2011 12 Federal Program Monitoring FPM Regional Training Workshop

1. 2011�12 Federal Program Monitoring (FPM)Regional Training Workshop Compensatory Education (CE) Improvement and Accountability Division September 12-19, 2011 Welcome to this presentation on the monitoring requirements for the Elementary and Secondary Education Act (ESEA), Title I Part A, and California Economic Impact Aid/State Compensatory Education (EIA/SCE). For this presentation these programs will be referred to as Compensatory Education (CE) or CE. In the short time we have, we are going to focus on the items that had the greatest number of findings in last year�s onsite monitoring cycle. We hope to provide you with specific guidance to meet the requirements for these items. We will be posting a complete CE Instrument PowerPoint on the web site after the training workshops and will provide you with additional guidance documents before your review. Please make note of any questions you have on these items for the Q and A session at the end of our presentation. We will collect the questions and prepare a FAQ list to send to all workshop participants. The purpose of CE is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, �proficiency� on challenging state academic achievement standards. In addition, CE must identify students affected by language, culture, and/or economic factors who are capable of completing the regular courses of instruction, but need additional services to be successful in both elementary and secondary schools. A local educational agency (LEA) and school should view the Federal Program Monitoring (FPM) reviews as a three part process. Part One is the review of documentation (which should be available and saved in the California Accountability and Improvement System [CAIS] filing cabinet). Part Two is observation of the program at the LEA or school site. Part Three includes interviews with stakeholders such as staff, parents, or students. An item not meeting legal requirements is usually lacking sufficient evidence in one or more parts. To assist each person during this presentation, it is suggested the CE Instrument be viewed concurrently for ease of understanding. Welcome to this presentation on the monitoring requirements for the Elementary and Secondary Education Act (ESEA), Title I Part A, and California Economic Impact Aid/State Compensatory Education (EIA/SCE). For this presentation these programs will be referred to as Compensatory Education (CE) or CE. In the short time we have, we are going to focus on the items that had the greatest number of findings in last year�s onsite monitoring cycle. We hope to provide you with specific guidance to meet the requirements for these items. We will be posting a complete CE Instrument PowerPoint on the web site after the training workshops and will provide you with additional guidance documents before your review. Please make note of any questions you have on these items for the Q and A session at the end of our presentation. We will collect the questions and prepare a FAQ list to send to all workshop participants. The purpose of CE is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, �proficiency� on challenging state academic achievement standards. In addition, CE must identify students affected by language, culture, and/or economic factors who are capable of completing the regular courses of instruction, but need additional services to be successful in both elementary and secondary schools. A local educational agency (LEA) and school should view the Federal Program Monitoring (FPM) reviews as a three part process. Part One is the review of documentation (which should be available and saved in the California Accountability and Improvement System [CAIS] filing cabinet). Part Two is observation of the program at the LEA or school site. Part Three includes interviews with stakeholders such as staff, parents, or students. An item not meeting legal requirements is usually lacking sufficient evidence in one or more parts. To assist each person during this presentation, it is suggested the CE Instrument be viewed concurrently for ease of understanding.

2. FPM Preparation Upload: Local Education Agency (LEA) Plan (CE-4) LEA Plan Addendum (CE-5) Single Plan for Student Achievement (SPSA) (CE-7) Consolidated Application (ConApp), Part I & Part II (CE-18) 2010�11 2011�12 In order to prepare for the upcoming FPM onsite visit, an LEA should review the legal citations with the CE Instrument and ask �what type of evidence would meet these specific requirements?� In the past, the CE Instrument listed suggested evidence to upload for each CE item. Currently, CAIS identifies which documents are key sources of evidence that an LEA should upload into CAIS thirty calendar days prior to the FPM visit to meet most instrument requirements. Your CE reviewer will review the items uploaded and may ask for additional documents. Please upload the associated document to the CE item to which it applies as shown on the Associated Document Chart. An LEA can use the Associations section in CAIS to upload an associated document which will then populate to other instrument items to which it pertains. Each document uploaded should contain comments in the Descriptions field that states how the document addresses the item requirement(s). The Required and Suggested evidence listed in CAIS pertains to a specific CE item. These documents are uploaded to the Required and Suggested area for the item in CAIS. An LEA has the ability to provide comments in the description section of each document uploaded. For documents over ten pages, please indicate in the description field the page numbers that contain evidence specific to the CE item being addressed to assist the CE Reviewer in determining compliance. Also, there may be instances when a CE Instrument item is not applicable to the LEA FPM, or the LEA does not use its Title I funding for a particular activity. Please consider writing a comment in the CAIS Comment Icon that states why the LEA did not upload documents for a particular CE Instrument item and why the item is not applicable. Including a comment during the uploading phase provides the FPM CE Reviewer with valuable information about the LEA�s Title I, Part A program and, ultimately, streamlines the FPM process. Now, let�s begin our review of the CE Instrument items most frequently found not meeting legal requirements.In order to prepare for the upcoming FPM onsite visit, an LEA should review the legal citations with the CE Instrument and ask �what type of evidence would meet these specific requirements?� In the past, the CE Instrument listed suggested evidence to upload for each CE item. Currently, CAIS identifies which documents are key sources of evidence that an LEA should upload into CAIS thirty calendar days prior to the FPM visit to meet most instrument requirements. Your CE reviewer will review the items uploaded and may ask for additional documents. Please upload the associated document to the CE item to which it applies as shown on the Associated Document Chart. An LEA can use the Associations section in CAIS to upload an associated document which will then populate to other instrument items to which it pertains. Each document uploaded should contain comments in the Descriptions field that states how the document addresses the item requirement(s). The Required and Suggested evidence listed in CAIS pertains to a specific CE item. These documents are uploaded to the Required and Suggested area for the item in CAIS. An LEA has the ability to provide comments in the description section of each document uploaded. For documents over ten pages, please indicate in the description field the page numbers that contain evidence specific to the CE item being addressed to assist the CE Reviewer in determining compliance. Also, there may be instances when a CE Instrument item is not applicable to the LEA FPM, or the LEA does not use its Title I funding for a particular activity. Please consider writing a comment in the CAIS Comment Icon that states why the LEA did not upload documents for a particular CE Instrument item and why the item is not applicable. Including a comment during the uploading phase provides the FPM CE Reviewer with valuable information about the LEA�s Title I, Part A program and, ultimately, streamlines the FPM process. Now, let�s begin our review of the CE Instrument items most frequently found not meeting legal requirements.

