Federal Programs FY13 Monitoring Process October 2012.
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Transcript of Federal Programs FY13 Monitoring Process October 2012.
Federal Programs FY13 Monitoring Process
October 2012
Local Educational Agency Cross-Functional Monitoring
Presented by
Federal Programs Staff
Office of School Improvement
Georgia Department of Education
Agenda• The Purpose of Monitoring
• Georgia Department of Education (GaDOE) Monitoring Process
• Local Educational Agency (LEA) Preparation for Monitoring
• Title Programs Monitoring– FY13 Monitoring Form– Review of Descriptors and Required Documentation– Questions and Answers
Agenda
• Title Programs to be monitored:– Title I, Part A – Improving the Academic Achievement
of the Disadvantaged– Title I, Part A –Academic Achievement Awards– Title I School Improvement 1003(a)– Title I, Part D – Prevention & Intervention Programs
for Children & Youth Who Are Neglected, Delinquent, or At-Risk
– Title I, Part C – Education of Migratory Children
Agenda
– Title II, Part A – Improving Teacher Achievement Program– Title III, Part A – Language Instruction for LEP and
Immigrant Students– Title VI, Part B – Rural Education Achievement Program
(REAP)– Title X, Part C – Education for Homeless Children & Youth– Race To The Top (RT3) – Incentive Grants ARRA-State
Fiscal Stabilization Fund– School Turnaround – SIG 1003(g)/1003(g) ARRA
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
GEORGIA DEPARTMENT OF GEORGIA DEPARTMENT OF EDUCATIONEDUCATION
(GaDOE)(GaDOE)CROSS-FUNCTIONAL CROSS-FUNCTIONAL
MONITORING PROCESSMONITORING PROCESS
Four Ways of Monitoring
• GaDOE review of the Consolidated Application approval process
• GaDOE review of LEA single audit documents
• GaDOE review of LEA Self-Assessment Checklist
• GaDOE on-site monitoring
The On-site Monitoring Selection Process
• LEAs monitored on a three year cycle (approximately 1/3 each year) Note: RT3 and SIG 1003(g)/1003(g) ARRA districts/schools may be monitored more frequently.
• LEAs selected randomly
• High-risk LEAs added to current cycle
• Other LEAs as deemed necessary
s
Local Educational Agency (LEA) Preparation Local Educational Agency (LEA) Preparation for for
Federal Programs Federal Programs Cross-Functional MonitoringCross-Functional Monitoring
LEA Preparation Prior to On-Site Monitoring Visit
• LEAs are required to have 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
Federal Programs Federal Programs Cross-Functional MonitoringCross-Functional Monitoring
ols
FY13 Monitoring Form
Items column
Requirements column
Documentation on file at the GaDOE column
Documentation on file at the LEA column
Review of Descriptors and Review of Descriptors and Required DocumentationRequired Documentation
Documentation for Monitoring of Federal Programs
Emails
Memos
Dated Meeting Agendas
Dated Sign-in Sheets
Checklists with comments
Record 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 Turnaround (SIG 1003(g)/1003(g) ARRA)
– When was the last time you were monitored by the GaDOE
Documentation for Overarching Requirement
• The 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
Documentation for Overarching Requirement
• 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
Documentation for Overarching Requirement
• 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
Documentation for Overarching Requirement
• 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
Documentation for Overarching Requirement
• 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 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, 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
Documentation for Parental Involvement
Requirement Documentation3.3 LEA notifies parents of:•School Designation Status
•ESEA Flexibility Waiver Status•ESEA Public School Choice•Flexible Learning Program •Teacher and Paraprofessional Qualifications•Highly-Qualified Teachers
• Letter, student handbook, newsletter, website
• Dated letter, website• Dated letter, website• Dated letter, website• Dated letter, student
handbook, flyer, website• Dated letter
Documentation for Parental Involvement
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
Documentation for Parental Involvement
Requirement Documentation3.5 Individual LEA and School parent involvement plans developed jointly with parents and revised yearly. LEA‘s process to collect and review plans and practices to determine effectiveness
• LEA and School parent involvement plans with yearly revision date (month, day, and year) on cover page
• Written description of process
3.6 LEA and school policies/plans and other Title I documentation have been distributed in multiple ways to all parents
