WEST VIRGINIA DEPARTMENT OF EDUCATION ELEMENTARY & SECONDARY EDUCATION ACT - LEA MONITORING DOCUMENT ESEA compliance indicators have been organized under the seven West Virginia Standards for High Quality Schools. For each compliance indicator (left hand column), this document lists examples of verification (center column) which may include: 1) information gathered through interview questions, 2) information automatically gathered through statewide WVEIS data collections and/or 3) information provided by the LEA through the High Quality Schools Data Collection System. Some High Quality School Standards do not have corresponding ESEA compliance indicators; however, if the LEA is using ESEA funding to support efforts for any of these standards, please upload any relevant supporting documents under the appropriate corresponding function. The SEA will provide an opportunity for the LEA to describe the programs associated with these documents during the monitoring interview. The right hand column of this document is reserved for “Ratings and Comments”; this column will be completed by the WVDE during the monitoring process. COMPLIANCE INDICATOR previous indicator number provided in (italics) EXAMPLES OF VERIFICATION RATING & COMMENTS C - Compliance R - Recommendation F - Finding NA - Not applicable Standard 1 – Positive Climate and Cohesive Culture Standard 1 – Function A – Shared Beliefs and Values Standard 1 – Function B – High Expectations for All Standard 1 – Function C – Safe, Orderly and Engaging Environment Standard 2 – School Leadership Standard 2 – Function A – Principal Leadership Standard 2 – Function B – School Teams and Councils Standard 2 – Function C – Teacher Leadership Standard 2 – Function D – Student Leadership Standard 3 – Standards-Focused Curriculum, Instruction and Assessments Standard 3 – Function A – Classroom Learning Environment Document to be utilized beginning with FY 2014 monitoring cycle. | Revised by the COP – August 2013 1 Standard 3 – Function B – Standards-Focused Curriculum 3.B.1 (11.2) The LEA increases the English proficiency of limited English proficient children by providing high-quality language instruction educational programs that are based on scientifically based research and linked to state ELP standards. Title III, Part A, Section 3115(c)(1) Interview: • Describe the LEA’s LEP program including: 1.curriculum linkage to ELP and NextGeneration standards 2.research-based instructional strategies and interventions WVDE Data Verification: • Student WESTELL results show progress in improving student language proficiency and becoming proficient • The county has met AMAO 3 for LEP students on the WESTEST Electronic Documentation • Sample of parent survey and analysis of summary results Standard 3 – Function C – Instructional Planning Standard 3 – Function D – Instructional Delivery 3.D.1 (11.5) The LEA annually assesses ALL LEP students for English language proficiency. Title I, Section1111(b)(3)(ix)(III) Title III, Part A, Subpart 1, Section 3116(b) Interview: • Describe the procedures and processes that have been implemented to ensure that all LEP students are assessed. WVDE Data Verification: • WVEIS data and/or WESTELL reports verify all LEP students participated in the WESTELL 3.D.2 (11.6) The LEA appropriately monitors the academic progress of former LEP students for up to two years. Title III, Part A, Subpart 2, Section 3121(a)(4) Interview: • Describe how the LEA monitors the progress of former LEP students for a minimum of two years, including the following: 1. performance on standardized achievement tests 2. grades in content area classes 3. English oral, reading, and written skills as demonstrated by grades in language development courses 4. grade point averages (GPAs) 5. teacher observations 6. parent observations and/or feedback 7. meeting promotion and graduation requirements 8. graduation rates • Describe how the LEA assists former LEP students who have not made appropriate progress WVDE Data Verification: • Review of WVEIS former LEP student files for two years after exiting LEP status. Document to be utilized beginning with FY 2014 monitoring cycle. | Revised by the COP – August 2013 2 3.D.3 (11.7) Interview: The LEA uses immigrant funds* for activities that • Describe the LEA’s family literacy programs or specific personnel training etc. that addressed provide enhanced instructional opportunities for the unmet needs of Immigrant children. immigrant children and youth. (Only applicable WVDE Data Verification: to Immigrant grantee) • Immigrant grant application with budget Title III, Part A, Subpart 1, Section 3114(d) Electronic Documentation • LEA financial records indicate all expenditures have been spent for immigrant targeted activities Standard 4 – Student Support Services and Family/Community Connections Standard 4 – Function A – Positive Relationships Interview: 4.A.1 (4.1/4.4/6.4) The LEA ensures effective parent involvement • Describe LEA parent involvement strategies including how participation