoring Requirements

LEA Preparation Prior to On-Site Monitoring Visit

• LEAs are required to provide supporting documentation that is not already available to the GaDOE’s Cross-Functional Monitoring Team

• Current Year documentation for each required descriptor should be placed in a folder for team review

• Items too large to be placed in folders should be readily available and with required items clearly identified

• Items too large to be placed in folders should be made available via Internet and Web site links should be provided to the GaDOE’s Cross-Functional Monitoring Team


• LEAs must provide a room large enough to accommodate the entire monitoring team. If need be, more than one room can be used

• LEAs must provide Internet access to the monitoring team

• LEA staff needs to be available during the monitoring visit. It is important that other district meetings requiring LEA staff are not scheduled during the monitoring visit


• LEA staff to be present during monitoring include: – Title I, Part A—Improving the Academic Achievement of the Disadvantaged; – Title I, Part C—Education of Migratory Children; – Title I, Part D—Prevention and Intervention Programs for Children and Youth

Who Are Neglected, Delinquent, or At-Risk; – Title II, Part A—Improving Teacher Quality; – Title III, Part A— Language Instruction for LEP and Immigrant; – Title VI, Part B—Rural Education Achievement Program; – Title X—Education for Homeless Children and Youth; – School Improvement Grants under Section 1003(a) and 1003(g) of the

Elementary and Secondary Education Act of 1965 (ESEA); and – Race to the Top (RT3)


• Detail expenditure and payroll history reports for all programs monitored will be requested two weeks prior to the monitoring visit and should be returned to the GaDOE Title Programs Director

FY14 FY14 MonitoringMonitoring Document Document

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FY14 Monitoring Document

Items columnRequirements columnDocumentation on file at the GaDOE columnDocumentation on file at the LEA columnReview Monitoring DocumentFY14 Cross-Functional Team Monitoring Doc 11.18.2013.pdf

Review of Title I, Part A Descriptors Review of Title I, Part A Descriptors and Required Documentationand Required Documentation

Documentation for Monitoring of Federal Programs

EmailsMemosDated meeting agendasDated sign-in sheetsChecklists with commentsRecord of physical inventory of equipment

and real property

Documentation for Overarching Requirement

• The LEA conducts monitoring of its federal programs– What processes, polices, and procedures does the LEA

have in place to monitor the implementation of Title I,Part A; Title I, Part C; Title I, Part D; Title II, Part A; Title III, Part A; Title VI, Part B; Title X, Part C; RT3 and Lowest Achieving Schools; School Improvement 1003(a); School Improvement (SIG 1003(g)/1003(g) ARRA).


• LEA conducts monitoring of its federal programs:– When was the last time you were audited

by the State auditors or external auditors– What findings, if any, did you have

from the last monitoring visit– Were there any corrective actions required


• Item #1:– Written description of the LEA monitoring process

• On-site procedures• Timelines and schedules• Data review

– Written internal control procedures– Written corrective action process

• Copies of corrective actions required by LEA– Results of technical assistance provided

by LEA to schools


• Item #2: Evidence of the frequency of monitoring– Schedule for monitoring– SIG – Minutes of board meeting approving– Annual Grant Award Notification– SIG – Policies on Federal Grant Administration– Policy checklists– School budgets


• Item #2: Evidence of the frequency of monitoring– Corrective actions from most recent LEA monitoring of

schools/programs– Completed plans—SWP, TA, FLP, School Improvement

Plan, Parental Involvement, RT3 Scope of Work (SOW)– Written procedures for follow-up/verification

of implementation of required corrective actions identified by the LEA


• Item #2:– Agendas, sign-in sheets, minutes of meetings

• CLIP revisions• RT3 Scope of Work (SOW)• School Turnaround: Increased Learning Time (ILT)

and Incentive plans• Schoolwide plan revisions• Targeted Assistance plan revisions• Parental Involvement plan revisions• Highly Qualified requirements• ESEA Public School Choice/FLP requirements• Annual Title I meeting

Documentation for Comprehensive LEA Improvement Plan

(CLIP) and Scope of Work (SOW)• Copy of dated meeting agendas, sign-in sheets (role

identified), etc. to show evidence of periodic review, evaluation, and revision of CLIP

• Dated sign-in sheets that include stakeholders representing teachers, administrators, other appropriate school personnel, parents, and children in schools receiving Title I services

Documentation for School Improvement (1003a)

• Written procedures describing how the LEA oversees and monitors school improvement plan review and implementation

