WASHINGTON STATE CONSOLIDATED PROGRAM REVIEW MONITORING CHECKLIST

Transcription

1 WASHINGTON STATE CONSOLIDATED PROGRAM REVIEW MONITORING CHECKLIST District Name: Each district is responsible to meet all legal requirements of the Elementary and Secondary Education Act (ESEA). The Consolidated Program Review (CPR) monitoring system reviews compliance through district documentation. Chosen school districts within ESDs 105, 112, and 113 will be monitored in the school year. The CPR system includes the following types of reviews: four largest districts reviewed annually, desk (documents sent to OSPI), selected (statewide on-site), and ESD regional on-site. The attached district monitoring checklists are to be used to assist district personnel in preparing for a monitoring review. Complete only the program sections that are applicable for your district. The exceptions are: Section 10 Gun-Free Schools Act and signage, Section 12 Title X McKinney-Vento Homeless Education, Section 17 Civil Rights, and Section 19 Fiscal, which must be completed by each district. 1 Title I, A Improving the Academic Achievement of the Disadvantaged 8 Title II, D Enhancing Education Through Technology NOT REVIEWED 15 Private Schools 2 Learning Assistance Program (LAP) 9 Title III Limited English Proficient/Immigrant 16 Learn and Serve America NOT REVIEWED 3 Title I, B Even Start NOT REVIEWED 10 Gun-Free Schools Act & signage* 17 Civil Rights 4 Title I, C Migrant Education 11 Title V, A Innovative Programs NOT REVIEWED 18 REAP Flexibility** 5 Title I, D Neglected and Delinquent 12 Title X McKinney-Vento Homeless Education 19 Fiscal* 6 Title I, G Advanced Placement* 13 Highly Capable Program* 20 Student and School Success 7 Title II, A Highly Qualified Teacher and Principals 14 Carl D. Perkins/Career Technical Education *All Advanced Placement, Gun-Free, Highly Capable, and Fiscal documentation must be sent to OSPI four weeks prior to an on-site review. All Advanced Placement, Gun-Free, and Highly Capable documents will be reviewed at OSPI as a desk review. **If a district REAP Flexed from Title IIA, it must use the REAP supplemental checklist instead of the Title IIA checklist.

2 12-13 Title I, A Improving the Academic Achievement of the Disadvantaged District Checklist TITLE I, PART A GENERAL 1.1 At the beginning of each school year, the district notified parents in all Title I, A served buildings that they may request information regarding the professional qualifications of the student s classroom teachers. Sec 1111(h)(6)(A); 34 CFR (a). One copy of notice to parents that they may request information regarding professional qualifications of student s teachers. Date Sent:. 1.2 The building 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 NCLB). Sec 1111(h)(6)(B)(ii); 34 CFR (b)(2). 1.3 The district annually provides a report card to parents and community on the progress of each school and the district as a whole toward meeting requirements for (a) highly qualified staff and (b) student progress toward state and national goals. Sec 1116(a)(1)(B)(C)(D),1111(h)(2)(E). One copy of notice to parents if child has been taught by a teacher who is not highly qualified. Not applicable. Description of how information is disseminated, e.g., newsletter, website and . Date of notice:. Contains all required elements: Disaggregated reading, mathematics, and science assessment data. AMO summary data. AMAO summary data. Teacher quality data. NAEP results. (Note: District may link to OSPI Report Card website, but an additional notification method must also be used to advise parents and community to access data via the website.) 1.4 The district ensures the principal of each school operating a program under Section 1114 and 1115, Schoolwide Programs and Targeted Assistance Programs attests annually in writing as to whether such schools are in compliance with the requirements of NCLB Sec 1119: Teachers hired and teaching in a program supported with Title I funds are highly qualified. Sec 1119(a)(1)&(3);34 CFR One copy of a principal attestation form on file at district and building. Item 1.5 has been removed. 1

3 12-13 Title I, A Improving the Academic Achievement of the Disadvantaged District Checklist TITLE I, PART A GENERAL cont. 1.6 Instructional paraprofessionals must be under the direct supervision of a certified teacher. Sec 1119(g); 34 CFR b Title I, Part A students who receive supplemental academic support are identified at least monthly in district data reporting system. Federal and State requirement. TITLE I, PART A - SCHOOLWIDE 1.7 Each Title I schoolwide building has a schoolwide/sip building plan that contains the ten (10) component requirements and evidence the plan has been implemented. Sec 1114(b)(1); 34 CFR a. A comprehensive needs assessment of the entire school using data analysis of subgroups. b. Schoolwide reform strategies with emphasis on improved achievement of the lowest achieving students. c. Instruction by highly qualified teachers, as defined by NCLB Sec 1119; 34 CFR & 58. d. High quality, on-going professional development activities. e. Strategies to attract highly qualified teachers to high-need schools. f. Strategies to increase effective parental involvement. g. Early childhood transition. h. Measures to include teachers in the assessment decisions regarding the use of assessments in improving student performance and instructional programs. i. Strategies for providing timely additional assistance to students experiencing difficulties mastering standards. j. Coordination and integration of federal, state and local services and programs. Evidence to support that paraprofessionals are under direct supervision of highly qualified certificated staff. Documentation such as: supervision notes, paraprofessional schedules, assigned duties, and/or interviews with staff. DISTRICT OR Current month summary showing list of students served and exited in program to date. Note: Title I, Part A end-of-year (EOY) regular year and summer school reports are prepopulated with CEDARS data entered by district. A copy of a schoolwide and/or SIP plan that includes the following ten (10) required components and supporting evidence: Comp -onent Evidence Description Comprehensive needs assessment data. Examples of schoolwide reform strategies. Assurance that instruction is provided by highly qualified teachers and paraprofessionals. Documentation of professional development activities/opportun ities. Examples of strategies to attract high quality, highly qualified teachers. Examples of strategies to increase parent involvement. 2

