oregon esea compliance checklist date: lea: county: lea ... · reviewer: table of contents ... r e...

Oregon ESEA Compliance Checklist Date:

LEA: County:

LEA Contact: Phone:

ODE Review Lead: Phone:

Reviewer:

Table of Contents Common Compliance ......................................................................................................................... 1

Title I-A Improving Basic Programs Operated by Local Educational Agencies ............................ 4

Title II-A Teacher and Principal Training and Recruiting Fund ....................................................... 9

Title V-A Innovative Programs ......................................................................................................... 10

Title X-C Homeless Education ......................................................................................................... 11

Private Schools ................................................................................................................................. 13

ESEA Program Review 2015 – 2016 School Year

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Common Compliance Required of All LEAs

Item #

(Old #) Item Supporting Documentation

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Comments

I – Previously submitted to ODE (No evidence submitted at time of monitoring) CC-A

(CC-B) The LEA has undergone a federal audit. District staff have addressed audit findings. OMB A-133

Submitted to ODE annually Not applicable if district does not meet required federal funding threshold.

CC-B

(CC-E) The LEA meets comparability requirements. ESEA Title I-A Sec. 1120A(c)

Submitted to ODE annually.

Not applicable if only one school per grade span

CC-C

(CC-J) The LEA ensures that all teachers in the district assigned to teach core subjects are highly qualified by the end of the 2006-07 school year. ESEA Title I-A Sec. 1119(c)

Submitted to ODE via Staff Assignment Collection

II – Assurances (No evidence submitted prior to monitoring. May be reviewed during on-site visit.) CC-D

(CC-G) The LEA provides access to student directory information to military recruiters upon request. ESEA Title IX-E Sec. 9528(a)

Signed Assurance submitted with CIP Budget Narrative

CC-E

(CC-D) District staff has labeled materials, supplies, and equipment purchased with Title I-A, I-C, I-D, II-A, III, IV-A, V-A, or VI-B funds.


III – Evidence to be Submitted CC-F

(CC-A) District staff maintains expenditures at the LEA for each Title area. Expenditures are for allowable and approved activities. Expenditures supplement/not supplant state and local funds. 2 CFR 225 Appendix A, OMB A-133

Detailed expenditure reports from the accounting system for each Title area monitored, which shows date, vendor, item description and amounts for current year and prior year

CC-G

(CC-C) The LEA has a current inventory of any equipment purchased with Title I-A, I-C, I-D, II-A, II-D, III, IV-A, V-A, or VI-B funds. This includes the specific location of the item and includes items purchased for equitable services to Private Schools (if applicable). 34 CFR 80.32(d)

LEA fixed assets inventory Inventory Guidelines

CC-H

(CC-F) The LEA ensures low income and minority students are not taught at higher rates than other students by unqualified, out-of-field or inexperienced teachers. ESEA Title I-A Sec. 1112(c)(1)(L)

Equitable Distribution of Teachers

http://www.ode.state.or.us/search/page/?id=1940 Not applicable if only one school per grade span

http://www.ode.state.or.us/initiatives/nclb/pdfs/inventoryguidelines.pdf

http://www.ode.state.or.us/search/page/?id=1940



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Comments

CC-I

(CC-H) The LEA requires employees supported wholly by federal funds to complete a semi-annual certification. OMB A-133 Compliance Supplement 4-84.000 III.B.2, 2 CFR 225 Appendix B 8.h(3)

Copy of Breakdown of Staff Positions Funded by Federal Funds form (This form is also asked for in CC-J. The district only needs to submit the form once.) http://www.ode.state.or.us/initiatives/nclb/docs/fundedstaffpositions.rtf

Copies of semi-annual certifications http://www.ode.state.or.us/initiatives/nclb/docs/semiannualcert.rtf

CC-J

(CC-I) The LEA requires employees supported in part by federal funds to complete ‘time and effort’ reporting. This includes any Title I-C recruiters. OMB A-133 Compliance Supplement Part 4 84.000 III.B.2, 2 CFR 225 Appendix B 8.h(4), (5), and (6)

Copy of Breakdown of Staff Positions Funded by Federal Funds form (This form is also asked for in CC-I. The district only needs to submit the form once.) http://www.ode.state.or.us/initiatives/nclb/docs/fundedstaffpositions.rtf

Copies of time and effort records http://www.ode.state.or.us/search/page/?id=1940

CC-K

(CC-J)

The LEA ensures that new teachers and teachers with new assignments

in the district assigned to teach core subjects are highly qualified. ESEA Title I-A Sec. 1119(c)

