District Compliance Plan for «Dist_Name» School Name(s): District Code: On Site Review Date: Compliance Plan Due Date: The examples provided are not inclusive of all possible evidences that a Educational Agency (LEA) may use to demonstrate compliance with the required changes. Use this document in conjunction with the MDE document titled “LEA Study Guide with Evidence and Explanation”. This document can be found on the , Current Topics, On Site Review Materials. Change Required Action Steps that will be Implemented to Achieve the Change Required Stakeholders Engaged in Action Steps Position of Central Office Person(s) Responsible Action Steps will be Completed Sample Evidence Section 1: School Improvement Indicators Ensures each school effectively communicates curriculum to all instructional A written process / procedure for communicating core content expectations to all staff Agenda / minutes of meetings where curriculum has been communicated to staff Implement procedures to ensure that instruction is aligned with the core academic curriculum A written process / procedure that establish curriculum is taught in the classrooms Examples: lesson plans to LEA curriculum, walk through data Section 2: Program Specific Indicators Title I, Part A (Disadvantaged) Develop and implement a written process to monitor Written process or procedure the LEA uses to monitor implementation
implementation of the Title I, Part A program at the school level Examples: LEA / School Improvement Team minutes that include evidence of regular Title I discussions, evaluations, and data reviews Time and effort activity logs Provide technical assistance and support to schools to ensure that the Title I, Part A budget requests are allowable in accordance with program legislation Written process describing the internal controls Results of quarterly review of applicable Personnel Activity logs, (PARs) and/or Semi-Annual Certifications School Improvement Team meeting minutes Communication with Office of Educational Supports Consultant Establish and implement a written process to ensure that school-level decision-making authority exists for Title I, Part A program design, implementation, and evaluation Written process outlining for Title I, Part A program design, implementation, and evaluation that includes Relevant fiscal and program information; LEA set asides; All stakeholders; Needs Assessment; Relevant components of the Title I, Part A Targeted or Schoolwide plan Related School Improvement Team meeting minutes Establish and implement a written process to ensure that all Federal and State supplementary programs / services are evaluated annually for Statements in policies / procedures that programs / service are to be reviewed annually Program Evaluation Tool (PET) has been submitted in ASSIST Written process for evaluating the effectiveness and impact on student achievement
effectiveness and impact on student achievement Data collected, analyzed with conclusions / findings, and implications (to include most recent review) Evidence of revisions made, when appropriate Develop, jointly with parents, a written parent and family engagement policy to establish the expectations and objectives for meaningful parent and family engagement in accordance with Section 1116 of ESEA Board-approved and adopted Parent and Family Engagement Policies Minutes and agendas of policy development meetings or workshops Sign-in sheets showing parent participation at policy development meetings or workshops Parent and family surveys If the LEA reserves funds for district-level activities: Establish and implement a written process to ensure stakeholders’ involvement in Title I, Part A district-level program decision making Written process to ensure to stakeholder involvement Stakeholder meeting agendas, sign-in sheets, and minutes Ensure that parents are annually involved in the decision of the use of the 1% reservation amount for parental involvement initiatives / activities LEA-level meeting agendas, minutes, and sign-in sheets Collaborate with and receive support from stakeholders when reservations of more LEA-level meeting agendas, minutes, and sign-in sheets
Annually review Title I, Part D supplementary programs / services for effectiveness and impact on student achievement Statements in policies / procedures that programs / services are to be reviewed annually Written process for evaluating the effectiveness and impact on student achievement Data collected, analyzed with conclusions / findings, and implications (to include most recent review) Evidence of revisions made, when appropriate Ensure transition services are provided to children and youth between the facilities and locally-operated programs upon entry and exit from the facility Written process / procedure the LEA uses to monitor transition services Statements in policies / procedures that transition services are provided, including roles / responsibilities, timelines, and data collection Logs or summary of most recently conducted monitoring review Title II, Part A Conduct a needs assessment to determine the focus of PD efforts Written process for conducting the assessment and aligning it to PD identified in the DIP Needs assessment Alignment of PD plan to the needs assessment findings and DIP Ensure that PD activities are sustained / ongoing and based on scientific research PD plan / DIP includes citations and a summary of the scientifically-based research Develop and implement a written process to evaluate how Title II, Part A Statements in policies / procedures that programs / service are to be reviewed annually Written process for evaluating the