4 12-13 Title I, A Improving the Academic Achievement of the Disadvantaged District Checklist Sample of transition activities or plan. Evidence of teacher participation in assessment decisions. Examples of timely additional assistance to students with needs/evidence of monitoring student progress. Number of students served (to date). Number of students exited (to date). Documentation of coordination and integration of federal state and local funds and services. Provide evidence that the intent and purpose of each federal program is maintained. 3

5 12-13 Title I, A Improving the Academic Achievement of the Disadvantaged District Checklist TITLE I, PART A - SCHOOLWIDE cont. 1.8 Schoolwide program is evaluated annually. Sec. 1114(b)(2)(B)(iii); CFR (c). 1.9 Each Targeted Assistance program meets the following criteria: a) Ensures Title I resources help participating children to meet state s academic achievement standards expected for all children. b) Ensures planning for students served under Title I is incorporated into existing plan. c) Uses effective methods and instructional strategies that are based on scientifically based research that strengthens the core academic program of the school. d) Coordinates and supports the regular education program, which may include services to assist preschool children in transition to elementary school programs. e) Provides instruction by highly qualified teachers and paraprofessionals. f) Provides opportunities for professional development. g) Provides strategies to increase parental involvement. h) Coordinates and integrates federal, state and local services and programs, Sec 1115(c)(1)(A-H). Documentation from school of annual evaluation of schoolwide programs to include: Annual evaluation of data. Outcome based trend data summary: Analyze trend data for three years (district and state.) Design effective programs from data trends to improve student learning. Evaluate program to meet needs of low-achieving students. Determine effectiveness of program. Revise program as necessary. Principal and/or staff provide narrative and discuss the eight (8) components of the targeted assistance model. Include supporting evidence that the program: Ensures Title I resources help participating children to meet state s academic achievement standards expected for all children. Ensures planning for students served under Title I is incorporated into existing plan. Uses effective methods and instructional strategies that are based on scientifically based research that strengthens the core academic program of the school. Coordinates and supports the regular education program, which may include services to assist preschool children in transition to elementary school programs. Provides instruction by highly qualified teachers and paraprofessionals. Provides opportunities for professional development. Provides strategies to increase parental involvement. Coordinates and integrates federal, state and local services and programs. 4

6 12-13 Title I, A Improving the Academic Achievement of the Disadvantaged District Checklist TITLE I, PART A TARGETED ASSISTANCE 1.10 Eligible children are identified for services through the rank order list. Sec 1112(H); Sec 1115(B). An example of a rank order student list based on multiple, education-related, objective criteria. Evidence that the targeted assistance program has entrance and exit procedures. Number of students served (to date). Number of students exited (to date) The targeted assistance program shall be reviewed on an ongoing basis. Sec 1115(c)(2)(B). Evidence of the process used (e.g., student progress monitoring, student files, meeting minutes, extended day opportunities, or professional development for teachers to identify students and implement academic achievement standards). Evaluation of data. Outcome based trend data summary: Analyze trend data for three years (district and state.) Design effective programs from data trends to improve student learning. Evaluate program to meet needs of low-achieving students. Determine effectiveness of program. Revise program as necessary. 5

7 12-13 Title I, A Improving the Academic Achievement of the Disadvantaged District Checklist TITLE I, PART A PARENT INVOLVEMENT 1.12 There is a District Parent Involvement Policy containing all of the required elements. Sec 1118(a)(2). a. Parents involved in the development of policy. b. Provide coordination and technical assistance to participating schools in planning effective parent involvement activities to increase academic achievement. c. Build schools and parents capacity for strong parent involvement. d. Coordinate with programs that promote parent involvement strategies (Head Start, Reading First). e. Conduct with parents an annual review: Address barriers to greater parental participation. f. Involve parent in the activities of the schools. 1.12b The district ensures parents have the opportunity to be involved in decisions regarding the 1% parent involvement funds. Sec 1118(a)(3). (Applies only to districts who receive an allocation of $500,000 or greater.) Copy of up-to-date district parent involvement policy containing all of the required elements. Examples of ways to show evidence of implementation of district policy (e.g., notification of meetings, agendas, sign-in sheets). Parent survey, meeting minutes, and/or agenda. Item 1.13 has been removed. 6

8 12-13 Title I, A Improving the Academic Achievement of the Disadvantaged District Checklist TITLE I, PART A PARENT INVOLVEMENT cont Building Parent Involvement Policy/Plans are developed jointly, agreed on and disseminated to parents of Title I participating students. Sec 1118(bd). a. Written policy developed with, agreed to and distributed to parents of participating students and updated periodically. b. Annual meeting to inform parents of participating students in the Title I program and the right of parents to be involved. c. Offer flexible meetings. d. Involve parents in the development of Title I programs and or schoolwide program. e. Provide timely information re: curriculum, assessments, proficiency levels, and opportunities for parents to provide suggestions and participate in decisions relating to the education of their children. f. Parent input on schoolwide plan prior to submission to district (may cross-reference to 1.7 & 1.8). g. School parent compact jointly developed with parents: Annually conduct parent conferences in elementary school using the compact. Frequent reports to parents regarding their student s progress. Parents have reasonable access to staff, opportunities to volunteer and participate in the student s class and observation of classroom activities. Copy of up-to-date building parent involvement policy containing all of the required elements. Examples of ways to show evidence of implementation of all required components (e.g., notification of meetings, agendas, sign-in sheets, parent interviews). Example of compact. Note: The building parent involvement policy may be viewed at either the district office or at the building(s); however, the policy will be discussed at the building level. Item 1.15 has been removed. 7

