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Timestamp: 2018-07-21 02:50:27
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description: tags: garpt | Elementary And Secondary Education Act | Adequate Yearly Progress
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Georgia Department of Education March 20 - 24, 2006 Scope of Review: A team from the U.S.
Department of Education’s (ED) Student Achievement and School Accountability Programs (SASA) office monitored the Georgia Department of Education (GDE) the week of March 20, 2006. This was a comprehensive review of the GDE’s administration of the following programs authorized by the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the No Child Left Behind Act (NCLB): Title I, Part A; Title I, Part B, Subpart 3; and Title I, Part D. Also reviewed was Title X, Part C, Subtitle B of NCLB (also known as the McKinneyVento Homeless Education Assistance Improvements Act of 2001). A representative of ED’s Office of the Chief Financial Officer’s (OCFO) Internal Control Evaluation Group participated with SASA staff in the review of selected fiduciary elements of the onsite Title I monitoring review. The Improper Payments Information Act of 2002 requires ED to conduct a risk assessment of the Title I program to determine if program funds are being delivered and administered in a manner that complies with the congressional appropriation. The OCFO representative works with SASA staff in a cooperative effort on selected Title I monitoring reviews to carry out the required assessment. Findings related to this portion of the review are presented under the Title I, Part A Fiduciary Indicators. In conducting this comprehensive review, the ED team carried out a number of major activities. In reviewing the Part A program, the ED team conducted an analysis of State assessments and State Accountability System Plans, reviewed the effectiveness of the instructional improvement and instructional support measures established by the State to benefit local educational agencies (LEAs) and schools, and reviewed compliance with fiscal and administrative oversight requirements required of the SEA. During the onsite week, the ED team visited three LEAs -- Savannah-Chatham County Public Schools (SCCPS), Richmond County Public Schools (RCPS), and the DeKalb County Public Schools (DCPS) -- interviewed administrative and instructional staff and principals, and conducted three parent meetings. The ED team interviewed appropriate GDE personnel to confirm data collected in each of the three monitoring indicator areas. In its review of the Title I, Part B, Subpart 3 Even Start program, the ED team examined the State’s request for proposals, State Even Start guidance, State indicators of program quality, and the most recent applications and local evaluations for the Gainesville/Hall County Schools (GHCS) and the Atlanta Public Schools’ (APS) Even Start projects. During the onsite review, the ED team visited these local projects and interviewed administrative and instructional staff. The ED team also interviewed the GDE Even Start State Coordinator to confirm information obtained at the local sites and to discuss State administration issues. In its review of the Title I, Part D program, the ED team examined the State’s application for funding, procedures and guidance for State Agency (SA) applications under
Subpart 1, technical assistance provided to the SA, the State’s oversight and monitoring plan and activities, and the SA subgrant plan. The ED team interviewed staff at the SAs – the Georgia Departments of Juvenile Justice, Corrections and Human Resources. The ED team also interviewed the Title I, Part D GDE coordinator to confirm information obtained at the SA site and discuss administration of the program. In its review of the Education for Homeless Children and Youth program (Title X, Part C, Subpart B), the ED team examined the State’s procedures and guidance for the identification, enrollment and retention of homeless students, technical assistance provided to LEAs with and without subgrants, the State’s McKinney-Vento application, and LEA applications for subgrants and local evaluations for projects. The ED team visited the programs in DCPS, APS, Douglas County Schools (DCS), Fayette County Schools (FCS), and Gwinnett County Public Schools (GCPS) and interviewed administrative and program staff. The ED team also interviewed the GDE McKinneyVento State coordinator to confirm information obtained at the local site and discuss administration of the program. Previous Audit Findings: An audit conducted by the Office of Inspector General (OIG) for the period July 1, 2002, through June 30, 2004 for Title I resulted in findings regarding: management controls over supporting documentation for set-aside funds and allocation of funds to LEAs; the State procedures for monitoring Title I related findings identified during LEA monitoring visits and in audit reports; and poverty student count data used by LEAs to allocate Title I funds. Previous Monitoring Findings: ED last reviewed Title I programs in Georgia in April of 2001 as part of a Federal integrated review initiative. ED found that the GDE did not adequately monitor its LEAs.
Overarching Requirement – SEA Monitoring A State’s ability to fully and effectively implement the requirements of NCLB is directly related to its ability to regularly monitor its LEAs and provide quality technical assistance based on identified needs. This principle applies across all Federal programs under NCLB. Federal law does not specify the particular method or frequency with which States must monitor their grantees, and States have a great deal of flexibility in designing their monitoring systems. Whatever process is used, it is expected that States have mechanisms in place sufficient to ensure that they are able to collect and review critical implementation data with the frequency and intensity required to ensure effective (and fully compliant) programs under NCLB. Such a process should promote quality instruction and lead to achievement of the proficient or advanced level on State standards by all students. Finding: The GDE’s procedures for monitoring its LEAs were insufficient to ensure that LEAs were operating in compliance with all ESEA requirements related to the Title I programs reviewed by ED. The ED team requested copies of the most recent monitoring report from two LEAs. Both SCCPS and DCPS were monitored by the GDE in spring of 2005 and the monitoring reports indicated that the LEAs were in compliance with all areas reviewed. Since the ED team identified a number of areas of noncompliance in both LEAs, the ED team concludes that the GDE’s current procedures for monitoring its grantees are insufficient to ensure identification and correction of compliance issues under Title I of NCLB. Citation: Section 80.40 of the Education Department General Administrative Regulations (EDGAR) – Grantees must monitor grant and subgrant activities to ensure compliance with applicable Federal requirements. Section 9304(a) of the ESEA requires that the SEA must ensure that (1) programs authorized under ESEA are administered in accordance with all applicable statutes, regulations, program plans, and applications; and (2) the State will use fiscal control and funds accounting procedures that will ensure the proper disbursement of and accounting for Federal funds. Section 722(g)(2) of the ESEA states that State plans for the education of homeless children and youth require the State to ensure that LEAs will comply with the requirements of the McKinney-Vento statute. Further action required: The GDE must ensure that it has an effective method to monitor for compliance with all requirements of Title I, Part A, Part B, Part D and the McKinneyVento Homeless Education Programs, including procedures to identify and correct issues of noncompliance. The GDE can utilize its onsite monitoring procedures, LEA application review and approval process or some other mechanism for this purpose. (See also Indicator 3.2 on page 29.)