Copy of Highly Qualified List of New Teachers and Staff Changes

http://www.ode.state.or.us/opportunities/grants/nclb/title_i/a_basicprograms/highly-qualified-teachers-table-template.rtf

CC-L

(new) All Oregon school districts participated in a peer review panel facilitated by the education service district in their region. Each district team completed an appraisal of their local system based on quality indicators aligned to the state requirements (senate bill 290/ESEA waiver) and presented their evaluation systems to a panel of educators. Together, the district and panel identified strengths and gaps and identified next steps for the districts to ensure fully implemented systems. ESEA Flexibility Application Revision, July 2015

District Peer Review Panel summary uploaded into district level Indistar plan.

http://www.ode.state.or.us/initiatives/nclb/docs/fundedstaffpositions.rtf



http://www.ode.state.or.us/initiatives/nclb/docs/semiannualcert.rtf

http://www.ode.state.or.us/initiatives/nclb/docs/semiannualcert.rtf











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Comments

CC-M

(new) Districts will continue to monitor and adjust their local evaluation and support systems through the districts’ continuous improvement process and plans (CIP). ESEA Flexibility Application Revision, July 2015

Provide evidence of addressing the next steps and gaps identified in the summary of the evaluation and support system from the Peer Review Panel.

Evidence includes but not limited to:

Comprehensive Evaluation Systems (handbooks) including next steps and revisions identified in PRP summary

Professional development that was provided to administrators, educators and evaluators

Examples of randomly selected teacher and administrator Student Learning and Growth Goal (SLGG) templates


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Title I-A Improving Basic Programs Operated by Local Educational Agencies

Item #


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Comments

I – Previously submitted to ODE (No evidence submitted at time of monitoring) IA-A

(IA-F) District staff identifies all children as eligible for services funded by Title I in a targeted assistance school using multiple academically related, objective criteria. ESEA Title I-A Sec. 1115(b)

Where applicable, the district has

described its targeting criteria in the approved CIP Budget Narrative

IA-B

(IA-M) For LEAs with Priority and Focus Schools, the LEA has set aside at least 10% of the school’s Title I-A allocation for professional development. ESEA Title I-A Sec. 1116(b)(3)(A)(iii)


listed the 10% set-aside amount for professional development in the approved CIP Budget Narrative and activities described in the Comprehensive Achievement Plan (CAP) are approved

IA-C

(IA-P) For LEAs with Priority and Focus Schools, up to 20% of LEA Title I-A funds have been set aside to support school(s) in the implementation of the CAP. Oregon’s Approved ESEA Flexibility Waiver Application, October 9, 2014, pages 169-170


listed the up to 20% set-aside amount(s) for its Priority and/or Focus School(s) in the approved CIP Budget Narrative and activities described in the CAP are approved

IA-D

(IA-T) The LEA reserves no less than 1% of its Title I-A allocation (if over $500,000) for parental involvement activities, including promoting family literacy and parenting skills. ESEA Title I-A Sec. 1118(a)(3)(A)


described the parental involvement activities that equal no less than 1% of its Title I-A allocation Not applicable if district receives less than $500,000 in Title I-A funds

II – Assurances (No evidence submitted prior to monitoring. May be reviewed during on-site visit.) IA-E

(IA-A) At the beginning of each school year, the LEA notified parents in all Title I-A served buildings that they may request information regarding the professional qualifications of the student’s classroom teachers. ESEA Title I-A Sec. 1111(h)(6)(A)


IA-F

(IA-B) The LEA provides timely notice to parents of students in Title I-A served schools if the child has been assigned to be taught, or has been taught for four or more consecutive weeks, by a teacher who is not highly qualified (as defined by ESEA). ESEA Title I-A Sec. 1111(h)(6)(B)(ii)


IA-G

(IA-C) The LEA provides information on the level of achievement of the parent’s child in each of the state academic assessments. ESEA Title I-A Sec. 1111(h)(6)(B)(i)


IA-H

(IA-R) There is an LEA policy containing all of the required elements that is reviewed annually with input from parents. ESEA Title I-A Sec. 1118(a)(2)



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Comments

IA-I

(IA-Z) Instructional paraprofessionals must be under the direct supervision of a licensed teacher. ESEA Title I-A Sec. 1119(g)(3)(A)


III – Evidence to be Submitted

IA-J

(IA-D) The schoolwide program (SWP) plan is reviewed and revised by the school and district. ESEA Title I-A Sec. 1114(b)(2)(B)(iii)

