Are You Ready? Local
Educational Agency (LEA)
Cross-Functional Monitoring
On-Site Visit
February 24-26, 2014
GCEL Conference
Are You Ready? Local Educational
Agency (LEA) Cross-Functional
Monitoring On-Site Visit
Presented by
Evelyn Maddox
Title I Education Program Specialist
Georgia Department of Education
Agenda
• The purpose of monitoring
• Overview of the monitoring process
• Monitoring requirements
• What it means to collect information contemporaneously
• How to write/respond to a monitoring finding
• Review of the new monitoring on-line application process
•
Questions and Answers
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
OVERVIEW OF THE
MONITORING PROCESS
Overview of the
Monitoring Process
 Monitoring Process
 There is a Title Programs On-Site Cross Functional Monitoring
Process Manual.
 Process
– On-Site Cross Functional Monitoring Team Process
• Selection Process
– LEAs monitored on a three-year cycle (approximately 1/3 each year)
– LEAs selected randomly
– Risk Assessment - High-risk LEAs added to current cycle
– Other LEAs as deemed necessary
7
Overview of the
Monitoring Process
 Monitoring Process
– On-Site Monitoring Document
• Format
– Items Column (Describes expectation of requirement)
– Requirement Column (Describes the requirement)
– Documentation on file at GaDOE to Verify Compliance (Documents GaDOE
has access to for review)
– Documentation on File at the LEA to Verify Compliance (Documents LEA’s
must file in folders)
Overview of the
Monitoring Process
 Monitoring Process Continued
– On-Site Cross Functional Monitoring Team
– Development of Teams
– Federal Programs Employees
– Training
• Georgia Department of Education Staff (GaDOE)
• Local Educational Agency (LEA)
– Selection of Monitoring Date
• Title I Education Program Specialist schedule date working around districts
calendars and other internal conflicts
• LEA Notification of Monitoring Date
– Title I Education Program Specialist confirm date(s) with Title I Director
– Title I office sends official notification letter to the district
Overview of the
Monitoring Process
 Monitoring Process Continued
– Preparation for On-Site Visit
• Team Lead Preparation
– Confirms LEA Visit Date
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–
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Email to Team Members of On-Site Visit
Assign Duties to Team Members
Prepare Agenda and Sign-in Sheets
Prepare Monitoring Folders for Team Members
Overview of the
Monitoring Process
 Monitoring Process Continued
– On-Site Visit
• Review Team Members Protocol
• Review Team Lead Protocol
– Cross-Functional Monitoring Visit Feedback
• All feedback is addressed through the Title I LEA Monitoring portal
– On-Site Review
– Compliant (If no findings)
– Findings
– Required Corrective Actions
Overview of the
Monitoring Process
 Monitoring Process Continued
– LEA responds to GaDOE monitoring feedback
• All LEA responses are addressed through the portal in the Corrective
Action Plan box (CAP)
– GaDOE responds to LEA required corrections once submitted
• All GaDOE responses are addressed through the portal
– GaDOE signs off or request revisions
Monitoring Requirements
LEA Preparation Prior
to On-Site Monitoring Visit
• LEAs are required to provide supporting documentation that is not already
available to the GaDOE’s Cross-Functional Monitoring Team
• Current Year documentation for each required descriptor should be placed
in a folder for team review
• Items too large to be placed in folders should
be readily available and with required items clearly identified
• Items too large to be placed in folders should be made available via
Internet and Web site links should be provided to the GaDOE’s CrossFunctional Monitoring Team
LEA Preparation Prior
to On-Site Monitoring Visit
• LEAs must provide a room large enough to accommodate the entire
monitoring team. If need be, more than one room can be used
• LEAs must provide Internet access to the monitoring team
• LEA staff needs to be available during the monitoring visit. It is important
that other district meetings requiring LEA staff are not scheduled during
the monitoring visit
LEA Preparation Prior
to On-Site Monitoring Visit
• LEA staff to be present during monitoring include:
– Title I, Part A—Improving the Academic Achievement of the Disadvantaged;
– Title I, Part C—Education of Migratory Children;
– Title I, Part D—Prevention and Intervention Programs for Children and Youth
Who Are Neglected, Delinquent, or At-Risk;
– Title II, Part A—Improving Teacher Quality;
– Title III, Part A— Language Instruction for LEP and Immigrant;
– Title VI, Part B—Rural Education Achievement Program;
– Title X—Education for Homeless Children and Youth;
– School Improvement Grants under Section 1003(a) and 1003(g) of the
Elementary and Secondary Education Act of 1965 (ESEA); and
– Race to the Top (RT3)
LEA Preparation Prior
to On-Site Monitoring Visit
• Detail expenditure and payroll history reports for all
programs monitored will be requested two weeks
prior to the monitoring visit and should be returned
to the GaDOE Title Programs Director
FY14 Monitoring Document
ols
FY14 Monitoring Document
 Items column
 Requirements column
 Documentation on file at the GaDOE column
 Documentation on file at the LEA column
 Review Monitoring Document
FY14 Cross-Functional Team Monitoring Doc 11.18.2013.pdf
Review of Title I, Part A 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 Improvement (SIG 1003(g)/1003(g) ARRA).