9 12-13 Title I, A Improving the Academic Achievement of the Disadvantaged District Checklist TITLE I, PART A Schools in Improvement Item 1.16 has been removed. Item 1.17 has been removed. Item 1.18 has been removed. Item 1.19 has been removed. Item 1.20 has been removed. Item 1.21 has been removed. TITLE I, PART A District in Improvement Item 1.22 has been removed. Item 1.22b has been removed. Item 1.23 has been removed. Item 1.24 has been removed. TITLE I, PART A SET ASIDE/FISCAL 1.25 Charges to federal grants are charged & documented appropriately. OMB Circular A 87, Attachment B. a. The district complies with Title I set asides: i. Parent Involvement (1%, if over $500,000 allocation). Sec 1118(a)(3); 34 CFR ii. Private schools (if applicable). Sec 1120(c). iii. Neglected students. Sec 1113(c)(3)(B-C); Sec 1115(b)(3). iv. Homeless students. Sec 1113(c)(3)(A); Sec 1115(b)(3). v. Up to 20% set aside, if needed, for priority, focus, and emerging schools. ESEA Flexibility Waiver. Documentation of sub-coding for each applicable set-aside: Parent Involvement (1%, if over $500,000 allocation of Title I, Part A funds.) Private schools (if applicable). Neglected students. Homeless students. Up to 20%, if needed, for priority, focus, and emerging schools. Item 1.26 has been removed. 8

10 12-13 Title I, A Improving the Academic Achievement of the Disadvantaged District Checklist TITLE I, PART A SET ASIDE/FISCAL cont Title I funds are used for eligible attendance areas and follow the ranking and allocation rules. Sec 1113(a)(b). A report showing actual building budgets and summary expenditure reports for each Title I, Part A building served in school year. Item 1.28 has been removed. 9

11 12-13 LAP District Checklist LEARNING ASSISTANCE PROGRAM (LAP) 2.1 Selection of eligible students for LAP services. RCW 28A ; WAC Evidence that only students achieving below standard state and district assessments are served. Number of students served (to date). Number of students exited (to date). 2.2 Accelerated Student Learning Plans are developed for participating students. RCW 28A (3); WAC Services are provided for eligible 11 th and 12 th grade students who are not on track to meet local or state graduation. RCW 28A.165. An example of a Student Learning Plan for each grade span served that includes the following: Achievement goals for the student. Roles of the student, parents or guardians and teachers in the plan. Communication procedures regarding student accomplishments. Plan review and adjustment process. Evidence of services to selected participating students, e.g., student learning plan, student schedule, and transcript. Item 2.4 has been removed. 2.5 LAP program is evaluated annually. RCW 28A (8). Documentation from school of annual evaluation of LAP program to include: Annual evaluation of data. Outcome based trend data summary: Analyze trend data for three years (district and state.) Design effective programs from data trends to improve student learning. Evaluate program to meet needs of low-achieving students. Determine effectiveness of program. Revise program as necessary. 1

12 12-13 LAP District Checklist LEARNING ASSISTANCE PROGRAM (LAP) 2.6 LAP students who receive supplemental academic support are identified at least monthly in district data reporting system. State requirement. DISTRICT OR Current month summary showing list of students served and exited in program to date. Note: LAP end-of-year (EOY) regular year and summer school reports are prepopulated with CEDARS data entered by district. 2

13 12-13 Title I, C Migrant Education District Checklist TITLE I, C - MIGRANT EDUCATION 4.1 The district has addressed the special educational needs of migratory children (including preschool) as identified in the State Service Delivery Plan and local needs assessment. Sec 1304(b)(1). Copy of data reports used to analyze the needs of migrant students (e.g., Needs Assessment Report, igrants data reports). Description of process used to analyze credit accrual needs of migrant students Grades If applicable, copy of PASS completion and student grade point average rates. Copy of MSIS Supplemental Services Report demonstrating the migrant-funded services provided to students. 4.2 The district coordinates services with appropriate nondistrict local, state and federal programs to provide migrant students a full range of services that address their special educational needs. Sec 1304(b), Sec 1306(a). 4.3 The district selects migrant students to receive services from other local, state, and federal educational programs on the same basis as other eligible students (e.g., Title I Part A, LAP, etc.). Sec 1112(b)(1)(E)(ii). Evidence (documentation) informing building staff of the activities in the approved grant application, to be implemented and/or completed, and a listing of migrant students with PFS students highlighted and the migrant funded services they are receiving. Describe process used to refer migrant students for services not provided by the district. Copy of MSIS referral form samples (if applicable) indicating services migrant students were referred to and notation as to whether they received the services or not. Copy of Current Supplemental Services report noting the other programs in which migrant students are being served. Copy of the building Supplemental Services report listing migrant students receiving services from other local, state, and federal education programs. (Services including Title I, LAP, TBIP, LAP, and others.) 1