the core academic curriculum areas English Learners (ELs) Implement the written procedures for identifying and servicing eligible ELs The written process used to identify potentially eligible ELs Home Language Survey and translated versions III Parent Notification Letters and translated versions Copy of Entrance and Exit Protocol and evidence of implementation Implement the written procedures for identifying Immigrant Students and reporting in the Michigan Student Data System (MSDS) MSDS Report Submit a written description of the Language Assistance Program (LAP) and ensure that general funds are used to support such programs before using other State and Federal funds Written description of core instructional program local curriculum guaranteed to all students) Description of LAP services that includes EL instruction and meaningful / equitable access to the core curriculum using the MDE LAP Screen in MEGS+ III, Part A Ensure that the EL comprehensive program of supports (includes Title III) is based on a needs assessment and includes SMART objectives, Needs assessment DIP that includes SMART objectives, strategies, and activities based on the identified needs of ELs Written description of III, Part A supplementary program services based on needs assessment
strategies, and activities Comply with the supplement, not supplant provisions in Title III, Part A Written description of core instructional program local curriculum guaranteed to all students) Description of LAP services that includes EL instruction and meaningful / equitable access to the core curriculum Written process describing the internal controls for ensuring supplement/not supplant requirements are met Results of quarterly review of PARs of Title III, Part A staff Job descriptions for the total FTE Business Office spreadsheet showing FTE / partial FTE for each member employed with Federal funds Ensure that the EL comprehensive program of supports (including III) is provided by highly qualified, certified and English as a Second Language (ESL) or Bilingual education-endorsed staff (or paraprofessionals directly supervised by certified and endorsed staff) Written plan for hiring only highly qualified staff including ESL / Bilingual certified and endorsed staff necessary to implement the LAP and Title III-funded supplementary services Evidence of status from the REP report Evidence of the permit application for staff that is not ESL or Bilingual education-endorsed Provide sustained / ongoing, Needs assessment Alignment of PD plan to the needs assessment findings and DIP
PD for staff who serve ELs PD plan for Title III, Part A funds Written evaluation process of the PD plan Evaluation instrument / tool of the plan Evaluation results and implications for program improvement Annually evaluate the Title III, Part A program for effectiveness and impact on student achievement PET is submitted in ASSIST Written process for evaluating the effectiveness and impact on student achievement (formerly Limited English Proficient [LEP]) Data collected, analyzed with conclusions / findings, and implications (to include most recent review) Evidence of revisions made, when appropriate Ensure that is an effective means of parent outreach to EL parents and that there is evidence that EL parents are involved stakeholders Parent engagement plan DIP activities EL Handbook Title IV, Part A Ensure the application was created in consultation with stakeholders, including parents / family and consultation continues throughout the year to improve the local programs / services in Title IV, Part A Evidence that stakeholders are involved in an organized, ongoing and timely manner in the planning of programs (e.g., an agenda, minutes, sign-in sheets from meetings, surveys)
Prioritize LEA / consortium resources for schools with the greatest needs as determined by the LEA / consortium improvement plan for Title IV, Part A Evidence that programs and activities are on a needs assessment (e.g., needs assessment, surveys, AdvancED tools, process) Annually evaluate IV, Part A programs / services for effectiveness and impact on student achievement Copy of evaluation instrument Summary of evaluation findings Ensure that programs / services comply with the supplement, not supplant requirement of the law in Title IV, Part A Description of internal controls describing the process to ensure programs meet supplement, not supplant requirements Title IX (Homeless) Ensure that the DIP describes the services the LEA will provide to support the enrollment, attendance, and success of homeless children and youth; including services provided with the Title I, Part A Homeless reservation, in coordination with the services the LEA provides under the DIP including all required components
McKinney-Vento (MV) Act Ensure that every homeless student is considered eligible for Title I, Part A services, based on their status as homeless, and not dependent on low academic achievement; homeless students are categorically eligible for Title I, Part A services List of all homeless students enrolled by grade and school, with Title I services received by each, and rationale if no Title I services are being provided (Homeless Education Liaison records) Ensure that the MV Liaison and the Title I Coordinator implement a written process that includes regular meetings to assess the needs of homeless students and review the use of Title I, Part A Homeless reservation to meet those needs Written processes List of homeless students with services provided through Title I, Part A Homeless reservation Indicators That Address all Federal Programs Maintain a physical inventory of the property purchased with Federal funds in accordance with 2 CFR 200.313 Physical Inventory Document Maintain activity logs to support timekeeping as Written process that ensures quarterly review of the