Documentation
for Overarching Requirement
• 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
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–
–
–
–
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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 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 Parental Involvement
Requirement
Documentation
• Translated parent notifications
• Flyers, letters, webpages,
newsletters and other
communications in familyfriendly language
3.2 LEA provides guidance to
• Emails
schools about timeliness and
• Checklists
requirements of parental notices • Meeting agendas
for schools identified as Priority, • Sign-in sheets
Focus, and Title I Alert
• Other communications on
timelines and requirements
3.1 Parent notifications are
in an understandable and
uniform format in a language
parents can understand
Documentation for Parental Involvement
Requirement
3.3 LEA notifies parents of:
• School Designation Status
• ESEA Flexibility Waiver Status
• ESEA Public School Choice or
IntraDistrict Transfer Option
• Flexible Learning Program
• Teacher and Paraprofessional
Qualifications
• Highly-Qualified Teachers
Documentation
• Letter, student handbook,
newsletter, website, flyers
• Mailed dated letter, website
• Mailed dated letter, website
• Mailed dated letter, student
handbook, flyer, website
• Mailed dated letter, student
handbook (signature required)
• Mailed 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 schoolparent compacts
Documentation
•
•
•
•
Meeting agendas
Sign-in sheets
Meeting minutes
Guidance and sample
communication materials
• Timelines and checklists
• Disseminated materials on
effective parental involvement
practices
• Training materials, flyers,
emails, letters, or surveys
Documentation for Parental Involvement
Requirement
Documentation
3.5 LEA parental involvement plans • LEA parental involvement plans
developed jointly, agreed upon with
with yearly revision date (month,
parents and revised yearly. LEA‘s
day, and year) on cover page
process to collect and review LEA’s
• Flyers, invitations, agendas, sign-in
plans and practices to determine
sheets, minutes, parent feedback
effectiveness
• Written description of process
3.6 School parental involvement
plans developed jointly, agreed
upon with parents and revised
yearly. LEA‘s process to collect and
review school plans and practices to
determine effectiveness
• School parental involvement plans
with yearly revision date (month,
day, and year) on cover page
• Flyers, invitations, agendas, sign-in
sheets, minutes, parent feedback
• Written description of process
Documentation for Parental Involvement
Requirement
3.7 Completed and revised LEA
and school policies/plans have
been distributed in multiple ways
to all parents and available to the
local community in a timely
manner.
Documentation
•
•
•
•
Student handbook
Newsletter
Website
Title I annual meeting agenda
and sign-in sheets
• Flyers
• Sent home with each student
Documentation for Parental Involvement
Requirement
Documentation
3.8 Schools have a signed and dated
school – parent compact that has
been developed jointly with parents,
students, and school staff and
contains all required academic
components as well as, parentteacher conferences at the
elementary school at least annually,
frequent reports to parents on their
child’s progress, reasonable access to
staff, opportunities to volunteer and
participate in their child’s class and
observation of classroom activities
• School – parent compact
(signed and dated by
student, school, and parent
on the compact or on the
compact cover page in
timely manner)
• Meeting agendas, minutes
and sign-in sheets
• Record of parent feedback
• Flyers, meeting notices
• School Parental
Involvement Policy
describing process
Documentation for Parental Involvement
Requirement
Documentation
3.9 Schools convene Annual
Title I Meeting to inform parents
of the Title I program in a timely
manner
•
•
•
•
3.10 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
• LEA Parental Involvement
Policy describing process
Meeting agenda
Meeting minutes
Sign-in sheets
Meeting notices
Documentation for Parental Involvement
Requirement
3.11 LEA involves all parents in
the Comprehensive LEA
Improvement Plan (CLIP) and
school improvement plan/
schoolwide/targeted assistance
plan(s) and provides technical
assistance and support to schools
about parental consultation and
participation in the development
of these plans
Documentation
• LEA/School Parental
Involvement Policy describing
process
• Copy of CLIP
• Meeting agendas, sign-in
sheets, announcements,
minutes and parent feedback
• Sample communications for
technical assistance,
presentations, handouts
Documentation for Parental Involvement
Requirement
Documentation
3.12 LEA and schools carry out
the six requirements to build
parents’ capacity to be involved
in school and their child’s
education (particular attention
should be placed on professional
develop on parent engagement
to all school staff and other
reasonable support for parental
involvement activities that
parents may request/
discretionary activities)
• Meeting agendas
• Meeting notifications
• Power points of training
materials
• Sign-in sheets
• Newsletters, tips sheets, flyers
