Other activities may be included- See ESSA Section 1114, 1116 PROG 2 I-A Schoolwide program evaluation: The plan and its implementation shall be regularly monitored and revised as necessary based on student needs to ensure that all students are provided opportunities to meet the challenging State academic standards. The plan is available to the local educational agency, parents, and the public, and the information contained in such plan shall be in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand. ESSA Section 1114 (b)(1)(B)(3) A written Schoolwide Program evaluation which includes the following: who is involved in the program evaluation process and how the team meets data from information is gathered and analyzed for evaluating the effectiveness of the schoolwide program what changes have occurred in the school since last year. Consider the school population, instructional staff, school climate, etc. the effectiveness of core instruction state and LEA assessment data the process for implementing instructional and programmatic changes based on data NOTE: The schoolwide program evaluation requirement is critical. A formal evaluation process must be in place and documented. SWIP app is located at PROG 3 I-A Targeted Assistance Schools Documentation supports the components of a Targeted Assistance School Program: Use Title I resources to help participating children meet the challenging State academic standards ESSA Section 1115 Uses methods and instructional strategies to strengthen the academic program of the school ESSA Section 1115 Coordinates and supports the regular education program, which may include assisting preschool children in the transition from early childhood programs such as Head Start, the literacy program under subpart 2 of part B of title II, or Evidence that the Targeted Assistance program includes the required components, including evaluating the effectiveness of the targeted assistance program Program Observation Teacher and principal interviews Professional Development calendar Detailed meeting agendas and sign in sheets Title I-A paid position staff schedules Onsite:
State-run preschool programs to elementary school programs ESSA Section 1115 Helps provide an accelerated, high-quality curriculum ESSA Section 1115 Minimizes the removal of children from the regular classroom during regular school hours for instruction ESSA Section 1115 Provides professional development to teachers, principals, other school leaders, paraprofessionals, and if appropriate, specialized instructional support personnel, and other school personnel who work with participating children or in the regular education program ESSA Section 1115 Provides strategies to increase the involvement of parents ESSA Section 1116 If appropriate and applicable, coordinates and integrates Federal, State, and local services and programs ESSA Section 1111(d) On an ongoing basis, reviews the progress of eligible children and revises the targeted assistance program, if necessary, to provide additional assistance to enable participating children to meet the challenging State academic standards ESSA Section 1115(b)(2)(A-G) Public school personnel who are paid with Title funds may participate in general professional development and school planning activities and assume limited duties that are assigned to similar personnel who are not so paid ESSA Section 1115 (d)(1-2) File review of personnel working in the Title I-A funded targeted assistance program Activities may include: expanded learning time before and school programs summer programs and opportunities a schoolwide tiered model to prevent and address behavior problems early intervening services, coordinated with similar activities and services carried out under IDEA PROG 4 I-A (revised) FOSTER CARE LEAs will: Designate a of Contact (POC) for Foster Care Liaison to the Health & Welfare Department (and Responsibilities include: Coordinating with CWAs to develop a process for implementing ESSA provisions Leading development of best interest determination process Facilitating the transfer of records and immediate enrollment and data sharing with CWAs