Evaluation process used by the school and district to review each school’s plan annually and revise as necessary


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Comments

IA-K

(IA-E) School completes one year of planning in consultation with the LEA/ODE support team for the SWP, including documen-tation indicating development and implementation of a SWP plan meeting 10 component requirements: ESEA Title I-A Sec. 1114(b) 1. A comprehensive needs assessment of the

entire school based on information in-cluding the achievement of children in relation to state academic content standards and state academic achievement standards ESEA Title I-A Sec. 1114(b)(1)(A)

2. Schoolwide reform strategies based on scientific research that strengthen the core academics, increase the amount and quality of learning time and include strategies to address needs of low-achieving students ESEA Title I-A Sec. 1114(b)(1)(B)

3. Instruction by highly qualified teachers ESEA Title I-A Sec. 1114(b)(1)(C)

4. High quality, on-going professional development based on scientifically-based research for teachers, principals, instructional paraprofessionals, pupil ser-vices personnel, parents, and other staff ESEA Title I-A Sec. 1114(b)(1)(D)

5. Strategies to attract highly qualified teachers to high-need schools ESEA Title I-A Sec. 1114(b)(1)(E)

6. Strategies to increase parental involvement ESEA Title I-A Sec. 1114(b)(1)(F)

7. Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs ESEA Title I-A Sec. 1114(b)(1)(G)

8. Measures to include teachers in the decisions regarding the use of Oregon State Assessment and other assessments to improve the achievement of individual students and the overall instructional program (e.g. using data to inform instruction) ESEA Title I-A Sec. 1114(b)(1)(H)

9. Activities to ensure that students who expe-rience difficulty mastering the proficient or advanced levels of academic achievement standards are provided with effective, timely additional assistance ESEA Title I-A Sec. 1114(b)(1)(I)

10. Coordination and integration of federal, state and local services and programs including all Titles in ESEA, violence prevention, nutrition, and housing programs, Head Start, adult education, vocational and technical education and job training ESEA Title I-A Sec. 1114(b)(1)(J).

Current SWP plan – In larger districts, please provide three representative SWP plans for review





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Comments

IA-L

(IA-G) Documentation supports the component requirements of a targeted assistance school (TAS) program: ESEA Title I-A Sec. 1115(c) 1. All children served by Title I-A in a

Targeted Assistance building are found eligible using multiple academically related, objective criteria; homeless and Migrant children are automatically considered; homeless children are eligible regardless of their attendance area

2. Coordinates and supports the regular education program, which may include assisting preschool children in the transition from early childhood programs to elementary school programs ESEA Title I-A Sec. 1115(c)(1)(D)

3. Incorporates Title I planning into existing school planning ESEA Title I-A Sec. 1115(c)(1)(B)

4. Uses Title I resources to help participating children meet the state student academic standards expected for all children in reading and mathematics ESEA Title I-A Sec. 1115(c)(1)(A)

5. Uses effective methods and instructional strategies that are based on scientific research that give primary consideration to providing extended time (such as extended school year, before and after-school programs, and summer programs), helps provide an accelerated, high quality curriculum, and minimize removing children from the regular classroom during regular school hours for Title I instruction ESEA Title I-A Sec. 1115(c)(1)(C)

6. Coordinates and integrates federal, state and local services including programs supported under ESEA, violence prevention, nutrition, and housing programs, Head Start, adult education, vocational and technical education, and job training ESEA Title I-A Sec. 1115(c)(1)(H)

7. Provides strategies to increase parental involvement ESEA Title I-A Sec. 1115(c)(1)(G)

8. Provides sufficient professional development opportunities with Title I and other resources for teachers, principals, paraprofessionals, other appropriate pupil services staff, and parents, especially to enable non-highly qualified teachers and paraprofessionals to become highly qualified according to the federal definition ESEA Title I-A Sec. 1115(c)(1)(E) and (F).