• Brochures
• Parent trainings
• Letters
• Social media
• Web site
Documentation for Parental Involvement
Requirement
3.13 LEA and schools have
informed parents of the existence
of parent resource center, if
applicable (including location and
hours of operation)
3.14/3.15 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 required 1% reservation
Documentation
•
•
•
•
•
Newsletter
Student handbook
Flyers
Web site
Brochures
• Record of parent feedback
• Meeting agendas, sign-in sheets,
and minutes
• Meeting notices
• Presentations, flyers, handouts
• Invoices
• Surveys
Documentation
for School Improvement 1003(a)
• Copy of budget, expenditure detail reports, and
purchase orders for school improvement
expenditures
• Copies of School Improvement 1003(a) 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 1003(a)
• 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 1003(a)
• 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 1003(g) 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 Be sure to indicate all
options in place: IntraDistrict transfer or NCLB
Choice
• 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 (NCLB Choice only)
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) or
Community Eligibility Option (CEO) data/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
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
– Program evaluation reports released to stakeholders
in the LEA
– 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 SWP 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 SWP
– Name of outside technical assistance provider
– Copies of dated minutes, timelines, agendas
from planning meetings
– Copy of SWP 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 (MOE)
• Will be calculated by the GaDOE
–
Exceptions: New Special State Charter schools
• Documentation required only for districts that do not
meet the required MOE
Documentation
for Attendance Area Determination
• Copy of source data documenting the number
of pre-kindergarten students qualifying for free
or reduced meals (FRM)
• Copy of directed certified report from School Food
Nutrition department for participating CEO schools.
LEAs using the CEO option must provide the
procedures for determining rank order for the LEA's
schools
Documentation
for Allocations and Carryover
• Copy of worksheets and detailed expenditure report
showing the amount of parental involvement funds
(required 1% set-aside) 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, if applicable
• 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:
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–
–
–
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/deliverables
• 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 CPI staff lists report and enrollment reports
that support the revised Title I Comparability Report
• Copies of supporting documentation related to 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 Services
for Homeless Children and Youth
• Copy of LEA written procedures/policy for the
McKinney-Vento Education of Homeless Children and
Youth (EHCY) program containing all required
components, indicating annual revision and/or
review date (month, date, and year)
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–
–
–
–
Identification
School Selection
Enrollment
Transportation
Disputes
Documentation for Services
for Homeless Children and Youth
• 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
• Copies of agendas, meeting minutes, emails and/or
sign-in sheets for professional development activities
received by the LEA homeless liaison and other LEA
personnel responsible for the implementation of the
McKinney-Vento grant program (New to Requirements)
Documentation for Services
for Homeless Children and Youth
• Copy of flyers, handouts, written procedures for
notifying stakeholders, program brochure, posters
that identify Homeless Liaison with contact
information
– List of community locations where information is posted
(i.e. schools, shelters, United Way) (New to Requirements)
Documentation for Services
for Homeless Children and Youth
• Training session schedules, emails, minutes, sign-in
sheets, agendas, materials (including the LEA
homeless policy) for key school personnel training
– Some of these training sessions should take place in the
Fall so that stakeholders are aware of McKinney-Vento
throughout the school year (Newly added for clarity)
– Key personnel should include, but not be limited
to counselors, social workers, administrators and
parents/guardians (Newly added for clarity)
Documentation for Services
for Homeless Children and Youth
• Evidence of joint trainings and/or meetings with
parents/guardians, unaccompanied youth and LEA
Transportation Department personnel to inform and
facilitate coordination – Include schedules, agendas,
training materials, sign-in sheets, emails and request
forms (New to Requirements)
Documentation for Services
for Homeless Children and Youth
• of comparable services (student rosters, meeting
minutes, emails, agendas, sign-in sheets) should
include comparable services provided (ex. Title I,
21st Century, ESOL, IDEA, Voc. Ed., gifted and
talented programs) (New to Requirements)
Documentation for Services