Title I, Part A Monitoring Summary of Critical Monitoring Elements Monitoring Area 1, Title I, Part A: Accountability Description The SEA has approved academic content standards for all required subjects or an approved timeline for developing them. The SEA has approved academic achievement standards and alternate academic achievement standards in required subject areas and grades or an approved timeline to create them. The SEA has approved assessments and alternate assessments in required subject areas and grades or an approved timeline to create them. Assessments should be used for purposes for which such assessments are valid and reliable, and be consistent with relevant, nationally recognized professional and technical standards (Section 1111(b)(3)(C)(iii)). Adequate yearly progress shall be defined by the State in a manner that is statistically valid and reliable (Section 1111(b)(2)(C)(ii)). The SEA has implemented all required components as identified in its accountability workbook. N.B. Report card requirements are addressed separately (1.5). The SEA has published an annual report card as required and an Annual Report to the Secretary (Section 1111(h)(1)). The SEA has ensured that LEAs have published annual report cards as required (Section 1111(h)(2)). The SEA indicates how funds received under Grants for State Assessments and related activities (Section 6111) will be or have been used to meet the 2005-06 and 2007-08 assessment requirements of NCLB. The SEA ensures that LEAs meet all requirements for identifying and assessing the English language proficiency of limited English proficient students.
Finding Recommendation Recommendation
Title I, Part A Monitoring Area 1: Accountability
Indicator 1.3 - The SEA has approved assessments and alternate assessments in required subject areas and grades or an approved timeline to create them. Finding: The GDE is currently piloting the revised Georgia Alternate Assessment (GAA), which will not be available for use in making Adequate Yearly Progress (AYP) determinations during the 2005-06 school year as required by NCLB. Citation: Section 1111(b)(3)(C) of the ESEA requires that assessments be aligned with the State’s academic content and student achievement standards and provide coherent information about student attainment of those standards. Further action required: The GDE must implement the new alternate assessment that was required by NCLB for implementation during the 2005-06 school year. The Georgia assessment system was peer reviewed by ED during the week of May 8-12, 2006. Pending the outcome of the peer review, further action might be taken by ED on this issue. Recommendation: The GDE provides standardized accommodations for use by students with disabilities (SWD) and English-language learners (ELL). The GDE would benefit from developing and implementing guidelines to ensure SWD and ELL accommodations are actually implemented during the testing period. Further, validation procedures and guidance to LEAs would help ensure test accommodations reflect those actually used during classroom instruction. Indicator 1.4 - Assessments should be used for purposes for which such assessments are valid and reliable, and be consistent with relevant, nationally recognized professional and technical standards. Adequate yearly progress shall be defined by the State in a manner that is statistically valid and reliable. Recommendation: The GDE has provided evidence of basic auditing functions used to improve data quality, thus increasing the validity of assessment and accountability results. The GDE would significantly benefit from developing and implementing a comprehensive quality assurance plan focused on error detection and control for the expressed purpose of monitoring and directing technical support. Standardized data quality procedures across Georgia’s information management, assessment, and accountability systems would assist in reducing appeals filed by LEAs due to erroneous data. Procedural guidelines and direct support to LEAs is needed to build statewide capacity. These efforts would ensure that the public LEAs and schools can readily account for all students within their jurisdictions. Monitoring and data validation procedures should, at a minimum, target students with disabilities, English-language learners, and other “high risk” subgroups. Indicator 1.6 - The SEA has published an annual report card as required and an Annual Report to the Secretary.
Indicator 1.7: The SEA has ensured that LEAs have published annual report cards as required. Finding: The GDE has not included information on its State or LEA report cards regarding the percentage of teachers teaching with emergency or provisional credentials, and the percentage of classes not taught by highly qualified teachers aggregated and sorted by high versus low poverty. Citation: Section 1111(h)(1) of the ESEA and (2) of the ESEA requires annual report cards for States and local educational agencies. The report cards require information on teacher quality and student achievement results disaggregated by subgroups. Further action required: The GDE must provide evidence to ED that State and LEA report cards include all the required elements, including the percentage of classes not taught by highly qualified teachers disaggregated by high and low poverty schools (top and bottom quartile of poverty in the State).
The SEA designs and implements procedures that ensure the hiring and retention of qualified paraprofessionals and ensure that parents are informed of educator credentials as required. The SEA has established a statewide system of support that provides, or provides for, technical assistance to LEAs and schools as required. The SEA ensures that the LEA and schools meet parental involvement requirements. The SEA ensures that schools and LEAs identified for improvement, corrective action, or restructuring have met the requirements of being so identified. The SEA ensures that requirements for public school choice are met. The SEA ensures that requirements for the provision of supplementary educational services (SES) are met. The SEA ensures that LEAs and schools develop schoolwide programs that use the flexibility provided to them by law to improve the academic achievement of all students in the school. The SEA ensures that LEA targeted assistance programs meet all requirements.
