Title I, Part A Federal Program Monitoring 2019-2020

1. Title I, Part AFederal Program Monitoring2019-2020 Office of ESEA Programs 2019 Coordinators’ Technical Assistance Academy Roanoke: June 17-19, 2019Williamsburg: July 15-17, 2019

2. Disclaimer The Coordinator’s Academy was planned under a grant from the U. S. Department of Education (USED). However, the content does not necessarily represent the policy of the USED, and you should not assume endorsement by the federal government.

3. Agenda This presentation will focus on: • The Federal Program Monitoring (FPM) • Schedule • Process • Protocol document • The 2018-2019 monitoring results • Technical assistance areas of note • Questions and answers

4. Programs Monitored on a Three-Year Monitoring Schedule • Title I, Part A • Title I, Part C • Title I, Part D • Subpart 2, Local Education Agencies • Title III, Part A • Title IV, Part A (pilot in 2019-2020) • Title V, Part B, Subpart 2 (21stCCLC and Title II, Part A are monitored on a different schedule.)

5. FPM Webpage • The FPM webpage on the VDOE website has • A PPT on FPM; • The updated Three-Year Schedule through the 2019-2020 school year; • The most recent Superintendents’ Emails and Memos about FPM; and • The protocol documents.

6. 47 Divisions Scheduled for FPM in 2019-2020

7. 47 Divisions Scheduled for FPM in 2019-2020, continued

8. 2018-2019 - Title I Part A Most Common Findings • Has the LEA ensured that all teachers working in a Title I program met applicable state certification and licensure requirements? • Has the division ensured that Title I instructional paraprofessionals meet qualification requirements?

9. 2018-2019 - Title I Part A Most Common Findings, continued • How does the LEA ensure compliance with parental notification requirements, to the extent practicable in a language the parents can understand, regarding initial and continuing placement of ELs in language instruction educational programs? • 30 day letter

10. Additional Documentation Requested • Head StartAgreement • Four weeks letter • Technical assistance to schools on policy development and building capacity of parents for engagement • EL parent notification- 30 day letter

11. Other Additional Documentation Requested • Proper distribution of Title I, Part A, funds to all eligible schools • Qualifications of paraprofessionals • Annual meeting • Funds to enhance parent and family engagement • Time and attendance for Title I paid staff • Board Policy

12. Types of Monitoring • Monitoring types • Onsite • Approximately 3 - 4 hours • Work space is needed • Virtual • Approximately 1 - 2 hours • Division coordinators are expected to be in attendance for the FPM, and other relevant personnel as appropriate.

13. FPM VDOE Timeline • Summer - identified school divisions attend the federal program monitoring session at the Coordinator’s Academy • October - VDOE program specialists provide webinars to discuss specific program requirements and protocol documents • January through March - on-site and virtual monitoring visits take place and technical assistance is provided • May- compliance letters are sent to superintendents

14. FPM Division Process • Begin by reviewing the protocol documents on the VDOE FPM webpage. • Collect the monitoring evidence and begin organizing the evidence by protocol number. • Use this time to evaluate your program.

15. FPM Division Process, continued • Contact your assigned VDOE program specialist if you have any questions about the requirements on the protocol document. • Program specialists will contact coordinators to schedule monitoring visits and inform coordinators if the visit will be an onsite or a virtual monitoring.

16. Follow-up to Monitoring • At the end of each monitoring visit, next steps will be discussed. • Divisions will be permitted time to submit additional evidence if necessary • Monitoring letters are distributed in May. • Compliance (no findings) – no further action • Non-compliance (one or more findings) – specific documentation is requested

17. Corrective Action Plan • Divisions will respond to any findings through a corrective action plan. • A deadline for the corrective action plan will be included in the monitoring letter. • Corrective action plans must be signed by the superintendent.

18. Corrective Action Plan, continued • There isn’t a specific format to the plan, but it must address the specific finding(s). • No formal actions are needed if recommendations are provided.

19. FPM Protocol Document Location

20. FPM Protocol Document Organization • The organization of the protocol documents will be different from the last year you were monitored, but much of the information included will be the same. • Any changes to the protocol content will be explained in the program specific sessions at the Coordinator’s Academy and in the monitoring webinars in the fall.