for Homeless Children and Youth
• List of additional coordinating agencies, their
mission, and services provided to homeless children
and youth required (New to Requirements)
– Copies of memoranda of agreements, contracts, etc. with
coordinating agencies, if applicable (New to Requirements)
Documentation for Services
for Homeless Children and Youth
• LEAs should note that the following monitoring
descriptors apply to the EHCY program:
–
–
–
–
–
–
–
–
–
1.1 (Program plan )
1.2 (Program monitoring)
14.1 (Reservation of funds)
15 (Expenditure of funds)
16 (Supplement not supplant)
18 (Equipment and real property)
19 (Cash management)
38 (Complaint procedures)
39 (Ethics, fraud, waste and abuse)
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 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
Documentation
for Private Schools
• 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
Charter Schools within an LEA
• Copy of the notification of new or expanding
LEA charter school within an LEA 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 a charter school within an LEA
• 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 School Improvement
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 Improvement
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 Improvement
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
What it Means to Collect Information
Contemporaneously
What it Means to Collect Information
Contemporaneously
• Collect documentation for requirements at the time
the activity occurs/during the same period
– Title I annual meeting –collect the documentation during the same period in
which the meeting is being held. (agenda, sign in sheets, etc.)
– Annual revisions of Plans (CLIP, SWP, TA, Parent Policy, Compacts, etc.)
– Collect documentation of technical assistance to schools
– Collect documentation of providing guidance to schools
– Collect documentation of correspondences to parents from the school and the
district
– Collect documentation of training to school and employees on code of ethics,
fraud, waste, and abuse.
– Collect documentation of communication to the public and local educators
regarding the LEA’s test security policy/plan and consequences for violation,
etc.
s
How to Write/Respond
to a Monitoring Finding
How to Write/Respond
to a Monitoring Finding
Finding
1.1 – Maddox School District provided written
procedures for monitoring the implementation
of Title I, Part A and Title II, Part A. However, the
written procedures did not include all of the
required components. On-site review and data
review were not included in the written
procedures. Additionally, there was no evidence
of copies of reports, corrective actions and
results of technical assistance as required in the
indicator for documentation on file at the LEA
for review.
Required Corrective Action
1.1 Maddox School District must develop and submit
to the Georgia Department of Education
(GaDOE) a detail written process to be used to
monitor the implementation of Title I, Part A
and Title II, Part A. The written process must
include all required components, on-site
procedures, timelines, schedules, data review,
the reporting and corrective action process.
Additionally, provide copies of reports,
corrective actions and results of the technical
assistance provided to the school
3/23/2016
115
How to Write/Respond
to a Monitoring Finding
GaDOE
(Reminder) Required Corrective
Action
1.1 Maddox School District must develop
and submit to the Georgia
Department of Education (GaDOE) a
detail written process to be used to
monitor the implementation of Title
I, Part A and Title II, Part A. The
written process must include all
required components, on-site
procedures, timelines, schedules,
data review and the reporting and
corrective action process
LEA Corrective Action Plan
CAP Box
The LEA will type in the CAP box
1.1 - See attachment – Written Process
for Monitoring
Then attach the Written Procedures for
Monitoring the Implementation of All
Federal Programs (name the federal
programs) in the attachment section of
the monitoring portal
3/23/2016
116
How to Write/Respond
to a Monitoring Finding
Attachments
S/N
Attachment
Download
Attached By
Attached Date
1
1.1 & 1.2 Written Procedure.doc
Evelyn Maddox
10/21/2013 9:04:13 PM
2
revised 1.1 calender of events.doc
Evelyn Maddox
11/20/2013 4:16:26 PM
3
revised 1.1 & 1.2 Written proc imple of Title
I, Part A and Title II, Part A.doc
Evelyn Maddox
11/20/2013 4:16:46 PM
3/23/2016
117
How to Write/Respond
to a Monitoring Finding
• Number and name the attachment the same
number and name as the required corrective
action
Example of the name of the word document:
1.1 Written Procedures for Monitoring the Implementation of all
Federal Programs (name the federal programs that are applicable to your LEA)
Maddox School District monitors the Implementation of Title I, Part A, Title II,
Part A and the EHCY programs (name the federal programs) …………. (Provide
descriptions of how these federal are monitored)
How to Write/Respond
to a Monitoring Finding
• Be sure All required components within a specific
indicator have been addressed
• Bold each required components then address the
component
– 1.1 Monitoring Indicator includes some required components.