Finding Recommendation Recommendation Met requirements
Title I, Part A Monitoring Area 2: Instructional Support Indicator 2.3 - The SEA ensures that the LEA and schools meet parental notice requirements and parental involvement requirements. Finding (1): The GDE has not ensured that its LEAs have in place a written parental involvement policy. RCPS, one of the LEAs visited by the monitoring team, did not have a written parental involvement policy, nor was there evidence of a previously developed policy to which parents might refer. This policy is required for LEAs that receive Title I funds. Citation: Section 1118(a)(2) of the ESEA requires that each LEA that receives Title I funds shall develop jointly with parents, and distribute to parents of participating students, a written parental involvement policy. The policy shall be incorporated into the LEA’s plan developed under section 1112, establish the agency’s expectations for parental involvement, and describe how the agency will A) involve parents in the joint development of the plan under section 1112, and the process of school review and improvement under section 1116; B) provide the coordination, technical assistance, and other support necessary to assist participating schools in planning and implementing effective parental involvement activities to improve student academic achievement and school performance; C) build the schools’ and parents’ capacity for strong parental involvement as described in subsection (e); D) coordinate and integrate parental involvement strategies under this part with parental involvement strategies under other programs, such as the Head Start program, Reading First program, Early Reading First program, Even Start program, Parents as Teachers program, and Home Instruction program for Preschool Youngsters, and State-run preschool programs; E) conduct, with the involvement of parents, an annual evaluation of the content and effectiveness of the parental involvement policy in improving the academic quality of the schools served under Title I; and F) involve parents in the activities of the schools served under Title I. Further action required: The GDE must submit a plan for how it will ensure that each LEA consults with parents, and develop and disseminate to parents of participating students a written parental involvement policy that meets the requirement outlined in section 1118. The GDE must also submit a detailed timeline for how RCPS will develop a parental involvement policy that meets the requirements of section 1118, and send a copy to ED when completed. Finding (2): The GDE has not ensured that Title I schools have in place written parental involvement policies. One of the middle schools visited by the monitoring team did not have a school parental involvement policy. The policy is required for schools that receive Title I funds. Citation: Section 1118(b)(1) of the ESEA requires that each school that receives Title I funds shall jointly develop with, and distribute to, parents of participating students a
written parental involvement policy, agreed on by such parents, that shall describe the means for carrying out the requirements of subsections (c) through (f). Parents shall be notified of the policy in an understandable and uniform format and, to the extent practicable, provided in a language the parents can understand. Such policy shall be made available to the local community and updated periodically to meet the changing needs of parents and the school. Section 1118(b)(2) further states that if the school has a parental involvement policy that applies to all parents, such school may amend that policy, if necessary, to meet the requirements of this subsection. Further action required: The GDE must submit a plan for how it will ensure that each Title I school consults with parents and develops and disseminates to parents of participating students a written parental involvement policy that meets the requirements outlined in section 1118 of the statute. The GDE must also submit to ED a timeline for how the school cited in this section will develop its parental involvement policy. Indicator 2.4 - The SEA ensures that schools and LEAs identified for improvement, corrective action, or restructuring have met the requirements of being so identified. Finding: The GDE has not ensured that schools in improvement set aside 10 percent of their Title I allocation for professional development. One of the LEAs visited, RCPS, did not ensure that all its Title I schools in improvement reserved the required amount. Citation: Section 1116(b)(3)(A)(iii) of the ESEA requires that each school identified for improvement provide an assurance that the school will spend not less than 10 percent of its Title I funds for each fiscal year that the school is in school improvement status for the purpose of providing to the school’s teachers and principal high-quality professional development that directly addresses the academic achievement problem that caused the school to be identified for school improvement; meets the requirements for professional development activities under section 1119 (Qualifications for Teachers and Paraprofessionals); and is provided in a manner that affords increased opportunity for participating in that professional development. Further action required: The GDE must ensure that Title I schools in improvement accurately calculate and set aside 10 percent of the school Title I allocation for the purpose of providing professional development activities for principals and teachers, consistent with the needs identified in each school’s improvement plan. The GDE must submit to ED evidence that it has informed LEAs with schools in improvement of this requirement. Indicator 2.5: The SEA ensures that requirements for public school choice are met. Finding: The GDE has not ensured that schools in improvement under Title I are not available as public school choice options. A charter/magnet school in one LEA visited has been identified as in need of improvement; however, parents were being permitted to
select this school as a choice option. Under NCLB, a school in need of improvement cannot be a school of choice. While a charter/magnet school in school improvement under NCLB cannot be designated as a public school choice option, parents can still opt to send their children to this school because of its magnet designation subject to the eligibility requirements for this school based on its magnet status. Parents opting to send their children to the magnet school would not be eligible for transportation benefits under NCLB public school choice provisions. Citation: Section 1116(b)(1)(E) of the ESEA requires that in the case of a school identified for school improvement, an LEA shall, not later than the first day of the school year following the identification, provide all students enrolled in the school with the option to transfer to another pubic school served by the LEA, which may include a public charter school, that has not been identified for school improvement, unless such an option is prohibited by State law. Further action required: The GDE must provide written guidance to its LEAs that a charter/magnet school in improvement cannot be a public school choice option under NCLB, and that students transferring to this school because of its magnet status are not eligible for Title I paid transportation, and provide a copy of this guidance to ED. Recommendation: The GDE does not collect statewide participation data for school choice and supplemental educational services until near the end of the school year. It is recommended that the GDE establish a method to collect these data on a more frequent basis in order to determine trends, and make adjustments during the school year, as appropriate. Indicator 2.6 - The SEA ensures that requirements for the provision of supplementary educational services (SES) are met. See Recommendation for Indicator 2.5 above.
Finding Findings Met requirements Met requirements Findings
15 15 N/A N/A 18
Monitoring Area: Fiduciary Responsibilities Indicator 3.1 – Within State Allocations, Reallocations, and Carryover. Recommendation (1): The ED team recommends that the GDE change page 47 of its “Title I Programs Operations Manual” so that the manual accurately reflects the eligibility criteria of LEA’s for Basic Grants and Concentration Grants. Sections 1124(b)(1)-(2) and 1124A(a)(1)(i)-(ii) of the ESEA provides the LEA eligibility criteria for Basic Grants and Concentration Grants, respectively. The ED team suggests making the following adjustments to the language on the number of students and percentage criteria: • Section #7a from “2 percent” to “greater than 2 percent”; • Section #7b from “6,500” to “greater than 6,500”; and • Section #7b from “15 percent” to “greater than 15 percent.” Recommendation (2): The GDE’s Title I Handbook states that an LEA may allocate the carryover funds back to the schools on an equitable basis, but it does not mention that the LEAs may need to calculate the private school participants’ portion. The ED team recommends that the GDE revise its handbook and provide guidance to its LEAs on this matter. Indicator 3.3 – Within District Allocation Procedures Finding (1): The GDE has not ensured that its LEAs comply with the provision of Title I that allows LEAs to choose not to serve or “skip” an eligible school that has a higher percentage of children from low-income families than schools that are served if certain conditions are met. DCPS has indicated in its Consolidated Funding Application that Heritage Educational Center (53.97 percent poverty), Margaret Harris High School (64.06 percent poverty) and DeKalb/Rockdale Psychoeducation Center (94.05 percent poverty) are “not eligible” while schools with lower poverty rates are served. Both the GDE and DCPS officials indicated that these are not schools but centers, whose students were included in the AYP determinations for schools they would have attended had they not been assigned to these centers. A GDE document listing DCPS schools that received an AYP determination, however, included Margaret Harris High School, Heritage Educational Center, and DeKalb/Rockdale Psychoeducation Center as schools that do receive AYP determinations. Citation: Section 1113(a) of the ESEA requires that all school attendance areas and schools be ranked and served in rank order. After an LEA has ranked all of its school attendance areas by poverty, the LEA must first serve its areas above the 75 percent poverty level. Once an LEA has done that, the LEA has the option to continue with the district-wide ranking or rank remaining areas by grade span. Section 1113(b)(1)(D)(i)(ii) of the ESEA permits LEAs not to serve or “skip” an eligible Title I school that has a higher percentage of low-income students if the school meets all three of the following conditions: 1) The school meets the comparability requirements of section 1120(c); 2)
