Elementary and Secondary Education Act ESEA Consolidated Monitoring

Elementary and Secondary Education Act (ESEA) Consolidated Monitoring October 28, 2019

Monitoring Webinar Objective To explain the ESEA monitoring process for this school year. It will include an overview of the: • • • Purpose of ESEA monitoring; History of ESEA monitoring; Monitoring process and timelines 2019 -20 ESEA Monitoring Guidance Document and requirements; Google site used for collecting documentation prior to the visit; and DPI Resources

Purpose of ESEA Monitoring DPI monitors federal programs to ensure that all children have a fair, equal, and significant opportunity to obtain a highquality education.

History ESEA Monitoring

History of ESEA Monitoring

ESEA Monitoring Resources https: //dpi. wi. gov/esea-monitoring-process

Monitoring Process

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2019 -20 Guidance Document for LEAs Available at this Website: https: //dpi. wi. gov/sites/default/files/imce/esea/ pdf/2019 -20_ESEA-Monitoring-Guidance. pdf

Guidance Document for LEAs Type of Requirement (Consolidated or Individual Program) Requirement defined in statute Required Documentation (Load into the Google Site before on-site visit)) Guiding Questions (Discussed during on-site visit)

Monitoring Consolidated Requirements Title IV Title III

Section 1: Local Needs Guidance Document Location: Pages 1 - 2

Section 2: Professional Development Plan Guidance Document Location: Page 3 Common Challenges in this Section: • None

Section 3: Private Schools Equitable Participation Guidance Document Location: pages 4 - 5 Common Challenges in this Section: • 3. a. Evidence (meeting agenda/minutes; letter; email; and/or telephone records)demonstrating that consultation between the LEA and private schools continued throughout the implementation and assessment of activities under ESEA. • 3. c. A list of equitable services provided to private school students

Section 4: Parents’ Right to Know Provisions Guidance Document Location: Page 6 Common Challenges in this Section: • 4. d. For students identified as English learners, procedures for identifying a student as an English learner; communications used to notify parents of the child’s level of English proficiency, including how such level was assessed, and the status of the child’s academic achievement; the methods of instruction used in the language instruction program; the process for exiting English learner designation; how such program will specifically help the child learn English and meet age-appropriate academic achievement standards for grade promotion and graduation; assessment and language-related accommodations the child is entitled to; in the case of a child with a disability, how such language instruction education program meets the objectives of the individualized education program of the child, as described in section 614(d) of the Individuals with Disabilities Education Act (20 U. S. C. 1414(d)); and the right of a parent to immediately have their child removed from the program.

Section 5: Public Reporting Provision Guidance Document Location: Page 8 Common Challenges in this Section: • None

Section 6: Consultation with American Indian Nations Guidance Document Location: Page 9 Only required for LEAs who were required to consult with American Indian Nations for the ESSA LEA Plan. https: //dpi. wi. gov/sites/default/files/imce/esea/pdf/consultation_with_american _indian_nations_and_tribal_communities_essa. pdf No required documentation, guiding questions only.

Section 7: Fiduciary Responsibility Guidance Document Location: Pages 10 - 15 Common Challenges in this Section: • • • 7. a. A written description of the procedures used by the subrecipient to determine an individual’s charges that are allowable and properly allocated to the applicable Title grant 7. c. The local policy on capitalization of equipment, including threshold used to determine when equipment is determined to be a capital item. 7. d. Property records

Monitoring Individual Program Requirements Title III Title IV

Monitoring Individual Program Requirements Title I Section 8: Section 9: Section 10: Section 11: Section 12: Section 13: Section 14: Fiduciary Responsibility Schoolwide Program Targeted Assistance Program Parent and Family Engagement Coordination with Early Childhood Development Program Coordination to Serve Students experiencing homeless Out-of-Home Care (Foster Care) Section 15: Targeted Support & Improvement Schools (TSI) and/or Additional Targeted Support & Improvement Schools (ATSI)

Section 8: Title I Fiduciary Responsibility Guidance Document Location: Pages 17 Common Challenges in this Section: • 8. a. Policy or policies to ensure equivalence among schools in teachers, administrators, and other staff and equivalence among schools in the provision of curriculum materials and instructional supplies. • 8. c. Evidence to support the data submitted in the Comparability Report. • 8. d. (Where applicable) The methodology used to allocate state and local funds ensuring that schools receiving Title I, Part A received all of the state and local funds they would otherwise receive if they were not Title I schools. https: //dpi. wi. gov/title-i/fiscalinformation#Supplement%20 Not%20 Sup plant

Section 9: Title I Schoolwide Program Guidance Document Location: Pages 18 -19 Common Challenges in this Section: • 9. a. Where applicable, a schoolwide plan for one school implementing the schoolwide model in each grade span (elementary, middle, high school) in the LEA. Each plan must demonstrate compliance with the components. • 9. b. Communication (e. g. website, letters, school board meeting minutes, etc. ) demonstrating that the schoolwide plan was made available to the LEA, parents, and the public.

Section 10: Title I Targeted Assistance Program Guidance Document Location: Pages 20 -21 Common Challenges in this Section: • 10. b. Criteria used to exit students from receiving Title I services. • 10. e. Criteria used to rank the eligible students most in need of academic assistance to meet the challenging state academic standards.