14 12-13 Title I, C Migrant Education District Checklist TITLE I, C - MIGRANT EDUCATION cont. 4.4 The district has addressed the needs of Priority for Service migrant students who are most at-risk of not meeting state academic and achievement standards AND whose education has been interrupted during the regular school year. Sec 1301(1), Sec 1304(d). List of Priority for Services migrant students showing their interrupted school year AND academic status as developed at the beginning of school year (highlight students being served with MEP funds). Copy of Secondary Credits Earned Summary Report in MSIS. Documentation of the process used to ensure migrant students in Grades 9-12 are accessing core academic instruction to meet graduation requirements. Samples of secondary migrant student schedules showing course enrollments (elective vs. required). GRADUATION SPECIALIST: List of student caseload and migrant funded services provided. Documentation of selection process and log activity sheet demonstrating the intent to meet the identified needs of migrant students including nonacademic/academic activities, student advocacy, and post-secondary education career exploration. STUDENT ADVOCATE: Documentation of selection process and log activity sheet demonstrating the intent to meet the identified needs of migrant students including nonacademic/academic activities, student advocacy, and post-secondary education and career exploration. List of Priority for Service migrant students in the building showing their interrupted school year AND academic status as developed at the beginning of school year (highlight students being served with MEP funds). Description of additional services being provided to each student listed as Priority for Service in the building. (Programs/services to assist student with partial credit & course completion.) 2

15 12-13 Title I, C Migrant Education District Checklist TITLE I, C - MIGRANT EDUCATION cont. 4.4b The district has policies or procedures in place to address the attendance patterns of migrant students. RCW 28A (d). Copy of MSIS Student Attendance Report highlighting the students with 20 or more days absent. Copy of district policy or procedures regarding attendance and extended absence agreements. Sample copy of a completed extended absence agreement (if applicable). Description of process the district implements for returning students to ensure the absence did not have an adverse impact on their education. 4.5 All teaching staff has been provided professional development to work with migrant students. Sec 1304(c)(5), Sec 1304(c)(6)(B). 4.6 MEP staff annually receives required trainings to address program rules and regulations. Sec 1304(c)(6)(B). Status of professional development plan implemented as submitted in approved grant application. Note the number of staff trained and list who provided the training (e.g., MSDR, migrant specific ESD training, consultant, etc.). List of professional development provided to all teaching staff working with migrant students. Copy of invoices (if applicable). Copy of sign-in sheets (if professional development is provided within district). Copies of registration confirmation to attend annual trainings for the following positions: Recruiter. Records clerk. Graduation Specialist. Student Advocate. Documentation of annual on-site training with MSDR for recruiter (if applicable). 3

16 12-13 Title I, C Migrant Education District Checklist TITLE I, C - MIGRANT EDUCATION cont. 4.6b The Migrant Education Program district recruiter is allotted sufficient time and flexibility to conduct identification and recruitment activities throughout the district boundaries. Sec 1304(c)(7). 4.6c The district s program records clerk is provided sufficient time to report the services migrant students have received into the migrant student database system (MSIS). Sec 1308 (a)(2) 4.7 The district has a Parent Advisory Council (PAC) that is consulted in the planning and operation of the program. Sec 1304(c)(3). 4.7b The district has implemented parent engagement activities as noted in approved grant application. Sec 1304(b)(1). 4.8 Activities charged are allowable. OMB A-87, OMB A Copy of MSIS recruitment COE completion report. Copy of recruiter log demonstrating active Identification and Recruitment of migrant students. Copy of sample recruiter schedule demonstrating flexible schedule to recruit in the community. Copy of MSIS District Reporting Summary. Copy of records clerk schedule demonstrating timeline for collection of data and system reporting. Listing of parent advisory council members. Meeting minutes noting dates members selected. Copies of Certificate of Eligibility indicating parents are eligible for the program at the time of election/appointment to the council. Copy of minutes/notes of meeting where planning took place. List of activities conducted with migrant parents by date. Copy of sign-in sheet with migrant parents highlighted. Copy of completed evaluation/feedback process used with engagement activities. Two months transaction recaps (October & January). One example of back-up documentation for one activity. Copy of equipment/inventory of items purchased with program funds since 9/1/2009 and current location. Sample of staff schedule and listing of migrant students served noting content area. 4

17 12-13 Title I, D Neglected and Delinquent District Checklist TITLE I, D NEGLECTED AND DELINQUENT FOR 208 AND 209 GRANTEES ONLY 5.1 ANNUAL COUNT DOCUMENTATION: The district ensures documented records are kept on file of students reported for the current year entitlement in the Title I, D Annual Report. Sec and state and local non-regulatory guidance A-2 and L-2. NOTE: Documentation must include student names, date of birth, and entry and exit dates for each, and the final document must be signed and dated by the district and by the facility administrator. Provide a copy of written process used to document the Title I, D Annual counts for report 260 or 261. Provide a copy of data backup for student recorded count for February (state) or October (local) Annual Counts submitted in 260 or 261 reports. 5.2 UNIQUE NEEDS: The district ensures the program serving Title I, D students addresses their unique needs. Sec 1423(5). 5.3 SERVICES: The district ensures all activities being provided with Title I, D funding are assisting youth to stay in school, re-enter school successfully or find employment. Sec FOR 209 GRANTEES ONLY 5.4 The district ensures that at least 15% of the current year entitlement of Title I, D is spent on transition services. Sec 1418 and Non-regulatory guidance K-1. Item 5.5 has been removed. 5.6 DATA ON REDUCING DROPOUTS: The district ensures tracking of progress in reducing dropout rates and increasing the number of children and youth returning to school, obtaining diplomas or obtaining employment over a three-year period. Sec Provide a written list of Title I, D services and a corresponding list of what needs these services are addressing. Provide written description of which services are assisting youth to find employment and how these services are assisting. Note: this part is not for 562 Health grantees. Provide a written description of how the activities assist youth to re-enter or to stay in school. (State) Provide a list of transition activities provided by this grant and the amount of funding and percentage of the total grant used to provide these transition services. Complete a 3-year spreadsheet of End-of-Year report data for the last three years: Provide written analysis of the above data and explain how it shows reduction or increases in dropout rates. Provide a copy of the tracking sheets used to document and report where students are transitioned after leaving school. Provide a written explanation of the process for tracking students as they transition after leaving. 1