The school is receiving supplemental funds from other State and local sources that are spent according to the requirements of sections 1114 and 1115; and 3) The funds expended from these other sources equal or exceed the amount that would be provided by Title I. Further action required: The GDE must provide ED with evidence that it has provided guidance to all its LEAs about this provision. The GDE must also provide ED with procedures that have been developed to ensure its LEAs are in compliance with this provision. In addition, the GDE must submit to ED evidence that, for the 2006 – 2007 school year, DCPS has correctly ranked and is serving in rank order its eligible schools or has met the requirements for “skipping.” Finding (2): The GDE has not ensured that its LEAs have correctly calculated equitable services for private school participants, their teachers and their families. Neither SCCPS nor DCPS has calculated the required amount from its Title I, Part A allocations to provide equitable services to the families and teachers of participating private school students. Citation: Section 200.65(a)(2) of the Title I regulations requires LEAs to calculate from reservations for parental involvement under Section 1118 of ESEA and professional development under Section 1119 of ESEA the amount of funds available for these activities for teachers and families of private school students based on the proportion of private school students from low-income families residing in Title I attendance areas. Further action required: The GDE must ensure that SCCPS and DCPS and all their LEAs serving eligible private school children reserve an equitable portion of their Title I funds for services to families and teachers of participating private school children. Prior to allocating funds to LEAs, the GDE must ensure that its LEAs correctly calculate the required equitable services reservations for services to families and teachers of participating private school students as part of the budget determination process. The GDE must submit to ED a description of the procedures that it will use to ensure that its LEAs have correctly calculated these amounts. The GDE must also submit to ED evidence that, for the 2006–2007 school year, SCCPS and DCPS have correctly calculated the amount of Title I funds that should be made available for services to families and teachers of participating children attending private school. In addition, the GDE must provide ED with a detailed description of how and when the GDE informed its LEAs of this requirement. This documentation may include letters to LEAs and agendas for technical assistance meetings. Finding (3): The GDE has not ensured that LEAs receiving a Title I allocation of more than $500,000 allocate at least 95 percent of that parental involvement set-aside to schools. The GDE’s “Implementing Title I in Georgia Schools - A Handbook for Title I Directors” indicates on page 84 that 95 percent of the one percent set-aside must be spent at the school level; it does not instruct LEAs to allocate 95 percent of the set-aside to schools. In discussions with the ED team, SCCPS staff indicated that the entire one percent funds a district-wide Title I parent involvement center. DCPS staff indicated that
the entire one percent funds several district-wide parent involvement centers. Centers in both LEAs, although focused on parents from Title I schools, provide materials and training to any parent from the districts. Citation: Section 1118(a)(3)(A) of the ESEA requires that LEAs with a Title I, Part A allocation of greater than $500,000 to reserve not less than one percent of their Title I, Part A allocation to carry out parental involvement activities. Section 200.65 of the Title I regulations requires LEAs to calculate from these funds the amount of funds available for parental involvement activities for families of private school students based on the proportion of private school children from low-income families residing in Title I attendance areas. The LEA then must distribute to its public schools at least 95 percent of the remainder, leaving the balance of the reserved funds for parental involvement activities at the LEA level. Any funds related to this requirement that the LEA does not use that year must be carried over into the next fiscal year and used for parental involvement activities. Further action required: The GDE must require that all its LEAs that receive a Title I, Part A allocation of greater than $500,000, after the equitable portion for services to families of private school students has been calculated if applicable, distribute 95 percent of the remainder of the 1 percent required for parental involvement to public schools. The GDE must ensure that its LEAs calculate the required one percent and the 95 percent reservation as a part of the budget determination process and must provide technical assistance to its LEAs to ensure that these calculations are done correctly. The GDE must ensure that LEAs that wish to use all or a portion of the 95 percent for districtwide activities such as parent resource centers appropriately document that the funds were allocated to the schools, and that each individual school agreed to give back its individual allocation to fund a districtwide activity for parents of Title I students. In addition, the GDE must submit to ED evidence that, for the 2006 – 2007 school year, SCCPS and DCPS have correctly calculated the amount of Title I funding for parental involvement that must be distributed to public schools. The GDE must also provide evidence that allocations for parental involvement activities were provided to schools, or document that the funds were allocated to the schools, and that each individual school agreed to give back its individual allocation to fund a districtwide activity. The GDE must provide ED with a detailed description of how and when the GDE informed its LEAs of this requirement. This documentation may include letters to LEAs, agendas from technical assistance meetings, application review process or other information for this requirement that demonstrate that the GDE provided proper guidance. Indicator 3.4 - Maintenance of Effort, Comparability, Supplement not Supplant Finding: The GDE has not ensured that Title I funds are used only to supplement or increase non-Federal sources used for the education of participating children and do not supplant funds from non-Federal sources. Staff from SCCPS and DCPS indicated that their respective parental involvement centers funded with Title I funds, although focused
on parents from Title I schools, provide services to any parent from the district who request them. Citation: Section 1120A(b) of the ESEA requires an LEA to use Title I funds only to supplement and, to the extent practicable, increase the level of funds that would, in the absence of Title I funds, be made available from non-Federal sources for the education of children participating in Title I programs. Further action required: The GDE must provide ED with evidence that it has taken steps to ensure that Title I services are provided by its LEAs to only eligible students and families and are supplemental in nature. The GDE must provide ED with a detailed description of how and when it informed its LEAs of this requirement. This documentation may include letters to LEAs or agendas for technical assistance meetings. In addition, the GDE must provide evidence that, for the 2006 – 2007 school year, SCCPS and DCPS are providing Title I services only to eligible Title I students and families, and that these services are supplemental in nature. Indicator 3.5 – Audits Finding: The GDE has not performed any reviews to verify the validity and accuracy of reimbursement requests submitted by its LEAs. LEAs request reimbursement by electronically entering the amount of Title I expenses via GDE software. The GDE representatives stated they rely on A-133 audits for verification. The OCFO review indicated the State auditor cited the GDE for not reviewing the 2003 A-133 audits of the LEAs in a timely manner. The GDE does not have an effective process to perform verifications of the authenticity of LEA reimbursement requests in a timely manner. Citation: OMB Circular A-133, Subpart D, section .400(d)(5) requires a pass-through entity to “Issue a management decision on audit findings within six months after receipt of the subrecipient’s audit report and ensure that the subrecipient takes appropriate and timely corrective action.” Further action required: The GDE must develop a corrective action plan to ensure reimbursement requests submitted by its LEA’s are verified for correctness, validity, and authenticity. This plan must include a process of periodic reviews of LEAs’ documentation in the procurement process. In addition, this plan must assess the adequacy of internal controls in the procurement process. The GDE must provide ED a copy of the corrective action plan addressing this requirement. Indicator 3.6 – Services to Private School Children Finding (1): The GDE has not ensured that its LEAs maintain control of the Title I program for eligible private school children. DCPS staff provided the ED team with the