• Written procedures describing how the LEA provides technical assistance to schools in developing, revising, implementing, and coordinating schoolwide/school improvement plans

Documentation for Parental Involvement

Requirement Documentation3.1 Parent notifications are in an understandable and uniform format in a language parents can understand

• Translated parent notifications• Flyers, letters, webpages,

newsletters and other communications in family-friendly language

3.2 LEA provides guidance to schools about timeliness and requirements of parental notices for schools identified as Priority, Focus, and Title I Alert

• Emails• Checklists• Meeting agendas• Sign-in sheets• Other communications on

timelines and requirements


Requirement Documentation3.3 LEA notifies parents of:•School Designation Status

•ESEA Flexibility Waiver Status•ESEA Public School Choice or IntraDistrict Transfer Option•Flexible Learning Program

•Teacher and Paraprofessional Qualifications•Highly-Qualified Teachers

• Letter, student handbook, newsletter, website, flyers

• Mailed dated letter, website• Mailed dated letter, website

• Mailed dated letter, student handbook, flyer, website

• Mailed dated letter, student handbook (signature required)

• Mailed dated letter


Requirement Documentation3.4 LEA provides technical assistance to schools to develop capacity to plan and implement effective parental involvement practices, school parental involvement plans, and school-parent compacts

• Meeting agendas• Sign-in sheets• Meeting minutes• Guidance and sample

communication materials• Timelines and checklists• Disseminated materials on

effective parental involvement practices

• Training materials, flyers, emails, letters, or surveys


Requirement Documentation3.5 LEA parental involvement plans developed jointly, agreed upon with parents and revised yearly. LEA‘s process to collect and review LEA’s plans and practices to determine effectiveness

• LEA parental involvement plans with yearly revision date (month, day, and year) on cover page

• Flyers, invitations, agendas, sign-in sheets, minutes, parent feedback

• Written description of process

3.6 School parental involvement plans developed jointly, agreed upon with parents and revised yearly. LEA‘s process to collect and review school plans and practices to determine effectiveness

• School parental involvement plans with yearly revision date (month, day, and year) on cover page

• Flyers, invitations, agendas, sign-in sheets, minutes, parent feedback

• Written description of process


Requirement Documentation3.7 Completed and revised LEA and school policies/plans have been distributed in multiple ways to all parents and available to the local community in a timely manner.

• Student handbook• Newsletter • Website• Title I annual meeting agenda

and sign-in sheets• Flyers• Sent home with each student

Documentation for Parental InvolvementRequirement Documentation

3.8 Schools have a signed and dated school – parent compact that has been developed jointly with parents, students, and school staff and contains all required academic components as well as, parent-teacher conferences at the elementary school at least annually, frequent reports to parents on their child’s progress, reasonable access to staff, opportunities to volunteer and participate in their child’s class and observation of classroom activities

• School – parent compact (signed and dated by student, school, and parent on the compact or on the compact cover page in timely manner)

• Meeting agendas, minutes and sign-in sheets

• Record of parent feedback• Flyers, meeting notices• School Parental

Involvement Policy describing process


Requirement Documentation3.9 Schools convene Annual Title I Meeting to inform parents of the Title I program in a timely manner

• Meeting agenda• Meeting minutes• Sign-in sheets• Meeting notices

3.10 Annual evaluation of the content and effectiveness of the LEA’s and school’s parental involvement plan and activities with a summary of results and an opportunity for all parents to participate in evaluation

• Annual parent survey with summary of results

• Meeting notices, meeting agendas, sign-in sheets

• Record of parent feedback• LEA Parental Involvement

Policy describing process


Requirement Documentation3.11 LEA involves all parents in the Comprehensive LEA Improvement Plan (CLIP) and school improvement plan/ schoolwide/targeted assistance plan(s) and provides technical assistance and support to schools about parental consultation and participation in the development of these plans

• LEA/School Parental Involvement Policy describing process

• Copy of CLIP• Meeting agendas, sign-in

sheets, announcements, minutes and parent feedback

• Sample communications for technical assistance, presentations, handouts


Requirement Documentation3.12 LEA and schools carry out the six requirements to build parents’ capacity to be involved in school and their child’s education (particular attention should be placed on professional develop on parent engagement to all school staff and other reasonable support for parental involvement activities that parents may request/ discretionary activities)

• Meeting agendas• Meeting notifications• Power points of training

materials• Sign-in sheets• Newsletters, tips sheets, flyers• Brochures• Parent trainings• Letters• Social media• Web site

