Federal Program Monitoring for Title I, Part A

Monitoring Year:

Division Name:

1.0: The SEA conducts monitoring of its subgrantees sufficient to ensure compliance with Title I, Part Aprogram requirements. [Section 1003 of ESEA and 200.328 of EDGAR]

Guiding Questions
LEA / Acceptable LEA Evidence
Documentation / Probing Questions
Interview / LEA Response / To be completed by DOE:
Is sufficient documentation provided?
1.0a When was the last time you weremonitored by the SEA? /
  • Copies of reports, corrective actions, results of technical assistance
/
  • Staff describes monitoring process, including on-site procedures, data review, and the reporting and corrective action processes, as pertains to most recent monitoring by the SEA.
/ Yes No N/A
Comments / Yes No N/A
Comments
1.0b What findings, if any, wereindicated as a result of the monitoring visit?Was there any follow-up by theSEA to ensure that findings werecorrected/addressed? /
  • Sample of letters to schools, checklists, forms, etc.
  • Evidence of technical assistance provided by the SEA as a result of issues identified through the monitoring process
/
  • Have all findings from the last visit been addressed?
  • Staff discusses technical assistance provided by SEA during and as a result of monitoring process.
/ Yes No N/A
Comments / Yes No N/A
Comments

1

Virginia Department of Education

Federal Program Monitoring

2017-2018

Federal Program Monitoring for Title I, Part A

Standards, Assessment and Accountability

1.1The SEA has ensured that LEAs have published school report cards as required.[§1111]

Guiding Questions
LEA / Acceptable LEA Evidence
Documentation / Probing Questions
Interview / LEA Response / To be completed by DOE:
Is sufficient documentation provided?
LEA
1.1a Do the annual LEA school quality profiles
contain all of the required information for the LEA and each school served, as follows:
a)information, in the aggregate, on student achievement at each proficiency level on the state academic assessments disaggregated by race, ethnicity, gender, disability status, and migrant status; English proficiency and status as economically- disadvantaged (where the minimum “n” has been met);
b)information on how students served by the LEA achieved on the statewide academic achievement assessment compared to students in the state as a whole;
c)the percentage of students not tested, disaggregated by the same categories noted above by subject;
d)the most recent two-year trend in student achievement in each subject at each grade level for grades in which assessment is required;
e)graduation rates that are consistent with USED-approved state definitions;
f)the professional qualifications of teachers in the LEA, including percentage of such teachers teaching with emergency or provisional credentials, and the percentage of classes not taught by teachers who meet state certification and licensure requirements, in the aggregate and disaggregated by high-poverty compared to low-poverty schools;
g)the number of recently arrived EL students who are not assessed on the state’s reading/language arts test; and
h)state data from the National Assessment of Educational Progress (NAEP). / Documentation
  • LEAschool quality profile samples or prototype with complete set of school quality profiles for that LEA
  • Individual school quality profiles as published on the Web or distributed to parents in print form
/ Interview
  • Are the data accurate as displayed in the school quality profile?
  • Are the achievement data accurate?
/  Yes  No  N/A
Comments / X Yes  No  N/A
Comments
SEA provides LEA and school quality profiles via the SEA Web site. The SEA – generated school quality profiles contain all the data required under Section 1111.
1.1b Within each LEA do individual school reports include all of the preceding plus:
a)whether the school has been identified for school improvement; and
b)information that shows how the school’s student achievement on the statewide academic assessments and other indicators of federal requirements compared to students in the LEA and the state. /
  • Schoolquality profile samples
  • Student Assessment Report samples
/
  • Does the School quality profile accurately list the LEA’s schools that are in school improvement?
/  Yes  No  N/A
Comments /  Yes  No  N/A
Comments
SEA provides LEA and school report cards via the SEA Web site. The SEA – generated report cards contain all the data required under Section 1111.
1.1cHas the LEA publicly disseminated the information contained in the annual LEA School Quality Profiles to all schools in the LEA and to all parents of children attending the LEA’s schools in a form and to the extent practicable in the language that parents can understand? /
  • Dissemination plan and timeline for LEA school quality profile
  • School/LEA Web site
  • Evidence of mailing
  • School handbook
/
  • Describe how the LEApublicly disseminated the information contained in the annual LEA School Quality Profile to all schools in the LEA and to all parents of children attending the LEA’s schools in a form and to the extent practicable in the language that parents can understand.
/ Yes No N/A
Comments / Yes No N/A
Comments
1.1d Has the LEA provided, to the parent or guardian of each child attending any school, information on the level of achievement of the child in each of the state academic assessments? /
  • Notice to parents about child’s SOL results.
  • Student Assessment Report samples, dissemination plan, and timeline
/
  • What was the procedure used to provide to the parent/guardian of each child attending any school, information on the level of achievement of the child on each of the state academic assessments?
/ Yes No N/A
Comments / Yes No N/A
Comments