Title I Targeted Assistance Program Plan that had been developed by the private school staff for the current school year. The Title I, Part A program has been designed based on the private schools’ assessment of needs of the children attending the school. Since the amount of Title I funds is relatively low, the plan proposed that Title I funds be used only for materials and supplies. These materials and supplies are to be used by all teachers in the private school with the Title I students. At some private schools in SCCPS, the Title I funded materials, supplies and equipment are located in regular classrooms since there is no room in the school where the Title I funded teachers work. The classroom teachers allow only Title I students to have access to these materials, supplies and equipment. Citation: Section 1120(d)(1) of the ESEA requires that the LEA maintain control of the Title I funds, materials, equipment and property. Section 1120(b)(1)(B) of the ESEA requires that an LEA consult with appropriate officials from private schools during the design and development of the LEA’s program for eligible private school children. Section 1120(d)(2) of the ESEA requires that the Title I services be provided by an employee of the LEA or by an employee through a contract by the LEA. Further action required: The GDE must require all its LEAs serving private school children to maintain control of the Title I program. LEAs are responsible for designing and implementing the Title I program and cannot delegate their responsibilities to the private schools or their officials. Providing the private school with instructional materials and supplies is not an option available to LEAs because it is neither a proper Title I program implemented by the LEA nor meets the equitable service requirements. The GDE must require DCPS and any other LEA using this practice to cease this practice immediately and must provide evidence to ED that they have done so. Supplies, materials or equipment purchased with Title I funds should be provided for the use of the Title Ifunded staff to support the Title I services being provided to participating students. The GDE must provide ED with documentation that it has informed its LEAs of these requirements. The GDE must also provide to ED information on procedures they will use to ensure the correct implementation of these requirements. Finding (2): The GDE has not ensured that its LEAs have met the requirements for evaluation of the Title I program for private school students including what constitutes annual progress for the Title I program serving eligible private school children. Although SCPS assesses individual students, the LEA has not determined in consultation with private school officials how the Title I program that is provided to private school children will be assessed, what the agreed upon standards are, and how the annual progress will be measured. Citation: Section 1120(b)(1)(D) of the ESEA and section 200.63 (b)(5) of the Title I regulations require an LEA to consult with appropriate officials from private schools during the design and development of the LEA’s program for eligible private school children on issues such as how the LEA will assess academically the services to eligible
private school children and how the LEA will use the results of that assessment to improve Title I services. Further action required: The GDE must ensure that each LEA serving private school students consult with private school officials, and that as part of the consultation process, make a determination as to what standards and assessments will be used by that LEA to measure the annual progress of the Title I program for private school children. The GDE must provide ED with a detailed description of how and when the GDE informed its LEAs of this requirement. This documentation may include letters to LEAs, agendas for technical assistance meetings or other evidence. Finding (3): The GDE has not ensured that its LEAs establish, in consultation with private school officials, multiple, educationally related objective criteria to identify private school students for Title I services in grades 3 and above. SCCPS staff indicated that a single test score is used to select students for Title I services. DCPS staff indicated that private school officials select students using test scores or other measures. The private school staff submit the information to DCPS which makes the final determination as to eligibility. Citation: Section 200.62(b)(1) of the Title I regulations require that, to be eligible for Title I services, a private school student must reside in a participating public school attendance area and meet the requirements in section 1115(b) of the ESEA which requires the LEA to use multiple, educationally related, objective criteria in selecting children to participate in the Title I program. Section 200.62(b)(2) of the Title I regulations requires that the LEA must select children to participate in the Title I program. Further action required: The GDE must provide ED with: 1) evidence that it has provided guidance on the selection of private school students to all its LEAs serving private school students, 2) a detailed description of how and when it informed its LEAs of this requirement, 3) a copy of the criteria that SCCPS and DCPS have determined, in consultation with private school officials, will be used to select private school students for Title I services for the 2006- 2007 school year, and 4) a description of how it will ensure the correct implementation of this requirement. Finding (4): The GDE has not ensured that its LEAs have met the requirements for consultation with private school officials. Staff from both SCCPS and DCPS indicated that they invite families and teachers of private school students to parental involvement and/or professional development activities that have been designed for teachers and families of public school students. Citation: Section 200.63(b)(8) of the Title I regulations requires an LEA to consult with appropriate officials from private schools during the design and development of the LEA’s program for eligible private school children on the equitable services the LEA will provide to teachers and families of participating private school children. Activities for the teachers and families of private school participants must be planned with meaningful
consultation with private school officials and developed to meet the needs of those teachers and families. Further action required: The GDE must provide to ED the following: 1) evidence that they have provided guidance to DCPS, SCCPS and all its LEAs serving private school students of this requirement, 2) a detailed description of how and when it informed its LEAs of this requirement, and 3) a description of how it will ensure the correct implementation of this requirement. Recommendation: The GDE should consider providing assistance to its LEAs where few Title I dollars are generated for instructional services for private school students. This assistance could involve exploring options available to the LEAs such as having several schools pool their funding to hire a teacher who would provide services to several schools, services provided on Saturdays, during the summer, etc. Indicator 3.9 – Equipment and Real Property Finding (1): The GDE has not ensured that its LEAs maintain a comprehensive, accurate, and current inventory listing of equipment purchased with Title I funds. Neither DCPS nor SCCPS was able to provide an accurate current list of equipment. Citation: Section 80.32(b) of EDGAR requires that “A State [LEA] . . . use, manage and dispose of equipment acquired under a grant by the State in accordance with State laws and procedures.” Section 443 of the General Education Provisions Act (GEPA) requires each recipient of Federal funds, such as an LEA, to keep records, which fully disclose the amount and disposition of the funds, the total costs of the activity for which the funds are used . . . and such other records as will facilitate an effective financial or programmatic audit. Further action required: The GDE must develop a corrective action plan to establish and implement a policy for the GDE and the LEAs to procure, record, and maintain custody of equipment purchased with Title I funds. The corrective action plan must include a plan for the GDE to provide guidance to the LEAs, inclusive of non-public schools, for implementing the policy. The GDE must provide ED a copy of the corrective action plan addressing this requirement. Finding (2): The GDE has not conducted reviews to ensure the LEAs maintain adequate internal controls over equipment purchased with Title I funds. In addition, the GDE has not ensured that the LEAs conduct reviews to ensure adequate internal controls are maintained over Title I equipment located in administrative offices within the LEAs. Citation: Section 80.32(b) of EDGAR requires that “A State [LEA] . . . use, manage and dispose of equipment acquired under a grant by the State in accordance with State laws and procedures.” Section 443 of the GEPA requires each recipient of Federal funds, such as an LEA, to keep records, which fully disclose the amount and disposition of the funds,
the total costs of the activity for which the funds are used . . . and such other records as will facilitate an effective financial or programmatic audit. Further action required: The GDE must develop a corrective action plan, which includes a process to conduct reviews of the internal controls over equipment purchased with Title I funds by the LEAs. The process must include a requirement for LEAs to conduct reviews of internal controls over Title I equipment located in schools and administrative offices and a requirement to conduct periodic physical inventories. The GDE must provide ED with a copy of a corrective action plan addressing this requirement. Finding (3): The GDE has not ensured that its LEAs reconcile physical inventories of equipment at schools to inventory records at the LEA level. The absence of performing reconciliations results in equipment records that are inaccurate. During testing, the following was noted: • At the DCPS, the Title I equipment list included a refrigerator and a warmer that were erroneously listed as being located at one non-Title I school. According to the Director of Finance and Title I Director, these items were erroneously included on the Title I inventory list. At the SCCPS, two computers selected for test on one elementary schools equipment list, were not at the location indicated on the list. At the SCCPS, of the five selected items at the central office, three had been disposed of in 1995; and one item could not be located.