3. Program Dimension I: Involvement CE 1 The local governing board has adopted and is implementing a policy on parent involvement. CE 1 is our first item that includes several requirements for parental involvement and begins our Dimension for Involvement. The first requirement is that the local governing board adopt and implement an LEA-level parent involvement policy. The policy must be jointly developed with, and distributed to, parents of Title I students. There are six elements that must be included in the policy which are specified in detail within the CE instrument. When a local governing board prepares the board policy, it may find it advantageous to include the six elements within the administrative regulations as well. Secondly, the LEA is required to have an approved parent involvement policy for non-Title I schools that includes five required elements detailed in CE 1.2. Again, this policy�s five elements should be included in the administrative regulations. CE 1.3 requires an LEA that receives more than $500,000 in Title I, Part A funds to reserve not less than one percent of its allocation to promote family literacy and parenting skills. This reservation must be included in the Consolidated Application (ConApp), Part I for required reservations. The final requirement for this item is CE 1.4, which requires an LEA to involve parents in the decisions on the types of parental involvement activities funded with the one percent required reservation. Research has linked parental involvement with student academic achievement. Studies have found that students with involved parents, no matter what their income or background, are more likely to earn high grades and test scores, enroll in higher-level programs, pass their classes, earn credits, be promoted, attend school regularly, graduate, and go on to postsecondary education - overall perform better in school! Therefore, these requirements for parental involvement policies are very important to the overall academic success of students. Since CE 1.0 is one item that is frequently found not meeting legal requirements, an LEA should pay particular attention to its parent involvement policy and administrative regulations for Title I and non-Title I schools to verify the policies and administrative regulations include all required elements and have been recently updated. In preparation of the FPM, an LEA should upload their board policy 6020 and corresponding administrative regulations into the CAIS system and also include such items as agendas, minutes, sign-in sheets, pages from the parent handbook, annual evaluation of the parent involvement policy, copies of the ConApp, Part I showing the required reservation for parental involvement activities, and samples of communication to staff and parents about how to become involved in the reviewing and updating of the parental involvement policy. CE 1 is our first item that includes several requirements for parental involvement and begins our Dimension for Involvement. The first requirement is that the local governing board adopt and implement an LEA-level parent involvement policy. The policy must be jointly developed with, and distributed to, parents of Title I students. There are six elements that must be included in the policy which are specified in detail within the CE instrument. When a local governing board prepares the board policy, it may find it advantageous to include the six elements within the administrative regulations as well. Secondly, the LEA is required to have an approved parent involvement policy for non-Title I schools that includes five required elements detailed in CE 1.2. Again, this policy�s five elements should be included in the administrative regulations. CE 1.3 requires an LEA that receives more than $500,000 in Title I, Part A funds to reserve not less than one percent of its allocation to promote family literacy and parenting skills. This reservation must be included in the Consolidated Application (ConApp), Part I for required reservations. The final requirement for this item is CE 1.4, which requires an LEA to involve parents in the decisions on the types of parental involvement activities funded with the one percent required reservation. Research has linked parental involvement with student academic achievement. Studies have found that students with involved parents, no matter what their income or background, are more likely to earn high grades and test scores, enroll in higher-level programs, pass their classes, earn credits, be promoted, attend school regularly, graduate, and go on to postsecondary education - overall perform better in school! Therefore, these requirements for parental involvement policies are very important to the overall academic success of students. Since CE 1.0 is one item that is frequently found not meeting legal requirements, an LEA should pay particular attention to its parent involvement policy and administrative regulations for Title I and non-Title I schools to verify the policies and administrative regulations include all required elements and have been recently updated. In preparation of the FPM, an LEA should upload their board policy 6020 and corresponding administrative regulations into the CAIS system and also include such items as agendas, minutes, sign-in sheets, pages from the parent handbook, annual evaluation of the parent involvement policy, copies of the ConApp, Part I showing the required reservation for parental involvement activities, and samples of communication to staff and parents about how to become involved in the reviewing and updating of the parental involvement policy.

