| A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | AA | |
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1 | Indicator Key | ||||||||||||||||||||||||||
2 | SID | STUDENT IDENTIFICATION AND COORDINATION OF SERVICES | |||||||||||||||||||||||||
3 | PROG | PROGRAM NEEDS ASSESSMENT, SERVICES, AND EVALUATION | |||||||||||||||||||||||||
4 | FACE | FAMILY AND COMMUNITY ENGAGEMENT | |||||||||||||||||||||||||
5 | SI | SCHOOL IMPROVEMENT | |||||||||||||||||||||||||
6 | QPD | TEACHER AND PARAPROFESSIONAL QUALIFICATIONS, AND PROFESSIONAL DEVELOPMENT | |||||||||||||||||||||||||
7 | FA | FISCAL ACCOUNTABILITY | |||||||||||||||||||||||||
8 | FACE | TRANSPARENT ACCOUNTABILITY FISCAL ACCOUNTABILITY | |||||||||||||||||||||||||
9 | RC | REPORT CARD REPORTING | |||||||||||||||||||||||||
10 | ES | EQUITABLE SERVICES TO PRIVATE SCHOOLS | |||||||||||||||||||||||||
11 | ND | TITLE I-PART D: NEGLECTED, DELINQUENT, OR AT-RISK | |||||||||||||||||||||||||
12 | |||||||||||||||||||||||||||
13 | Indicator | Applicable Grant /Program | Federal Citation (SCDE Federal Programs Consolidated Monitoring Tool) | Supporting Documents and Resources | Epicenter Task | Due Date | Description | Instructions | PCSD Resources | ||||||||||||||||||
14 | SID 1 | Title I-A Improving the Academic Achievement of the Disadvantaged Program | Targeted Assistance Schools All children served by Title I in a Targeted Assistance building are identified as failing, or most at risk of failing to meet the challenging state academic standards on the basis of multiple, educationally related, objective criteria established by the LEA and supplemented by the school. ESSA Section 1115(b). Also, certain categories of children are automatically eligible. ESSA Sections 1115(c)(2)(A-E). Children who are economically disadvantaged, children with disabilities, migratory children, English learners, and other eligible Title I students are served under Title I,A on the same basis as other children selected to receive services. | Copy of targeted rank order list which includes multiple educational objective criteria used to identify students for services Note: In accordance with Senate Bill 1371, the LEA must remove all personally identifiable data and/or information before submitting documentation. | Title I Targeted Assistance Student Eligibility & Services Tracker | Quartely | Targeted AssistanceSchools - Student Eligibility & Services | Title I Targeted Assistance schools are required to document student eligibility for services and track progress at least quarterly. | School Resources - Title I Targeted Assistance PCSD Enrollment Survey | ||||||||||||||||||
15 | SID 2 | Title I-C Migrant Education Program - N/A - District Does Not Receive Funds | The LEA accurately recruits and qualifies eligible migratory children and youth based on the requirements of the law, giving priority to migratory children who are failing, or most at risk of failing to meet challenging state academic standards, and whose education has been interrupted by a qualifying move during the previous year. The LEA maintains accurate records, including student summer/intercession participation. ESSA Sections 1303(f)(1-4), 1304(d). | SCDE Preparation (not necessary to upload): Evidence of attending state and regional identification and recruitment (ID&R) trainings Quality Control Plan Review number and severity of errors found on Certificates of Eligibility (COEs) for the past year Onsite: Certificates of Eligibility (active and expired) and Recruiter, Family Liaison, or Service Provider logs Evidence that subgrantees implemented TA to recruiters regarding any findings in the SCDE re-interviewing process Evidence that Priority for Services (PFS) students are identified (MIS2000) Written procedures that PFS migrant students are being served on a priority basis through the migrant program Evidence that PFS students are receiving services (MIS2000) | N/A - District does not receive funds | ||||||||||||||||||||||
16 | SID 3 | Title I-C Migrant Education Program - N/A - District Does Not Receive Funds | The LEA provides educational continuity for migratory students through the timely transfer of educational and health records. ESSA Section 1304(b)(3). | SCDE Preparation (not necessary to upload): Quarterly Data Verification checklist for use of Migrant Student Information System (MIS2000) and move notifications in Migrant Student Information Exchange (MSIX) Onsite: Evidence of communication with receiving LEAs of migrant students (e.g., email, family liaison logs, secure file transfer portal (SFTP) records transfer) For non- Title I, C subgrantees, evidence of communication with SCDE to facilitate records transfer and verify student residency Evidence of the use of move notices in MSIX Sample of migrant students’ cumulative records for COE copy | N/A - District does not receive funds | ||||||||||||||||||||||
17 | SID 4 | Title III-A English Language Acquisition & Immigrant Students; OCR – Office of Civil Rights | Immigrant Grant Recipients Only The LEA uses Immigrant funds to serve immigrant children and youth as required by ESSA Section 3115(e). The term “immigrant children and youth” as defined in section 3201(5) of ESSA, means individuals who- 1) Are aged 3 through 21; 2) Were not born in any state; and 3) 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. | SCDE Preparation (not necessary to upload): List of immigrant students Approved Title III Immigrant Grant Plan Observable evidence of the LEA’s Title III Plan program and services serving immigrant students Onsite: Revenue and Expense Report or General Ledger - to include revenue, expenditures, and remaining balance Budget Report – to include budgets and may also include actual expenses Detailed Ledger Report – to include detailed expenditure transactions: type of expense, vendor name, date, and amount Budget Report for previous year if the LEA is reporting carryover in the current year List of all staff, including FTEs and funding sources List of activities conducted and materials purchased with immigrant funds Narrative that describes how the LEA supports the needs of immigrant students (This may include the process of identifying which immigrants have the greatest needs and whether those needs are related to cultural adaptation to US schools or language needs.) Business Manager interview Program Staff interview, if applicable Cumulative file review: Individual Language Accommodations Plans (ILAPs) for immigrant students (if applicable) The LEA has an approved Title III Immigrant Plan (in the Grants Electronic Management System (GEMS)) and observable evidence of implementation. | |||||||||||||||||||||||
18 | SID 5 | Title III-A English Language Acquisition & Immigrant Students; OCR – Office of Civil Rights | The LEA accurately identifies all potential English Learners using the Statewide Home Language Survey (HLS) for all newly enrolling students. Title VI of the Civil Rights Act of 1964; ESSA Section 3113(b)(2). | Current State-Approved Home Language Surveys (HLS) in all students’ cumulative files – Qualified EL students and English –only students (If a school has included the HLS in online registration, they will have to print out a copy of the HLS for student records. All HLSs must have both of the required signatures.) | |||||||||||||||||||||||