is support for all and supports a partnership between the schools, parents and how parents are involved in the development of program activities. parents and community. LEA parent involvement • Describe how the LEA provides equitable parent involvement services to participating private activities provide equitable opportunities for the schools. participation of both public and private school • Describe outcomes of parent involvement activities and meetings that have impacted student parents, parents with limited English proficiency, achievement. parents with disabilities and parents of migratory Electronic Documentation children, including providing information and • Sign in sheets, agendas and minutes from parent involvement meetings for public and private school reports in a language such parents school parents that have positively impacted student achievement understand. The LEA solicits input from all • Copies of any letters, newsletters, notices, brochures describing activities and outreach parents for program activities for all ESEA programs (specifically those targeting special populations) programs. • Parent surveys or other documents containing parent feedback with summary of analysis Title I, Sections 1118(e) & (f) & 1120(a)(1), • Documentation of parent involvement expenditures for public and private schools Title II, Section 2122(b)(9)(C), • Copies of any information/materials that have been translated for LEP and/or migratory Title III, Part A, Section 3115(d)(6) children’s parent Title III, Part C, Section 3302 Title VI 4.A.2 (4.2a/4.2b) Interview: The LEA develops jointly with, and annually • Describe the LEA’s process for involving parents in the development/review/revision of the distributes to parents of participating children, LEA parent involvement policy including any resulting impact. a written parent involvement policy and ensures • Describe how the LEA distributes the parent involvement policy and provides opportunities for parents of children receiving Title I services have meaningful input regarding parent involvement activities/expenditures. been allowed input into the decisions regarding Electronic Documentation • Documentation of LEA parent involvement policy distribution how the reserved funds are allotted for parental • Sign in sheets, agendas and minutes from parent meetings, parent survey results involvement activities. Title I, Section 1118(a)(2)& (3)(B) Document to be utilized beginning with FY 2014 monitoring cycle. | Revised by the COP – August 2013 3 4.A.3 (4.3) The LEA trains teachers, service personnel and principals to involve parents in their child’s education. Title I, Section 1118(e)(3) Title II, Section 2122(b)(k) Interview: • Describe how the LEA provides professional development for staff members to involve parents in their child’s education. • Describe the impact of parent involvement professional development in increasing the capacity of school staff to work with parents. Electronic Documentation • List of LEA parent involvement professional development sessions with sign in sheets, agendas Electronic Documentation: 4.A.4 (5.1a/5.1b/5.1c) • Copy of parents right to know notification with description of distribution process The LEA ensures annual parent notifications • Parent requests and responses include the following documents: • LEA web address for LEA/school report cards • Parents Right to Know • Assessment Reports • Agendas indicating assessment results reported to BOE • Reports of students being taught by teachers • HQT letter template used to notify parents not highly qualified • List of teachers for whom the HQT letter was sent Title I, Sections 1111 (h)( 6)(A), (b)(3)(C) & (h) (6)(B)(i-ii) 4.A.5 (5.2/5.3/5.4) The LEA notifies parents no later than 30 days after the beginning of the school year that their child has been identified for participation in a language instruction educational program (2 weeks if a child enrolls after the beginning of school). The LEA’s parental notification for LEP students must provide parents with information pertaining to parental rights that include written guidance detailing the following required items: • Reasons for identification • Level of English proficiency • Instructional program & methods including personalized plan to meet language & academic achievement • Program exit requirements • Linkages to IEP (if applicable) • Right to remove child from LEP program or choose another program (if available) Title III, Part C, Section 3302 Interview: • Describe how the LEA identifies LEP students and collaborates with parents in the process. Electronic Documentation: • Sample of Parental Notification Forms (Letters) • Sample of students’ enrollment form (home language survey) Document to be utilized beginning with FY 2014 monitoring cycle. | Revised by the COP – August 2013 4 4.A.6 (11.4) If the LEA fails to make progress on the Annual Measurable Achievement Objectives (AMAOs), the LEA separately informs parents of a child identified for participation in a