4. With approval from the local governing board, each Title I school shall jointly develop with, and distribute to, parents of Title I students a written parental involvement policy agreed upon by such parents, and updated periodically to meet the changing needs of parents and the school. InvolvementCE 2 Item I-CE 2 refers to the Title I school-level parent involvement policy. In addition to an LEA-level policy, each Title I school must prepare a school-level Title I parental involvement policy that reflects activities specific to each school site. In the case of a small or one-school school district, the LEA level and school-level parental involvement policy may be combined; however, the specific requirements for each policy must be included in the combined policy. CE 2.2 through 2.5 describes the topics and activities which must be specified within the school-level parental involvement policy and the school-parent compact. The overall theme of these requirements is to keep the parents involved! Among the requirements, the school shall offer multiple meeting times and multiple opportunities to become involved and provide parents with timely information of the Title I program. Item I-CE 2 refers to the Title I school-level parent involvement policy. In addition to an LEA-level policy, each Title I school must prepare a school-level Title I parental involvement policy that reflects activities specific to each school site. In the case of a small or one-school school district, the LEA level and school-level parental involvement policy may be combined; however, the specific requirements for each policy must be included in the combined policy. CE 2.2 through 2.5 describes the topics and activities which must be specified within the school-level parental involvement policy and the school-parent compact. The overall theme of these requirements is to keep the parents involved! Among the requirements, the school shall offer multiple meeting times and multiple opportunities to become involved and provide parents with timely information of the Title I program.

5. School-Parent Compact samples are located on the CDE Title I, Part A Parent/Family Involvement Web page at: http://www2.ed.gov/programs/titleiparta/parentinvguid.doc#_Toc70481192 InvolvementCE 2 (Cont.) To continue with CE-2, school-parent compacts are another item often not meeting requirements. Please ensure Title I schools have recently updated their school-parent compacts in accordance with the requirements specified in CE 2.3. If a school needs guidance to prepare or update their school-parent compact, samples of compacts are available on the above California Department of Education Web page. Sample evidence to upload into CAIS is the school-level parent involvement policy with corresponding documentation that the policy was jointly developed with and distributed to parents, and that it is updated periodically. Also, upload copies of signed school-parent compacts, pages from parent handbooks, enrollment packets, or training materials given to parents to build capacity in assisting their child at home. To continue with CE-2, school-parent compacts are another item often not meeting requirements. Please ensure Title I schools have recently updated their school-parent compacts in accordance with the requirements specified in CE 2.3. If a school needs guidance to prepare or update their school-parent compact, samples of compacts are available on the above California Department of Education Web page. Sample evidence to upload into CAIS is the school-level parent involvement policy with corresponding documentation that the policy was jointly developed with and distributed to parents, and that it is updated periodically. Also, upload copies of signed school-parent compacts, pages from parent handbooks, enrollment packets, or training materials given to parents to build capacity in assisting their child at home.

6. Governance and AdministrationCE 5 No later than three months after being identified as Program Improvement (PI), the LEA shall revise its LEA Plan in consultation with parents, school staff, and others. The LEA Plan addendum template is located on the Title I, Part A LEA Plan Web page at: http://www.cde.ca.gov/ta/ac/ti/programimprov.asp CE 5 requires that within three months of an LEA being identified as PI, the LEA works in consultation with the school community to revise the LEA Plan. Of course, the next step is to implement the newly revised LEA Plan, which is the CE 5.1 requirement. An LEA identified for PI should immediately begin reviewing the existing LEA Plan, assessing the document for areas of concern and looking for strengths and weaknesses. The revised plan should focus on strengthening instructional strategies and activities and include an evaluation of financial resources and expenditures to ensure the resources and activities are the best use of Title I funds. The local governing board must approve the new document. The LEA must submit a revised LEA Plan to CDE for review and approval. An LEA Plan addendum template may be used, if so desired, and is available at the CDE PI Web page shown above. An LEA should provide evidence of the local governing board approval and supporting meeting agendas, minutes, and sign-in sheets to document a collaborative effort by all required parties. CE 5 requires that within three months of an LEA being identified as PI, the LEA works in consultation with the school community to revise the LEA Plan. Of course, the next step is to implement the newly revised LEA Plan, which is the CE 5.1 requirement. An LEA identified for PI should immediately begin reviewing the existing LEA Plan, assessing the document for areas of concern and looking for strengths and weaknesses. The revised plan should focus on strengthening instructional strategies and activities and include an evaluation of financial resources and expenditures to ensure the resources and activities are the best use of Title I funds. The local governing board must approve the new document. The LEA must submit a revised LEA Plan to CDE for review and approval. An LEA Plan addendum template may be used, if so desired, and is available at the CDE PI Web page shown above. An LEA should provide evidence of the local governing board approval and supporting meeting agendas, minutes, and sign-in sheets to document a collaborative effort by all required parties.