Citation: Section 80.32(b) of EDGAR requires that “A State [LEA] . . . use, manage and dispose of equipment acquired under a grant by the State in accordance with State laws and procedures.” Further action required: The GDE must develop a corrective action plan to establish and distribute a policy requiring its LEAs to conduct periodic physical inventories of equipment at all locations and to perform a reconciliation of the physical inventory to the record of equipment. The plan should include a requirement to record adjusting entries to account for the reconciling differences. The GDE must provide ED a copy of the corrective action plan addressing this requirement. Indicator 3.10 – Procurement and Disbursement The GDE did not ensure that LEAs maintained adequate internal controls in the procurement process for goods and services supporting the Title I program. At SCPS, 45 transactions were selected for review and 4 exceptions (8.9 percent) were noted. At DCPS, 42 transactions were selected for review and 14 exceptions (33.3 percent) were noted. The exceptions are addressed in the following findings: Finding (1): The GDE has not ensured that its LEAs maintain and apply documented policies and procedures addressing split payments in the use of Purchase Cards. At
DCPS, supporting documentation for payments using a Purchase Card revealed a split purchase. Citation: Section 80.20(a) of EDGAR requires that “A State [LEA] . . . expand [sic] and account for grant funds in accordance with State laws and procedures for expending and accounting for its own funds.” Section 80.36(a) of EDGAR states that “When procuring property and services under a grant, a State [LEA] will follow the same policies and procedures it uses for procurements from its non-Federal funds.” Further action required: The GDE must develop a corrective action plan to distribute policies and procedures to LEAs and Purchase Card holders in order to provide guidance addressing prohibitive transactions, e.g., splitting purchases, exceeding purchase limits, unauthorized use, etc. This plan must include periodic mandatory training for all cardholders at LEAs. In addition, the plan should include a process for monitoring compliance utilizing, where appropriate, data-mining tools to identify potential instances of cardholders exceeding their single and monthly purchase limits. The GDE must provide ED a copy of the corrective action plan addressing this requirement, as well as a copy of the transmittal of the procedures to LEAs. Finding (2): The GDE has not ensured that its LEAs comply with Federal Travel Regulations. At DCPS, one expense report was processed and approved to reimburse a traveler for lodging at a rate that exceeded the Federal Travel Regulations rate. Citation: Section 80.20(a) of EDGAR requires that “A State [LEA] . . . expand [sic] and account for grant funds in accordance with State laws and procedures for expending and accounting for its own funds.” Section 80.36(a) of EDGAR states that “When procuring property and services under a grant, a State [LEA] will follow the same policies and procedures it uses for procurements from its non-Federal funds.” Further action required: The GDE must develop a corrective action plan ensuring that DCPS and all its LEAs conduct appropriate reviews of travelers’ expenditures at the authorization and the voucher levels. This plan should include procedures to notify the corresponding employee and his/her supervisor of lodging and travel rates exceeding the Federal Travel Rate, at the authorization level, and a procedure to resolve this issue. For example, the procedure should require the employee to utilize rates within the Federal Travel Rate limits, or receive approval for actual rates from a designated supervisor at the authorization level. This plan should also include a procedure for periodic reviews of traveler expense reports at the voucher level. The GDE must provide ED a copy of the corrective action plan addressing this requirement. Finding (3): The GDE has not ensured that its LEAs maintain adequate controls in the procurement process. At DCPS, three transactions were processed when documentation did not include a date on the vendor’s invoice. In addition, the DCPS Title I Director did not approve one of those transactions.
Citation: Section 80.20(a) of EDGAR requires that “A State [LEA] . . . expand [sic] and account for grant funds in accordance with State laws and procedures for expending and accounting for its own funds.” Section 80.36(a) of EDGAR states that “When procuring property and services under a grant, a State [LEA] will follow the same policies and procedures it uses for procurements from its non-Federal funds.” Further action required: The GDE must develop a corrective action plan to ensure that DCPS and all its LEAs follow established policies and procedures in the procurement and disbursement process regarding Title I funds. The GDE should also ensure that some form of transaction review is part of the corrective action plan. The GDE must provide ED a copy of the corrective action plan addressing this requirement. Finding (4): The GDE has not ensured that its LEAs issued approved purchase orders prior to ordering and receiving goods and services. At the DCPS, nine transactions were noted where the Purchase Order date was later than either the vendor’s invoice date or the date the work was performed. At the SCCPS, four transactions included payments for goods where the invoice amount paid exceeded its corresponding Purchase Order amount. Citation: Section 80.20(a) of EDGAR requires that “A State [LEA] . . . expand [sic] and account for grant funds in accordance with State laws and procedures for expending and accounting for its own funds.” Section 80.36(a) of EDGAR states that “When procuring property and services under a grant, a State [LEA] will follow the same policies and procedures it uses for procurements from its non-Federal funds.” Further action required: The GDE must develop a corrective action plan to ensure the DCPS and SCCPS and all Georgia LEAs follow established policies and procedures in the procurement and disbursement process regarding Title I funds. This plan should include a step to notify the LEAs of the procurement and disbursement timeline so Title I expenditures are obligated before they are incurred. In addition, this plan should include a policy addressing instances where the vendor’s invoice exceeds the approved amount of the purchase order. The GDE must provide ED a copy of the corrective action plan addressing this requirement.