language instruction educational program of such failure no later than 30 days after the failure occurs. Title III, Part C, Section 3302 Electronic Documentation • Sample AMAO letter for LEP Parents Standard 4 – Function B – Student Personal Development 4.B.1 (8.1) The LEA establishes criteria for identifying eligible children for Title I services in targeted assistance schools. Title I Sections 1115(b)(1)(B) & 1112(b)(1)(h) Interview: • Describe the LEA’s process for identifying eligible children to receive Title I services in a Targeted Assistance Program. Electronic Documentation • Targeted Assistance criteria 4.B.2 (8.2) Interview: The LEA reserves such funds as are necessary • Describe the LEA’s procedures for collaboration between the Title I program and the to provide services comparable to those Homeless program to provide comparable services to homeless children. provided to children in schools funded under WVDE Verification: Title I Part A to homeless children who do not • LEA Title I Application – Homeless set-aside and Title I Homeless tab attend participating schools, children in local Electronic Documentation: institutions and/or community day school • Copies of payroll documentation and/or contracted service agreements for those providing programs for neglected and delinquent children. services for homeless students Title I, Section 1113(c)(3) • Tutoring schedules for homeless students • Documentation the LEA provides transportation to the school or origin is provided with state or local funds 4.B.3 (8.3) The LEA appropriately identifies eligible neglected and delinquent students for the purpose of providing services through the utilization of Title I, Part A funding. Title I, Section 1112 (b)(1)(I) Interview: • Describe the LEA’s procedures for identifying eligible neglected and delinquent students and collaborating with institutions to serve neglected and delinquent students. WVDE Verification: • October N&D Child Count including the number of neglected and delinquent students within each specific institution • Yearly monitoring of Title I, Part A N&D schools Electronic Documentation: • Communication with the institutions Document to be utilized beginning with FY 2014 monitoring cycle. | Revised by the COP – August 2013 5 4.B.4. (11.1) The LEA does not admit or exclude a child from any federal education program on the basis of a surname or language-minority status. Title III, Part C, Section 3302(f) * Verification must be monitored in every county regardless of whether the county has any LEP students enrolled Interview : • Describe the LEA’s procedures for providing staff development on the enrollment policy/ procedures to ensure that discriminatory enrollment practices do not occur. Electronic Documentation: • Sample of Enrollment Form (home language survey) • LEA enrollment policies/procedures prohibiting discrimination based on surname or language-minority status McKinney-Vento Homeless Education Program - Education for Homeless Children and Youth – Grant and Non-Grant Local Education Agency 4.B.5 (13.1) The LEA (with or without sub-grants) evaluates services sufficient to ensure compliance with McKinney-Vento program requirements. Title X, §722 (f) and (g) Title X, §722 (2)(A) and (B) Education for Homeless Children and Youth Identification and Evaluation Interview: • Describe how the LEA collects local data and transmits information requested on homeless students to SEA. • Describe how the LEA determines if homeless students are being included in statewide assessments. WVDE Verification: • WVEIS Homeless Report including primary nighttime residence coding • Statewide assessment report for homeless students enrolled in the district for the last fiscal or school year Electronic Documentation: • Copies of enrollment forms used for identification of homeless students • Written evidence eligible homeless students receive Title I, Part A services in both Title I and non-Title I schools 4.B6 (13.2) The LEA ensures appropriate implementation of the statute. Title X, Section 722(e) and Section 722(g)(3)(a) Education for Homeless Children and Youth Implementation Interview: • Describe how homeless students are assisted with immediate enrollment/attendance and receive comparable and coordinated services for which they are eligible • Describe how parents of homeless children are informed of opportunities to participate in the education of their children. Electronic Documentation: • Public notice of rights • Updated county attendance policy to include appointment of homeless liaison and duties • Letters, parent /guardian letters, memoranda advising homeless students of their right to immediate enrollment and other services • Timeline-waivers for producing medical, school and other records • Evidence of LEA outreach to shelters requiring children attend public schools • Evidence of LEA outreach to community to include temporary placement facilities • Evidence local liaison assists unaccompanied youth with school placement decisions • Evidence of LEA sponsored training for homeless liaison and relevant personnel • Evidence the LEA ensures transportation to the school of origin is provided upon request and monitored by the LEA Document to be utilized beginning with FY 2014 monitoring cycle. | Revised by the COP – August 2013 6 4.B.7 (13.3) The LEA provides prompt resolution of disputes using the SEA’s system for resolving disputes. Title X, Section 722(g)(C) Education for Homeless Children and Youth Dispute Resolution Interview: • Describe the LEA’s system for resolving disputes including: 1. parent notification of their right to file a written complaint 2. articulation of the SEA dispute resolution process, and 3. examples of any formal disputes and how they were resolved. Electronic Documentation: • Written complaint procedures used by the LEA for the prompt resolution of disputes • Written dispute resolution procedures in policy • Records indicating enrollment disputes are investigated in a timely manner • Written evidence that students are enrolled & provided transportation during the dispute resolution process • Dispute logs/records McKinney-Vento Homeless Education Program – Education for Homeless Children and Youth – Local Education Agency with Sub-Grant 4.B.8 (14.1) The SEA ensures the Local Education Agency (LEA) sub-grant plans for services to eligible homeless students meet all requirements. Title X, Section 722€(1) and Section 723 Education for Homeless Children and Youth Sub-Grant Requirements Interview • Describe the needs of homeless students and the supplemental services provided with subgrant funds. Electronic Documentation: • List of students being served by sub-grant • List of all personnel (instructional and administrative staff) paid with McKinney-Vento subgrant funds • Homeless Program End-of-Year Report including: 1. evidence of LEA program evaluation 2. assessment of the needs of homeless students 3. assessment data report of students identified to receive supplemental services 4. evidence that the sub-grant expands/improves services provided as part of regular academic program 5. evidence the LEA is implementing required and authorized activities, and 6. budget reports of expenditures and carryover Title I, Part D, Subpart 2, Neglected and Delinquent - This section is only applicable to districts receiving Title I, Part D, Subpart 2 grants. 4.B.9 (9.1) The LEA appropriately identifies eligible neglected and delinquent students for the purpose of providing services through the utilization of Title I, Part D, Subpart 2 funding. Title I, Part D, Section 1112 (b)(1)(H) WVDE Verification: • Yearly monitoring reports Electronic Documentation: • Procedures for identifying eligible neglected and delinquent students • List of identified students and the institution(s) to which students are assigned Document to be utilized beginning with FY 2014 monitoring cycle. | Revised by the COP – August 2013 7 4.B.10 (9.2/9.3) The LEA provides neglected/delinquent services that correspond with the description of services provided within the proposed LEA Title I, Part D, Subpart 2 plan and coordinates programs and services with facilities working with delinquent children and youth. Title I, Part D, Sections 1421(1- 3), 1423(1-13) & 1425(1-11) Interview: • Describe how the LEA will collaborate with partner agencies to implement its Title I, Part D, Subpart 2 plan. WVDE Verification: • LEA Title I, Part D, Subpart 2 plan Electronic Documentation: • Agreement (MOU) between the LEA and the institution • Documentation of communications, advocacy, collaborative and outreach activities with partner agencies 4.B.11 (9.4a/9.4b) The LEA utilizes funds appropriately to provide services for students in institutions served by the LEA; the institution coordinates funds with other state, local and federal funds available to provide services for participating children. Title I, Part D, Sections 1424(1-5) & 1425(9) Interview: • Describe how the LEA uses Title I, Part D, funds for (check all that apply): 1. Programs to meet the academic needs of participants-required 2. Transition of students from institution to the school environment in order to complete their education-required 3. Dropout prevention programs -required 4. Coordination of health and social services 5. Assistance in securing student loans or grants for postsecondary education 6. Mentoring and peer mediation programs • Describe how the institution coordinates funds with other state, local and federal funds available to provide services for participating children? • What are the instructional and support activities of personnel paid from Title I-D funds? Electronic Documentation: • Budget indicating title i funds and also the funding available from other sources • Expenditure reports for Title I, Part D funds Document to be utilized beginning with FY 2014 monitoring cycle. | Revised by the COP – August 2013 8 4.B.12 (9.5) Interview: The institution served by the LEA meets the • Explain how this program is coordinated with regular