Current TAS plan – In larger districts, please provide two sample TAS plans for review





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Comments

IA-M

(IA-S) Each school building has a parent involvement policy (plan). The plan is made available to the local community and is updated periodically. ESEA Title I-A Sec. 1118(b)

Copy of building parent involvement plan

Evidence of dissemination to parents

Evidence of review process taking place

IA-N

(IA-U) An annual meeting is convened to inform Title I and Migrant parents of their school’s participation in Title I and to explain Title I requirements and the right of parents to be involved. ESEA Title I-A Sec. 1118(c)

Completed copy of the Annual Meeting Checklist for Title I-A Schools form, http://www.ode.state.or.us/opportunities/grants/nclb/title_i/a_basicprograms/annual-meeting.rtf

Evidence of annual meeting: announcements, meeting agenda, sign in sheets

IA-O

(IA-V) Each Title I school develops, in partnership with Title I and Migrant parents, a school parent compact. School distributes compact to parents annually. ESEA Title I-A Sec. 1118(d)

Evidence of distribution process: copies of compacts, meeting agenda, sign in sheets

IA-P

(IA-W) Each Title I school shall provide assistance, materials, and training to Title I parents to help build capacity for their involvement. ESEA Title I-A Sec. 1118(e)

Description and examples of activities: copies of materials, training agendas, sign in sheets

IA-Q

(IA-Y) The LEA ensures all instructional paraprofessionals who work in a Title I SWP or are paid from Title I funds in a TAS program are highly qualified. ESEA Title I-A Sec. 1119(c) and (d)

SWP: List of all paraprofessionals with documentation of how and when highly qualified status was achieved – regardless of funding source

TAS: List of all paraprofessionals, paid in whole or part with Title I-A funds, with documentation of how and when highly qualified status was achieved

IA-R

(IA-AA) The principal of a Title I school attests, annually, in writing, to the highly qualified teacher and instructional paraprofessional requirements. ESEA Title I-A Sec. 1119(i)

Copies of written attestations at both LEA and school. Forms are available on the TransACT website: Reference either: ESEA/NCLB-A5-Annual Principal Verification of Highly Qualified Staff Requirements or ESEA/NCLB-A6-Annual Principal Verification of Highly Qualified Staff Requirements-Eligible Rural Schools form

http://www.transact.com/

http://www.ode.state.or.us/opportunities/grants/nclb/title_i/a_basicprograms/annual-meeting.rtf



http://www.transact.com/


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Title II-A Teacher and Principal Training and Recruiting Fund

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Comments

III – Evidence to be Submitted IIA-A

(IIA-A) LEA has a highly qualified and professional development plan, which includes the description of the results of the needs assessment. ESEA Title II-A Sec. 2122(b)(3) and (5)

Professional Development Plan

http://www.ode.state.or.us/opportunities/grants/nclb/title_ii/a_teacherquality/pd-planning-form.doc

(ODE staff will check approved CIP Budget Narrative)

IIA-B

(IIA-B) Professional development activities of sufficient duration and intensity to have a positive and lasting impact on student academic achievement in the classroom were implemented. ESEA Title II-A Sec. 2122(b)(2)

Sign in logs for professional development training

Description of how district knows professional development was implemented

Description of how Title II-A funded activities impacted student academic achievement

IIA-C

(IIA-C) All teachers whose salaries are paid from Title II-A funds for class size reduction are highly qualified to teach in the areas to which they have been assigned. ESEA Title II-A Sec. 2123(a)(2)(B)

List of teachers hired with Title II-A funds to reduce class size, grade level and licensure information






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Title V-A Innovative Programs

Item #


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Comments

III – Evidence to be Submitted VA-A

(VA-A) Provision for systematic consultation with parents of children attending elementary and secondary schools, teachers, and administrative personnel, with other appropriate groups for example, librarians, school counselors and other pupil services personnel. ESEA Title V-A Sec. 5133(b)(7)

Evidence of consultation with parents, teachers and administrative personnel in the planning of the activities to be funded; Include notification of meetings, agendas, and minutes of meetings including participants

VA-B

(VA-B) The LEA annually evaluates its Title V-A programs to help make decisions about appropriate changes in programs for the subsequent year. ESEA Title V-A Sec. 5133(b)(8)

Evaluation results and how the results will be used to make decisions about appropriate changes in the program for the subsequent year

Description of how the activities funded under this program affected student academic achievement

*Applicable only to REAP Districts flexing funding into Title V-A allowable activities in the CIP Budget Narrative.