Documentation for Parental InvolvementRequirement Documentation

3.13 LEA and schools have informed parents of the existence of parent resource center, if applicable (including location and hours of operation)

• Newsletter• Student handbook• Flyers• Web site• Brochures

3.14/3.15 LEA receiving over $500,000 reserves at least 1% of its Title I, Part A allocation for parental involvement and provides all parents the opportunity to be involved in decisions about the use of the required 1% reservation

• Record of parent feedback• Meeting agendas, sign-in sheets,

and minutes• Meeting notices• Presentations, flyers, handouts• Invoices• Surveys

Documentation for School Improvement 1003(a)

• Copy of budget, expenditure detail reports, and purchase orders for school improvement expenditures

• Copies of School Improvement 1003(a) plans and corrective action, and State Directed schools’ contracts

• Copies of dated agendas and/or minutes, sign-in sheets of committee meetings

• Copies of correspondence to schools


• Copies of dated agendas and/or minutes, sign-in sheets of professional development meetings

• Copies of correspondence between LEA and schools identified as Priority, Focus, or Alert

• Copy of training materials

• Expenditure detail reports reflecting professional learning activities (Function 2210)


• Copies of revised School Improvement plans with schoolwide components sufficiently addressed

• Comprehensive Needs Assessment with a focus on the area of need for the school

• Copies of dated meeting agendas and sign-in sheets

• Written procedures for monitoring use of school improvement [1003(a)] funds

Documentation for School Improvement 1003(g) SIG

• Expenditure detail reports reflecting professional learning activities (Function 2210)

• Copies of agendas, minutes of meetings, sign-in sheets, and training materials of job-embedded professional learning for SIG 1003(g)

• Copies of Increased Learning Time (ILT) schedules noting time and pay for SIG 1003(g) ARRA

Documentation for ESEA Public School Choice (Choice)• Copy of LEA communication to identified schools

regarding implementation of Choice

• List of parents requesting Choice with sending and receiving schools noted for each student

• Copy of enrollment report by school with list indicating number of actual transfers

• Copy of parent inquiries and complaints and the resolution of each

Documentation for ESEA Public School Choice (Choice)• Written procedure describing the LEA’s process

and timelines for receiving, processing, and implementing transfer options Be sure to indicate all options in place: IntraDistrict transfer or NCLB Choice

• LEA Web site screen shot showing the posting of public school choice information

• Copy of cooperative agreement request letter and response from neighboring LEAs if no public school choice options are available (NCLB Choice only)

Documentation for Georgia’s ESEA Flexibility Waiver

• Approved FLP plan

• Evidence that FLP plans are comprehensively developed– Copy of dated meeting agendas, sign-in sheets

(role identified), etc. to show evidence of periodic review, evaluation, and revision of CLIP

– Dated sign-in sheets that include stakeholders representing teachers, administrators, other appropriate school personnel, parents, and children in schools receiving Title I services


• List of schools offering FLP and number of students participating at each school

• Copy of letter/notification to parents of eligible students of the availability of FLP at least twice annually – List of schools offering FLP and their status (Priority, Focus,

Title I Alert)– A brief description of service(delivery model, start and end

dates, hours of service, during school, before/after school, weekends, summer, and subject areas)


• Copy of letter/notification to parents continued

– Explanation of procedures to determine student eligibility– An offer to assist parents in understanding Georgia’s ESEA

Flexibility Waiver

• Copy of parents’ requests and disposition– Written documentation that describes the LEA’s process

and timelines for notifying parents about FLP and for receiving and processing FLP enrollment forms


• Notification regarding parent workshop/meeting (at least one) to explain the FLP to parents and provide parents the opportunity to view first hand FLP services– Copy of meeting notification, dated agendas, dated sign-in

sheets, meeting minutes

• Written documentation that describes the LEA’s process for entering into agreements/contracts with FLP providers external to the LEA– Sample agreements/contracts between LEA and FLP

provider external to the LEA


• List of students served in FLP program by school

• Copy of Free and/or Reduced Priced Meal (FRM) or Community Eligibility Option (CEO) data/status used to determine eligible children; priority list of eligible students based on rank order of need, and a list of children served


• Evidence that if the LEA has requested a lesser amount or reallocated funds reserved for FLP to other activities, it has first assured the SEA that eligible children and their families have had adequate time to avail themselves of the opportunity to receive FLP– Evidence of aggressive measures to increase enrollment

including copies of announcements/recruitment efforts to inform and encourage participation by eligible children in FLP