classroom instruction in collaboration program requirements as defined in ESEA Title I, with the local school district, if appropriate and applicable (1-2) Section 1425. • How are student records obtained from and provided to a student’s regular school? Title I, Part D, Section 1425(1-7) • Describe the district/agency process for working with the institution to identify and provide special education services for eligible students in the institution. • Does the facility train staff to work with children with disabilities? • Describe the transition services provided by the institution. (3). • Describe the services provided to encourage students who have dropped out to reenter school, earn a GED, or gain employment (4). • Describe the instructional and support activities the institution provides to assist students in meeting high academic standards (6). • Describe how technology is used to assist in coordinating educational programs between the institution and the home school (7). Electronic Documentation: • Process for working with the institution to identify and provide special education services for eligible students • Description of transition services 4.B.13 (9.6) Where feasible, the institution involves parents to improve the educational achievement and prevent the delinquency of their children. Title I, Part D, Section 1425(8) Interview: • Describe process for communicating with and disseminating information to parents. • How often are parents given progress updates? Electronic Documentation: • Samples of parent communications 4.B.14 (9.7) If appropriate, the institution works with local businesses to develop training, mentoring and work-related programs for youths and children. Title I, Part D, Section 1425(11) Interview: • Describe how program staff works with local businesses to develop training, mentoring and work related programs for students. • Describe any collaboration with other community resource and service providers. Electronic Documentation: • Documentation of collaboration with other community resource and service providers 4.B.15 (9.8) The institutional staff meets the highly qualified teacher requirements. Reading staff paid with Title I funds meet the WV requirements for a Title I reading teacher. Title I, Part D, Section 1425(5) WVDE Verification: • WVEIS report for highly qualified teachers Document to be utilized beginning with FY 2014 monitoring cycle. | Revised by the COP – August 2013 9 4.B.16 (9.9/9/10) Interview: The LEA evaluates the neglected or delinquent • Describe the impact of the LEA’s Title I, Part D programs in terms of: program, disaggregating data by gender, race, 1. educational achievement ethnicity and age, to determine its effectiveness 2. completion of secondary school requirements on students at least once every three years using 3. accrual of credits toward promotion and graduation multiple evaluation measures. (Disaggregation 4. transition to a regular program or other education program is not required if the number of students is 5. participation in postsecondary education and job training programs insufficient to yield statistically reliable results). Electronic Documentation: The LEA submits evaluation results to the SEA • Summary of the disaggregation of student data and uses the evaluation results to improve • LEA evaluation document programs and/or to terminate funding for projects under this subpart for facilities failing to show progress over a 3 year period. Title I, Part D, Section 1431(a)(1-5), (b)& (d) (1-2) Standard 4 – Function C – Parent and Community Partnerships 4.C.1 (6.1/6.6) The LEA complies with the requirements for consultation with private school officials in a timely manner and provides complaint procedures to officials of the private school regarding the right to complain if the LEA has not engaged in timely and meaningful consultation or considered the views of the official of the private school. Title I, Section 1120(b)(1-5), Title I Regulations Section 200.63(f)(1-2) Title II Title III Interview: • Describe how the LEA provides meaningful and timely consultation with private school officials regarding participation in ESEA program services. Electronic Documentation: • Documentation that private schools provided an opportunity for timely consultation (letter, agenda) • Affirmation of consultation with private school officials • Documented example of participation in the planning process • Copy of parent complaint procedure & verification of distribution to private school officials Document to be utilized beginning with FY 2014 monitoring cycle. | Revised by the COP – August 2013 10 4.C.2 (6.2/6.5) The LEA provides services to private school students and teachers (either through the utilization of employees of the LEA or through a third party contract by the LEA) in an equitable manner based on the needs of the private schools choosing to participate. Title I, Sections 1120(a)(1) & (d)(2)(A) Title II Title III Interview : • Describe how the LEA collaborates with participating