19 | SID 6 | IX-A McKinney-Vento/Homeless | Early Childhood/Pre-K The LEA ensures that homeless families, children and youths receive educational services for which they are eligible, including Head Start, Early Head Start, Even Start, early intervention services under part C of the Individuals with Disabilities Education Act (20 U.S.C. 1431 et seq.), and other preschool programs administered by the LEA. 42 U.S.C. §11432(g)(6)(A)(iii). | Sample of materials given to homeless parents on the educational rights of preschool children LEA referral checklist, including preschool services and programs Sample of form/materials showing preschool referrals provided for homeless students Samples of shared referrals between LEA Liaison, Head Start, First Steps, local preschools and other K-12 schools for homeless students’ siblings to document coordination and collaboration of services Evidence of coordination between the LEA’s McKinney-Vento program and the LEA’s preschool program(s) (Evidence may include proof of preschool staff training, copies of homeless education parent resources, completed housing questionnaires.) Evidence that young homeless children are enrolled in preschool programs administered by the LEA (Evidence may include: enrollment forms, referral logs, documentation of coordination of LEA early learning programs and community preschool supports, referrals for special services for young homeless children under Title I, Part C, etc.) Evidence that the LEA’s Child Find notice includes language specific to homeless students | None | Schools are responsible for maintaining this information and documents in preparation for an audit. | McKinney-Vento/Homless Resources Enrollment Survey | ||||||||||||||||||||
20 | SID 7 | Title III-A English Language Acquisition & Immigrant Students; OCR – Office of Civil Rights | EL students are identified and qualified for special programs (Title I, Special Education, Gifted and Talented) in a timely manner as compared with their English-only peers. EL staff are involved in the placement/programming for ELs participating in special programs. Title VI of the Civil Rights Act of 1964. | Documentation of joint planning among programs funded by local, state, and federal sources in providing services to English Learners List of ELs placed in and participating in coordinated services/activities. Including, but not limited to, Special Education, Gifted and Talented, Advanced Placement courses, Title-I services, Title I-C Migrant, extracurricular activities (Label English Learners on class or activity rosters.) Documentation in IEP cumulative files that EL personnel were invited to participate in IEP meetings for EL students who are also qualified as Special Education | |||||||||||||||||||||||
21 | SID 8 | Title III-A English Language Acquisition & Immigrant Students; OCR – Office of Civil Rights | The LEA uses the state approved English language proficiency screener aligned to the state’s English language proficiency standards and the state’s academic content standards. Title VI of the Civil Rights Act of 1964. | SCDE Preparation (not necessary to upload): KW-APT, Kindergarten screener or Online Screener scores are submitted in PowerSchool within two weeks of screener assessment administration. LEA has certified test administrators administering screener assessments. (WIDA AMS) Onsite: Completed screener forms documentation in student cumulative files (KW-APT or Kindergarten Screener scoring Summary Sheet or WIDA screener score report) | |||||||||||||||||||||||
22 | SID 9 | Title III-A English Language Acquisition & Immigrant Students; OCR – Office of Civil Rights | The LEA accurately qualifies and places eligible EL students in a Language Instruction Educational Program (LIEP) within 30 calendar days at initial enrollment or within 10 calendar days of a later enrollment using the statewide standardized entrance criteria and process. Title VI of the Civil Rights Act of 1964; ESSA Section 3113(b)(2). | Written LEA processes and procedures are accessible to anyone needing information about the LEA's LIEP and services (i.e. EL program manual, flowchart, EL role/responsibilities). | |||||||||||||||||||||||
23 | SID 10 | Title III-A English Language Acquisition & Immigrant Students; OCR – Office of Civil Rights | The LEA accurately exits eligible EL students from a Language Instruction Education Program (LIEP) within the school year they have met using the statewide-standardized exit criteria and process. ESSA Section 3113(b)(2). | Exit letters are in student cumulative files. | |||||||||||||||||||||||
24 | SID 11 | Title III-A English Language Acquisition & Immigrant Students; OCR – Office of Civil Rights | The LEA has implemented a referral process for special education that attempts to rule out the possibility of ELs being either over or under identified for special education programs based on limited English proficiency, or lack of appropriate instruction. 34 CFR § 300.306(b). | Procedures for referrals of EL students for special education | |||||||||||||||||||||||
25 | SID 12 | IX-A McKinney-Vento/Homeless | The LEA shall describe the services provided homeless children and youths, to support the identification, enrollment, attendance, and success of homeless children and youth, and the coordination of services provided under the McKinney- Vento Homeless Assistance Act; McKinney- Vento Act Section 722, Subtitle B (g)(3); 42 USC 11432(g). The LEA must ensure that homeless children and youth, including those not enrolled in public Pre-K or K-12 school, are identified and enrolled by school personnel and through coordination activities with other entities and agencies. McKinney- Vento Act Section 722(g)(6)(A)(i). The LEA liaison for homeless children and youth shall ensure that school personnel receive professional development and other support to assist with identification. 