• Copies of LEA’s complaint procedures Documentation of complaints with resolution where applicable

• Timelines, monitoring documents/reports, communication to GaDOE related to the FLP and monitoring of the program


• Samples of student learning plans/achievement goals, progress reports specific to students with disabilities, English language learners, Migrant students, Homeless students

• Attendance data for FLP students


• Posting of the FLP information on LEA’s Web site:– Beginning with 2007-2008 school year and for each subsequent

school year, the number of students who were eligible for and who participated in the SES/FLP option

– For the current school year, a list of contractors/providers used for FLP

• Copies of rank order of eligible students and multiple, educational selection criteria per content area served


• Copies of the FLP master schedule for each Priority, Focus, and Title I Alert School (where applicable). The FLP master schedule must include exact dates of service to include days of the week and start and end dates for the program, hours of service, instructor’s names, content area assignments, and number of students served by time/day


• Copies of:– Reports of summative assessment data for each content

area served, aggregated at the LEA level and disaggregated by participating school

– Average daily attendance data of participants aggregated by participating school and disaggregated by grade level

– Summaries of customer satisfaction data aggregated at the LEA level and disaggregated by participating school

– Program evaluation reports released to stakeholders in the LEA

– LEA procedures for evaluating the LEA’s FLP program


• Evidence that when the LEA provides transportation for the FLP program procedures are in place to ensure that costs relates to transportation for FLP are accurate and charged to the LEA’s central office

• Evidence that when the LEA provides professional learning to FLP instructional staff that the professional learning is related to the instructional strategies and content areas of the FLP

Documentation for Schoolwide Programs

• Copy of SWP plans that include the ten required components from the Elementary and Secondary Education Act of 1965 (ESEA) with the date of revision on the cover page

• Copy of SWP checklist signed by the Title I director

• Reminder: This includes residential treatment facilities operating as schools

Documentation for Schoolwide Programs

• Copy of written communication from LEA providing guidance to schools about development, implementation, and evaluation of SWP requirements

• Examples of activities that support the intent and purpose of federally funded programs

• Copy of purchasing procedures

Documentation for New Schoolwide Programs

• Documentation for planning of new SWP

– Name of outside technical assistance provider– Copies of dated minutes, timelines, agendas

from planning meetings– Copy of SWP plan– Copy of the intent to become schoolwide

Documentation for Targeted Assistance (TA) Programs• Copy of guidance to schools on TA program

requirements

• Copy of dated sign-in sheets showing that staff paid with TA funds participate in professional learning activities with regular funded staff

Documentation for Targeted Assistance (TA) Programs• Copy of school TA plan detailing how the TA program

is coordinated with and supports the regular program

• Reminder: This includes residential treatment facilities operating as schools

Documentation for Targeted Assistance (TA) Programs• Listing effective instructional strategies that

strengthen the core academic program of the school

• Written procedures for identifying eligible students in each content area

Documentation for Targeted Assistance (TA) Programs• Copy of student selection form

– Must use multiple educationally related criteria

• List of eligible students in rank order by content area

• List of students served by content area

Documentation for Targeted Assistance (TA) Programs• List of scheduling models

– Should minimize removal of children from regular classroom during school day

• Copy of teachers’ schedule

• Copy of class rosters for students receiving Title I services

• List of scheduling model(s) used

Documentation for Audits

• Copies of two most recent audit reports

• Copies of written procedures for the resolution of audit and cross-functional monitoring findings

• Evidence of corrective action plan when required

Documentation for Maintenance of Effort (MOE)

• Will be calculated by the GaDOE– Exceptions: New Special State Charter schools

• Documentation required only for districts that do not meet the required MOE

Documentation for Attendance Area Determination

• Copy of source data documenting the number of pre-kindergarten students qualifying for free or reduced meals (FRM)

• Copy of directed certified report from School Food Nutrition department for participating CEO schools. LEAs using the CEO option must provide the procedures for determining rank order for the LEA's schools

Documentation for Allocations and Carryover

• Copy of worksheets and detailed expenditure report showing the amount of parental involvement funds (required 1% set-aside) carried over to the next fiscal year or that all funds were expended

• Copy of worksheets and detailed expenditure report showing the amount of private school funds carried over to the next fiscal year and their reallocation or affirmation of equitable services during the previous year

