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 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 EDUCATION
(GaDOE)
CROSS-FUNCTIONAL
MONITORING 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
for
Federal Programs
Cross-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 CrossFunctional 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
Cross-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
Required 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
Documentation
3.1 Parent notifications are
in an understandable and
uniform format in a language
parents can understand
• Translated parent notifications
• Flyers, letters, and other
communications in familyfriendly 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
3.3 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
Documentation
• 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
3.4 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
Documentation
•
•
•
•
Meeting agendas
Sign-in sheets
Meeting minutes
Guidance and sample
communication materials
• Timelines and checklists
Documentation
for Parental Involvement
Requirement
3.5 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
3.6 LEA and school policies/plans
and other Title I documentation have
been distributed in multiple ways
to all parents
Documentation
• LEA and School parent
involvement plans with yearly
revision date (month, day, and
year) on cover page
• Written description of process
•
•
•
•
Student handbook
Newsletter
Website
Title I Annual Meeting agenda and
sign-in sheets
Documentation
for Parental Involvement
Requirement
3.7 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
Documentation
• 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
Documentation
3.8 Schools convene Annual
Title I Meeting for Title I parents
•
•
•
•
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
Meeting agenda
Meeting minutes
Sign-in sheets
Meeting notices
Documentation
for Parental Involvement
Requirement
3.10 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.
Documentation
• Meeting agendas
• Meeting notifications
• Power points of training
materials
• Sign-in sheets
• Newsletter
• Parent trainings
• Social media
• Website
Documentation
for Parental Involvement
Requirement
3.11 LEA and schools have
informed parents of the existence
of parent resource center, if
applicable (including location and
hours of operation)
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.
Documentation
•
•
•
•
Newsletter
Student handbook
Flyers
Website
•
•
•
•
•
Record of parent input
Meeting agendas
Meeting notices
Sign-in sheets
Invoices
Documentation
for Parental Involvement
Requirement
3.14 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.
Documentation
• 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/SchoolImprovement/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
Documentation
for ESEA Public School Choice (Choice)
• 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 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 plan
1) 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 A
Changes 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 A
Changes 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 A
Changes 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 A
Additional 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 for
Academic 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 for
Academic 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 C
Migrant 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 C
Migrant Education Program Services
Occupational Survey
Documentation for Title I, Part C
Migrant 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 C
Migrant 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 C
Migrant 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 C
Migrant 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 C
Migrant 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 C
Migrant 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 C
Migrant 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 C
Migrant 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 C
Migrant 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 for
LEA 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,
Waste, 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 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 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 INFORMATION
Dr. Jimmy Everson
Title I Education Program Specialist
Area 7
Telephone: (229) 723-2664
Email: [email protected]
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