42 U.S.C. §11432(g)(6)(A)(ix). | Written document on identification procedures, enrollment forms, residency questionnaires, referral process, intake form/needs assessment, etc. Evidence that LEA has adopted a student residency questionnaire screener that is disseminated to all families in the LEA at least annually (provide sample completed forms in languages used in the school community). Evidence that LEA staff and outside entities and agencies participates in training provided by the LEA homeless liaison or other trained staff on compliance with the McKinney-Vento Act and procedures for identification, enrollment, retention, and success of homeless students, etc. (Evidence may include sample materials used in LEA-level and outside McKinney-Vento training, sign-in sheets, certificates of attendance, agendas, etc.) The procedures must detail LEA and community outreach and identification efforts to homeless families, children and youth, and whether or not they are enrolled, including responsibilities and general timelines for actions. Written procedures for McKinney-Vento coding in PowerSchool | McKinney-Vento/Homeless Request for Funding | Schools must submit a Homeless Funds Request Form to request to use Title I homeless funds for students in need. All schools, not just Title I schools, are eligible to request funding for qualifying homeless students in need. | This form is to be used by schools to request permission to use district grant funds for allowable costs associated with homeless students. The form must be signed by the Title I Coordinator or McKinney-Vento Coordinator and school leader at the school and uploaded in Epicenter under “Other Federal and State Grants” – “McKinney-Vento/Homeless Request for Funding.” The Director of Federal Programs will review the request form and notify the school of approval status. After the school has implemented the activity, the school may request reimbursement by submitting the approved signed request form, coversheet provided in approved submission, and supporting documentation under “Other Federal and State Grants” – "McKinney-Vento/Homeless Reimbursement Request." | McKinney-Vento/Homless Resources Enrollment Survey | |||||||||||||||||||
26 | SID 13 | IX-A McKinney-Vento/Homeless | The LEA must immediately enroll students in school, even if they lack records that are normally required for enrollment or missed application or enrollment deadlines during a period of homelessness. 42 U.S.C. §11432 (g)(3)(C)(i). The LEA must facilitate in obtaining records as soon as possible from the students' previous school. 42 U.S.C. §11432 (g)(3)(C)(ii). The LEA must assist in obtaining necessary documentation, communications or medical records for homeless children and youth who do not have immunizations/medical records. 42 U.S.C. §11432 (g)(3)(C)(iii). 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 shall be maintained: (i.) so that the records are available, in a timely fashion, when a child or youth enters a new school or LEA; and (ii.) in a manner consistent with section 444 of the General Education Provisions Act (20 U.S.C. 1232g). The LEA treats information about a homeless child or youth’s living situation as a student education record, and shall not be deemed to be directory information. 42 U.S.C. §11432 (g)(3)(D). | Copy of policy or written procedures for maintaining easily accessible school records for students experiencing homelessness Liaison records/tracking forms that document assistance provided in obtaining records (immunizations, medical, birth certificates) for students experiencing homelessness Evidence that personally identifiable information (PII) regarding a student’s living situation should be shared and/or transferred via a secure means, and is allowable to LEA employees with educational need, including the transfer to another school or LEA Evidence that the addresses for homeless students is not included in directory information | None | Schools are responsible for maintaining this information and documents in preparation for an audit. | McKinney-Vento/Homless Resources | ||||||||||||||||||||
27 | SID 14 | Title I-A Improving the Academic Achievement of the Disadvantaged Program | The LEA assists with identification of all potential migratory, homeless, multilingual learner, and immigrant students using the statewide Enrollment Survey (ES). ESSA Section 1308(a). Note: This furthers the purpose under Title I-A of “coordinating services under all parts of this title with each other, and other educational services”. | SCDE Preparation (not necessary to upload): Evidence that Enrollment Survey indicators are recorded in PowerSchool. Onsite: Current state-approved “Enrollment Survey” in students’ cumulative files starting with the 2022-2023 school year. | Title I Targeted Assistance Student Eligibility & Services Tracker | Quartely | Targeted AssistanceSchools - Student Eligibility & Services | Title I Targeted Assistance schools are required to document student eligibility for services and track progress at least quarterly. | School Resources - Title I Targeted Assistance PCSD Enrollment Survey | ||||||||||||||||||
28 | Title III-A English Language Acquisition & Immigrant Students; OCR – Office of Civil Rights | ||||||||||||||||||||||||||
29 | IX-A McKinney-Vento/Homeless | None | Schools are responsible for maintaining this information and documents in preparation for an audit. | McKinney-Vento/Homless Resources Enrollment Survey | |||||||||||||||||||||||
30 | PROG 1 | Title I-A Improving the Academic Achievement of the Disadvantaged Program | Schoolwide Program Implementation of a schoolwide program includes allowable activities: 1. Schoolwide reform strategies incorporated in the over-all instructional program: based on a comprehensive needs assessment; addresses the needs of all students in school, particularly the needs of those children who are failing, or are at-risk of failing, to meet the challenging state standards uses methods and instructional strategies that strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum … 2. Transition: Strategies for assisting preschool children in the transition from early childhood education programs to local elementary school programs. ESSA Sections 1114, 1116. | Reviewers will look for evidence supporting the implementation of allowable schoolwide components through: • Interview with principal at each selected school • Classroom observations • Professional development calendar • Meeting agendas and sign in sheets • Title I-A paid position staff schedules • Additional documentation, as applicable | Title I Planning Meeting Documentation | Scheduled - November 16th | Annual Title I meetings must take place in the fall of each year to share information about Title I with parents and families. | Please remember to include the following on your agendas: school’s participation in Title I, requirements of Title I, parents’ right to be involved in their child’s education, school performance profiles, description of curriculum/assessment, how parents will receive their child’s individual assessment results and an interpretation of such results. This is also a great time to give parents a copy of the Parent and Family Engagement Policy and the Home-School Compact. For this task, please upload the following: meeting notice, sign-in sheets, agendas, PowerPoints or other handouts, parent feedback, and meeting minutes. | Title I - Planning Meetings - Planning Meeting Templates | ||||||||||||||||||