private schools to provide equitable ESEA services including descriptions of how the LEA provides staff and/or third party contracts to provide such services. WVDE Verification: • ESEA Consolidated Application budget showing equitable per pupil allocations for public & private school students Electronic Documentation: • Private school agreements • Documentation of expenditures for services, materials and supplies for private school students • List of individual LEA employees or agencies providing services to private school students • Copies of contracts for services Standard 5 – Educator Growth and Development Standard 5 – Function A – Professional Development 5.A.1 (3.1/6.3) The LEA provides high-quality professional development to classroom teachers, principals, administrators and other school or communitybased organizational personnel (including teachers of participating private schools) of sufficient intensity and duration. Title I, Sections 1112(b)(1)(D)& 1120(a)(1) Title II, Part A, Section 2123(a)(3)(6) Title III, Part A, Section 3115(c)(2) Title IX, Section 9101(34) Interview: • Describe the LEA’s strategies for providing professional development that address identified needs within the LEA and school strategic plans. • Describe how the LEA’s professional strategies have positively impacted student achievement. WVDE Verification: • LEA WVSIPP reflects sustained, ongoing professional development as defined by ESEA § 9101(34). Electronic Documentation: • Announcements or invitations inviting private school teachers to participate in district and/or school level professional development • Sign in sheets, agendas for public and private school professional development • Documentation of expenditures for public and private school professional development • Professional development evaluation summaries 5.A.2 (3.2) The LEA has established a data system to track and to analyze effectiveness of professional development offerings. Title II, Section 2141(a) Title IX, Section 9101(34) Interview: • Describe how the LEA utilized professional development data to inform future professional development with regard to professional development needs, target audiences and delivery modes. Electronic Documentation • Sample reports generated from the PD tracking system Standard 5 – Function B – Teacher Collaboration Standard 5 – Function C – Evaluation, Feedback and Support Standard 6 – Efficient and Effective Management Standard 6 – Function A – Facilities Document to be utilized beginning with FY 2014 monitoring cycle. | Revised by the COP – August 2013 11 Standard 6 – Function B – Fiscal Resources 6.B.1 (7.1/10.1) Interview : The LEA only expends funds for allowable • Interview questions may be determined based on a review of electronic documentation activities based on approved ESEA Consolidated sample. Applications. WVDE Verification: OMB Circular A-87 • ESEA Consolidated Application Budget GEPA, Section 443 Electronic Documentation: • A specific sampling of financial records will be requested to check allowable costs 6.B.2 (7.2) The LEA uses funds to supplement and not supplant state, local or other federal funds that would otherwise be used for ESEA activities. Title I, Section 1120A(b)(1) Title II, Part A, Section 2123(b) Title III, Part A, Section 3115(b)(4) Title VI, Rural & Low Income Schools, Section 6232 Interview : • Interview questions may be determined based on a review of electronic documentation sample. Electronic Documentation: • A specific sampling of county budget expenditures for all program funds during monitoring cycle (to compare against 6.B.3 (7.3) The LEA does not exceed their restricted indirect cost. EDGAR, Section 76.563 Interview: • Interview questions may be determined based on a review of WVEIS records for Indirect Cost expenditures WVDE Verification: • WVEIS budget review of allowable restricted indirect cost rates for appropriate programs compared with indirect cost expenditures 6.B.4 (7.4) The LEA has kept records necessary for fiscal audit Title I, Section 1120A EDGAR, Section 76.730-731 GEPA, Section 443 Interview: • Interview questions may be determined based on a review of LEA audit reports WVDE Verification: • Copies of audit reports and audit responses to corrective actions 6.B.5 (6.7/6.8/7.5) The LEA maintains an updated equipment list (public and ESEA participating private schools), including a description, serial number, acquisition date, funding source, purchase price, location use and condition and conducts a physical inventory of all equipment at least once every 2 years. EDGAR 80.32(b) & (d)(1-2) GEPA, Section 443 Interview: • Describe the LEA policies and procedures for maintaining equipment inventory controls over items valued at $5000 or more (or any lower value equipment item deemed by the LEA to be a sensitive item). Electronic Documentation: • Equipment inventory document Document to be utilized beginning with FY 2014 monitoring cycle. | Revised by the COP – August 2013 12 6.B.6 (7.6) The LEA receives approval