Assurances, General Provisions, and Private Schools Indicator Program Requirement Supporting Documents and Resources Statutes and Regulations GP 1 Military Recruiters & Institutions of Higher Education The district provides, upon a request made by a military recruiter or an institution of higher education, access to the name, address, and telephone listing of each secondary school student served by the district, unless the parent of such student has submitted the prior consent The district notifies parents of a secondary school students that they may submit a written request, to the district, that the student’s name, address, and telephone listing not be released to military without prior written consent of the parent. Upon receiving such request, the district may not release the student’s name, address, and telephone listing for such purposes without the prior written consent of the parent. Sample Sources of Evidence: Copy of policies (including process) Copy of letter to parents School handbook Other 8528(a), 20 U.S.C. 7908 District Response Indicator Program Requirement Supporting Documents and Resources Statutes and Regulations GP 2 Tribal Consultation The district consults with appropriate officials from Indian tribes or tribal organizations approved by the tribes located in the area served by the district prior to the district’s submission of their ESEA Consolidated Application. Such consultation is done in a manner and in such time that provides the opportunity for such appropriate officials from Indian tribes or tribal organizations to meaningfully and substantively contribute to the ESEA Consolidated Application The district maintains in the district records written affirmation signed by the appropriate officials of the participating tribes or tribal organizations approved by the tribes that the consultation has occurred. Sample Sources of Evidence: Written documentation of consultations Communication with tribes or tribal organizations Letters declining consultation Signed affirmations of consultation Other Evidence on File at DEED: ESEA Consolidated Application 8538 District Response out
Indicator Program Requirement Supporting Documents and Resources Statutes and Regulations GP 4 Private Schools – Proportionate Share Calculations The district has calculated the proportionate share for equitable services for each participating private school according to the applicable Title rules. Evidence on File at DEED: ESEA Consolidated Application – Private Schools Allocation page(s) 1117 [I-A], 8501 [I-C, III-A, IV-A, IV-B] District Response Indicator Program Requirement Supporting Documents and Resources Statutes and Regulations GP 5 Private Schools – Equitable Services Educational services and other benefits to private school students, teachers, and parents are equitable in comparison to those for participating children in public schools, and are provided in a timely manner according to the plans determined during consultation Sample Sources of Evidence: Plan of services to private school students or teachers Budgets and receipts/payments Description of services provided to participating private school(s) Process for determining program services to private schools Documentation of process used to determine private school’s professional development needs. Schedule including days/times for services Other Evidence on File at DEED: ESEA Consolidated Application 1117 [I-A], 8501 [I-C, II-A, III-A, IV-A, District Response Indicator Program Requirement Supporting Documents and Resources Statutes and Regulations GP 6 Private Schools – Secular, Neutral, and Non-Ideological Services Educational services or other benefits to private school students, teachers and parents are secular, neutral and non-ideological. Sample Sources of Evidence: Documentation of services Other 1117 [I-A], 8501 [I-C, II-A,
and overall results, copies of call logs, and notes from interactions. Other District Response Indicator Program Requirement Supporting Documents and Resources Statutes and Regulations I-A 30 English Learners – Assessment The district annually assesses all identified English learners for ELP using the state approved English language proficiency assessment aligned to the state’s English language proficiency standards and the State’s academic content standards. Sample Sources of Evidence: ELP Assessment test schedule Parent notifications about testing requirements Evidence on File at DEED: District’s Summer OASIS submission District has filled out “ELP Reason Not Assessed” in Summer OASIS for those students who were not assessed. Evidence of reasonable effort to assess 100% of identified English learners in the district. English learner Data Report 1111(b)(2)(G) District Response Indicator Program Requirement Supporting Documents and Resources Statutes and Regulations I-A 31 English Learners – Basis for Admission or Exclusion A student shall not be admitted to, or excluded from, any federally assisted education program on the basis of a surname or language-minority status. Sample Sources of Evidence: Requested samples of student records such as: Home Language Surveys Student screener results Student ELP Assessment scores District Policy/Written Guidance 1112(e)(3)(D)
Mass and Summer Withdrawals District Response Indicator Program Requirement Supporting Documents and Resources Statutes and Regulations I-C 10 Priority for Services (PFS) When providing services with migrant funds, priority for service is given to migrant children who have made a qualifying move within the previous 1-year period and who— are failing, or most at risk of failing, to meet the challenging State academic standards; or have dropped out of school. Sample Sources of Evidence: Service delivery plan Written procedures that document PFS migrant students are being served on a priority basis through the migrant education program Evidence regarding how K-2 PFS students are identified Evidence PFS students received services Staff schedules & assignments Other Evidence on File at DEED: ESEA Consolidated Application District PFS list Mass and Summer Withdrawals PFS K-2 Report 1304(d) District Response Indicator Program Requirement Supporting Documents and Resources Statutes and Regulations I-C 11 Continuation of Services (COS) The district only provides services to a child who has met the end of their eligibility in the following instances: a child who ceases to be a migratory child during a school term is eligible for services until the end of such term; a child who is no longer a migratory child may continue to receive services for one additional school year, but only if comparable services are not available through other programs; and Sample Sources of Evidence: Written procedures for the identification process and services provided to COS students Documentation that comparable services are not available 1304(e)
Indicator Program Requirement Supporting Documents and Resources Statutes and Regulations I-D 8 Coordination of Programs The district evaluates the Neglected & Delinquent Program annually, disaggregating data by gender, race, ethnicity, and age, to determine its effectiveness on students and used to plan and improve the program in the following areas: Educational achievement Completion of secondary school requirements or equivalency Accrual of credits toward promotion and graduation Transition to a regular program or other education program Participation in postsecondary education job training programs, as appropriate, or employment Sample Sources of Evidence: Data analysis Documentation submitted to DEED Student records/IEPs Completion/transition records 1431(a), 1414(c)(6) District Response
basic instruction services that are directly attributable to the presence in the school district involved of immigrant children and youth, including the payment of costs of providing additional classroom supplies, costs of transportation, or such other costs as are directly attributable to such additional basic instruction services; other instruction services that are designed to assist immigrant children and youth to achieve in elementary schools and secondary schools in the United States, such as programs of introduction to the educational system and civics education; and activities, coordinated with community-based organizations, institutions of higher education, private sector entities, or other entities with expertise in working with immigrants, to assist parents of immigrant children and youth by offering comprehensive community services. The term “immigrant children and youth” as defined in section 3201(5) of Elementary and Secondary Education Act (ESEA), means individuals who- are aged 3 through 21; were not born in any State; and have not been attending one or more schools in any one or more States for more than 3 full academic years. *An immigrant student may or may not also be EL, and an EL student may or may not also be immigrant. Staff schedules Evidence on File at DEED: Summer OASIS records Grant application District Response