7. 7 Governance and AdministrationCE 6 An LEA with schools in PI shall ensure the provision of technical assistance as the school develops and implements the SPSA. CE 6 is a new item on the CE instrument. It requires an LEA with schools in PI to assist in the development of the SPSA to ensure implementation of scientifically-based research strategies that have proven to be effective in addressing the specific instructional issues that caused the school to be identified for PI and that are most likely to increase student academic achievement to remove the school from PI. An LEA may choose to have this assistance provided by a third-party provider but there is no requirement that the provider be certified by the state. What type of evidence could an LEA or school provide to document this activity has occurred? The SPSA might include details of technical assistance, an analysis of student assessment data, and the annual evaluation. Additional documents could include School Site Council (SSC) meeting agendas, minutes, and sign-in sheets including LEA staff in attendance. In addition, the evidence should describe the assistance provided in identifying and implementing professional development designed to improve instructional strategies. The professional development should focus on proven methods of instruction based on scientifically-based research that will help students increase their academic achievement and remove the school from PI. CE 6 is a new item on the CE instrument. It requires an LEA with schools in PI to assist in the development of the SPSA to ensure implementation of scientifically-based research strategies that have proven to be effective in addressing the specific instructional issues that caused the school to be identified for PI and that are most likely to increase student academic achievement to remove the school from PI. An LEA may choose to have this assistance provided by a third-party provider but there is no requirement that the provider be certified by the state. What type of evidence could an LEA or school provide to document this activity has occurred? The SPSA might include details of technical assistance, an analysis of student assessment data, and the annual evaluation. Additional documents could include School Site Council (SSC) meeting agendas, minutes, and sign-in sheets including LEA staff in attendance. In addition, the evidence should describe the assistance provided in identifying and implementing professional development designed to improve instructional strategies. The professional development should focus on proven methods of instruction based on scientifically-based research that will help students increase their academic achievement and remove the school from PI.

8. Governance and AdministrationCE 7 The School Site Council (SSC) is composed of specific members selected by peers. Dimension II-CE 7 is the requirement that the SSC is composed of members selected by their peers. The essence of the law is to ensure that school representatives are selected by a democratic process. The certificated and classified staff, as well as parents or community members, must be democratically selected by their peer groups. For secondary schools, students must be represented on the SSC and selected by their peers. Dimension II-CE 7 is the requirement that the SSC is composed of members selected by their peers. The essence of the law is to ensure that school representatives are selected by a democratic process. The certificated and classified staff, as well as parents or community members, must be democratically selected by their peer groups. For secondary schools, students must be represented on the SSC and selected by their peers.

9. Governance and AdministrationCE 7 (Cont.) The SSC Composition example is located on the SPSA Web page at: http://www.cde.ca.gov/nclb/sr/le/singleplan.asp Please review the details provided in paragraphs (a) and (b) to determine if your school meets legal requirements for the composition of the SSC. A graphic example of the legal composition of the SSC is available on the CDE Web page on page 3 of the SPSA template entitled A Guide and Template for the Single Plan for Student Achievement at the above California Department of Education Web address. Typical documents to upload include the SSC membership document found in the back of an approved SPSA; evidence of the election process including agendas and minutes of selecting members by their peers groups; and a copy of the State Board of Education (SBE) approved waiver for school site councils for small schools sharing common services or attendance areas. Since CE 7 is another item that is frequently found not meeting requirements, a school should pay particular attention to these legal requirements. Please review the details provided in paragraphs (a) and (b) to determine if your school meets legal requirements for the composition of the SSC. A graphic example of the legal composition of the SSC is available on the CDE Web page on page 3 of the SPSA template entitled A Guide and Template for the Single Plan for Student Achievement at the above California Department of Education Web address. Typical documents to upload include the SSC membership document found in the back of an approved SPSA; evidence of the election process including agendas and minutes of selecting members by their peers groups; and a copy of the State Board of Education (SBE) approved waiver for school site councils for small schools sharing common services or attendance areas. Since CE 7 is another item that is frequently found not meeting requirements, a school should pay particular attention to these legal requirements.