• Student handbook• Newsletter • Website• Title I Annual Meeting agenda and
sign-in sheets
Documentation for Parental Involvement
Requirement Documentation3.7 Schools have a signed and dated school – parent compact that has been developed jointly with parents and contains at a minimum, parent-teacher conferences at the elementary school at least annually, frequent reports to parents on their child’s progress, and reasonable access to staff
• School – parent compact (signed and dated by student, school, and parent)
• Meeting agendas• Meeting minutes• Sign-in sheets• Record of parent feedback
Documentation for Parental Involvement
Requirement Documentation3.8 Schools convene Annual Title I Meeting for Title I parents
• Meeting agenda• Meeting minutes• Sign-in sheets• Meeting notices
3.9 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
Documentation for Parental Involvement
Requirement Documentation3.10 LEA and schools carry out the six requirements to build parents’ capacity to be involved in school including using Title I funds to support literacy programs.
• Meeting agendas• Meeting notifications• Power points of training
materials• Sign-in sheets• Newsletter• Parent trainings• Social media• Website
Documentation for Parental Involvement
Requirement Documentation3.11 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• Website
3.12/3.13 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 1% reservation.
• Record of parent input• Meeting agendas• Meeting notices• Sign-in sheets• Invoices
Documentation for Parental Involvement
Requirement Documentation3.14 LEA informs all parents of Title I students of the opportunity to be involved in the planning, revision, and implementation of parental involvement activities, school improvement plans, LEA’s CLIP, schoolwide/targeted assistance/FLP plans, and RT3 scope of work.
• Written procedures of parent involvement in planning, revision, and implementation
• Meeting notices• Meeting agendas• Sign-in sheets• Meeting minutes
Helpful Resources Title I Handbook – Current Edition
NCLB Act of 2001 (Blue Book)
Parent Involvement Compliance Documents - http://
www.gadoe.org/School-Improvement/Federal-Programs/Pages/Parent-Involvement-Compliance-Documents.aspx
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)
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 School Improvement (1003a)
• Copy of budget , expenditure detail reports, and purchase orders for school improvement expenditures
• Copies of School Improvement (1003a) 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
Documentation for School Improvement (1003a)
• 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)
Documentation for School Improvement (1003a)
• 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 (1003g)(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
• Written procedure describing the LEA’s process and timelines for receiving, processing, and implementing transfer options
• 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
Documentation for ESEA Public School Choice (Choice)
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
Documentation for Georgia’s ESEA Flexibility Waiver • 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)
Documentation for Georgia’s ESEA Flexibility Waiver • 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.
Documentation for Georgia’s ESEA Flexibility Waiver • 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
Documentation for Georgia’s ESEA Flexibility Waiver • List of students served in FLP program by school.
• Copy of Free and/or Reduced Priced Meal (FRM) status used to determine eligible children; priority list of eligible students based on rank order of need, and a list of children served.
Documentation for Georgia’s ESEA Flexibility Waiver • 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.
– Copy of the GaDOE approved FLP Request for Lesser Amount Worksheet.
Documentation for Georgia’s ESEA Flexibility Waiver • 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.
Documentation for Georgia’s ESEA Flexibility Waiver • 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.
Documentation for Georgia’s ESEA Flexibility Waiver • 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.
Documentation for Georgia’s ESEA Flexibility Waiver • 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.
Documentation for Georgia’s ESEA Flexibility Waiver • 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.
– Copies of program evaluation reports released to stakeholders in the LEA.
– Copies of LEA procedures for evaluating the LEA’s FLP program.