21. FPM Protocol Document Format • Protocol changes were made based on ESSA. • The web accessible format makes entering local education agency responses easier. • The format is linear and all tables have been eliminated.

22. FPM Protocol Questions • Questions in red text do not need to be completed. • Technical assistance questions refer to assistance provided by the LEA or coordinator to the school (Ex. parent and family engagement and schoolwide plans). • Interview questions serve as a guide to answering the protocol questions.

23. FPM Protocol Question Example

24. Acceptable Evidence • Acceptable Evidence that is required will be listed with the word “and”. • Guiding Question • 2.2 a. Does the LEA provide assistance or guidance to schools to plan and develop or review and revise their schoolwide plans? • Acceptable Evidence • Copies of schoolwide plans and • Samples of LEA guidance orcommunications to schools and parents about schoolwide programsor • Samples of training materials, agenda, or schedules of professional development to help schools plan, review, and implement schoolwide programs or • Sample of minutes from planning meetings

25. Protocol Expectations • Complete the LEA response section under each protocol question in the protocol document and submit the completed protocol to your assigned monitoring specialist(s) two to three weeks before the monitoring visit. • Documentation should be submitted electronically using: • SSWS Dropbox or • Jumpdrive • Filebox is also acceptable (onsite only)

26. FPM Evidence Collection • The organization of the evidence should mirror the protocol document. • Responsibility for collecting the evidence may be assigned among staff involved in the implementation of the program. • Building administrators • Instructional specialists • Finance office • Human Resources office

27. FPM Evidence Collection, continued • Establish timelines and procedures for collection of evidence. • Many coordinators use Google Docs to collect data from schools by protocol question. • Coordinators can give VDOE specialists access to the documents.

28. Documentation Expectations • Documentation for every Title I school • Schoolwide Plans • Title I Annual Meeting including sign in sheets • Include dates on the following: • Surveys • Sign in sheets • Agendas, meeting minutes • PowerPoint presentations

29. Documentation Expectations, continued • Provide evidence that the documents below were completed/distributed • School Quality Profiles (website) • Information about the level of achievement of children to parents • Right to Know Letter (qualifications) • Four Weeks Letter • EL Parent Notification Letter • Opt-out Letter • Initial Consultation with private schools • Best Interest Determination Forms for foster care students

30. Each protocol question should have its own folder • Do not separate each page of the protocol document. • Do not pdf all of the documents into one big file.

31. Each folder should contain evidence for the protocol item: Question 1.1c(School Quality Profile Report)

32. Schoolwide Plans • Update the schoolwide plan to include four (4) components instead of ten (10). • The most updated version of the SWP is on the Title I, Part A website and it includes a page to list the committee members who helped to create the plan including parents.

33. Schoolwide Plan Session Developing and Revising Schoolwide Plans and Single Plans • Day 3 • 9:30-10:45 • Presented by Latonia Anderson and Mary Beth Libby

34. Staff Qualifications • All teachers in a schoolwide school must be properly licensed and endorsed, not just federal core content teachers. • Provisional license with the correct endorsement is acceptable. • Includes librarians, guidance counselors, administrators, etc. • All paraprofessionals in a schoolwide school must be qualified. • This includes special education, Title I funded, etc.

35. Title I Application and School Improvement Plan • Parents are required to be involved in the development and review of the Title I application and the school improvement plan. • Discuss the major components of the Title I application and school improvement plan including the instructional models, parent and family engagement activities, and how funding is used. • Give parents the opportunity to provide input.

36. Parent and Family Engagement Policies • Parent and family engagement policies are required • Parents should be on the committees to update these policies and should provide feedback on the effectiveness of the policies each year • All policies should reflect ESSA requirements (update from NCLB) • Division Policy – approved by the local school board; updates must also be approved by the board • School policies – update annually to include changes and to reflect the current year

37. Annual Meeting • Provide evidence that parents attended an annual Title I meeting where the topics below were discussed. • Purpose of Title I • Instructional model (schoolwide or targeted assistance) • Parents’ right to be involved in the education of their child • How data is used to inform instruction • How Title I funds are used

38. Meeting with Parents • Meetings/events must be conducted regularly. • Inform parents how they can help their child improve academically. • Parents should have the opportunity to provide feedback about the Title I program at meetings or through surveys. • Parent surveys should include questions about • the effectiveness of family events to improve their child’s learning; • how funding should be used; and • allow for parents to voice concerns and provide feedback.