10. 10 Governance and AdministrationCE 8 The SSC annually develops, reviews, updates, and approves the SPSA, including proposed expenditures. The SPSA contains elements (a) through (e). There are multiple requirements in the CE 8 item that must be addressed by the SSC, and most of the laws pertaining to the SPSA have been incorporated into this item. It is easy to overlook a few of the elements on the three pages of CE 8 and to have the CDE find the LEA not meeting requirements. To assist an LEA, the elements have been broken down into categories for ease of identification according to the type of Title I program the school is operating � Targeted Assistance School (TAS) or a Schoolwide Program (SWP), and whether a school is in PI. To begin with, the SSC must annually develop, review, update, and approve the SPSA and include proposed categorical expenditures. Also, the SPSA must contain an analysis of academic performance data, school goals, instructional activities, and expenditures of funds that match the Title I allocation to the school as reported on the ConApp. The SPSA must also include the annual evaluation of Title I programs. Each SSC must also ensure that the needs of all children have been met, particularly the needs of low-achieving students. In addition, the SPSA must be reviewed and approved by the local governing board and must be consistent with the LEA Plan. Pay close attention to the components of the SPSA that address Parental Involvement reservations, requirements for TAS or SWP criteria, PI Schools, and School-Based Coordination Program (SBCP) information, which are detailed in CE items 8.2 through 8.19. The FPM team member will review the approved SPSA that contains the annual evaluation, budget, and planned activities for the school year. Other evidence can be professional development allocations, school staff activities, the comprehensive needs assessment for the SWP, and SSC agendas and minutes relating to the aforementioned activities. During a FPM visit, the SSC members will be interviewed to verify their duties, involvement, and any discussions that occurred during the creation of the SPSA. One item that may become an item not meeting requirements is the need for the SPSA to be consistent with the LEA Plan. You are encouraged to review the LEA Plan and ensure that Title I activities that are occurring at schools sites are included within the LEA Plan. There are multiple requirements in the CE 8 item that must be addressed by the SSC, and most of the laws pertaining to the SPSA have been incorporated into this item. It is easy to overlook a few of the elements on the three pages of CE 8 and to have the CDE find the LEA not meeting requirements. To assist an LEA, the elements have been broken down into categories for ease of identification according to the type of Title I program the school is operating � Targeted Assistance School (TAS) or a Schoolwide Program (SWP), and whether a school is in PI. To begin with, the SSC must annually develop, review, update, and approve the SPSA and include proposed categorical expenditures. Also, the SPSA must contain an analysis of academic performance data, school goals, instructional activities, and expenditures of funds that match the Title I allocation to the school as reported on the ConApp. The SPSA must also include the annual evaluation of Title I programs. Each SSC must also ensure that the needs of all children have been met, particularly the needs of low-achieving students. In addition, the SPSA must be reviewed and approved by the local governing board and must be consistent with the LEA Plan. Pay close attention to the components of the SPSA that address Parental Involvement reservations, requirements for TAS or SWP criteria, PI Schools, and School-Based Coordination Program (SBCP) information, which are detailed in CE items 8.2 through 8.19. The FPM team member will review the approved SPSA that contains the annual evaluation, budget, and planned activities for the school year. Other evidence can be professional development allocations, school staff activities, the comprehensive needs assessment for the SWP, and SSC agendas and minutes relating to the aforementioned activities. During a FPM visit, the SSC members will be interviewed to verify their duties, involvement, and any discussions that occurred during the creation of the SPSA. One item that may become an item not meeting requirements is the need for the SPSA to be consistent with the LEA Plan. You are encouraged to review the LEA Plan and ensure that Title I activities that are occurring at schools sites are included within the LEA Plan.

11. Program Dimension III: FundingCE 18 and 18.1 The LEA disburses Title I, Part A and Economic Impact Aid/State Compensatory Education (EIA/SCE) funds in accordance with the approved Consolidated Application (ConApp). 18.1 For LEAs receiving Title I, Part A and EIA/SCE funds, the LEA must use no less than 85 percent of those apportionments at school sites for direct services to students. CE 18 is the first item in the Funding dimension. While CE-18 has few words, the fiscal impact is enormous! The first item refers to funding and requires the LEA to disburse Title I, Part A and EIA/SCE funds in accordance with the approved ConApp. In addition, CE 18.1 includes the requirement that LEAs funded by Title I, Part A and EIA/SCE must use no less than 85 percent of those apportionments at school sites for direct services to students. How would an LEA prepare documents for the FPM team member for these items? An LEA should upload into the CAIS filing cabinet copies of its local governing board approved ConApp Title I, Part A pages for required and allowable reservations. A FPM team member will review the district Title I, Part A and EIA/SCE allocation. The team member will then follow the allocations through the required, reserved, and allowable allocations, allocations to private schools, and finally to the individual school allocations. Next, the FPM team member will compare the school allocations and the funding allocation in the SPSA of the sample schools being visited. The allocations on the ConApp school allocation page should equal the allocations reflected in each school�s SPSA. To prepare for a FPM visit, the LEA should provide the FPM team member with the most current financial documents available, or verify which fiscal year documents to upload into CAIS by contacting their FPM team leader or FPM team member. CE 18 is the first item in the Funding dimension. While CE-18 has few words, the fiscal impact is enormous! The first item refers to funding and requires the LEA to disburse Title I, Part A and EIA/SCE funds in accordance with the approved ConApp. In addition, CE 18.1 includes the requirement that LEAs funded by Title I, Part A and EIA/SCE must use no less than 85 percent of those apportionments at school sites for direct services to students. How would an LEA prepare documents for the FPM team member for these items? An LEA should upload into the CAIS filing cabinet copies of its local governing board approved ConApp Title I, Part A pages for required and allowable reservations. A FPM team member will review the district Title I, Part A and EIA/SCE allocation. The team member will then follow the allocations through the required, reserved, and allowable allocations, allocations to private schools, and finally to the individual school allocations. Next, the FPM team member will compare the school allocations and the funding allocation in the SPSA of the sample schools being visited. The allocations on the ConApp school allocation page should equal the allocations reflected in each school�s SPSA. To prepare for a FPM visit, the LEA should provide the FPM team member with the most current financial documents available, or verify which fiscal year documents to upload into CAIS by contacting their FPM team leader or FPM team member.