Documentation for Reservation of Funds

• Copy of current year itemized expenditures for ESEA school choice transportation, if applicable

• Copy of current year itemized expenditures for Flexible Learning Program (FLP)

• Copy of applications/enrollment data for FLP with dates

• Copy of itemized expenditures printout for each Priority School from Function Code 2210

Documentation for Expenditure of Funds

• Copies of LEA financial internal control policies and procedures

• Copies of LEA accounting reports to include:– Chart of accounts– Budget reports– Detailed expenditure reports– Detailed General Ledger for Title I and RT3 accounts– Payroll distribution report– Copy of 1512 report


• Supporting source documentation (voucher package)– Invoices– Purchase Orders– Travel vouchers and agendas for conferences

• Copy of payroll verifying that the number of employed staff is equal to the number approved in the consolidated application


• Copy of written plan detailing when after-the-fact periodic certifications will be conducted

• Copy of after-the-fact periodic certifications for each person paid 100% with federal funds


• Copy of procurement policies for consultants and contractual agreements

• Sign-in sheets, evaluations, or other documentation that verify performance/deliverables

• Copy of travel authorizations and vouchers paid using Title I, RT3, School Improvement 1003(a) and 1003(g) SIG funds


• Copies of time logs for any split-funded personnel being paid with federal funds– Schedules identifying the time and federal fund

source may be used for personnel with fixed daily schedules

– Schedule must have signature of the employee and supervisor on a monthly basis, with dates of signatures

• Copy of purchase orders for use of capital expense funds (object code 700) with prior approval notification from GaDOE Title Programs Division

Documentation for Supplement Not Supplant

• Federal funds are used to supplement or increase non-federal sources used for education of participating children– Copy of approved school budgets– Copy of purchase orders indicating expenditures

of federal funds at the LEA and school level– Copy of detailed expenditure reports– Roster showing LEA allocation of personnel– Copy of written purchasing procedures

Documentation for Comparability of Services

• Copies of CPI staff lists report and enrollment reports that support the revised Title I Comparability Report

• Copies of supporting documentation related to the Title I Comparability Report

Documentation for Equipment and Real Property

• Copy of purchase orders documenting purchases of equipment or real property with federal funds

• Copy of contracts for equipment leased with federal funds

• Copy of inventory records showing item description, cost, date of purchase, vendor, serial number or other identification number, location, fund source, use and condition, and disposition information EDGAR 80.32, OMB A-87

Documentation for Equipment and Real Property

• Records/logs of dates of physical inventories, including equipment located at private and charter schools with date of review and signature of person conducting the review

• Copy of equipment use plan for TA schools

• Copy of LEA Equipment Disposition Policy to include EDGAR requirements EDGAR 80.32, OMB A-87

Cash Management

• Copy of written internal control procedures that include:– Segregation of duties– Reconciliation

• Supporting financial records for LEA drawdowns– Expenditure reports– Reconciliations

• Copy of drawdown requests that are consistent with DE 0147, supported by accounting records

Documentation for Services for Homeless Children and Youth

• Copy of LEA written procedures/policy for the McKinney-Vento Education of Homeless Children and Youth (EHCY) program containing all required components, indicating annual revision and/or review date (month, date, and year)– Identification– School Selection– Enrollment– Transportation– Disputes


• List of schools and number of homeless children and unaccompanied homeless youth enrolled at each LEA school. (Student roster by student identifier and/or name and school)


• Copies of agendas, meeting minutes, emails and/or sign-in sheets for professional development activities received by the LEA homeless liaison and other LEA personnel responsible for the implementation of the McKinney-Vento grant program (New to Requirements)


• Copy of flyers, handouts, written procedures for notifying stakeholders, program brochure, posters that identify Homeless Liaison with contact information– List of community locations where information is posted

(i.e. schools, shelters, United Way) (New to Requirements)


• Training session schedules, emails, minutes, sign-in sheets, agendas, materials (including the LEA homeless policy) for key school personnel training– Some of these training sessions should take place in the

Fall so that stakeholders are aware of McKinney-Vento throughout the school year (Newly added for clarity)

– Key personnel should include, but not be limited to counselors, social workers, administrators and parents/guardians (Newly added for clarity)


• Evidence of joint trainings and/or meetings with parents/guardians, unaccompanied youth and LEA Transportation Department personnel to inform and facilitate coordination – Include schedules, agendas, training materials, sign-in sheets, emails and request forms (New to Requirements)