Documentation for Georgia’s ESEA Flexibility Waiver • 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 Schoolwide Program 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 schoolwide program
– Name of outside technical assistance provider– Copies of dated minutes, timelines, agendas from
planning meetings– Copy of schoolwide 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
• Will be calculated by the GaDOE
– Exceptions: Special State Charter schools
• Documentation required only for districts that do not meet the required maintenance of effort
Documentation for Attendance Area Determination • Copy of source data documenting the number
of pre-kindergarten students qualifying for free or reduced meals (FRM)
Documentation for Allocations and Carryover
• Copy of worksheets and detailed expenditure report showing the amount of parental involvement funds (required 1%) 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
• 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
Documentation for Expenditure of Funds
• 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
Documentation for Expenditure of Funds
• 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
Documentation for Expenditure of Funds
• Copy of procurement policies for consultants and contractual agreements
• Sign-in sheets, evaluations, or other documentation that verify performance/de
• Copy of travel authorizations and vouchers paid using Title I, RT3, School Improvement 1003(a) and 1003(g) (SIG) funds
Documentation for Expenditure of 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 staff lists and enrollment reports that support 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 Race To the Top Reporting
• Copy of prior year’s completion report
• Copy of accounting records to support results of expenditures indicated in the completion report
• Copy of RT3 Quarterly Reports
• Copy of 1512 Quarterly Reports for SIG 1003(g) ARRA
Documentation for Services for Homeless Children and Youth
• Copy of LEA written procedures/policy for Education of Homeless Children and Youth containing all required components and indicating annual revision and/or review date (month, date, and year)
• 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)
Documentation for Services for Homeless Children and Youth
• Copy of flyers, handouts, posters, program brochures, written procedures for notifying stakeholders, regarding the homeless program and the contact information for the homeless liaison
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 Title I, Part D, Subpart 2 Grantees• Copy of the source data form(s) that residential
facility directors complete for the annual survey for delinquent children with list of students from each facility
• Evidence of longitudinal tracking of annual outcome data
• Copy of the most recent program specific evaluation reports
Documentation for Title I, Part D, Subpart 2 Grantees
• Sample curriculum plan based on scientifically based research for a school serving an institution
• Number of students receiving special education services and a sample copy of an IEP from a student residing in an institution
• Collaborative planning agendas. Copies of agendas, meeting minutes, and attendance sheets that verify coordination between the LEA and N or D facility
Documentation for Title I, Part D, Subpart 2 Grantees
• Parental involvement correspondence and parental involvement plan1) If students are being educated at LEA schools, the LEA
schools' parental involvement plan must include a statement that the residential facilities in its school attendance area are included in the parental involvement correspondence and activities.
2) If students are being educated at a N or D facility, then the facility must have a parental involvement plan, correspondence, and activities to the extent feasible.
Documentation for Title I, Part D, Subpart 2 Grantees
• Class schedules and calendar confirming that Title I services and educational program are year round; List of staff at neglected or delinquent institution(s) funded with Title I neglected reservation.
Documentation for Title I, Part D, Subpart 2 Grantees
• Copies of formal agreements and/or memorandum of understanding (MOU) for services paid for with Title I, Part D, Subpart 2 grant funding. Copies of agendas, meeting minutes, and attendance sheets that verify coordination between the LEA and N or D facility.
Documentation for Title I, Part D, Subpart 2 Grantees
• Copy of planned and approved activities, including budget reports, records of expenditures, carryover and other summary reports.