Summary of Title I, Part B, Subpart 3 (Even Start) Monitoring Indicators Monitoring Area 1, Title I, Part B, Subpart 3: Accountability Description Status The SEA complies with the subgrant award requirements. The SEA requires applicants to submit applications for subgrants with the necessary documentation. In making non-competitive continuation awards, the SEA reviews the progress of each subgrantee in meeting the objectives of the program and evaluates the program based on the Indicators of Program Quality. The SEA refuses to award subgrant funds to an eligible entity if the agency finds that the entity has not sufficiently improved the performance of the program, as evaluated, based on the Indicators of Program Quality. The SEA develops, based on the best available research and evaluation data, Indicators of Program Quality for Even Start programs. The SEA uses the Indicators of Program Quality to monitor, evaluate, and improve local programs within the State. The SEA conducts monitoring of its subgrantees sufficient to ensure compliance with Even Start program requirements. The SEA ensures that projects provide for an independent local evaluation of the program that is used for program improvement. Recommendations Met requirements Recommendation
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Title I, Part B, Subpart 3 (Even Start) Area 1: Accountability Indicator 1.1 - The SEA complies with the subgrant award requirements. Recommendation (1): The 15 required program elements are collapsed into 13 elements on the GDE’s “Monitoring Report.” The GDE should separate the 15 program elements so that they are clearly delineated. Recommendation (2): The GDE does not give written feedback to applicants of the Even Start grant. The GDE should develop and implement a process for providing feedback to applicants. Indicator 1.3 - In making non-competitive continuation awards, the SEA reviews the progress of each subgrantee in meeting the objectives of the program and evaluates the program based on the indicators of program quality. Recommendation: The GDE does not have a formalized monitoring schedule that is communicated to grantees. The GDE should develop and disseminate to grantees a monitoring schedule. Indicator 1.5 – The SEA develops, based on the best available research and evaluation data, indicators of program quality for Even Start programs, and uses the Indicators to monitor, evaluate, and improve projects within the State. The SEA ensures compliance with Even Start program requirements. Recommendation (1): One grantee reported that the indicators were not helpful to measuring program quality. The GDE reported that some grantees have complained that there are too many indicators. The GDE should conduct a review of its current program indicators with grantee input and make necessary revisions that will ensure that the indicators are useful for program improvement. Recommendation (2): The Walker County Even Start compliance monitoring document does not include any recommendations for program improvement. The GDE stated that it currently does not give written feedback after all of its monitoring visits. The GDE should develop and implement a process for providing feedback to grantees.
Monitoring Area 2, Title I, Part B, Subpart 3: Instructional Support Critical Element Status The SEA uses funds to provide technical assistance to local Met requirements projects to improve the quality of Even Start family literacy services or comply with State indicators of program quality. Each program assisted shall include the identification and Recommendation recruitment of families most in need, and serve those families. Each program shall include screening and preparation of Met requirements parents and enable those parents and children to participate fully in the activities and services provided. SEA ensures that all families receiving services participate in Finding all four core instructional services. Each program shall be designed to accommodate the Met requirements participants’ work schedule and other responsibilities, including the provision of support services, when those services are unavailable from other sources. Each program shall include high-quality, intensive Finding instructional programs that promote adult literacy and empower parents to support the educational growth of their children, and in preparation of children for success in regular school programs. Individuals providing academic instruction, whose salaries Met requirements are paid in whole or part with Even Start funds, meet the statutory requirements for Even Start staff qualifications. By December 21, 2004, the person responsible for Met requirements administration of family literacy services, if that person’s salary is paid in whole or part with Even Start funds, has received training in the operation of a family literacy program. By December 21, 2004, paraprofessionals who provide Met requirements support for academic instruction, whose salaries are paid in whole or part with Even Start funds, have a secondary school diploma or its recognized equivalent. The local programs shall include special training of staff, Met requirements including child-care workers, to develop the necessary skills to work with parents and young children. The local programs shall provide and monitor integrated Met requirements instructional services to participating parents and children through the home-based portion of the instructional program. The local programs shall operate on a year-round basis, including the provisions of some program services, including 24 Finding
Monitoring Area 2, Title I, Part B, Subpart 3: Instructional Support Critical Element Status instructional and enrichment services, during the summer months. The local program shall be coordinated with other relevant programs under the Adult Education and Family Literacy Act, the Individuals with Disabilities Act, and Title I of the Workforce Investment Act of 1988 and the Head Start program, volunteer literacy programs, and other relevant programs. The local programs shall use instructional programs based on scientifically based reading research for children and adults, and reading-readiness activities for preschool children based on scientifically based reading research. The local program shall encourage participating families to attend regularly and to remain in the program a sufficient time to meet their program goals. The local program shall, if applicable, promote the continuity of family literacy to ensure that individuals retain and improve their educational outcomes.