• of comparable services (student rosters, meeting minutes, emails, agendas, sign-in sheets) should include comparable services provided (ex. Title I, 21st Century, ESOL, IDEA, Voc. Ed., gifted and talented programs) (New to Requirements)


• List of additional coordinating agencies, their mission, and services provided to homeless children and youth required (New to Requirements)

– Copies of memoranda of agreements, contracts, etc. with coordinating agencies, if applicable (New to Requirements)


• LEAs should note that the following monitoring descriptors apply to the EHCY program:– 1.1 (Program plan )– 1.2 (Program monitoring)– 14.1 (Reservation of funds)– 15 (Expenditure of funds)– 16 (Supplement not supplant)– 18 (Equipment and real property)– 19 (Cash management)– 38 (Complaint procedures)– 39 (Ethics, fraud, waste and abuse)

Documentation for Services for Children in Neglected Institutions

• Copy of the source data form(s) that residential facility directors complete for the annual survey for neglected children with list of students from each facility

• Class schedules and calendar confirming that Title I and educational programs are year round

• List of staff funded with Title I reservation

• Copy of curriculum plan for residential facilities operating a school on-site

Documentation for Services for Children in Neglected Institutions

• Number of students receiving special education services and a sample of a student’s IEP

• Agendas showing LEA consults with institutions regarding educational plans

• Parental involvement correspondence and plan

• Copies of purchase orders for materials and equipment

Documentation for Private Schools

• Copy of LEA policies and/or procedures for provision of services to eligible children attending private schools, including complaint procedures

• Copy of letter inviting private school officials to consult about Title I services

– Private School DE1111 forms– U.S. Postal registration receipt– Sent to all private schools where residents

of LEA are enrolled – Dated agenda and sign-in sheet for initial

consultation/informational meeting


• Copy of signed affirmation of consultation, if applicable

• Copy of Private School Report of Students Enrolled with public school attendance area noted for each student

• Copy of multiple selection criteria worksheets (K-2 and 3-12)

• Copy of private school instructional plan


• Copy of private school attestation, signed by private school official, that equitable services were received the previous year

• LEA payroll indicating that providers of services are LEA employees or third party contractor

• Hi-Q certification in the subject area taught for teachers providing services

• Copy of assessments showing annual progress of students and modifications made


• Evidence the LEA regularly supervises the provision of services to eligible private school children (logs, minutes of meetings, list of modifications)

• Copy of expenditure reports and invoices indicating salaries, materials, equipment and property purchased to support services to private school children


• Expenditure reports, invoices, equipment inventory showing that the LEA maintains control of federal funds, materials, and equipment

• Copy of procedure for conducting inventory

• Copy of procedures for equipment disposal


• Copy of equipment inventory with date physical inventory was conducted

• Copy of contract with third-party contractor, if applicable

• After-the-fact periodic certification

Documentation forAcademic Achievement Awards

• For an LEA that is a Reward District, has Reward Schools, or a National Title I Distinguished school

– Copies of purchase orders– Copy of distribution of funds worksheet if monetary

awards are given to staff

Documentation forCharter Schools within an LEA

• Copy of the notification of new or expanding LEA charter school within an LEA sent to the LEA by the charter school no later than April 1st

• Copy of accounting documents verifying that funds are available within five months of opening or expansion of the a charter school within an LEA

• Copy of written procedures that outline how student records and IEPs are transferred to charter schools in a timely manner

• Copies of budgets and expenditure reports indicating participation of charter schools in Title I, Part A and Title VI, Part B

Documentation for Special State Charter Schools

• Copy of the notification of new or expanding Special State Charter School sent to GaDOE no later than April 1st

Documentation for School Improvement SIG 1003(g) and 1003(g) ARRA

• Cross-Functional Monitoring is predominately fiscal

• Reviewing financial reports to ensure that the districts are in compliance with the non-negotiables of the grant

• Reviewing copies of all purchased items in Function Code 1000/Object Code series 600/700 to ensure students have sufficient access to materials


• ILT plans (300 hours required)– Student Increased Learning Time (a minimum of 60

hours is required)– Stipends for professional learning/collaboration– Student enrichment

• Incentive plans– Student performance – Teacher performance


• Copy of meeting agendas, sign-in sheets, at both the LEA and school level that ensures ILT collaboration is occurring

• Copy of local Board of Education meeting agendas and minutes indicating acceptance of the yearly grant award

Complaints, Ethics and Fraud, Complaints, Ethics and Fraud, Waste, and AbuseWaste, and Abuse