Documentation for Title I, Part D, Subpart 2 Grantees
• LEAs eligible to receive the Title I, Part D, Subpart 2 allocation only:
Dublin City, Bleckley County, and Taylor County
• LEAs eligible to receive Title I, Part A neglected reservation AND the Title I, Part D, Subpart 2 allocation:
Appling County and Troup County
Documentation for Title VI, Part B
• Copy of current LEA detail report of expenditures for Title VI, Part B
• Copies of source documents for expenditures (purchase orders, contracts, travel expense reports)
• Copies of time logs for split-funded personnel or class schedules identifying the time funded by Title VI, Part B if personnel have a fixed daily schedule
• Copy of after-the-fact periodic certifications for personnel paid 100% with Title VI, Part B funds
Title II, Part AChanges for FY13 Cross-Functional Monitoring
• Title II, Part A Compliance Monitoring is being merged into the GaDOE Federal Program Monitoring process (Cross-Functional Monitoring)
• The entire FY13 Title II, Part A Compliance Monitoring Document is embedded in the FY13 Federal Programs Monitoring Document and merged with the Title I, Part A requirements for highly qualified teachers and paraprofessionals
Title II, Part AChanges for FY13 Cross-Functional Monitoring
• The Title II, Part A compliance requirements remain the same, and in the same order, as listed on the Title II, Part A Compliance Monitoring Document in the FY13 Title II, Part A Handbook
• Three specific Title I, Part A requirements for highly qualified teachers and paraprofessionals have been added under “Highly Qualified Teachers and Paraprofessionals”
Title II, Part AChanges for FY13 Cross-Functional Monitoring
• Title I requirements added under Highly Qualified Teachers and Paraprofessionals
• All teachers paid with Title I, Part A funds in Title I schools meet highly qualified requirements
• Title I instructional paraprofessionals meet the ESEA hiring requirements
• Title I instructional paraprofessionals perform their work under the direct supervision of a highly qualified teacher
Documentation for Title II, Part A Coordinated Between LEA Title IA and Title IIA Directors
• Copies of FY13 Title I and Title II Attestation Form from Principals
• Copy of each teacher’s teaching assignment (Title I teachers)
• Copy of Title I payroll records
Documentation for Title II, Part A Coordinated Between LEA Title IA and Title IIA Directors
• Copy of written procedures, personnel policy, and/or vacancy posting that ensure the hiring
of qualified paraprofessionals
• Copy of instructional paraprofessional’s schedule that indicates the highly qualified teacher who provides direct supervision
• Copy of notification letter to parents that they may request information regarding teachers’ professional qualifications
Documentation for Title II, Part A Responsibility of LEA Title II, Part A Coordinator
• Specific documentation that clearly indicates compliance with requirements under each area– Needs Assessment and Planning– Highly Qualified Teachers and Paraprofessionals – Equity– Use of Funds– Private Schools– Parent Notification
Title II, Part AAdditional Training in Preparation for Monitoring• Save the Date: December 7, Macon area
– Review of specific documentation required to meet Title II, Part A compliance requirements
– Required for each district being monitored in FY13
• In the meantime, LEA Title II, Part A coordinators– Reorganize and re-label files to align with Title II,
Part A Requirements as listed in the Cross-Functional Monitoring Document
– Coordinate with LEA Title I Director on required documentation for Highly Qualified Teachers and Paraprofessionals
Documentation for Title III
• Private School Consultation– List of private schools within LEA’s boundaries– Evidence of multiple opportunities for consultation regarding
Title III services (could be part of Title programs letter to private schools)
• Records and Management– Copy of written policy/plan/procedures on English Learners (EL)
services– Evidence policy was disseminated to schools– Printout of EL student record data from LEA student information
system
Documentation for Title III
• Professional Development (PD)– Copy of ESOL needs assessment outcomes and
evidence that PD offerings were related to the outcomes– Dated agendas, conference materials, sign-in sheets,
and expense statements documenting ESOL staff or other LEA staff attended Title III/ESOL trainings, workshops, and conferences provided by GaDOE or other non-local entities
– Copy of LEA’s PD plan for ESOL, including needs assessment, long-range PD goals, dated agendas, handouts, sign-in sheets
Documentation for Title III
• Instructional Programs– Agendas, meeting minutes, emails, communications indicating
communication of EL data among stakeholders– Written procedures describing how ACCESS, CRCT, EOCT,
GHSGT, and GHSWT data are used to make instructional decisions
– Evidence of adjustments to services based on assessment results (narrative from SAR, sample lesson plans, interview questions)
Documentation for Title III
• Evaluation and Accountability– Copy of written process and criteria used
for transitioning ELs to monitored status, which includes ACCESS scores, LAC documents and reading competency scores