Title I, Part B, Subpart 3 (Even Start) Area 2: Instructional Support Indicator 2.2 – Each program assisted shall include the identification and recruitment of eligible families most in need, and serve those families. Recommendation: The application for the Even Start site in Atlanta does not include “low income” as a criteria for selecting families “most in need.” Although there is no evidence that the project is serving families who are not low-income or not among those most in need, the absence of this criteria may result in families being served by the program who are not among those most in need. It is recommended that the GDE provide assistance to the Atlanta Even Start site to amend its application to include “low income” as a criteria for selecting families “most in need.” Indicator 2.4 - SEA ensures that all families receiving services participate in all four core instructional services. Finding: In Atlanta, families that do not have children in the early childhood education center on site do not participate in interactive literacy activities, which is one of four required core components of Even Start. Citation: Section 1235(2) of the ESEA states that each program assisted under this subpart shall include screening and preparation of parents, including teenage parents, and children to enable those parents and children to participate fully in the activities and services provided under this subpart, including testing, referral to necessary counseling, other developmental and support services, and related services. Further action required: The GDE must develop, implement and submit to ED an action plan that requires projects to mandate that families participate in all four-core areas of the Even Start Family Literacy program. Indicator 2.6 - Each program shall include high-quality, intensive instructional programs that promote adult literacy and empower parents to support the educational growth of their children, and in preparation of children for success in regular school programs. Finding: The number of hours offered by the Gainesville project fell well below the Federal recommendations for intensity. Some of the Gainesville sites only meet twice per week. Citation: Section 1235(4) of the ESEA states that each project must provide high-quality, intensive instructional programs that promote adult literacy and empower parents to
support the educational growth of their children, developmentally appropriate early childhood services, and preparation of children for success in regular school programs. Each of the four core components is considered an instructional program. Further action required: The GDE must develop, implement and submit to ED an action plan to ensure that local projects provide high quality and intensive instructional programs that promote adult literacy and empower parents to support the educational growth of their children, developmentally appropriate early childhood education services, and preparation of children for success in regular school programs. Research has shown that there is a positive correlation between the numbers of hours offered and the number of hours families actually participate. The recommended minimum intensity for hours offered for the four core components are: Adult Education - 60 hours per month Early Childhood Education (birth - 3) - 60 hours per month Early Childhood Education (3 - 4) - 65 hours per month Parenting Education and Interactive Literacy Activities between Parents and Children - 20 hours per month Indicator 2.12 - The local programs shall operate on a year-round basis, including the provisions of some program services, including instructional and enrichment services, during the summer months. Finding: The site in Atlanta offers no services for six weeks during the summer. Citation: Section 1235(8) of the ESEA states that projects shall operate on a year-round basis, including the provision of some program services, including instructional and enrichment services, during the summer months. Further action required: The GDE must require all projects to offer year-round services. The GDE must inform and provide evidence that all projects are aware of and adhere to the federal recommended minimum of no longer than a 4-week lapse of services provided during the summer months.
Monitoring Area 3, Title I Part B, Subpart 3: SEA Fiduciary Responsibilities Critical Element Status The SEA complies with the allocation requirements for State administration and technical assistance and award of subgrants. The SEA ensures that subgrantees comply with statutory and regulatory requirements on uses of funds and matching. The SEA complies with the cross-cutting maintenance of effort provisions. The SEA ensures timely and meaningful consultation with private school officials on how to provide Even Start services and benefits to eligible elementary and secondary school students attending non-public schools and their teachers or other instructional personnel, and local programs provide an appropriate amount of those services and benefits through an eligible provider. The SEA has a system for ensuring fair and prompt resolution of complaints and appropriate hearing procedures. Met requirements Met requirements Met requirements Met requirements
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Summary of Title I, Part D Monitoring Indicators Neglected, Delinquent or At-Risk of Dropping-Out Program Description Status The SEA has implemented all required components as identified in its Title I, Part D (N/D) plan. The SEA ensures that State Agency (SA) plans for services to eligible N/D students meet all requirements. The SEA ensures that Local Educational Agency (LEA) plans for services to eligible N/D students meet all requirements. The SEA ensures that institutionwide programs developed by the SA under Subpart 1 use the flexibility provided to them by law to improve the academic achievement of all students in the school. The SEA ensures each State agency has reserved not less than 15% and not more than 30% of the amount it receives under Subpart 1 for transition services. The SEA conducts monitoring of its subgrantees sufficient to ensure compliance with Title I, Part D program requirements.
Title I, Part D Subpart 1 Indicator 3.2 - The SEA conducts monitoring of its subgrantees sufficient to ensure compliance with Title I, Part D program requirements. Finding: The ED team observed that the GDE conducts informal monitoring of its State Agency (SA) programs; however, the monitoring is not systematic to ensure that Subpart 1 grantees are complying with Title I, Part D requirements. The GDE’s current monitoring practice is primarily embedded in technical assistance activities, and in review of applications for continuation of funding; however, monitoring tools and processes are being developed. A monitoring schedule has been established, but a protocol specific to Part D programs is still pending. Citation: Section 1414 of the ESEA contains assurances that programs assisted under Title I, Part D will be carried out in accordance with the State plan. Additionally, the SEA is required to ensure that the State Agencies and LEAs receiving Part D subgrants comply with all applicable statutory and regulatory requirements. Further, section 1426 of the ESEA requires the SEA to hold LEAs accountable for demonstrating student progress in identified areas. Finally, section 9304(a) of the ESEA requires that the SEA ensure that programs authorized under the ESEA are administered with all applicable statutes, regulations, program plans and applications. Further action required: The GDE must provide to ED a completed plan including monitoring protocol that indicates how it will determine whether the Title I, Part D SA programs are complying with Part D requirements.
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McKinney-Vento Homeless Education Program Indicator 3.4 – The SEA conducts monitoring of LEAs with and without subgrants, sufficient to ensure compliance with McKinney-Vento program requirements. Finding: All States are required to annually submit data from all LEAs on homeless students enrolled in schools within the state. The GDE has not submitted to ED required data on LEAs without subgrants for the past two years. The GDE has only submitted data for LEAs with subgrants. Citation: 42 USC 11432 section 722(f) of the ESEA requires the Coordinator for Education of Homeless Children and Youths in each State to gather reliable, valid, and comprehensive information on the nature and extent of the problems homeless children and youths have in gaining access to public schools, the difficulties in identifying the special needs of such children and youths, any progress made by the SEA and LEAs in the State in addressing problems and difficulties, and the success of the programs under McKinney-Vento in allowing homeless children and youths to enroll in, attend, and succeed in school. Additionally, the Coordinator in each State must collect and transmit to ED, at such time and in such manner as ED requires, a report containing information ED determines is necessary to assess the educational needs of homeless children and youths within the State. Finally, the data collection requirement is part of approved OMB form number 1810-065. Further action required: ED requires that the GDE demonstrate how it will annually collect required data on homeless students from all LEAs within the State both with and without subgrants. ED requires the GDE to provide an assurance that it will provide such data for the 2005-2006 school year for all LEAs. Recommendation: The GDE monitors its sub-grantees although a protocol and reports are still under construction. The consolidated Title I monitoring protocol has a limited number of items for the McKinney-Vento program. ED recommends further development of additional protocol items within the consolidated Title I monitoring for LEAs without subgrants to provide more detail on how McKinney-Vento statutory requirements are being addressed.
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