31 | Annual Title I Meeting Documentation | Scheduled - November 16th | Annual Title I meetings must take place in the fall of each year to share information about Title I with parents and families. | Please remember to include the following on your agendas: school’s participation in Title I, requirements of Title I, parents’ right to be involved in their child’s education, school performance profiles, description of curriculum/assessment, how parents will receive their child’s individual assessment results and an interpretation of such results. This is also a great time to give parents a copy of the Parent and Family Engagement Policy and the Home-School Compact. For this task, please upload the following: meeting notice, sign-in sheets, agendas, PowerPoints or other handouts, parent feedback, and meeting minutes. | Title I - Annual Title I Meeting - Annual Title I Meeting Template Annual Title I Meeting Minutes Template | ||||||||||||||||||||||
32 | Comprehensive Needs Assessment | Scheduled - May 15th | All schools must complete a Comprehensive Needs Assessment that includes data, subgroup data, data anaylysis, and root cause anaylysis in each of the following areas: student achievement, parent and family engagement, social emotional learning, safe and healthy schools, and technology. | All schools must complete a Comprehensive Needs Assessment that includes data, subgroup data, data anaylysis, and root cause anaylysis in each of the following areas: student achievement, parent and family engagement, social emotional learning, safe and healthy schools, and technology. | Title I - Planning Meeting Comprehensive Needs Assessment Template | ||||||||||||||||||||||
33 | Title I - Professional Development Calendars | During SCDE Audit | |||||||||||||||||||||||||
34 | PROG 2 | IX-A McKinney-Vento/Homeless | The LEA can describe the services provided to support the enrollment, attendance, and success of homeless children and youth, including services provided with the Title I homeless reservation, in coordination with the services the LEA provides under the McKinney-Vento Act. 20 U.S.C. §6312(b)(6) and the activities provided that have expanded or improved services for homeless students through the McKinney-Vento subgrant. 42 U.S.C. §11433(a)(2)(A)(iii). | Copy of McKinney-Vento Subgrant Year End Analysis; data collected by the district Description of the services provided | McKinney-Vento/Homeless Request for Funding | Schools must submit a Homeless Funds Request Form to request to use Title I homeless funds for students in need. All schools, not just Title I schools, are eligible to request funding for qualifying homeless students in need. | This form is to be used by schools to request permission to use district grant funds for allowable costs associated with homeless students. The form must be signed by the Title I Coordinator or McKinney-Vento Coordinator and school leader at the school and uploaded in Epicenter under “Other Federal and State Grants” – “McKinney-Vento/Homeless Request for Funding.” The Director of Federal Programs will review the request form and notify the school of approval status. After the school has implemented the activity, the school may request reimbursement by submitting the approved signed request form, coversheet provided in approved submission, and supporting documentation under “Other Federal and State Grants” – "McKinney-Vento/Homeless Reimbursement Request." | McKinney-Vento/Homless Resources Reimbursement Resources | |||||||||||||||||||
35 | PROG 3 | Title I-A Improving the Academic Achievement of the Disadvantaged Program | Targeted Assistance Schools Documentation demonstrates allowable programs under the Targeted Assistance School Program: Use Title I resources to help participating children meet the challenging state academic standards. Uses methods and instructional strategies to strengthen the academic program of the school. Coordinates and supports the regular education program, which may include assisting preschool children in the transition from early childhood programs such as Head Start, the literacy program under subpart 2 of part B of title II, or state-run preschool programs to elementary school programs. Helps provide an accelerated, high-quality curriculum. Minimizes the removal of children from the regular classroom during regular school hours for instruction. If appropriate and applicable, coordinates and integrates federal, state, and local services and programs. On an ongoing basis, reviews the progress of eligible children and revises the targeted assistance program, if necessary, to provide additional assistance to enable participating children to meet the challenging state academic standards. ESSA Section 1115. | Evidence that the Targeted Assistance program includes the required components, including evaluating the effectiveness of the targeted assistance program Program Observation Teacher and principal interviews Professional Development calendar Detailed meeting agendas and sign in sheets Title I-A paid position staff schedules | Title I Targeted Assistance Student Eligibility & Services Tracker | Quartely | Targeted AssistanceSchools - Student Eligibility & Services | Title I Targeted Assistance schools are required to document student eligibility for services and track progress at least quarterly. | School Resources - Title I Targeted Assistance PCSD Enrollment Survey | ||||||||||||||||||
36 | Professional Development Calendars | During SCDE Audit | |||||||||||||||||||||||||
37 | Comprehensive Needs Assessment | Scheduled - May 15th | All schools must complete a Comprehensive Needs Assessment that includes data, subgroup data, data anaylysis, and root cause anaylysis in each of the following areas: student achievement, parent and family engagement, social emotional learning, safe and healthy schools, and technology. | All schools must complete a Comprehensive Needs Assessment that includes data, subgroup data, data anaylysis, and root cause anaylysis in each of the following areas: student achievement, parent and family engagement, social emotional learning, safe and healthy schools, and technology. | Title I - Planning Meeting Comprehensive Needs Assessment Template | ||||||||||||||||||||||
38 | Title I Planning Meeting Documentation | Scheduled - November 16th | Annual Title I meetings must take place in the fall of each year to share information about Title I with parents and families. | Please remember to include the following on your agendas: school’s participation in Title I, requirements of Title I, parents’ right to be involved in their child’s education, school performance profiles, description of curriculum/assessment, how parents will receive their child’s individual assessment results and an interpretation of such results. This is also a great time to give parents a copy of the Parent and Family Engagement Policy and the Home-School Compact. For this task, please upload the following: meeting notice, sign-in sheets, agendas, PowerPoints or other handouts, parent feedback, and meeting minutes. | Title I - Planning Meetings - Planning Meeting Templates | ||||||||||||||||||||||