Documentation for Complaint Procedures

• Copy of LEA complaint procedures that include a process for tracking complaints and reports of their resolution

• Documentation that information on the compliant process has been disseminated to schools in the LEA

Documentation for Ethics and Fraud, Waste, and Abuse

• Copy of LEA’s fraudulent activity policy or administrative regulations

• Written procedures for technical assistance to schools– Dated agendas– Dated sign-in sheets

• Copies of written procedures for dissemination of the LEA’s fraudulent activity policy or administrative regulations to all employees– Dated agendas– Dated sign-in sheets

Documentation for Ethics and Fraud, Waste, and Abuse

Questions:1. Are you aware of any fraudulent activity occurring

in this program?

2. Have you been asked to participate in any fraudulent activity for this program?

3. How is this policy/procedure disseminated to all employees/staff?

Assessment SecurityAssessment Security

Documentation for Assessment Security

• Copies of communication to the public and local educators regarding the LEA’s test security policy and consequences for violation

• Written documentation of the LEA’s plan for training and monitoring assessment administration conditions across the LEA, even when its assessment system is comprised of only local assessments

s

Documentation for Assessment Security

• Documentation provided on how any data quality issues related to assessment and accountability has been addressed, including security breaches

s

What it Means to Collect Information What it Means to Collect Information ContemporaneouslyContemporaneously

What it Means to Collect Information Contemporaneously

• Collect documentation for requirements at the time the activity occurs/during the same period– Title I annual meeting –collect the documentation during the same period in

which the meeting is being held. (agenda, sign in sheets, etc.)– Annual revisions of Plans (CLIP, SWP, TA, Parent Policy, Compacts, etc.)– Collect documentation of technical assistance to schools– Collect documentation of providing guidance to schools– Collect documentation of correspondences to parents from the school and the

district– Collect documentation of training to school and employees on code of ethics,

fraud, waste, and abuse.– Collect documentation of communication to the public and local educators

regarding the LEA’s test security policy/plan and consequences for violation, etc.

s

How to Write/RespondHow to Write/Respond to a Monitoring Finding to a Monitoring Finding

How to Write/RespondHow to Write/Respond to a Monitoring Finding to a Monitoring Finding

Finding 1.1 – Maddox School District provided written

procedures for monitoring the implementation of Title I, Part A and Title II, Part A. However, the written procedures did not include all of the required components. On-site review and data review were not included in the written procedures. Additionally, there was no evidence of copies of reports, corrective actions and results of technical assistance as required in the indicator for documentation on file at the LEA for review.

Required Corrective Action1.1 Maddox School District must develop and submit

to the Georgia Department of Education (GaDOE) a detail written process to be used to monitor the implementation of Title I, Part A and Title II, Part A. The written process must include all required components, on-site procedures, timelines, schedules, data review, the reporting and corrective action process. Additionally, provide copies of reports, corrective actions and results of the technical assistance provided to the school

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How to Write/Respond to a Monitoring Finding

GaDOE(Reminder) Required Corrective Action

1.1 Maddox School District must develop and submit to the Georgia Department of Education (GaDOE) a detail written process to be used to monitor the implementation of Title I, Part A and Title II, Part A. The written process must include all required components, on-site procedures, timelines, schedules, data review and the reporting and corrective action process

LEA Corrective Action PlanCAP Box

The LEA will type in the CAP box1.1 - See attachment – Written Process for Monitoring

Then attach the Written Procedures for Monitoring the Implementation of All Federal Programs (name the federal programs) in the attachment section of the monitoring portal

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Attachments

S/N Attachment Download Attached By Attached Date

1 1.1 & 1.2 Written Procedure.doc Evelyn Maddox 10/21/2013 9:04:13 PM

2 revised 1.1 calender of events.doc Evelyn Maddox 11/20/2013 4:16:26 PM

3 revised 1.1 & 1.2 Written proc imple of Title I, Part A and Title II, Part A.doc

Evelyn Maddox 11/20/2013 4:16:46 PM


• Number and name the attachment the same number and name as the required corrective action

Example of the name of the word document:

1.1 Written Procedures for Monitoring the Implementation of all Federal Programs (name the federal programs that are applicable to your

LEA)

Maddox School District monitors the Implementation of Title I, Part A, Title II, Part A and the EHCY programs (name the federal programs) …………. (Provide descriptions of how these federal are monitored)


• Be sure All required components within a specific indicator have been addressed

• Bold each required components then address the component– 1.1 Monitoring Indicator includes some required components.