39. Parent Advisory Committee (PAC) • Suggested to get more specific feedback from parents • Discussion topics: • Title I application and school improvement plan • Update and evaluate the parent and family engagement policies • Help plan specific events • Provide input on how and the amount of funding that should be used for parent and family engagement • PAC meetings may be conducted in conjunction with collecting feedback from all parents at family events.

40. Parent and Family EngagementSign-In Sheets • Make sure that sign-in sheets are used to record the attendance at all parent and family engagement activities. • The sign-in sheets need to have the date, title or purpose of the meeting, as well as attendee signature and role.

41. Annual Meeting Highlight • Francis C. Hammond Middle School in Alexandria City Public Schools • Annual Title I Parent Meeting presentation • Discussed the components of the Title I program that will be in the application • Description and purpose of the Title I Program • Discussion of how Title I funds support the educational program including a breakdown of the budget • Discussion of the parent and family engagement policy and compact • Shared data • School Improvement plan

42. ESSA - Parent Notification Under ESSA, the following Title III provisions have been shared with Title I: Parental Notification Requirements: • Notify parents within 30 days of identifying students as ELs • Eight (8) requirements that should be included in the notification • A sample parent notification letter can be found on the Title III website under the Parent Communication section

43. Parent Policy and ELs Under ESSA, the following Title III provisions have been identified under Title I Title I, Parent Policy should now include: • Conduct effective parent outreach to inform EL parents regarding how they can be involved in their child’s education, to help their child attain English language proficiency and meet state academic standards • Implement outreach to EL parents to include sending notice for and holding regular meetings to respond to recommendations from EL parents • Identify barriers affecting participation by EL parents in Title I activities

44. EL Parent Outreach • Acceptable evidence: • Written communication in a language the parents can understand such as fliers or meeting agendas • Evidence of parent events specifically for parents of ELs • Parent surveys in a language parents can understand

45. Opt Out Policy • Does the LEA notify parents, upon request, (and in a timely manner) of any state or LEA policy regarding student participation in any state or LEA assessments? • Virginia does not have a policy regarding participation in state or LEA assessments. • Most school divisions also do not have a policy. • Include this information and who to contact for more information in a regularly published letter or in the handbook.

46. Head Start Agreement • Each LEA receiving Title I, Part A funds must enter into an agreement with a Head Start program in order to increase coordination between the school division and the Head Start program. The agreement must include: • developing and implementing a systematic procedure for records transfer; • establishing channels of communication between school staff and their counterparts; • conducting meetings involving parents, Kindergarten or elementary school teachers, Head Start teachers etc.; • organizing and participating in joint transition-related training of school staff, Head Start program staff etc.; and • linking the educational services provided by the LEA with the services provided by local Head Start agencies.

47. Fiduciary – Carryover If the LEA received reallocated funds, has the LEA conducted the necessary procedures to expend the funds in a timely fashion? • This applies if a school division returns funds and a select few school divisions receive funding. • Does not apply for a general reallocation where everyone receives an adjustment in funds.

48. Fiduciary – School Allocations Does the school division allocation process ensure the proper distribution of Title I, Part A, funds? • Evidence that each school is informed of and receives its proper school allocationsuch as • School budgets, notification emails or letters, school spending plans, etc.

49. School Allocations Highlight • Chesterfield County Public Schools • Maintains a spreadsheet to track allocations and spend down by school • This information is shared and is maintained by school

50. Time and Attendance Does the LEA adhere to the proper accounting of time and attendance for Title I paid staff? • Bi-Annual Certification of Pay • 100% Title I • Personnel Activity Report • Split pay with another funding source • Require the signature of the employee • These forms can be found on the Title I, Part A webpage