39 | Annual Title I Meeting Documentation | Scheduled - November 16th | Annual Title I meetings must take place in the fall of each year to share information about Title I with parents and families. | Please remember to include the following on your agendas: school’s participation in Title I, requirements of Title I, parents’ right to be involved in their child’s education, school performance profiles, description of curriculum/assessment, how parents will receive their child’s individual assessment results and an interpretation of such results. This is also a great time to give parents a copy of the Parent and Family Engagement Policy and the Home-School Compact. For this task, please upload the following: meeting notice, sign-in sheets, agendas, PowerPoints or other handouts, parent feedback, and meeting minutes. | Title I - Annual Title I Meeting - Annual Title I Meeting Template Annual Title I Meeting Minutes Template | ||||||||||||||||||||||
40 | PROG 4 | Title I-A Improving the Academic Achievement of the Disadvantaged Program - Foster Care | Foster Care Designated a Point of Contact (POC) for Foster Care Liaison to the Health & Welfare Department (and notify state Department of Education). The LEA POC may be the LEA McKinney-Vento Liaison. ESSA Section 1112 (c)(5)(A). Developed a current working Best Interest Determination process that evaluates the appropriateness of the current educational setting. ESSA Section 1111(g)(1)(E)(i). Ensure that children in foster care who are in need of transportation to and from their schools of origin promptly receive such transportation using effective policies and procedures. ESSA Section 1112 (c)(5)(B)(i). | Evidence of: Coordinating with local CWAs to develop a process for implementing ESSA provisions Leading development of best interest determination process Facilitating the transfer of records and immediate enrollment and data sharing with CWAs Written protocol for the foster care liaison role in the LEA Developing and coordinating local transportation procedures Note: Resources are available on the Foster Care webpage. | Foster Care - Foster Care - Best Interest Determination Form | School Resources - Foster Care | |||||||||||||||||||||
41 | PROG 5 | Title V-B Rural Education Initiative - N/A - District Does Not Receive Funds | Rural and Low-Income Evaluation: Grant funds are used to support measurable goals and objectives that increase student academic achievement and/or decrease student dropout rates. ESSA Sections 5222, 5224, 20 U.S.C. 7351c. | Identify who is involved in the evaluation process Documentation of measurable goals to be achieved stated in the approved plan in GEMS Documents for academic achievement, identify data from which information is gathered and analyzed for evaluating the effectiveness of the RLIS program | N/A - District does not receive funds | ||||||||||||||||||||||
42 | PROG 6 | Title I-C Migrant Education Program - N/A - District Does Not Receive Funds | The LEA identifies the unique educational needs of all migratory children, including preschool children and children who have dropped out of school with a plan that specifies measurable program objectives and outcomes; The LEA measures migratory student progress against the desired outcomes of the MEP and state academic content standards. ESSA Section 1306(a)(1). | SCDE Preparation (not necessary to upload): Comparison of migrant students vs. all students on state assessments from the LEA report card Onsite: Documentation of the LEA Comprehensive Needs Assessment (CNA) process, including: CNA team members CNA Timeline Agenda/Minutes of meetings Documentation of analysis of completed parent, student, staff surveys and focus group findings | N/A - District does not receive funds | ||||||||||||||||||||||
43 | PROG 7 | Title I-C Migrant Education Program - N/A - District Does Not Receive Funds | As part of the comprehensive needs assessment, the LEA identifies and addresses the unique educational needs of migratory children in coordination with other local, state, and federal programs and encompasses the full range of services available to migrant children and provides for the integration of MEP services with those provided by other programs. ESSA Section 1306(a)(1)(E)-(G). | Evidence of joint planning among programs funded by local state and federal sources (including Title I-A, early childhood, and language instruction under Title III-A) in providing services to migrant students, including to preschool children and children who have dropped out of school (e.g., agendas, meeting minutes, email correspondence, collaboration logs) List of migrant students receiving other program services including interventions and any other academically related programs (e.g., Title I-A, EL, special education, reading interventions, McKinney-Vento, gifted programs, and college readiness programs) | N/A - District does not receive funds | ||||||||||||||||||||||
44 | PROG 8 | Title I-C Migrant Education Program - N/A - District Does Not Receive Funds | The law also allows for continuation of services to a child who ceases to be a migratory child for 1 term, 1 additional school year, or until graduation if comparable services are not available through other programs. ESSA Section 1304(e). | SCDE Preparation (not necessary to upload): Evidence that Continuation of Services (COS) students are identified and served (MIS2000) Onsite: Written procedures for the identification process and services provided to COS students, including how students with long-term COS are re-evaluated periodically | N/A - District does not receive funds | ||||||||||||||||||||||
45 | PROG 9 | Title III-A English Language Acquisition & Immigrant Students; OCR – Office of Civil Rights | Each student identified for the core EL program receives a high-quality program of instruction that uses approaches, methodologies, and curricular materials/resources that are research-based and proven effective with ELs. EL programming and services are provided in comparable facilities that do not unreasonably segregate EL students. Title VI of the Civil Rights Act of 1964; Castañeda v Pickard, 648 F.2d 989 (5th Cir. 1981). | Schedule(s) for all EL services provided detailing specific staff providing such services Descriptions for EL/Bilingual service(s) provided by the Language Instruction Educational Program (LIEP) (e.g., course descriptions, curriculum map, scope and sequence) List of curricular resources/materials used for providing core EL instruction English Language Proficiencies (ELPs) are completed for ELs and copies of ELPs are in cumulative files. Approved state EL Plan in GEMS and observable evidence of implementation | |||||||||||||||||||||||
46 | PROG 10 | Title III-A English Language Acquisition & Immigrant Students; OCR – Office of Civil Rights | Academic/Content instruction for ELs is designed and implemented, fitting with an effective language instruction educational program that assists ELs in meeting challenging state academic standards. Lau v. Nichols (1974). | SCDE Preparation (not necessary to upload): Graduation data for English Learners (check LEA report card) Onsite: Evidence that instruction that has been designed for meeting the needs of ELs. (e.g., lesson plans detailing EL differentiation and/or use of EL strategies in classroom instruction) | |||||||||||||||||||||||