1

Virginia Department of Education

Federal Program Monitoring

2017-2018

Federal Program Monitoring for Title I, Part A

Instructional Support

2.1 The SEA has developed procedures to ensure qualifiedteachers andparaprofessionals have met applicable qualifications.

[§1112;2 CFR Part 200.328]

Guiding Questions
LEA / Acceptable LEA Evidence
Documentation / Probing Questions
Interview / LEA Response / To be completed by DOE:
Is sufficient documentation provided?
2.1 a. Has the LEA ensured that all teachers working in a Title I program meet applicable state certification and licensure requirements. /
  • Instructional Personnel and Licensure Report (IPAL)
/
  • Have teachers met state qualification and licensing criteria for the grade levels and subject areas in which they provide instruction?

2.1bHas the division ensured that Title I instructional paraprofessionals meet qualification requirements? /
  • Survey of Instructional Paraprofessionals Working in a Program Supported with Funds under Title I, Part A List of Title instructional paraprofessionalsand their qualifications
  • Documentation of qualifications
/
  • Does the school division have documentation to show that all instructional paraprofessionals in schoolwide Title I schools meet the requirements established in ESEA, as amended?
  • Does the division have documentation to show that all Title I-funded paraprofessionals in targeted assistance schools meet the requirements established in ESEA, as amended?
/ Yes No N/A
Comments / Yes No N/A
Comments

2.3 The SEA ensures that LEAs and schools meet parent and family engagement and parent notification requirements.

[§§1111-1112; and §§1114 -1117; 2 CFR Part 200.328]