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Title X-C Homeless Education Required of All LEAs

Item #


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Comments

I – Previously submitted to ODE (No evidence submitted at time of monitoring) XC-A The LEA has submitted reports and data

to the state education agency. ESEA Title IX-C Sec. 9304(a)(6)(A)

The district has completed the required data collections for Homeless Education

XC-B

(X-F) The LEA reserves and uses Title I-A set-asides to provide homeless students in non-Title I-A buildings with services comparable to those provided to students in schools funded by Title I-A. ESEA Title I-A Sec. 1113(c)(3)

The district has described the set-aside for Homeless Education in the approved CIP Budget Narrative

II – Assurances (No evidence submitted prior to monitoring. May be reviewed during on-site visit.) XC-C

(X-B) The LEA has reviewed and revised policies and procedures that could act as barriers to the enrollment, attendance, and success of homeless children and youth. ESEA Title X-C Sec. 722(g)(7)(A)

Signed assurance submitted with CIP Budget Narrative

XC-D

(X-E) The LEA has a procedure for the resolution of disagreements, including district-specific written procedures for homeless families and youth to appeal school placement decisions made by the LEA. ESEA Title X-C Sec. 722(g)(1)(C)


III – Evidence to be Submitted XC-E

(X-A) The LEA has informed school personnel, service providers, and advocates working with homeless families of the duties of the LEA liaison. The LEA liaison has coordinated and collaborated with community service providers of related services to homeless children and youth. ESEA Title X-C Sec. 722(g)(6)(B) and (C)

Documentation and/or description of training received by district liaison, such as certificate of participation or workshop attendance, dates of trainings attended, etc.

Documentation and/or description of training delivered to school and district staff on the responsibilities of districts and duties of the liaison in the education of homeless children and youth

Agendas, meeting minutes, and/or narrative describing liaison and/or district staff collaboration with local service providers working with homeless families and youth


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Title X-C Homeless Education Required of All LEAs

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Comments

XC-F

(X-C) The LEA has procedures in place to identify school-age homeless children and youth to determine whether or not they are attending and succeeding in school. ESEA Title X-C Sec. 722(g)(6)(A)(i)

Description of how the district liaison identifies homeless children and youth, ensuring they attend school and have opportunities to succeed and advance

Residency questionnaires, intake forms, spreadsheets, and database documents used by the district

Forms or descriptions of procedures used to track academic progress and attendance of homeless students

Please redact any student names from submitted documents

XC-G

(X-D) The LEA has disseminated public notice of educational rights of homeless children and youth in places where families and youth are likely to be present (e.g., schools, shelters, food banks), and in comprehensible formats (e.g., Spanish, geared for low literacy, or other community needs). ESEA Title X-C Sec. 722(g)(6)(A)(v)

List of locations where materials are posted, events where they were made available, etc.

Samples of original posters, brochures, etc., for youth and families bearing local liaison contact and other district-specific information


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Private Schools

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Comments

I – Previously submitted to ODE (No evidence submitted at time of monitoring) PS-A

(PS-B and C)

The LEA provided, on an equitable basis, educational services and/or other benefits, including materials and equipment. ESEA Title I-A Sec. 1120(a) and (c), ESEA Title IX-E Sec. 9501

Where applicable, approved Title

I-A and II-A CIP Budget Narratives describe equitable services and/or other benefits for students and teachers, including materials and equipment.

II – Assurances (No evidence submitted prior to monitoring. May be reviewed during on-site visit.) PS-B

(PS-D) The LEA maintains records of its effort to resolve any complaints made by private school representatives. ESEA Title IX-E Sec. 9503


III – Evidence to be Submitted PS-C

(PS-A) The LEA has complied with the requirements for consultation with private school officials in a timely manner. ESEA Title IX-E Sec. 9501(c)

Copy of letters and communication sent to private schools

Copy of written affirmations signed by private school officials that consultation occurred http://www.ode.state.or.us/search/page/?=3345

PS-D

(PS-F) Services provided to private school children were provided by employees of the LEA or contracted by the LEA. ESEA Title IX-E Sec. 9501(d)(2)

Contracts of individuals providing services to private school children Only applies to private schools participating in Title I-A

PS-E

(PS-G) The LEA established an assessment to measure the effectiveness of the Title I-A and/or II-A programs against the agreed upon standards established in the consultation. ESEA Title IX-E Sec. 9501(c)(1)(D)

Completed copy of program evaluation of Title I-A services and/or Title II-A professional development

Description of the Title I-A and/or Title II-A program modifications, if any, that district staff have undertaken if the annual progress and/or goal(s) is/are not met http://www.ode.state.or.us/opportunities/grants/nclb/title_i/a_basicprograms/privateschool_evaluation.doc Not applicable if private school elected to not participate in ESEA programs

http://www.ode.state.or.us/search/page/?=3345

http://www.ode.state.or.us/search/page/?=3345

http://www.ode.state.or.us/opportunities/grants/nclb/title_i/a_basicprograms/privateschool_evaluation.doc




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