12. FundingCE 18.2 The LEA expends Title I, Part A and EIA/SCE funds reserved in the ConApp for the stated and approved purpose of the reservation. To continue with CE-18, 18.2 requires the LEA to expend Title I, Part A and EIA/SCE funds reserved in the ConApp for the stated and approved purpose of the reservation. Again, the LEA should upload expenditure reports that correspond to the required and allowable reservations including budget and expenditure reports for schools receiving a FPM visit. The suggested evidence includes budgetary and expenditure documents, specific ConApp pages, and reports for the FPM team member to review.To continue with CE-18, 18.2 requires the LEA to expend Title I, Part A and EIA/SCE funds reserved in the ConApp for the stated and approved purpose of the reservation. Again, the LEA should upload expenditure reports that correspond to the required and allowable reservations including budget and expenditure reports for schools receiving a FPM visit. The suggested evidence includes budgetary and expenditure documents, specific ConApp pages, and reports for the FPM team member to review.

13. FundingCE 19 The LEA uses Title I, Part A and EIA/SCE funds only to supplement, and not supplant, state and local funds. CE-19 requires the LEA to use Title I, Part A and EIA/SCE funds only to supplement, and not supplant, state and local funds. In other words, in no case may Title I funds be used to supplant; i.e., take the place of funds from non-Federal sources. How is this tested by the FPM team member? The type of evidence required will depend on which Title I activities are funded in the school. For example, if personnel are funded with Title I funds, the salary and wage expenditures should be reflected in budget reports along with the appropriate copies of their Personnel Activity Reports that are discussed in CE-20. To test supplanting, duties performed by Title I staff cannot be provided by non-Title I staff using non-Title I funds, nor could the Title I activities have been provided with non-federal funds in the prior year. If a school purchases supplemental materials with Title I funds, copies of purchase orders and expenditure reports should be provided in CAIS. Each LEA will receive a unique review of their Title I LEA and school-level activities, so not all scenarios can be mentioned at this time.CE-19 requires the LEA to use Title I, Part A and EIA/SCE funds only to supplement, and not supplant, state and local funds. In other words, in no case may Title I funds be used to supplant; i.e., take the place of funds from non-Federal sources. How is this tested by the FPM team member? The type of evidence required will depend on which Title I activities are funded in the school. For example, if personnel are funded with Title I funds, the salary and wage expenditures should be reflected in budget reports along with the appropriate copies of their Personnel Activity Reports that are discussed in CE-20. To test supplanting, duties performed by Title I staff cannot be provided by non-Title I staff using non-Title I funds, nor could the Title I activities have been provided with non-federal funds in the prior year. If a school purchases supplemental materials with Title I funds, copies of purchase orders and expenditure reports should be provided in CAIS. Each LEA will receive a unique review of their Title I LEA and school-level activities, so not all scenarios can be mentioned at this time.

14. 14 In order to ensure timely and meaningful consultation about Title I, Part A programs in private schools, the LEA consulted with appropriate private school officials during the design and development of the program. InvolvementCE 3 Private Schools Item CE 3 requires an LEA to ensure timely and meaningful consultation with appropriate private school officials during the design and development of the Title I program at the private schools. An LEA must discuss nine topics during the consultation phase with a private school, which are shown on the CE Instrument in (a) through (i). In addition, the consultation must occur before the LEA makes any decision that affects the opportunities of eligible private school children to participate in the Title I program, meetings must continue throughout the implementation and assessment of the Title I services, and the LEA may not delegate the consultation responsibility for program design and development to the third party providers or private school officials. The LEA must also maintain a written affirmation signed by the participating private schools indicating that the required consultation has occurred. To prepare for the FPM visit, typical documents that should be uploaded into CAIS include a listing of private schools in the attendance area of the LEA and surrounding areas; evidence to show private school officials were invited to be consulted to participate in the Title I program; program descriptions; the ConApp pages referring to private school set asides; discussion of Title I activities to occur at each private school; and LEA criteria for private school student eligibility in the Title I program. Item CE 3 requires an LEA to ensure timely and meaningful consultation with appropriate private school officials during the design and development of the Title I program at the private schools. An LEA must discuss nine topics during the consultation phase with a private school, which are shown on the CE Instrument in (a) through (i). In addition, the consultation must occur before the LEA makes any decision that affects the opportunities of eligible private school children to participate in the Title I program, meetings must continue throughout the implementation and assessment of the Title I services, and the LEA may not delegate the consultation responsibility for program design and development to the third party providers or private school officials. The LEA must also maintain a written affirmation signed by the participating private schools indicating that the required consultation has occurred. To prepare for the FPM visit, typical documents that should be uploaded into CAIS include a listing of private schools in the attendance area of the LEA and surrounding areas; evidence to show private school officials were invited to be consulted to participate in the Title I program; program descriptions; the ConApp pages referring to private school set asides; discussion of Title I activities to occur at each private school; and LEA criteria for private school student eligibility in the Title I program.

15. Title I Services to Eligible Private School Children dated August 4, 2010 is located on the Title I, Part A Correspondence Web page at: http://www.cde.ca.gov/sp/sw/t1/documents/prvtschltr.pdf InvolvementCE 3 (Cont.) Continuing with CE-3, in February 2010, the CDE received a finding during the monitoring visit from the U.S. Department of Education for this legal requirement. If your LEA has students attending a private school in your LEA attendance area, or a surrounding attendance area, it is important to read the letter entitled Title I Services to Eligible Private School Children sent from the CDE dated August 4, 2010, and found at the above Web page. Continuing with CE-3, in February 2010, the CDE received a finding during the monitoring visit from the U.S. Department of Education for this legal requirement. If your LEA has students attending a private school in your LEA attendance area, or a surrounding attendance area, it is important to read the letter entitled Title I Services to Eligible Private School Children sent from the CDE dated August 4, 2010, and found at the above Web page.

