Has the school completed the appropriate section of the CIP if it has not made AMAOs? Is there evidence that the plan is reviewed and revised as necessary? Section 1114(b)(2)(B)(iii) Discussion of review process with Central Office and school teams. D. Title I, Part A – Targeted Assistance Programs (Section 1115) Is there evidence that the plan is made available to all school staff, parents, and the public in a format and language that is understandable? Section 1114(b)(2)(B)(iv) Central Office staff, schools teams, and parents: Have you reviewed your schools CIP? How the CIP is made available to parents? 14 YES NO N/A Indicators Is there evidence that the LEA uses Title I, Part A funds only for Targeted Assistance (TA) programs that provide services to eligible children identified as having the greatest need for special academic assistance? Section 1115(b)(B) School Improvement staff will review CIPs for schools in improvement. SDE will review CIPs for schools not currently in improvement and interview staff. Review additional federal requirements section of all CIP/TA a) Does each local school conduct a comprehensive needs assessment? Principal and school teams: How did the committee decide what grade and subject would be served? b) Has the LEA established multiple, educationally related and objective criteria? Section 1115(b)(B) School teams: How was the multiple criteria form developed? c) Is a rank order listing of eligible students, an indication of a cut-off score, and students that fall below the cut-off score? School teams: How was the eligibility list established and is there a cut-off score? d) Are students with the greatest needs receiving services? School teams: How does the Title I teacher know what students to serve? Observations of teacher’s classes will be conducted. e) Has each participating school established the multiple criteria by which student may exit the program? School teams: What are the exit procedures? Does the LEA ensure that the following eight components are included in each Continuous Improvement Plan (CIP) and that each component is systematically implemented as required in NCLB: School Team Interview: Discuss extended learning opportunities. How were the strategies developed? How are they monitored? What role do teachers have in the budgeting of expenditures? Discuss professional development opportunities? How were professional development needs determined?
Does the LEA use funds to support ongoing training and professional development to assist preschool teachers and paraprofessionals? ESEA Section 1119(h) and 34 C.F.R. § 200.60 STI registration Power point Sign-in Sheet Agenda Does the LEA demonstrate that parents of all children, particularly parents of at-risk children, have equal opportunity to enroll their children in the preschool program, particularly the State grant? United States Department of Education Guidance, 22, 2014 Title I Plan (LEA) Letter Meeting Notes Agenda Sign-in Sheet 18 YES NO N/A Indicators Notes Does the LEA ensure that I funds pay no more than the fair share of costs commensurate with the number of educationally at-risk children the LEA adds? United States Department of Education Guidance, 22, 2014 Preschool Worksheets Budget Expenditure Reports eGAP Does the LEA ensure that the enrollment process for the preschool slots supported through the State grant does not preclude parents of educationally at-risk children from enrolling their children or, if a random selection process is needed because of demand, from their being in the selection pool? United States Department of Education Guidance, April 22, 2014 Title I Plan Memo Meeting Notes Agenda Sign-in Sheet Multiple Criteria Rank Does the LEA reach out to parents, particularly parents of English Learners and other Title I eligible children, in a way that ensures they received information in a form that they understand about the availability of the preschool program and how enroll their children? United States Department of Education Guidance, 22, 2014 Title I Plan Memo Meeting Notes Agenda Sign-in Flyer
Does the plan provide how professional development activities will be coordinated with activities provided through other Federal, state, and local programs? Section 2122(b)(4) LEA Consolidated Application/Plan Goals, Strategies, and Actions Steps. Does the plan provide how Title II-A funds are integrated with funds received under Title II-D to improve teaching, learning, and technology literacy? Section 2122(b)(6) LEA Consolidated Application/Plan Strategies, and Action Steps. Did the LEA provide an annual evaluation and analysis of evaluation results used in planning for the subsequent year’s program? Section 2122(B)(9) Program evaluation Consolidated Application. Are all teachers whose salaries are paid from these funds are fully certified to teach in the areas to which they have been assigned and been designated as HQ? Documentation of teacher certification and highly qualified status. Is evidence that each Title II/CSR paid teacher’s actual teaching assignment is congruent with the teacher’s assignment reported on the LEAPS report to the SDE? Master Schedule. LEAPS Report Does the LEA use all of its Title II, A funds for LEA improvement activities that address areas of need if the LEA has not: Made adequate yearly progress (AYP) for the past three years Achieved 100% HQT for all teachers of core subjects for the past three years Section 2141(c) Evidence that the LEA Targeted the Title II-A funds in support of the following: High quality professional learning activities in the the district did not meet AYP Teachers and paraprofessionals becoming highly qualified and more effective. L. Language Instruction for Limited English Proficient and Immigrant Students Does the school system have a Board-approved policy of admitting students regardless of immigrant status or English-speaking status? Plyler vs. Doe, 457 U.S. 202, (1982, Title VI of the Civil Rights Act (1964) School Staff: Explain the policy and process for enrolling EL students. Is there evidence that the LEA systematically communicates the following: a) The English Learner EL or LEP Policy to all school and LEA personnel? Section 3116 What process/training has been done regarding the EL policy and/or procedures handbook? Agenda and Sign-in Sheets 33 YES NO N/A Indicators Notes