18 12-13 Title I, D Neglected and Delinquent District Checklist TITLE I, D NEGLECTED AND DELINQUENT cont. 5.7 PROGRAM EVALUATION: The district ensures the program is evaluated in order to determine the impact on student achievement and transition and how the results will be used to plan and improve the program. Sec 1431 and Non-regulatory guidance R-1. FOR 208 AND 209 GRANTEES ONLY 5.8 COMPARABLE PROGRAMMING: The district ensures that the educational program is comparable to the other academic programs for the same agegroup. Sec 1423(3). 5.9 PARENT INVOLVEMENT: The district ensures parent involvement in efforts to improve educational achievement. Sec 1423(8) ALLOWABLE ACTIVITIES: The district ensures all activities charged under Title I, D are allowable. OMB A-87, OMB A-133. Provide a written explanation of the process used to evaluate the Title program. Provide an explanation of how the results will be used to plan and improve the program. Provide evidence of program evaluation activities, e.g., meeting minutes and agendas or copy of school improvement plan. DISTRICT& Provide evidence that the basic education program is comparable to the district s programs for the same agegroup, e.g., district-adopted curriculum and texts, sign-in sheets showing participation in professional development activities, and/or district school improvement committee meetings. Provide a list of parent/guardian involvement activities, offerings or resources that encourage parent participation, e.g., open house fliers, signin sheets, resource fliers, home visits, or school improvement activities. Provide fiscal transaction documentation for the past 12 months of expenditures for this grant. Provide one example of back-up documentation for each month. Provide a written list of what was purchased. 2

19 12-13 Title I, G Advanced Placement District Checklist TITLE I, G - ADVANCED PLACEMENT (AP) 6.1 The district determines eligibility for participation in the AP Test Fee Reduction Program for the reimbursement of AP/IB test fees for qualifying lowincome students through free or reduced lunch program, Social Security program, Medicaid program, and/or parent declaration of income. Sec Documentation of eligibility. 6.2 Student records of eligibility are maintained in a confidential record on site. 6.3 How does the school pay for all AP/IB exams, including those taken by low-income students? Documentation of confidentiality of student records. Provide a description of the process. 1

20 12-13 TITLE II, A Highly Qualified Teachers and Principals District Checklist TITLE II, A HIGHLY QUALIFIED TEACHERS AND PRINCIPALS s 7.1 All core academic subject area teachers, including those in Title I buildings, meet the ESEA highly qualified teacher (HQT) requirements, or The district/building has an individual teacher plan on file to ensure that each teacher who does not meet the HQT requirements is working towards that goal. Sec 1119(a)(1). Exception: Title I and Title II A funded for class size reduction teachers must meet the HQT requirement prior to being placed in these assignments. If these teachers are on an individual teacher plan to achieve highly qualified requirements, this will be a compliance issue. (Please see 7.2 and 7.3 below.) Highly qualified teacher paperwork or individual teacher plans on file at the district office/human Resources department. (Districts selected for desk review are required to submit actual supporting documentation to OSPI (e.g., state teacher assessment results, college transcripts, HOUSSE forms). Teaching Assignment Middle School General Ed Teacher Middle School Special Ed Teacher High School General Ed Teacher High School Special Education Teacher Alternative Ed Teacher Alternative Learning Experience (ALE): Digital Online Teacher Contracted Teacher Parent Partnership Teacher Documentation Provided* Teacher is Highly Qualified Yes No NA Yes No NA Yes No NA Yes No NA Yes No NA Yes No NA Yes No NA Yes No NA *Note: Documentation includes state teacher assessment results, college transcripts, or HOUSSE forms. Please provide one sample for each assignment above as applicable for your district. Item 7.1b has been removed. 7.2 All teachers paid with Title II, Part A funds for class size reduction are highly qualified. Sec 2123(a)(2)(B). List of teacher names, grade level, and building assignments serving in class size reduction positions. N/A 1