16. FundingCE 24 Private Schools For private schools, the LEA administers and maintains control of funds, materials, equipment, and property. CE 24 in Dimension III states that for private schools, the LEA must administer and maintain control of funds, materials, equipment, and property. The employees of the LEA, or third-party providers providing Title I services and the contracts for such services, shall be under the control and supervision of the LEA. Also, the Title I services to students in private schools are provided by individuals or organizations independent of the private school attended by those students. A FPM team member will review the process to ensure that the LEA maintains control of personnel, materials, equipment, and supplies provided to private schools served by the LEA; also, the FPM team member will review the Title I, Part A program description and list of resources of personnel, materials, equipment, and supplies available for services at the private school; any third-party provider contract and invoices; and fiscal records such as invoices, disbursements, and expenditure reports. The bottom line is that the LEA retains administrative responsibility for implementing and evaluating the Title I program in private non-profit schools. CE 24 in Dimension III states that for private schools, the LEA must administer and maintain control of funds, materials, equipment, and property. The employees of the LEA, or third-party providers providing Title I services and the contracts for such services, shall be under the control and supervision of the LEA. Also, the Title I services to students in private schools are provided by individuals or organizations independent of the private school attended by those students. A FPM team member will review the process to ensure that the LEA maintains control of personnel, materials, equipment, and supplies provided to private schools served by the LEA; also, the FPM team member will review the Title I, Part A program description and list of resources of personnel, materials, equipment, and supplies available for services at the private school; any third-party provider contract and invoices; and fiscal records such as invoices, disbursements, and expenditure reports. The bottom line is that the LEA retains administrative responsibility for implementing and evaluating the Title I program in private non-profit schools.

17. FundingCE 25 Private Schools The LEA provides funding to service eligible private school students residing in an eligible public school attendance area even if that public school was skipped for Title I, Part A funds. CE 25 requires the LEA to provide funding to serve eligible private school students residing in an eligible public school attendance area even if that public school was skipped to receive Title I, Part A funds. Restated, this requires the LEA to serve a student that resides in a Title I public school attendance area yet attends a private school. In addition, that student should receive Title I services at their private school even if their public school attendance school was not funded (skipped) with Title I funds. Typical evidence provided to a FPM team member are ConApp pages and a listing of eligible schools that were not funded with Title I, Part A funds. Please provide a listing of eligible students and the services they are receiving in a private non-profit school at the district office for the on-site visit. CE 25 requires the LEA to provide funding to serve eligible private school students residing in an eligible public school attendance area even if that public school was skipped to receive Title I, Part A funds. Restated, this requires the LEA to serve a student that resides in a Title I public school attendance area yet attends a private school. In addition, that student should receive Title I services at their private school even if their public school attendance school was not funded (skipped) with Title I funds. Typical evidence provided to a FPM team member are ConApp pages and a listing of eligible schools that were not funded with Title I, Part A funds. Please provide a listing of eligible students and the services they are receiving in a private non-profit school at the district office for the on-site visit.

18. 18 Standards, Assessment, and AccountabilityCE 27 The LEA annually evaluates the effectiveness of the activities funded by the Title I and EIA/SCE programs using academic assessment criteria developed by the local governing board as described in the LEA Plan, including the results from State assessments and other available measures to determine whether schools are making Adequate Yearly Progress. CE 27 is an important step in the Cycle of Inquiry which requires the LEA to annually evaluate the effectiveness of the activities funded by the Title I and EIA/SCE programs, including PI and private schools. The local governing board should have a policy that describes the academic assessment criteria to be utilized and include those criteria in the LEA Plan. Additionally, the LEA should use the results from state assessments and other available academic assessments to determine whether schools are making Adequate Yearly Progress (AYP). Please, annually evaluate the Title I program in each school within your LEA. 27.1 requires the LEA to publicize and disseminate the results of the local annual review to stakeholders and staff and to continually refine the educational program to help all students meet the state�s academic standards. 27.2 requires the LEA to review the effectiveness of the actions and activities included in the LEA Plan and the SPSA. The LEA also needs to use the evaluation to improve the educational programs with respect to parental involvement, professional development, and other activities. 27.3 requires the LEA to assist schools to develop and implement school plans and to identify high-quality and effective curricula to meet AYP and state academic content standards. The LEA must also evaluate the activities and services provided to PI and private schools and use the results to improve the educational program. Again, the FPM team member will need to review the local governing board and SSC minutes, evidence that the evaluation resulted in changes in the SPSA activities, and notices sent to stakeholders regarding the LEA annual evaluation of student progress. A FPM team member will ask to see the local governing board policy and criteria for evaluating the Title I program effectiveness. The FPM team member will also want a copy of the school evaluation report that was presented to the local governing board, the board minutes to show a discussion ensued, and follow-up action to improve the Title I program. CE 27 is an important step in the Cycle of Inquiry which requires the LEA to annually evaluate the effectiveness of the activities funded by the Title I and EIA/SCE programs, including PI and private schools. The local governing board should have a policy that describes the academic assessment criteria to be utilized and include those criteria in the LEA Plan. Additionally, the LEA should use the results from state assessments and other available academic assessments to determine whether schools are making Adequate Yearly Progress (AYP). Please, annually evaluate the Title I program in each school within your LEA. 27.1 requires the LEA to publicize and disseminate the results of the local annual review to stakeholders and staff and to continually refine the educational program to help all students meet the state�s academic standards. 27.2 requires the LEA to review the effectiveness of the actions and activities included in the LEA Plan and the SPSA. The LEA also needs to use the evaluation to improve the educational programs with respect to parental involvement, professional development, and other activities. 27.3 requires the LEA to assist schools to develop and implement school plans and to identify high-quality and effective curricula to meet AYP and state academic content standards. The LEA must also evaluate the activities and services provided to PI and private schools and use the results to improve the educational program. Again, the FPM team member will need to review the local governing board and SSC minutes, evidence that the evaluation resulted in changes in the SPSA activities, and notices sent to stakeholders regarding the LEA annual evaluation of student progress. A FPM team member will ask to see the local governing board policy and criteria for evaluating the Title I program effectiveness. The FPM team member will also want a copy of the school evaluation report that was presented to the local governing board, the board minutes to show a discussion ensued, and follow-up action to improve the Title I program.