• on-site procedures • timelines • schedules• data review• reporting and corrective action processes


• 1.1 Written Procedures for Monitor the Implementation of Title I, Part A and Title II, Part A.

Example of addressing all required components.

Maddox School District monitors the Implementation of Title I, Part A, Title II, Part A and the EHCY program …….. (Provide description of how the grants are monitored.) Then address each required component within the corrective action.

On-site Procedures Component is bold now Address on-site procedures

Timelines /ScheduleComponent is bold now Address Timelines/Schedule


Data ReviewComponent is bold now address Data Review

Reporting and corrective action processesComponent is bold now Address reporting and Corrective action processes

•Once written procedures are completed attach the document to the attachment section of the corrective action in the monitoring portal


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Attachments

S/N Attachment Download Attached By Attached Date

1 1.1 & 1.2 Written Procedure.doc Evelyn Maddox 10/21/2013 9:04:13 PM

2 revised 1.1 calender of events.doc Evelyn Maddox 11/20/2013 4:16:26 PM

3 revised 1.1 & 1.2 Written proc imple of Title I, Part A and Title II, Part A.doc

Evelyn Maddox 11/20/2013 4:16:46 PM


• Once LEA has responded to All corrective actions then submit the corrective actions to GaDOE by signing off– Coordinator signs off first– Superintendent signs off or request revisions

• GaDOE will review corrective actions and provide feedback

Review of the New Monitoring Review of the New Monitoring On-line Application ProcessOn-line Application Process

Review of the New Monitoring On-line Application Process

• Each Program will enter their own information in the LEA Monitoring portal

• Each Program will review and sign off on their program LEA monitoring information

• Each Program Team Lead will be responsible for providing the LEA will technical assistance

• Each Program will approve their own LEA Monitoring information

Review of the New Monitoring On-line Application Process

The Old Way• Each Program reported their LEA monitoring

information to the Title I, Part A Team Lead• Title I, Part A Team Lead entered all monitoring

information in the portal for each program• Title I, Part A reviewed the LEA information for

Title I specifics and sent the other Programs information to the Title I, Part A program manager

• Title I, Part A program manger reviewed and sent to the secondary programs managers LEA monitoring information for specific program review/revisions /approve

• Each Program revisions had to pass through Title I, Part A program Education Specialist and the Title I, Part A Program Manager

• Title I, Part A Program Director conducted the final sign off

The New Way• Each program will enter their own

information in the LEA Monitoring portal• Each program will review and sign off on

their program LEA monitoring information• Each program Team Lead will be

responsible for providing the LEA will technical assistance

• Each Program will approve and/or request revisions for their specific program corrective action plans

• Title I, Part A Director conducts the final sign off

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Questions and AnswersQuestions and Answers

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Helpful Resources

Title I Handbook – Current Edition

NCLB Act of 2001 (Blue Book)

GaDOE Website – http://public.doe.k12.ga.us

US ED Website – www.ed.gov

LEA Monitoring Form FY13

Education Support Services Operations Manual

Migrant Resource Binder

Office of Management and Budget (OMB) Circulars

Education Department General Administrative Regulations

(EDGAR)

http://public.doe.k12.ga.us/

http://www.ed.gov/

CONTACT INFORMATIONCONTACT INFORMATION

Evelyn MaddoxTitle I Education Program Specialist

Area 7Telephone: (404) 656-2045

Email: [email protected]

Title I Program Specialist Contact Information

Area Name Office Telephone Email

1 Robyn Planchard (404) 463-3467 [email protected]

2 Randy Phillips (770) 334-8390 [email protected]

3 Anthony Threat (706) 615-0367 [email protected]

4 Evelyn Maddox (404) 656-2045 [email protected]

5 Judy Alger (229) 838-6037 [email protected]

6 Grace McElveen (912) 334-0802 [email protected]

7 Jimmy Everson (229) 723-2664 [email protected]

8 Marijo Pitts-Sheffield (912) 269-1216 [email protected]

9 Kathy Pruett (706) 540-8959 [email protected]

10 Elaine Dawsey (478) 971-0114 [email protected]

11 Olufunke Osunkoya (678) 704-3557 [email protected]

12 Bobby Trawick (229) 246-1976 [email protected]

Are You Ready? Local Educational Agency (LEA) Cross-Functional Monitoring On-Site Visit February...

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