21 12-13 TITLE II, A Highly Qualified Teachers and Principals District Checklist TITLE II, A HIGHLY QUALIFIED TEACHERS AND PRINCIPALS cont. s 7.3 All paraprofessionals currently working in a Title I program meet the ESEA requirements. Sec 1119(d). Paperwork on file at the district office/human Resources Department that Title I paraeducators meet the ESEA requirements (e.g., ETS ParaPro Assessment results, AA (or higher), Two years of Study, Apprenticeship, or Portfolio). N/A Title I Para Position ETS ParaPro Assessment Associate (or higher) Degree Two Years of Study Other Title I Para 1 Yes No Yes No Yes No Yes No Title I Para 2 Yes No Yes No Yes No Yes No Title I Para 3 Yes No Yes No Yes No Yes No Title I Para 4 Yes No Yes No Yes No Yes No 7.4 The district implements various strategies to ensure that poor and minority students are not taught at higher rates than other students by inexperienced, unqualified, out-of-field teachers. Sec 1112(c)(1)(L). 7.5 A needs assessment was conducted with the involvement of teachers and principals. The needs assessment takes into account activities that need to be conducted in order to give teachers the subject matter knowledge and skills and principals the instructional leadership aptitude necessary to help teachers provide students with the opportunity to meet State and local student academic achievement standards. Sec 2122(c). A list of new and non-highly qualified teachers and their building assignments. N/A, if the district has only one elementary, middle, and high school, or the district is one building for all grades. The district has evidence of a needs assessment demonstrating that teachers and principals had input regarding their specific professional development needs, e.g., teacher surveys, meeting notes/agendas, professional development committees, etc. Item 7.6 has been removed. 7.7 Activities charged are allowable: OMB A-87, OMB A a. Expenditures are for allowable and preapproved in Title II A application activities. Item 7.8 has been removed. One month transaction recap. One example of back-up documentation for one activity. Item 7.9 has been removed. 2

22 12-13 Title III Limited English Proficient/Immigrant District Checklist TITLE III LIMITED ENGLISH PROFICIENT/IMMIGRANT Is the district part of a consortium? Yes No Consortium districts must provide documentation for all items listed 9.1 The district has an accountability system in place to meet Title III requirements. Sec 3121(a)(b)(c), Sec 3116(b)(3). Documentation supporting program effectiveness in each of the following: Programs & activities conducted with Title III funds. Progress made in language acquisition and academic achievement. Number of students transitioning from ELL services. Progress made by former ELLs. Professional Development. Parent Engagement. on the Title III checklist. 9.2 The district has procedures to identify, develop, and implement measures of English proficiency. Sec 3116(b)(3)(C). Evidence that the procedures for identification, assessment, and placement of potential ELLs have been communicated to district and building staff via , meetings, etc. DISTRICT/ Copy of procedures for the identification, assessment, and placement of potential ELLs. Evidence of procedures for reporting ELL student identification, assessment, placement, and program model. Copies of the following documents retrievable from any student file: Home Language Survey or information on district registration form. Placement test with date enrolled and date administered (may be same date) with signature. Annual language proficiency assessment score sheet Documentation filed at: District Building SSID HLS Placement Test Annual test scores 1

23 12-13 Title III Limited English Proficient/Immigrant District Checklist TITLE III LIMITED ENGLISH PROFICIENT/IMMIGRANT cont. 9.3 The district ensures that language instruction educational programs implemented are research based and assist students in developing English proficiency. Sec 3115(c)(1): a. Dual Language Enrichment (DLE). b. Developmental Bilingual-Late Exit. c. Transitional Bilingual-Early Exit. d. Sheltered Instruction (Content Based ESL). e. Newcomer Program. 9.4 The district has met the requirements for professional development. Sec 3115(c)(2)(A-D). (D) of sufficient intensity and duration to have a positive and lasting impact on the teachers performance in the classroom. List of schools with program model(s) implemented at each grade level. Building principal has copies of: Staff schedules. List of eligible ELL students. Description of instructional services provided. Evidence that the Professional Development Plan for TBIP/Title III is on schedule and is consistent with the grant application submitted (e.g., sign-in sheets, meeting notices, website, invoices, contracts, clock hour forms). Copy of professional development provided at the school level (e.g., sign-in sheets, meeting notices, website, invoices, contracts, clock hour forms). 9.5 The district meets the requirements for parental and community participation in programs for Limited English Proficient (LEP) students. Sec 3302(e). 9.5b The district includes teachers, parents, and other staff in the development and evaluation of the Title III plan. Sec 3116(b)(5). Evidence of implementation of Title III Parent/Community Plan (e.g., calendar of meetings and activities, sign-in sheets, communications to parents of LEP students, parent feedback, etc.). Evidence of the process used to develop the Title III plan (e.g., surveys, meetings, needs assessment). Evidence of Title III Planning Meetings (e.g., s, surveys, sign-in sheets, meeting summaries, needs assessment, calendar of meetings). Summary of recommendations provided by stakeholders used to summit the Title III application. Copy of the evaluation component of Title III plan. 2

24 12-13 Title III Limited English Proficient/Immigrant District Checklist TITLE III LIMITED ENGLISH PROFICIENT/IMMIGRANT cont. 9.6 The district has met the parent notification requirements. Sec 3302(a-d) (Initial Placement, Continued Eligibility, and AMAO status). DISTRICT or Parent notification forms retrievable from student s file with date notification sent (e.g., initial placement, continued eligibility, transition from TBIP) within 30 days and in a language the parent understands. For districts that failed to meet the AMAOs (most recent school year), a copy of the parent notification dated and sent within 30 days of district s notification by the State. Parent Notification Initial Continued Placement Eligibility Transition from TBIP AMAO Results Item 9.7 has been removed. DISTRICTS THAT DID NOT MEET AMAOs ONLY 9.8 The district has an accountability system in place if not meeting AMAOs for: 1. Two consecutive years. Sec 3122(b)(1-4), Sec 3302(b). 2. Four consecutive years. Sec 3122(b)(1-4), Sec 3302(b). Evidence that the plan submitted in igrants is completed and begins implementation within 30 days of receiving AMAO results. Supporting documents reported in AMAO Status Report. Evidence that the Title III Improvement Plan has been communicated to district and building staff. Evidence that the building-level action steps in the Title III Improvement Plan are being implemented according to the timeline submitted. 3