from the SEA to transfer anything over 10% of funding within program budgets. EDGAR 74.25 WVDE Verification: • Verified through WVEIS Budget Module 6.B.7 (7.7) Charges for salaries and wages are supported by monthly personnel reports (multiple cost objectives staff) or semi-annual certifications (single cost objective staff). OMB Circular A-87 Electronic Documentation • Time & Effort records for ESEA funded personnel Interview: 6.B.8 (7.8) The LEA develops written contracts and required • Interview questions may be determined based on a review of LEA audit reports and sample invoices for contractual services to ensure all contracts. activities supported with federal funds are clearly WVDE Verification: allowable under the applicable Title program. • Copies of audit reports and audit responses to corrective actions EDGAR 74.44 Electronic Documentation: GEPA, Section 443 • Sample contracts for each applicable ESEA program Standard 6 – Function C - Personnel 6.C.1 (2.1/2.2) WVDE Verification: The LEA meets all ESEA requirements for highly • Verification of the Highly Qualified report qualified teachers including: • all teachers and paraprofessional in schools supported with Title I funding, hired after the first day of school in 2002 • all teachers hired with Title II funding • core classes taught by highly qualified teachers. Title II, Part A, Section 2122(b)(10), and Section 2141(a) Title I, Section 1119(a)(1), Title II, Section 2122(b)(10) 6.C.2 (2.3) Interview The LEA develops and implements a plan to • Describe the LEAs policies and procedures for ensuring that all teachers and ensure all teachers teaching core subjects within paraprofessionals are highly qualified. the LEA are highly qualified. Electronic Documentation Title I, Section 1119(a)(3) • Highly qualified teacher/paraprofessional plan Title II, Section 2122(b)(10) • Written evidence of plan implementation (recruitment, retention, or retraining initiatives) • Evidence of a Highly Qualified tracking system Document to be utilized beginning with FY 2014 monitoring cycle. | Revised by the COP – August 2013 13 6.C.3 (2.4/2.5) The LEA utilizes Title I (up to 5% set-aside) & Title II funds to assist teachers in becoming highly qualified. Title I, Sections 1119(h)(i)and 1119(l) Title II, Section 2122(b)(10) WVDE Verification: • ESEA Consolidated Application Budget Electronic Documentation: • Tuition reimbursement policy or procedure for Title I & Title II • Documentation of Title I and Title II expenditures for tuition reimbursement 6.C.4 (2.6) The LEA ensures teachers providing services to ESL students are fluent in English and in any other language used for instruction, including having written and oral communication skills. Title III, Part A, Section 3116(c) Interview: • Describe the LEA procedures for securing a qualified ESL teacher. WVDE Verification: • WVEIS report of highly qualified teachers lists all teachers serving ESL students as highly qualified Electronic Documentation: • List of all teachers with ESL endorsements and currently seeking ESL endorsement • List of all teachers serving ESL students Standard 6 – Function D – Data, Information Systems, Technology Tools and Infrastructure Standard 7 – Continuous Improvement Standard 7 – Function A – Focused and Coherent Plan 7.A.1 (1.1) The LEA implements a coordinated plan for using all ESEA funds as part of an overall educational reform strategy for the school system. Title I, Section 1112(a)(1), Title II, Section 2122 (b)(4), Title III, Part A, Section 3124 Title VI Interview: • Describe the LEA’s process for coordinating and implementing ESEA programming within the LEA’s Strategic Plan. WVDE Verification: • LEA Strategic Plan • ESEA Consolidated Application 7.A.2 (1.2) The LEA assists schools in the development of a comprehensive plan in consultation with the school leadership team, district school support team, and/or through technical assistance provided from others. Title I, Section 1114(b)(2)(A) Title II Interview: • Describe the LEA’s process for reviewing and providing ESEA program feedback on school level strategic plans. WVDE Verification: • School strategic plans Electronic Documentation • Evidence of LEA review process for school strategic plans Standard 7 – Function B – Processes and Structures Document to be utilized beginning with FY 2014 monitoring cycle. | Revised by the COP – August 2013 14 Standard 7 – Function C – Monitoring for Results 7.C.1 (7.9) The LEA annually evaluates the effectiveness of the ESEA programs. Title I, Section 1120A EDGAR 76.730-73 GEPA, Section 443 Interview: • Describe the LEA’s process for monitoring and evaluating the effectiveness of ESEA programs. Provide examples of specific efforts that have been positively influenced by the continuous improvement cycle. Electronic Documentation: • Copies of the instruments used to evaluate various title programs • Program data analysis summaries Document to be utilized beginning with FY 2014 monitoring cycle. | Revised by the COP – August 2013 15