PROG 9 II-A (A) Consult with teachers, principals, other school leaders, paraprofessionals (including organizations representing such individuals), specialized instructional support personnel, charter school leaders (in a local educational agency that has charter schools), parents, community partners, and other organizations or partners with relevant and demonstrated expertise in programs and activities designed to meet the purpose of this title; (B) Seek advice from the individuals and organizations described in subparagraph (A) regarding how best to improve the educational agency’s activities to meet the purpose of this title; (C) Coordinate the local educational agency’s activities under this part with other related strategies, programs, and activities conducted in the community. ESSA Section 2102(b)(3) Documentation explaining how the LEA meets these consultation and coordination requirements. (This may be an LEA professional development plan, meeting agendas, meeting minutes, strategic plan, and/or a narrative that addresses each of these requirements.) Interview (as needed) PROG 10 II-A Activities: (1) Shall be in accordance with the purpose of this title; (2) Shall address the learning needs of all students; and (3) May include, (A)-(P) ESSA Section 2103(b) of Activities CFSGA (Activities Tab) Interview (as needed) PROG 11 V-B Rural and Low-Income evaluation: Grant funds are used to support measurable goals and objectives that increase student academic achievement and/or decrease student dropout rates. ESSA Section. 5224. [20 U.S.C. 7351c] Identify who is involved in the evaluation process Documentation of Measureable goals to be achieved stated in the RLIS plan in the CFSGA Documents for academic achievement, identify data from which information is gathered and analyzed for evaluating the effectiveness of the RLIS program PROG 12 I-C The LEA identifies the unique educational needs of all migrant children, including preschool children and children who have dropped out of school; The LEA measures migrant student progress against the COMPREHENSIVE ASSESSMENT (CNA) PROCESS: Documentation of the LEA CNA, including: CNA team members
PROG 16 I-C The LEA gives priority to migratory children who are failing, or most at risk of failing to meet challenging State academic standards, and whose education has been interrupted by a qualifying move during the previous year. ESSA Section 1304(d) PRIORITY FOR SERVICES SDE Preparation: Evidence that Priority for Services (PFS) students are identified (MSIS) Written procedures that PFS migrant students are being served on a priority basis through the migrant program (CFSGA) Evidence that PFS students are receiving services (MSIS) PROG 17 I-C The law also allows for continuation of services to a child who ceases to be a migratory child for 1 term, 1 additional school year, or until graduation if comparable services are not available through other programs. ESSA Section 1304(e) CONTINUATION OF SERVICES Written procedures for the identification process and services provided to COS students, including how students with long-term COS are re-evaluated periodically SDE Preparation: Evidence that Continuation of Services (COS) students are identified and served (MSIS) PROG 18 I-C The LEA provides professional development on meeting the unique of migrant students to administrators, teachers, paraprofessionals, and other program staff. ESSA Section 1304(c)(7)(B) Current year agendas and sign-in sheets for annual migrant specific professional development/trainings during the regular school year and, if applicable, for summer school. Include participants’ roles (e.g. teacher, paraprofessional, administrator) Presentations or other supporting materials associated with the training. PROG 19 III-A OCR Each student identified for the CORE EL program receives a high-quality program of instruction that uses approaches, methodologies, and curricular materials/resources that are based on scientific research and proven effective with English Learners. EL programming and services are provided in comparable facilities that do not unreasonably segregate EL students. Title VI of the Civil Rights Act Schedule(s) for all EL services provided detailing specific staff providing such services. Descriptions for EL/Bilingual service(s) provided by the Language Instruction Educational Program (LIEP) (e.g. course descriptions, curriculum map, scope and sequence)
Q 2 I-A The LEA ensures that low income and minority students are not taught at higher rates than other students by ineffective, inexperienced, or out-of-field teachers. ESSA Section 1112(b)(2) SDE preparation: SDE will run a report by school of ineffective, inexperienced, and out-of-field teachers. Evidence of incentives for voluntary transfers, provision of professional development, recruitment programs and other effective strategies that are used to address any gaps where low-income students and minority students are taught at higher rates than other students by ineffective, inexperienced, or out-of-field teachers. TRANSPARENT ACCOUNTABILITY FISCAL ACCOUNTABILITY (FA) Indicator/ Programs Citation Supporting Documents and Resources Y N NA Notes FA 1 I-A I-C II-A III-A IV-A V-B (Formerly WPP 1, WPP 2) Written Policies and Procedures Pursuant to EDGAR, some of the policies and procedures MUST be in writing: Cash Management and Payment Systems and Internal Control Allowable Costs Time and Effort Procurement Record Retention and Privacy Protection Uniform Guidance (2 