25 12-13 Title III Limited English Proficient/Immigrant District Checklist TITLE III LIMITED ENGLISH PROFICIENT/IMMIGRANT cont. 9.9 Activities charged are allowable. OMB A-87, OMB A- 133 and Sec 3115(c)(d)(g). Describe the process used to identify expenses allowable under Title III (e.g., who determines program expenses are allowable, who is involved in the process, etc.). Evidence of fiscal process to support allowable activities (e.g., invoices and time and effort forms), if applicable. Evidence supports that Title III funds did not provide services previously provided with other federal, state, or local regulations. Two-month transaction recaps of both TBIP and Title III. (if building receives allocation from district) Describe the process used to identify expenses allowable under Title III (e.g., who determines program expenses are allowable, who is involved in the process, etc.) The district has documentation to support eligible immigrant students. Sec 3301(6)(A-C). ONLY DISTRICTS THAT RECEIVE AN IMMIGRANT GRANT 9.11 The district is implementing allowable activities as specified in its immigrant grant application, if applicable. Sec 3115(e)(1). Evidence that procedures for identification and reporting of immigrant students have been communicated to appropriate staff. Description of procedures for student identification and reporting. (if district is receiving immigrant grant) List of immigrant students at the building. (if district receives an immigrant grant) Evidence of fiscal process to support allowable activities (e.g., invoices and time and effort forms), if applicable. Description and schedule of services provided (parent engagement, instructional support, and/or other activities in approved grant application). 4

26 12-13 Title III Limited English Proficient/Immigrant District Checklist TITLE III LIMITED ENGLISH PROFICIENT/IMMIGRANT cont The district has a process for identifying Native American students. Sec 3112, Sec 3301(7)(9) The district is implementing allowable activities as specified in its Title III application. Sec 3115(c)(d)(g), Sec Description of procedures for student identification. Evidence that procedures have been communication to appropriate staff. List of eligible students. Description of services provided. Evidence that of program services for ELL students in approved Title III grant application are being implemented. 5

27 12-13 Gun-Free Schools Act District Checklist GUN-FREE SCHOOLS ACT 10.7 Required gun-free, drug-free, and tobacco-free signage has been posted on school facilities. RCW , RCW , RCW 28A (2). Evidence that signage has been posted at the main entrances to buildings accessed by students, parents or the public, e.g., photographs, superintendent letter confirming signage, site inspection The district has a gun-free schools policy that includes one-year mandatory expulsion for firearms, mandatory notification of student violations to parents/guardians and law enforcement, and allows the expulsion to be modified by the chief school district officer or designee on a case-by-case basis. Sec 4141(b)(1) and Sec 4141(h)(1). One copy of the gun-free policy with required language. Evidence that policy has been made available to pupils, parents, teachers, e.g., calendars, handbooks, websites, newsletters, etc. 1

28 12-13 Title X McKinney-Vento Homeless District Checklist MCKINNEY VENTO - HOMELESS Policy 12.1 The district has developed, reviewed and revised policies to remove barriers to the enrollment and retention of homeless children and youths in schools. McKinney-Vento Sec 722(g)(1)(I), Sec 722(g)(7)(A,B,C), Sec 722(g)(1)(J)(i), Sec 722(g)(3)(A)(i,ii), Sec 722(g)(3)(C), Sec 722(g)(3)(D)(i,ii). One copy of the district s adopted, comprehensive policy related to serving the educational needs of homeless children and youth in accordance with the McKinney-Vento Act. Evidence should include the current (2010) WSSDA #3115 policy or equivalent local policy. The policy shall include (but not be limited to) the following: The district provides immediate enrollment, to homeless children and youth, even if the child or youth is unable to produce records normally required for enrollment, such as previous academic records, medical records, proof of residency, or other documentation. The district maintains and makes available in a timely fashion, any record ordinarily kept by the school, including immunization or medical records, academic records, birth certificates, guardianship records, and evaluations for special services or programs, regarding each homeless child or youth. The district ensures that, according to the student s best interest, homeless children and youth are kept in their school of origin, except when doing so is contrary to the wishes of the child s or youth s parent or guardian. 1

29 12-13 Title X McKinney-Vento Homeless District Checklist MCKINNEY VENTO HOMELESS cont. Dispute Resolution 12.2 When a dispute arises regarding the enrollment of a homeless child or youth, the district follows Washington State s homeless enrollment dispute process according to the McKinney-Vento Act. McKinney-Vento Sec 722(g)(3)(E)(i,ii,iii,iv). Evidence that the district knows and follows the OSPI homeless dispute process, i.e., state dispute process. (Evidence should include a copy of the most current OSPI Homeless Dispute Process document dated January 5, 2010.) Evidence that the district s liaison ensures enrollment disputes are mediated: If applicable, log of disputes with outcomes. (Log including ALL homeless disputes, including low level disputes; any dispute resolved locally or forwarded to OSPI for resolution; any issues of concern raised by homeless families, etc.) Sample dispute initiation forms. Sample dispute packets. Transportation 12.3 The district ensures that transportation is provided, at the request of the parent or guardian (or in the case of an unaccompanied youth, the liaison), to and from the school of origin. McKinney-Vento Sec 722(g)(1)(J)(iii)(I,III). Liaison Duties 12.4 The district has a designated homeless liaison to assist with identification, enrollment, attendance, and academic success of homeless children and youth. McKinney-Vento Sec 722(g)(1)(J)(ii). Log or other documentation of coordinated transportation services, including type of transportation service provided, any arrangements or agreements with neighboring districts, etc. Name/title of liaison and district documents showing the name and contact information of the designated liaison. Information for parents of homeless students, which includes liaison contact information. (CPR monitors may cross reference with OSPI district liaison contact list, etc.) 2