– Copy of LEA report describing Title III programs and activities, specified content-area (R/Math) progress of LEP children, number and percentage of LEP children attaining English proficiency, and the progress that Monitored 1 and 2 students made in content areas
Documentation for Title III
• Parental Involvement and Notification– Copies of LEA/school communications
to parents, in multiple languages, informing parents of Title III-served students about Title III activities and services
– Written policies and procedures regarding parental waiver of ESOL services
– Copies of LEA/school communications to parents, in multiple languages, informing parents of Title III-served students should the LEA fail to make progress on any of the Title III annual measurable achievement objectives (AMAOs)
Documentation for Title III
• Parental Involvement and Notification– Copies, in multiple languages, of communications
or materials disseminated to parents of Title III-served ELs regarding effective parental involvement practices and participation opportunities
– Dated meeting agendas, minutes, dated sign-in sheets, letters, invoices, surveys indicating recommendations from parents of Title III-served regarding parent outreach services
Documentation for Title III
• Fiduciary Responsibility– Copies of administrative time logs, budget/detail expenditure
reports– Copy of Title III purchase orders, LEA budget/detail expenditure
reports indicating Title III expenditures– Copy of written plan detailing when after-the-fact periodic
certifications will be conducted– Copy of current year after-the-fact periodic certifications– Copies of monthly time logs, or teacher schedules
if personnel have a fixed daily schedule, signed monthly by the employee and employee’s supervisor
– Current year detail expenditure report for Immigrant funds
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
Documentation for Private Schools
• 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
Documentation for Private Schools
• 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
Documentation for Private Schools
• 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
Documentation for Private Schools
• 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 forAcademic Achievement Awards• For an LEA that has Highest Performing Reward
Schools and/or High-Progress Reward Schools– Copies of communications to schools, agendas, minutes, and sign-in
sheets– Copies of purchase orders– Copy of distribution of funds worksheet if monetary awards are
given to staff
Documentation for Title I, Part CMigrant Education Program Services
• Records Maintenance and Transfer– SIS report of current K-12 migrant coded participants; current
enrollment verification form; current participant verification form; new participant report verification form (if applicable)
– Copies of local communication (letters, memos, faxes, telephone logs) between LEA and sending or receiving schools regarding student educational and health data
• Identification and Recruitment– Copies of recruitment activity information(occupational survey
form, travel logs, telephone logs, local ID & R Plan, local schedule of weekly recruitment activities); LEA Year Round recruitment Plan
– Occupational Survey (see sample slide, next)
Documentation for Title I, Part CMigrant Education Program Services
Occupational Survey
Documentation for Title I, Part CMigrant Education Program Services• Priority for Services
– Current or updated documentation of instructional and/or support services being provided (schedule of interventions, frequency, schedule of staff/student contact, tutoring schedules, updated PFS spreadsheet, log of activities or plan book)
– Documentation indicating why a PFS participant is not being served
– Evidence of dissemination of forms and reports and adjustments to services based on reports
Documentation for Title I, Part CMigrant Education Program Services• Private School Consultation
– List of all private schools within LEA’s boundaries– Copy of letters, telephone logs, e-mails notifying
private school officials of the availability of services– Copy of written response from officials of all private schools
accepting or declining services– Copies of agendas of ongoing meetings and
consultation with private school representatives, if applicable
Documentation for Title I, Part CMigrant Education Program Services
• Comprehensive Needs Assessment and State Service Delivery Plan (SDP)– Evidence the LEA is planning and organizing for the FY14 local
needs assessment that comports with the state’s SDP• Names of needs assessment team members• Agendas• Meeting dates
– Adjustments made to local services resulting from assessment data
– Local service goals/targeted assistance support the state SDP
Documentation for Title I, Part CMigrant Education Program Services• Migrant Services Coordination
– Supplemental Services Tracking Form– Migrant staff current year schedules and/or other available
documentation of migrant and non-migrant support services for eligible migrant participants
– Evidence that attempts have been made to address the needs of currently eligible migrant participants to include Pre-school, Pre-K through 12, OSY/DO.