47 | PROG 11 | Title III-A English Language Acquisition & Immigrant Students; OCR – Office of Civil Rights | The LEA demonstrates that the Core EL program and academic courses indicate that ELs are achieving and sustaining parity of linguistic and academic achievement with students who entered the LEA’s school system already proficient in English. Title VI of the Civil Rights Act of 1964, 648 F. 2d 989 (5th Circuit, 1981). | SCDE Preparation (not necessary to upload): Check PowerSchool for list (# and %) of Long Term ELs (ELs in the program 5+ years) Longitudinal academic accountability data for English Learner subgroup (Report Card) Onsite: Sample of current class rosters with letter grades for ELD and Academic/ Content courses (Label English Learners on class rosters.) Student samples of accommodated work | |||||||||||||||||||||||
48 | PROG 12 | Title III-A English Language Acquisition & Immigrant Students; OCR – Office of Civil Rights | The LEA has created a Title III-EL Plan to increase the English proficiency levels of EL students by providing effective language instruction educational program that meets the needs of ELs and demonstrate success in increasing (A) English language proficiency (B) student academic achievement. ESSA Sections 3115(c)(1); 3116(b)(1)-(2). *NA for LEAs participating in a TIII Consortium | Narrative describing the LEAs supplemental Title III-A program, including instructional goals and evidence that each LIEP is effective in increasing student’s ELP and academic achievement (The narrative should also include evidence of parent, family, and community engagement activities.) The LEA has an approved Title III Plan in GEMS and observable evidence of implementation. | |||||||||||||||||||||||
49 | PROG 13 | Title III-A English Language Acquisition & Immigrant Students; OCR – Office of Civil Rights | The LEA monitors, for a minimum of four years, the progress of students exited from the program to ensure correct classification, placement, and additional support if needed. Title VI of the Civil Rights Act of 1964; ESSA Section 3121(a)(5). | Multiple data sources such as state assessment scores, LEA assessment scores, grades, teacher feedback, attendance, etc. The LEA has an approved Title III Plan in GEMS and observable evidence of implementation. Sampling of Monitoring Forms for M1 – M4 students in cumulative records | |||||||||||||||||||||||
50 | PROG 14 | Title III-A English Language Acquisition & Immigrant Students; OCR – Office of Civil Rights | The LEA has a process for entering and verifying English Learners in PowerSchool. ESSA Section 3121. | SCDE Preparation (not necessary to upload): Submit LEA’s written policy or procedure for timely and effectively entering and verifying data for English Learners Annual Data Collection in PowerSchool was submitted on or before June 30th of the prior year. Annual Assessment Data Collection in Enrich was submitted on or before June 30th of the current year. Review most current PowerSchool upload for Immigrant data accuracy (e.g., language, country of origin, date of entry to the US) Review PowerSchool for EL data accuracy LEA has current personnel assigned to the Title III EL Programs Coordinator role. | |||||||||||||||||||||||
51 | PROG 15 | IX-A McKinney-Vento/Homeless | The LEA has designated an appropriate staff person as a Homeless Coordinator/Liaison who can fulfill the 10 liaison duties as listed in 42 U.S.C. § 11432(g)(6)(A). The LEA has policies and practices to ensure that the liaison participates in professional development and other technical assistance activities as determined appropriate by the State Coordinator. 42 U.S.C. §11432 (f)(5)-(6), (g)(1)(J)(iv). | The LEA liaison should be someone who has the time/capacity to carry out the assigned duties described in the law. Evidence can include the following: Name and Title of the LEA liaison Evidence that the designated McKinney-Vento liaison is listed on the District and Entity Information Management System (DEIMS) and SCDE McKinney-Vento Liaison Contact Information as the LEA’s McKinney-Vento Liaison Provide Liaison FTE showing capacity is sufficient to fulfill all liaison duties outlined in the McKinney-Vento Act (Evidence may include a written statement describing the staff time specifically dedicated to fulfilling liaison duties as described in law; or, a completed attestation regarding the fulfillment of McKinney-Vento liaison duties.) Evidence of LEA organizational strategic plan that illustrates other LEA staff that assist the liaison in the fulfillment of the mandated duties Evidence of liaison participation in approved McKinney-Vento trainings, conferences, webinars and/or other on- line opportunities | None | Schools are responsible for maintaining this information and documents in preparation for an audit. | McKinney-Vento/Homless Resources | ||||||||||||||||||||
52 | PROG 16 | IX-A McKinney-Vento/Homeless | The LEA has a current Homeless Education policy that ensures homeless children and youth have equal access to the same free, appropriate public education and support services, including a public preschool education (if available), as provided to other children and youths in the state. 42 U.S.C. §11431(1). The LEA shall review and revise policies that may act as barriers to the enrollment of homeless children and youth. Considerations shall be given to issues concerning transportation, immunization, residency, birth certificates, school records and other documentation, and guardianship. Special attention shall be given to ensuring the enrollment and attendance of homeless children and youth who are not currently attending school. 42 U.S.C. §§11432 (g)(7)(A)-(C), 11432(g)(1)(J)(i), 11432(g)(1)(I). | Policy adopted by LEA describes rights of homeless students and the requirements of the LEA in serving these students Copy of LEA School Board policy (policies) related to homeless students or services to homeless students Current records documenting the most recent review of LEA policies and procedures on homeless students Copies of any revised policies and procedures implemented to remove barriers for homeless students Note: For a sample LEA Homeless Education Policy and Policy Checklist, please visit the Title IX-A: Homeless Children & Youths webpage. | None | Schools are responsible for maintaining this information and documents in preparation for an audit. | McKinney-Vento/Homless Resources | ||||||||||||||||||||
53 | PROG 17 | IX-A McKinney-Vento/Homeless | The LEA has a procedure that ensures homeless children and youths are accorded equal access to appropriate secondary education and support services, including by identifying and removing barriers that prevent homeless youths from receiving appropriate credit for full or partial coursework satisfactorily completed while attending a prior school, in accordance with state, local, and school policies; and who meet the relevant eligibility criteria do not face barriers to accessing academic and extracurricular activities, including magnet schools, summer school, career and technical education programs, advanced placement, on-line learning, and charter school programs, if such programs are available at the state and local levels. 42 U.S.C. § 11432(g)(1)(F)(ii),(iii). | Written procedures that remove barriers to accessing academic and/or extracurricular activities Records documenting program and course selection, referrals, and participation | None | Schools are responsible for maintaining this information and documents in preparation for an audit. | McKinney-Vento/Homless Resources | ||||||||||||||||||||