30 12-13 Title X McKinney-Vento Homeless District Checklist MCKINNEY VENTO HOMELESS cont. Liaison Duties cont The district s homeless liaison ensures that homeless children and youth are identified and enrolled by school personnel and through coordination activities with other entities and agencies. McKinney-Vento Sec 722(g)(6)(A)(i). Evidence that homeless students are actively identified and enrolled by school district staff: Evidence that district has adopted a student housing questionnaire. Evidence that district liaison has attended OSPI (or similar) training regarding the rights of homeless students and the appropriate identification of homeless students Evidence that district staff is provided with local training provided by the district homeless liaison or other trained staff regarding compliance with McKinney-Vento, rights of homeless students, etc. Sample materials used in district level McKinney-Vento training may include: meeting minutes, sign-in sheets, certificates of attendance, agendas, or materials gathered/generated at meetings coordinated with other agencies/entities serving homeless families/children. Evidence that district collects and reports all homeless students to OSPI in annual data collection. Shows numbers of homeless students identified annually in district. Evidence that homeless needs assessment is conducted at district level. Evidence that staff has received routine McKinney-Vento training and homeless students are actively and immediately served, e.g., training logs, sign-in sheets, sample materials, building level intake materials, etc. 3

31 12-13 Title X McKinney-Vento Homeless District Checklist MCKINNEY VENTO HOMELESS cont. Liaison Duties cont. 12.5b The district s homeless liaison coordinates and collaborates with the state coordinator and community and school personnel responsible for the provision of education and related services to homeless children and youths. McKinney-Vento Sec 722(g)(6)(c). Evidence that the district s homeless liaison accesses resources, receives technical assistance, addresses challenges related to identifying/enrolling/serving homeless students, and seeks information from OSPI as necessary to carry out liaison duties. Examples include the following: s showing collaboration/communication between district and OSPI. Telephone logs. Samples of materials received as a result of request for information/resources. Written correspondence samples between district and OSPI and other community agencies The district s homeless liaison ensures that homeless children and youths enroll in, and have a full and equal opportunity to succeed in, schools in the district. McKinney-Vento Sec 722(g)(6)(A)(ii) The district s homeless liaison ensures that homeless families, children, and youths receive educational services for which they are eligible, including Head Start and Even Start programs and preschool programs administered by the district, and referrals to health care services, dental services, mental health services, and other appropriate services. McKinney- Vento Sec 722(g)(6)(A)(iii). Sample intake forms specific to homeless students. Parent information, sample parent brochures from NCHE or equivalent, or other available materials. Evidence that young homeless children are enrolled in preschool programs administered by the district. Examples include enrollment forms, referral logs, documentation of coordination of district early learning programs and community preschool supports, referrals for special services for young homeless children under Title I, Part C. Evidence that Child Find efforts include homeless students. Documentation of referrals to medical, dental, mental health services, etc. for homeless students including logs, referral forms, etc. Evidence of collaboration among federal programs. 4

32 12-13 Title X McKinney-Vento Homeless District Checklist MCKINNEY VENTO HOMELESS cont. Liaison Duties cont. 12.7b The district shall coordinate the identification and provision of services with local social service agencies and other agencies or programs providing services to homeless children and youth and their families, including those funded under the Runaway and Homeless Youth Act, other local education agencies, state and local housing agencies, and others. McKinney-Vento Sec 722(g)(2)(5)(A)(B)(C). Evidence that the district has coordinated services through ongoing and regular contact with community agencies and entities: Logs, meeting minutes, correspondence, agendas, etc The district s homeless liaison ensures that public notice of the educational rights of homeless children and youth is disseminated where such children and youths receive services (schools and community). McKinney-Vento Sec 722(g)(6)(A)(v). 12.8b District homeless liaison ensures that homeless children and youth are not stigmatized or segregated on the basis of their status as homeless. McKinney- Vento Sec. 722(f)(3)(A). Evidence of posters, brochures, etc. Evidence should also appear throughout the community where homeless people are likely to see them, e.g., libraries, transit stations, laundry mats, etc. Description of decision making process of how students are placed in schools, programs, classrooms, buildings, etc., to ensure students are fully integrated, not separated from housed students for academic instruction. Fiscal (Applicable only if district receives McKinney-Vento funds.) 12.9 Activities charged are allowable. OMB A-87, OMB A- 133: a. Expenditures are for allowable activities. (Applicable to all districts.) The district has set-aside Title I, Part A funds in an amount necessary to serve homeless students in non- Title I schools and/or shelters and other locations where homeless children and youth may live. U.S.C (c)(3)(a). One month transaction recap. One example of back-up documentation for one activity. Amount: $ Evidence of a needs assessment or other written documentation of how the set-aside amount was determined and how it is sufficient to meet the needs of identified homeless students. Description and documentation explaining how Title I set-aside dollars for homeless students are spent. 5