the 21st CCLC program disseminating information (evaluation results, programming, partnerships, parenting and students services, etc.,) to the community effectively? Samples of daily, weekly, monthly, yearly correspondence to community members, parents, school day staff, etc. Brochures, newsletters, website information , newspaper articles on program Schedule of Advisory Council meetings, attendance roster, and minutes the CBO's/FBO's/Private Schools in the geographical attendance zones of schools served involved in planning and are they notified of the services available with the 21st CCLC? List of applicable CBO's/FBO's/Private Schools Documentation of all communication which may include letters, phone conversations, etc. Agendas and sign-in sheets Participation records of Private Schools students who attend program the 21st CCLC program partner with local agencies, schools and organizations? Letters of Commitment Memoranda of Understanding/Agreements Agency, Organization and Business Nature of Service form the grantee developed a sustainability plan and made efforts to recruit and retain established collaborators and partners to ensure long-term commitments of resources? there documented evidence of the hours of operation (during out-of-school hours), length and timeframe to substantiate the program is in compliance with SDE standards and the approved RFA? Daily sign-in and sign-out sheets. Weekly schedules. the program implementing parent/family activities and ensuring there are opportunities for parents/families to receive support and assistance? Evidence that parents have been notified about 21st CCLC program and activities Copy of parent/family program activities and Involvement Plan and Sign-in Sheets there a clear integration of the Child Nutrition Program to ensure healthy, nutritious snacks? Snack Count Weekly snack menus 38 YES NO N/A Indicators
the LEA include all equipment purchased with Title VI funds in its inventory? teachers whose salaries are paid from these funds certified and designated as highly qualified for the subject/area in which they teach? Teacher Certification and HQ documentation the LEA use all of its Title VI funds for LEA improvement activities addressing areas of needs if the LEA has not made adequate yearly progress (AYP) for the past 3 years? Title VI, Section 6224(e) all contracts and agreements for products and services made in accordance with applicable federal and regulations and audit guidelines? Contracts, if applicable all paraprofessionals funded with Title VI meet the highly qualified requirement for paraprofessionals? Highly qualified (HQ) documentation O. Title VII, Part A – Indian Education (Section 7102) Does the LEA administer an Indian Education program? If yes, respond to the following questions. If no mark N/A to the following questions and proceed to the next section. the LEA: a) Use the maximum thirty-one day period of time for conducting student count? Indian Education Coordinator: What are your designated counting dates? b) Have a completed form for each child on file at the time the count was conducted? c) Provide documentation that any student enrolled in the count is an Indian? d) Sustain a student count? (ED 506 and school enrollment documentation maintained for three years) e) Provide documentation that each child included was enrolled during the count period? f) Submit a copy of the application to the SDE? Indian Education Application the LEA implement Parent Committee requirements? Section 7114 Indian Education Coordinator: Discuss the Parent Committee requirements. List of committee members Meeting agenda and sign-in sheet 41 YES NO N/A Indicators Notes appropriate measures of student performance conducted? Indian Education Coordinator: How do you measure student performance?
the LEA reserve an appropriate amount of I funds for services to homeless children and youth who do not attend Title I schools? Written procedures. Minutes/records of planning in meetings for I allocation of funds in eGAP. LEA systemwide budget. Interview: Federal Programs Coordinator and/or Homeless Liaison. How do you formulate your Homeless set-aside amount? What data do you use and who do you consult in formulating this amount? homeless children and youth automatically provided services under Title I, Part A whether or not they live in a I school attendance area or meet other eligibility requirements? Section 722 (F)(4) Interview: Federal Programs Coordinator and/or Homeless Liaison. What type of I services do these students receive? How do you document services? the LEA inform parents of homeless children and of educational and other resources that are available to their children, such as: Section. 722 (g)(6)(C) a) Referrals of homeless children and for medical, dental, mental health, and other support services? Interview: Federal Programs Coordinator and/or Homeless Liaison 1. What process do you have in place to provide other support services to your homeless students? 2. What collaborative agencies do you use to aid with services? 3. How do you keep records of providing medical, dental, and counseling services to the homeless students? b) Student service programs related to violence prevention and behavioral counseling? c) Programs addressing the unique needs for homeless children and youth that may arise from domestic violence? 43 YES NO N/A Indicators Notes the LEA ensure that homeless children and youth are not stigmatized and/or alienated due to their homeless status? Section 722(g)(1)(J)(i) Interview: Federal Programs Coordinator and/or Homeless Liaison 1. What procedures and practices are used to ensure that homeless students are not stigmatized or segregated?
Is there evidence to support that the student and parent(s) are counseled during academic planning sessions? Log of parent/student meetings regarding course options/credit needs. Transcript reviews with parent, counselor, and student signatures. 59 INSTRUCTIONAL SERVICES FINDINGS COMMENDATIONS