54 | PROG 18 | IX-A McKinney-Vento/Homeless | Homeless Student School Selection: In determining the best interest of the child or youth the LEA shall-- (i) presume that keeping the child or youth in the school of origin is in the child’s or youth’s best interest, except when doing so is contrary to the request of the child's or youth's parent or guardian, or (in the case of an unaccompanied youth) the youth. (ii) consider student-centered factors related to the child’s or youth’s best interest, including factors related to the impact of mobility on achievement, education, health, and safety of homeless children and youth, giving priority to the request of the child’s or youth’s parent or guardian or (in the case of an unaccompanied youth) the youth.” 42 U.S.C. §11432(g)(3)(B)(i),(ii). | Written student-centered, best interest school selection checklist or similar document used for determining student placement Written Notification of Eligibility & School placement letter Copy of rights to school of origin documentation shared with parent, guardian, or unaccompanied youth Copies of all documents where transportation policies are described in writing Copies of inter-LEA transportation agreements to serve students experiencing homelessness Note: For examples/templates, please visit: the Title IX-A: Homeless Children & Youths webpage. | None | Schools are responsible for maintaining this information and documents in preparation for an audit. | McKinney-Vento/Homless Resources | ||||||||||||||||||||
55 | PROG 19 | IX-A McKinney-Vento/Homeless | If after conducting the best interest determination the LEA determines that it is not in the child’s or youth’s best interest to attend the school of origin or the school requested by the parent or guardian, or unaccompanied youth, the LEA must provide a written explanation of the reasons for it determination and has a process for the resolution of disagreements, including procedures for homeless families and youth to appeal school placement decisions made by the LEA. 42 U.S.C. § 11432(g)(3)(B)(iii). DISPUTES – If a dispute arises over eligibility, or school selection or enrollment in a school— `(i) the child or youth shall be immediately enrolled in the school in which enrollment is sought, pending final resolution of the dispute, including all available appeals 42 U.S.C. §11432(g)(3)(E)(i); `(ii) The LEA shall provide the parent, guardian, or unaccompanied youth a written explanation of the reasons for its determination, in a manner and form understandable, including information on dispute procedures and their right to appeal such decisions. 42 U.S.C. §11432(g)(3)(E)(ii) & 11432 (g)(3)(B)(iii); `(iii) The parent, guardian, or unaccompanied youth shall be referred to the LEA liaison who shall carry out the dispute resolution process as expeditiously as possible after receiving notice of the dispute. 42 U.S.C. §11432(g)(3)(E)(iii). | Copy of LEA dispute resolution policy or procedures Copy of written materials regarding the education rights of homeless students, including the right to appeal, provided to parents, guardians, and unaccompanied youth, in a manner and form understandable Samples of parent/guardian notification of denial of eligibility, enrollment in school of origin, or school requested for each occurrence Summary of any homeless education disputes or appeals filed, resolved, and/or further appealed – up to the date of the M-V Monitoring Review Student records documenting immediate enrollment and services provided of homeless student while dispute resolution is pending, if applicable (Student lists must have names redacted.) Documentation of an LEA dispute appealed to the SEA level, if any (LEA must submit the procedure and forms to be used for disputes, if no disputes have been filed to date.) Process needs to align with the state’s process. Note: Even if placement disputes have not occurred before, the LEA is required to have a written plan and procedures describing how to proceed in the event resolution/appeal is sought. Note: Students must be immediately enrolled in the requested school (the school of origin or the residential school only) during the dispute process. Note: For examples/templates and state dispute process, please visit: the Title IX-A: Homeless Children & Youths webpage | None | Schools are responsible for maintaining this information and documents in preparation for an audit. | McKinney-Vento/Homless Resources | ||||||||||||||||||||
56 | PROG 20 | IX-A McKinney-Vento/Homeless | Homeless Student Coordination: The LEA shall coordinate the identification and provision of services with local social service agencies and other agencies providing services to homeless children, 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. The LEA shall ensure that… (i) Homeless families and homeless children and youths receive referrals to health care services, dental services, mental health and substance abuse services, housing services, and other appropriate services; and (ii) Transportation, transfer of school records, and other inter-LEA activities, with other local agencies. 42 U.S.C. §11432(g)(5)(A). | Evidence that the LEA has coordinated services through ongoing and regular contact with community agencies and entities, e.g., service groups, social service agencies, faith communities, local community action partners Evidence must demonstrate coordination beyond routine community donations to schools such as food baskets, coats, etc. Evidence may include presentations provided to community groups, logs, meeting minutes, correspondence, agendas, etc. to show that the LEA actively works with and informs community organizations regarding the identification and support of homeless children and youth. Evidence of coordination/ collaboration with other LEAs on inter-LEA issues; Evidence of coordination/ collaboration with other departments within LEA, such as Title I-A and other federal programs, transportation, etc. Evidence of completed intake forms (separate from housing questionnaire) specific to homeless students (Form used to determine homeless student’s needs, provide referrals for services such as medical, dental, housing, and mental health, and inform parents and unaccompanied youth of available LEA services and supports) | None | Schools are responsible for maintaining this information and documents in preparation for an audit. | McKinney-Vento/Homless Resources | ||||||||||||||||||||