– Documentation explaining why students are not being served through Implementation Plans (IPs) and other community, social, health, and educational services
Documentation for Title I, Part CMigrant Education Program Services• Parent Involvement/Parent Advisory Council
(PAC)– Documentation of 2 of 3 meetings required– Agendas and minutes showing consultation with parents
regarding planning, implementing, and evaluating migrant projects;
• List of dates of migrant PAC meetings (at least two required)
• Sign-in sheets, language of communication, and evidence of interpreting, if required
• List of PAC members • Evidence that migrant parents represent
over 50 percent of the PAC membership
Documentation for Title I, Part CMigrant Education Program Services• Professional Development
– Local needs assessment outcomes and related local professional development offerings in connection to the State Service Delivery Plan
– Participation documentation for staff involved in/attending other trainings, workshops, or conferences (face to face or online – PDNow!)
Documentation for Title I, Part CMigrant Education Program Services• Early Childhood Education
– Current or updated documentation of instructional and/or support services being provided to all MEP preschool children
• schedule of interventions, • frequency• schedule of staff/student contact, • schedule of services to preschool participants
Documentation for Title I, Part CMigrant Education Program Services• Program Evaluation
– Most current state assessment scores of migrant students;– Most current local assessment data showing migrant student
growth in supplemental tutoring, interventions, or support; – Updated migrant drop out and graduation lists.
Documentation for Title I, Part CMigrant Education Program Services• Use of Title I, Part C Funds
– Current year detail expenditure report– Invoices and purchase orders for MEP purchased
supplies, equipment, materials, and services – including travel reimbursements
– Inventory records for• Learning Resources• Property• Technology
Documentation forLEA Charter Schools
• Copy of the notification of new or expanding LEA charter school 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 LEA charter school
• 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 Race To The Top (RT3)
• Copy of Scope of Work (SOW) plan
• Written process used to develop project management plan
• List of names and roles of persons responsible for project management
• Copy of deliverables (listed in SOW)
Documentation for Race To The Top (RT3)
• Copy of meeting agendas, sign-in sheets, revised SOW plan indicating data review at both the LEA and school level that ensures performance goals are being met
• Copy of Memorandum of Agreement with GaDOE
• Written LEA policies, procedures, and practices that describe the steps taken by the LEA to ensure sustainability of work beyond the grant period
Documentation for Race To The Top (RT3)
• Copy of meeting agendas, local Board of Education minutes, or other presentations indicating project plan revision, policy revision, and/or revision of procedures, if revisions have occurred
s
Documentation for Race To The Top (RT3)
• Public notices, meeting agendas, presentation materials, local partner Memorandum of Agreement, or agreement with faith-based organizations indicating communication about RT3 to stakeholders
• Review of Required Interview Questions
s
Documentation for School Turnaround (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
Documentation for School Turnaround (SIG 1003(g) and 1003(g) ARRA)
• 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
Documentation for School Turnaround (SIG 1003(g) and 1003(g) ARRA)
• 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 AbuseQuestions: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
Questions and AnswersQuestions and Answers
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)
CONTACT INFORMATIONCONTACT INFORMATION
Dr. Jimmy Everson
Title I Education Program Specialist
Area 7
Telephone: (229) 723-2664
Email: [email protected]