C.F.R. 200.302 (6), 200.302 (7), 200.430, 200.318) Evidence that the LEA has a manual that sets forth the policies and procedures used by the LEA to administer federal funds. Cash Management and Payment Systems: The LEA has internal controls in place that identify in writing: 1) who tracks expenditures; 2) who draws down funds from the GRA; 3) who deposits the checks. The LEA has an internal accounting system process that identifies obligations, unobligated balances and interest earned, and how these are tracked (e.g., excel or carryover calculator). For all grants, source (original source) documents are kept: Federal Awards CFDA; Federal Award ID number; Authorization (the process of giving someone permission to do or have something); Important Note: Generally, an LEA should not earn interest because LEAs receive payments from the SDE on a reimbursement basis. Allowable Costs, including employees’ travel reimbursement process (manuals). Time and Effort requirements: All employees who are paid in full or in part with federal funds must keep
Uniform Guidance 2 CFR Parts 200.33, 200.94; and 200.20. Note: The Department of Education hereby recommends that the LEAs maintain five years and one audit year to comply for their record retention schedule for all federal fiscal and programmatic records, which is a total of six (6) years. FA 9 I-A (Formerly C-1) Comparability The LEA meets comparability requirements. ESSA Section 1118(c) SDE Preparation Copy of Comparability Report sent to SDE (no upload needed for Federal Programs Monitoring) See Comparability resources Files> Fiscal Compliance at http://sde.idaho.gov/federal-programs/funding/ FA 10 I-A I-C II-A III-A IV-A V-B (Formerly TE 1) Time and Effort Charges to Federal awards for salaries and including stipends, must be based on records that accurately reflect the work performed. All employees who are paid in full or in part with federal must keep documents (known as time and effort records) to demonstrate the amount of time they spent on grant activities. Uniform Guidance 2 CFR Part 200.430, 200.403(a). REVIEWERS: Look for documentation that includes/supports all of the following components: LEAs: Attach the following: Actual signed (after the fact) Time and Effort documentation for salaries and wages, including stipends. documents (time and effort certifications) must be signed after the fact. Semi-annual certification: (single cost objective 100%). Twice a year. Personnel Activity Reports (PARs) (multiple cost objectives). At least quarterly. Substitute system (similar to semi-annuals but for multiple cost objectives with predetermined, set schedule). At least quarterly. Note for PARs only: After the Time & Effort certifications are collected, it is critical for the LEA to reconcile budgeted hours (percentages) vs actual hours and perform journal entries, if necessary. Copy of staff breakdown-available at See Time and Effort resources under Files> Fiscal Compliance at http://sde.idaho.gov/federal-programs/funding/
ES-9 The LEA retains control of and includes an inventory of fixed assets for all equipment purchased with funds for private schools. ESEA sections 8501(d)(1) Control of funds: Evidence the LEA maintains control of all funds related to services, materials, and equipment expenditures on behalf of private school students and teacher. LEA inventory for each private school which includes the location of the items. Evidence of communication with private schools regarding an annual update of its inventory. ES-10 Services provided to private school children were provided by employees of the LEA or contracted by the LEA. ESEA sections 8501(a)(5), 8501(d)(2)(A) Contract of individual(s) providing services to private school children Qualifications of the individual(s) providing services Organization chart showing the supervisors of the individuals providing services. (TIPD) 2 webpage Indicator Citation Supporting Documents and Resources Y N NA Notes ND-1 (revised) PROGRAM MANAGEMENT The LEA supports the unique needs of neglected, delinquent, or at-risk youth participating in local educational agency programs or in collaborative partnership programs administered within N or D facilities, which: 1) serve children and youth returning to local schools from correctional facilities and assist in their transition back to the school environment and help them remain in school in order to complete their education; 2) provide dropout prevention for at-risk Written program plan Process/timeline for planning, collaboration, and application submission Current formal agreement (MOU) or assurance(s) between the LEA and facility(s) are in place with current review date and signatures Evidence of coordination w/ other funding sources and programs Secure means of sharing sensitive Personally Identifiable Information (PII)