Guiding Questions
LEA / Acceptable LEA Evidence
Documentation / Probing Questions
Interview / LEA Response / To be completed by DOE:
Is sufficient documentation provided?
2.3aHasthe LEA informed and involved parents in the development and review of the LEA’s Title I application and school improvement plan, if applicable? /
  • Summary of data analyzed or the LEA’s process to collect information to determine the effectiveness of policies and practices(e.g., LEA/school parent surveys; parent feedback from LEA/school parent meetings, workshops, conferences, and LEA/school parent advisory groups)
  • Record of parent comments/input about use of funds for parent involvement, (e.g., meeting agenda/minutes and results of parent surveys)
  • Record that schools conducted an annual parent meeting (e.g., meeting notices and copy of agenda/minutes)
  • Sign in sheets with names and titles of those who participated
/
  • How were parents involved in writing the Title I application?
  • How were parents involved in developing the school improvement plan?
/ Yes No N/A
Comments / Yes No N/A
Comments
2.3bDoes the LEA provide technical assistance to schools on policy development and building capacity of parents for engagement? /
  • Current written documentation that describes how the LEA is organized to coordinate and implement the parent involvement requirements and to help schools and parents build capacity for effective parentengagement
  • Workshops
  • Annual meeting minutes
  • Meeting agendas
/
  • Does the LEA have a written parent involvement policy?
  • How have parents been informed about the development of the Title I policy and how do you build parents’ capacity?
/ Yes No N/A
Comments / Yes No N/A
Comments
2.3c Has the LEA conducted, with the involvement of parents, the required annual evaluation of the content and effectiveness of the LEA’s parent and family engagement policy and parentand family engagement activitiesin improving the academic quality of Title I schools? /
  • Current written documentation that describes how parents are involved in the annual joint development/review of the written policy(e.g., meeting agenda, sign-in sheetswith names and titles of those who participated, minutes of meetings, letters to parents)
  • Copy of LEA parent involvement policy.
/
  • What are the results of the annual parent involvement policy evaluation?
  • What decision-making role do parents have in choosing resources, program design, and activities?
/ Yes No N/A
Comments / Yes No N/A
Comments
2.3d Has the LEA conducted, with the involvement of parents, the required annual evaluation of the school level parent and family engagement policies and the parent compact? /
  • Copy of school’s parent involvement policy
  • Copy of school’s school/parent compact
  • Sign in sheets with names and titles of those who participated
/
  • How is the parent involvement policy disseminated to parents?
  • Were the following covered:timely information about programs under this part;
  • a description and explanation of the curriculum in use at the school, the forms of academic assessment used to measure student progress, and the achievement levels students are expected to meet;
  • opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children; and
  • respond to any suggestions as soon as practicably possible?
/ Yes No N/A
Comments / Yes No N/A
Comments
2.3eDoes the LEA ensure that schools convene an annual meeting to inform parents about the Title I program and to explain their right to be involved? /
  • Record that schools conducted an annual parent meeting (e.g., meeting notices and copy of agenda and/or minutes)
/
  • What information is given during the annual meeting?
  • Does each school offer a flexible number of meetings in the morning or evening?
  • Are schools aware that they may provide transportation, child care, or home visits, as such services relate to parent and family engagement?
/ Yes No N/A
Comments / Yes No N/A
Comments
2.3f Does the LEA reserve the required amount of its Title I allocation for parent engagement? How does the LEA ensure that parents are involved in making decisions about the use of these funds? /
  • Program Application
  • Same as 2.3a
/
  • Does the application show the required amount reservation (if applicable) for parent involvement?
/ Yes No N/A
Comments / Yes No N/A
Comments
2.3g Are Title I funds used by the LEA and its schools to enhance parent involvement? /
  • School-level and division-level written Parent Involvement Policies
  • Program application
  • Reimbursements
/
  • How are Title I funds used to develop parent involvement, build capacity, and assist parents?
/ Yes No N/A
Comments / Yes No N/A
Comments
2.3h How and when does the LEA/school notify parents they have the right to request information about teacher and paraprofessional qualifications? /
  • Right-To-Know letter
/
  • Were parents notified that they could request information about teacher and paraprofessional qualifications?
  • When? How?
/ Yes No N/A
Comments / Yes No N/A
Comments
2.3i Does the LEA/school inform parents that their child has been assigned, or has been taught for four or more consecutive weeks by a teacher who is not properly licensed and endorsed? /
  • If applicable, the parent letter informing parents that their child has been assigned, or has been taught for four or more consecutive weeks by a teacher who is not properly licensed and endorsed
/
  • Were parents notified that their child had been assigned, or had been taught for four or more consecutive weeks by a teacher who is properly licensed and endorsed?
  • When?
/ Yes No N/A
Comments / Yes No N/A
Comments
2.3j How does the LEA ensure compliance with parental notification requirements regarding initial and continuing placement of ELs in language instruction educational programs including:
  • the reason for identification and placement in ESL program;
  • the child’s level of English language proficiency and how it was assessed;
  • the method of instruction and program goals;
  • how the program will meet the needs of the child;
  • how the program will help the child learn English and meet state standards;
  • exit and graduation requirements;
  • how a child with a disability will be served; and
  • the parent’s right to refuse services?
/
  • LEA parental notification letters containing all required components listed in 2.3j
/
  • LEA staff discusses:
  • the content of the letter;
  • how the letter was delivered to the parents; and
  • if the letter was delivered within 30 days of the start of the school year or within two weeks if a student enrolls after the beginning of the school year.
/ Yes No N/A
Comments / Yes No N/A
Comments
2.3k 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? /
  • Notification letter
/
  • Does the notification letter inform parents that they may request information regarding any state or LEA policy which shall include a policy, procedure, or parental right to opt the child out of such assessment, where applicable?
/ Yes No N/A
Comments / Yes No N/A
Comments

1

Virginia Department of Education

Federal Program Monitoring

2017-2018

Federal Program Monitoring for Title I, Part A

Instructional Support

2.4: The SEA ensures that LEAs and schools develop schoolwide programs that use the flexibility provided to them by the statute to improve the academic achievement of all students in the school. [§1114, 34 CFR Part 200, §§200.25–200.28]