• on-site procedures
• timelines
• schedules
• data review
• reporting and corrective action processes
How to Write/Respond
to a Monitoring Finding
• 1.1 Written Procedures for Monitor the Implementation of
Title I, Part A and Title II, Part A.
Example of addressing all required components.
Maddox School District monitors the Implementation of Title I, Part A, Title II,
Part A and the EHCY program …….. (Provide description of how the grants are
monitored.) Then address each required component within the corrective
action.
On-site Procedures
Component is bold now Address on-site procedures
Timelines /Schedule
Component is bold now Address Timelines/Schedule
How to Write/Respond
to a Monitoring Finding
Data Review
Component is bold now address Data Review
Reporting and corrective action processes
Component is bold now Address reporting and Corrective action processes
• Once written procedures are completed attach the document
to the attachment section of the corrective action in the
monitoring portal
How to Write/Respond
to a Monitoring Finding
Attachments
S/N
Attachment
Download
Attached By
Attached Date
1
1.1 & 1.2 Written Procedure.doc
Evelyn Maddox
10/21/2013 9:04:13 PM
2
revised 1.1 calender of events.doc
Evelyn Maddox
11/20/2013 4:16:26 PM
3
revised 1.1 & 1.2 Written proc imple of Title
I, Part A and Title II, Part A.doc
Evelyn Maddox
11/20/2013 4:16:46 PM
3/23/2016
123
How to Write/Respond
to a Monitoring Finding
• Once LEA has responded to All corrective actions
then submit the corrective actions to GaDOE by
signing off
– Coordinator signs off first
– Superintendent signs off or request revisions
• GaDOE will review corrective actions and provide
feedback
Review of the New Monitoring
On-line Application Process
Review of the New Monitoring
On-line Application Process
• Each Program will enter their own information
in the LEA Monitoring portal
• Each Program will review and sign off on their
program LEA monitoring information
• Each Program Team Lead will be responsible
for providing the LEA will technical assistance
• Each Program will approve their own LEA
Monitoring information
Review of the New Monitoring
On-line Application Process
The Old Way
The New Way
•
•
•
•
•
•
•
Each Program reported their LEA monitoring
information to the Title I, Part A Team Lead
Title I, Part A Team Lead entered all monitoring
information in the portal for each program
Title I, Part A reviewed the LEA information for
Title I specifics and sent the other Programs
information to the Title I, Part A program
manager
Title I, Part A program manger reviewed and
sent to the secondary programs managers LEA
monitoring information for specific program
review/revisions /approve
Each Program revisions had to pass through Title
I, Part A program Education Specialist and the
Title I, Part A Program Manager
Title I, Part A Program Director conducted the
final sign off
•
•
•
•
Each program will enter their own
information in the LEA Monitoring portal
Each program will review and sign off on
their program LEA monitoring information
Each program Team Lead will be
responsible for providing the LEA will
technical assistance
Each Program will approve and/or request
revisions for their specific program
corrective action plans
Title I, Part A Director conducts the final
sign off
3/23/2016
127
Questions and Answers
3/23/2016
128
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
Evelyn Maddox
Title I Education Program Specialist
Area 7
Telephone: (404) 656-2045
Email: emaddox@doe.k12.ga.us
Title I Program Specialist
Contact Information
Area
Name
Office Telephone
Email
1
Robyn Planchard
(404) 463-3467
rplanchard@doe.k12.ga.us
2
Randy Phillips
(770) 334-8390
rphillips@doe.k12.ga.us
3
Anthony Threat
(706) 615-0367
athreat@doe.k12.ga.us
4
Evelyn Maddox
(404) 656-2045
emaddox@doe.k12.ga.us
5
Judy Alger
(229) 838-6037
julager@doe.k12.ga.us
6
Grace McElveen
(912) 334-0802
gmcelveen@doe.k12.ga.us
7
Jimmy Everson
(229) 723-2664
jeverson@doe.k12.ga.us
8
Marijo Pitts-Sheffield
(912) 269-1216
mpitts@doe.k12.ga.us
9
Kathy Pruett
(706) 540-8959
kpruett@doe.k12.ga.us
10
Elaine Dawsey
(478) 971-0114
edawsey@doe.k12.ga.us
11
Olufunke Osunkoya
(678) 704-3557
oosunkoya@doe.k12.ga.us
12
Bobby Trawick
(229) 246-1976
btrawick@doe.k12.ga.us