19. Standards, Assessment, and AccountabilityCE 28 CE 28 continues within Dimension IV requiring the SSC and the LEA to annually evaluate and determine if the needs of all children have been met using the strategies and activities described in the SPSA. 28.1 requires the SSC to use the annual analysis to improve and modify the program services to ensure low-achieving students meet challenging state academic standards. A FPM team member will ask to see the SPSA, including the evaluation, and any new or modified instructional activities from the previous year; the LEA Plan and addendum; and the SSC meeting notices, agendas, and minutes to verify discussion of the evaluation and effective strategies. The FPM team member will verify the new activities in the SPSA during interviews with staff, SSC members, and students, and by means of classroom observations.CE 28 continues within Dimension IV requiring the SSC and the LEA to annually evaluate and determine if the needs of all children have been met using the strategies and activities described in the SPSA. 28.1 requires the SSC to use the annual analysis to improve and modify the program services to ensure low-achieving students meet challenging state academic standards. A FPM team member will ask to see the SPSA, including the evaluation, and any new or modified instructional activities from the previous year; the LEA Plan and addendum; and the SSC meeting notices, agendas, and minutes to verify discussion of the evaluation and effective strategies. The FPM team member will verify the new activities in the SPSA during interviews with staff, SSC members, and students, and by means of classroom observations.

20. 20 Program Dimension VII: Teaching and LearningCE 36 Schools that receive Title I, Part A and/or EIA/SCE funds implement activities, instructional strategies, and accelerated curriculum described in the SPSA that enable all children identified by the school as failing, or most at-risk of failing, to meet the state�s proficient and advanced levels of academic achievement. CE 36 is within the Teaching and Learning Dimension and is our final CE requirement. It applies to schools that receive Title I, Part A and/or EIA/SCE funds. The school must describe in its SPSA the activities, instructional strategies, and accelerated curriculum that will be implemented to enable all children identified by the school as most at-risk of failing to meet the proficient and advanced levels of academic achievement. CE 36 is another piece of the Cycle of Inquiry for the SSC and the SPSA. Once the annual evaluation is complete in CE 8, CE 27, and CE 28, revised research-based instructional activities should be included in the SPSA. These activities should help the at-risk students close their achievement gap. How are these requirements tested? A FPM team member will review the SPSA�s annual evaluation and updated research-based activities, verify the funding in the budget document supports the activities, and observe these activities in the classroom during the on-site visit. An LEA or school can prepare a listing showing student academic progress for students receiving services with Title I funds. CE 36 is within the Teaching and Learning Dimension and is our final CE requirement. It applies to schools that receive Title I, Part A and/or EIA/SCE funds. The school must describe in its SPSA the activities, instructional strategies, and accelerated curriculum that will be implemented to enable all children identified by the school as most at-risk of failing to meet the proficient and advanced levels of academic achievement. CE 36 is another piece of the Cycle of Inquiry for the SSC and the SPSA. Once the annual evaluation is complete in CE 8, CE 27, and CE 28, revised research-based instructional activities should be included in the SPSA. These activities should help the at-risk students close their achievement gap. How are these requirements tested? A FPM team member will review the SPSA�s annual evaluation and updated research-based activities, verify the funding in the budget document supports the activities, and observe these activities in the classroom during the on-site visit. An LEA or school can prepare a listing showing student academic progress for students receiving services with Title I funds.

21. 21 CE FPM Contacts This slide includes contact information for the Title I Guidance and Monitoring Office.This slide includes contact information for the Title I Guidance and Monitoring Office.

22. 22 Compensatory Education Questions? Do you have any questions? Please email your questions to your regional consultant. We will provide a list of FAQs after the workshop series. Do you have any questions? Please email your questions to your regional consultant. We will provide a list of FAQs after the workshop series.