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Auditor General FEFP Student Transportation Attestation Examinations

Auditor General FEFP Student Transportation Attestation Examinations. February 20, 2014. Overview. Chronology of an examination Types of information collected—What do we examine? Recurring findings What can the District do? —Possible solutions or ideas Safety vs. compliance with FEFP rules.

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Auditor General FEFP Student Transportation Attestation Examinations

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  1. Auditor GeneralFEFPStudent TransportationAttestation Examinations February 20, 2014

  2. Overview • Chronology of an examination • Types of information collected—What do we examine? • Recurring findings • What can the District do? —Possible solutions or ideas • Safety vs. compliance with FEFP rules

  3. Chronology of an Examination • In our offices, we review database tables: • General review of information and issues • Pulling of our samples • Entrance conference • In District, we review bus driver reports for: • Determining whether there is a bus report for every bus reported • Completeness – report signed by bus driver and possibly those persons who review reports • Follow-up on issues brought out in general review

  4. Chronology of an Examination (Continued) • Detailed tests associated with samples—for each category reported for each survey sample • Prepare findings, if any • Exit conference • Preliminary and tentative examination findings delivered to District • Response from District received within 30 days from delivery of findings date • Examination report released

  5. Types of Information Collected-What Do We Examine? How many buses in operation? Did the reported student ride the bus? Just a few of the items that we peruse in determining compliance! Was reported student in membership at the school? Was the supporting documentation available and complete as to the classification of the student?

  6. Types of Information Collected-What Do We Examine? (Continued) • Days in Term: • Summer programs • Reading programs • Center to center • IEPs—weighted determinations • Teenage Parents: • Parents—In a TAP program • Babies—connection to parents who are in school

  7. Types of Information Collected-What Do We Examine? (Continued) • PK students—are they eligible PK students? • Center to center students—were they reported only once? • Dual enrollment students (not as prevalent) • Home addresses • Two Miles or More—clocking students’ mileage from their assigned schools to their home addresses

  8. Recurring Findings • Days in term • Two miles vs. courtesy riders • Weighted category support • Membership • Bus driver reports (foundation of student reporting): • Who is preparing the reports? • Signed/complete? • Missing reports? • Ridership indication?

  9. Recurring Findings (Continued) • Ridership classification • Public transportation • Hazardous walking (lessened over time) • What is required and who monitors it? • Charter School Records • After School Programs

  10. What Can the District Do? • Take a little extra time to go over the detail! • Even if rushed to get the report submitted — REVIEW it again to ensure its accuracy • Oftentimes those who are the report preparers are also the initial examiners—they see the issues firsthand—give them the authority to encourage bus drivers to do their part in submitting complete and accurate reports

  11. What Can the District Do? (Continued) • As it relates to communication: • Inquire of the ESE Departments as to whom the weighted students are and the reasons for their weighted classification—is everyone on the same page? • Stress accountability • Allow more time and hands on experience in your quarterly meetings to go over the detailed documentation requirements of the bus driver reports with the bus drivers (the preparers of the reports) and the person(s) who are responsible for the oversight and final submission of those reports. • Know the programs that are being provided bus transportation and communicate the individual schedules to the program staff

  12. What Can the District Do? (Continued) • Document! Document! Document! • The solution to any proposed examination finding is to communicate and document it, including all details. You cannot fix or explain something to an examiner that you do not know about or understand!

  13. One Last Note - Safety vs. Compliance with FEFP Rules • Your focus has and always will be on safety first. Everyone understands this focus • Compliance with FEFP rules is also tied to funding, which in turn provides money for increased safety—We don’t make the FEFP rules, but we do examine compliance with them. • Both safety and compliance can be accomplished successfully without it being a hardship.

  14. QUESTIONS

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