Guiding Questions
LEA / Acceptable LEA Evidence
Documentation / Probing Questions
Interview / LEA Response / To be completed by DOE:
Is sufficient documentation provided?
Schoolwide Programs
2.4aDoes the LEA provide assistance or guidance to schools to plan and develop or review and revise their schoolwide plans? /
  • Copies of schoolwide plans
  • Samples of LEA guidance orcommunications to schools and parents about schoolwide programs
  • Samples of training materials, agenda, or
schedules of professional
development to help
schools plan, review, and implement schoolwide programs
  • Sample of minutes from planning meetings
/
  • Does each school have a comprehensive schoolwide program plan that is based on a comprehensive needs assessment and that has been developed with the involvement of all school personnel and the community?
  • Does the division ensure that the programs and plans contain the four required schoolwide program components and other plan requirements?
  • How does the LEA ensure that schools implement schoolwide programs that use flexibility to improve the academic achievement of all students?
  • How does the school ensure that it evaluates and monitors the implementation of schoolwide programs and how are these results used to improve the instruction provided to participating students?
/ Yes No N/A
Comments / Yes No N/A
Comments
2.4bDoes the LEA and its schools use student achievement andother school-level data tomakedecisions about the implementation of the schoolwide plan, including decisions about instructional changes, professionaldevelopmentand the consolidation and useof Title I funds with other federal, state, and local funds to support the schoolwide program plan? /
  • Copies of schoolwide plans
  • Samples of LEA guidance orcommunications to schools and parents about schoolwide programs
  • Samples of training materials, agenda, or
schedules of professional
development to help
schools plan, review, and implement schoolwide programs
  • Sample of minutes from planning meetings
  • Benchmark/evaluation data per schoolwide plan
/
  • How is data used to address the needs of all children in the school, but particularly those at risk of not meeting the challenging state academic standards?
/ Yes No N/A
Comments / Yes No N/A
Comments
2.4cDoes the LEA ensure that schools create a schoolwide plan that contains the requirements under Section 1114 (b) of ESEA? If applicable, does the LEA ensure that any plan that was revised by combining existing plans into a single plan contains the schoolwide requirements under Section 1114 (b) of ESEA? /
  • Copy of schoolwide plan
/
  • Does the plan contain the requirements of ESEA Section 1114 (b)?
  • Does the plan contain the required four components of the schoolwide plan?
/ Yes No N/A
Comments / Yes No N/A
Comments

2.5: The SEA ensures that LEA targeted assistance programs meet all requirements. [§1115]

Guiding Questions
LEA / Acceptable LEA Evidence
Documentation / Probing Questions
Interview / LEA Response / To be completed by DOE:
Is sufficient documentation provided?
Targeted Assistance Programs
2.5aDoes the LEA provide guidance, assistance, and support to schools for planning, implementing, and improving the ongoing quality of their targeted assistance programs? /
  • Copies of targeted assistance plans
  • Samples of LEA guidance or communications to schools and parents about targeted assistance program requirements
  • Samples of training materials, agenda, or schedules of local or school-specific professional development to help schools to build their capacity to plan and implement targeted assistance programs
  • Selection criteria
/
  • How does the LEA ensure that the amount of time students are removed from the regular classroom is minimized in a targeted assistance program?
  • How does the LEA ensure that targeted assistance programs are evaluated?
/ Yes No N/A
Comments / Yes No N/A
Comments
2.5bDoes the LEA and its schools use student achievement and other school-level data to make decisions about the implementation of the targetedassistance plan, includingdecisions about effective instructional methods andstrategies, professionaldevelopment, and coordination with the regular education programs? /
  • Title I student rosters
  • Eligibility criteria
  • Benchmark/progress monitoring data
/
  • How are the program evaluation results used to improve the instruction provided to participating students?
  • Does Title I instruction target the needs of the students?
  • How are the academic needs of the students addressed through professional development?
  • Explain how an accelerated, high quality curriculum is provided to eligible students in conjunction with the regular education program.
/ Yes No N/A
Comments / Yes No N/A
Comments

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