Section 11: Title I Parent and Family Engagement Guidance Document Location: Pages 22 -24 Common Challenges in this Section: • 11. b. Documentation (agendas; summaries of meetings, focus groups, or advisory committees; sign-in sheets; parent recommendations or feedback, etc. ) demonstrating that parents and family members were involved in the planning, review, and improvement of Title I, Part A funded programs. • 11. c. Documentation of the annual meeting for one Title I school per grade span (elementary, middle, high school) informing parents of their school’s participation in Title I, Title I requirements, and parents’ right to be involved.

Section 12: Title I Coordination with Early Childhood Development Program Guidance Document Location: Page 25 Common Challenges in this Section: • 12. a. An agreement with the local Head Start agency to carry out the required activities. (If there is no Head Start agency in the LEA, then this is not applicable. ) • https: //dpi. wi. gov/title-i/early-childhood-requirements

Section 13: Title I Coordination to Serve Students Eligible in Title I and non-Title I Schools Guidance Document Location: Pages 26 -27 Common Challenges in this Section: ● 13. b. A list of supplemental academic and support services provided to students experiencing homelessness in Title I and non-Title I schools. Include the funding sources for the services provided. (Note: In Title I schools, these should be services provided only to students experiencing homelessness, not services available to all Title I students. )

Section 14: Title I Out-of-Home Care (Foster Care) Guidance Document Location: Page 28 This section is new to the ESEA monitoring process for 2019 -20.

Section 15: Targeted Support & Improvement Schools (TSI) and/or Additional Targeted Support & Improvement Schools (ATSI) Guidance Document Location: Page 29 This section is new to the ESEA monitoring process for 2019 -20. This section only applies to LEAs with schools identified for targeted supports and interventions (TSI) and/or schools identified for additional targeted supports and interventions (ATSI).

Section 16: Title II Preparing, Training, and Recruiting High Quality Teachers, Principals, or Other School Leaders Guidance Document Location: Pages 30 -32 Common Challenges in this Section: ● None

Section 17: Title II, Part A– Qualifications of Paraprofessionals Guidance Document Location: Page 33 Common Challenges in this Section: ● ● 17. a. A description of the process used to ensure that all new hires for paraprofessionals meet the ESEA requirements prior to employment. 17. b. Names and credentials of all paraprofessionals in Title I schoolwide programs (regardless of funding source) and Title I funded paraprofessionals in Title I targeted assistance programs. https: //dpi. wi. gov/title-ii/paraprofessionals-hiring-requirements

Section 18: Title III, Part A English Language Acquisition, Language Enhancement and Academic Achievement Guidance Document Location: Pages 34 -36 Common challenges for this section: ● ● ● 18. a. Effective and timely procedures to identify, assess, and place English learners, including immigrant children and youth who have a primary/home language other than English and who are EL in an effective language instruction education program consistent with the statewide entry and existing procedures. 18. b. Evidence that LEA follows state established program exit criteria so that a student is not maintained in an English language instruction program longer than is necessary. 18. c. Evidence that the programs and activities -- including language instruction education programs -- developed, implemented, and administered will help English learners achieve English language proficiency and meet challenging state academic standards. Section 18 i: Evidence of discretionary grant used for allowable Immigrant Children and Youth activities.

Section 19: Title IV, Part A Student Support and Academic Achievement Guidance Document Location: Page 37 Common Challenges in this Section: ● None

Uploading Files to Google Site ● Shared Google Drive Folders - Location where all documentation will be submitted ● Accepted File Types: Microsoft Documents (Word, Powerpoint, etc. ), Google Docs/Sheets/Slides, Standard Image Types (. jpeg, . gif, . png), and Plain Text Files ● pdf. files are preferred

Uploading Files to Google Site Document Submission Procedures ● https: //dpi. wi. gov/sites/default/files/imce/esea/pdf/Document_Submission_ Procedures. pdf

Labeling Files Uploaded to Google Website ● Reference the requirement number in the name of the document (i. e. 3. a. Evidence of Ongoing Private School Consultation). ● Larger documents that include more information than is required for the requirement should indicate where the DPI reviewer will access the evidence (i. e. , 11. e. TI Parent Compact see page 25). ● If one document includes evidence of several requirements, please load the document as a pdf and add a comment at the beginning of the document stating the page numbers for each requirement.

Labeling Files Uploaded to Google Website ● Include “New” or “Amended” in the label if you submit new or supplemental information after the on-site visit. . ● Notify the DPI facilitator when any new, updated or additional information has been added.

Google Site Demonstration For assistance with the Google Site, Contact: Cody Oltmans dakota. oltmans@dpi. wi. gov (608) 266 -2489

Uploading Files to the Google Site Upload to the Google site. Do not upload

DPI Resources Google Site Support Cody Oltmans: dakota. oltmans@dpi. wi. gov Support with Requirements DPI Team Facilitator (Connie will provide you with contact information soon) CESA Title I Network Coordinator: https: //dpi. wi. gov/title-i/network All Other Needs Connie Shomberg: constance. shomberg@dpi. wi. gov

Questions?