57 | PROG 21 | IX-A McKinney-Vento/Homeless | Unaccompanied Homeless Youth: The LEA shall ensure that unaccompanied homeless youth (UHY) are enrolled in school,, have opportunities to meet the same challenging state academic standards as other students, are informed of their educational rights as homeless students and their status as independent students under section 480 of the Higher Education Act of 1965 (20 U.S.C. 1087vv) and that the youths may obtain assistance from the liaison to receive verification of such status for purposes of the Free Application for federal student aid described in section 483 of such Act (20 U.S.C. 1090). 42 U.S.C. §11432 (g)(6)(A)(x)(III). UHY receive assistance from counselors to advise such youths, and prepare and improve the readiness of such youths for career and college. 42 U.S.C. §11432(g)(1)(K). | Evidence that UHY have been informed of and received written verification of their independent student status for the purposes of the Free Application for Federal Student Aid (FAFSA) Evidence of coordination with post- secondary agencies for the purpose of verifying independent student status Documentation of UHY participation in event to support completion of FAFSA, college visits or tours, orientation sessions, college fairs, etc. Evidence that HY and UHY have received college and career counseling, and coordination with post-secondary educational and employment agencies Evidence of student-friendly education rights of homeless student information Evidence that McKinney-Vento students have received IGP with college and career counseling at required intervals and beyond, if needed Evidence that the LEA has worked with homeless youth to achieve on-time graduation with content and credit recovery, supplemental educational services, summer school, etc. Documentation of any college application fees paid or waived by LEA or college for graduating homeless youth | None | Schools are responsible for maintaining this information and documents in preparation for an audit. | McKinney-Vento/Homless Resources | ||||||||||||||||||||
58 | PROG 22 | IX-A McKinney-Vento/Homeless | Homeless Students with Disabilities: The LEA must ensure that children with disabilities who are homeless have the same right to FAPE under IDEA, Part B as non-homeless children with disabilities. Homeless children with disabilities and their parents are subject to the same IDEA protections and requirements as children with disabilities and their parents who are not homeless. IDEA, Part B 34 CFR 300.101. | LEA referral checklist, including Special Education services, programs and/or evaluations Sample of form/materials showing Special Education referrals provided for homeless students Documentation of expedited evaluations/assessments for homeless students with suspected or determined disabilities Samples of emails, letters, etc. from Liaison to Special Education Director (LEA and/or ISD), school psychologist, phone log of referrals, etc. Meeting minutes and sign in sheets of LEA collaboration with LEA Special Education staff and programs | None | Schools are responsible for maintaining this information and documents in preparation for an audit. | McKinney-Vento/Homless Resources | ||||||||||||||||||||
59 | PROG 23 | IX-A McKinney-Vento/Homeless | Homeless Transportation: The LEA has written policies and practices to ensure that transportation to the school of origin is provided, at the request of the parent/guardian or unaccompanied homeless youth. 42 U.S.C. §11432(g)(1)(J)(iii). The LEA must ensure that homeless families/youth are fully informed of all transportation services to school (school of origin or school of residence) and assists in accessing the transportation services. 42 U.S.C. §11432(g)(6)(A)(viii). If the school of origin and school of residence are in different LEAs, the two must agree upon a method to apportion the responsibility and costs for transportation. If the LEAs cannot agree, they must share the costs and responsibility equally. 42 U.S.C. §11432(g)(1)(J)(iii), 11432(g)(4)(A). | Copy of LEA policy regarding transportation for students experiencing homelessness Written procedures for arranging transportation within and across LEAs MOA/MOU for inter-LEA transportation Samples of any materials used to inform parents or youth of transportation services available and the method of distribution Samples of transportation forms used to show evidence of coordinated transportation services, such as transportation request forms, email or fax communications, gas card, bus token, taxi vouchers or forms, etc. Spreadsheet or sample records (students name must be redacted) for tracking type of transportation services provided to individual homeless students, date requested, start and stop dates, etc. Percent of homeless students attending school of origin | None | Schools are responsible for maintaining this information and documents in preparation for an audit. | McKinney-Vento/Homless Resources | ||||||||||||||||||||
60 | PROG 24 | IX-A McKinney-Vento/Homeless | The LEA must assure that homeless children/youth are provided services/programs comparable to those received by other students in the LEA, including transportation, special education, Title I-A, advanced/accelerated, ELL, vocational/technical education, gifted/talented, school nutrition, before-and after-school, and preschool programs, etc. 42 U.S.C. §11432(g)(4), see February 2008 Special Education and Homeless Q&A. The LEA must ensure that homeless families, children and youth receive all educational services for which they are eligible 42 U.S.C. §11432(g)(6)(A)(iii). NOTE: This includes Head Start, Early Head Start, Migrant Head Start, Great Start Readiness Program (GSRP), special education, Title III English Language support, Title I-A academic support, academically talented, advanced proficiency courses, etc., as well as referrals to services for health, mental health, dental health, etc. | Samples of records of homeless students served in all LEA programs mentioned at left, indicating comparable levels of services being provided to both (also provide a sample for a non-homeless student, as comparison)* *All personal identifiable information of students should be redacted. LEA’s CURRENT Title I – M-V Homeless Reservation Template, indicating the amount of Title I funds set aside/reserved for providing comparable Title I services to homeless students attending non-Title I school buildings in the LEA by the reserved Title I funds LEA records of other services provided for homeless students by Title I funds Documentation of LEA Liaison efforts to ensure that homeless students participate in state assessments with non-homeless students Sample of LEA Referral Checklist provided to parents/youth, listing LEA and community services available to homeless families, children and youth Samples of completed checklist or form, showing referrals provided for students, both homeless and non-homeless Copies of emails, letters, etc. from Liaison to Title I Coordinator, Title III Coordinator, Special Education Coordinator, Counselor, Early Learning Coordinator, etc., phone log of referrals, etc., to document coordination and collaboration of services | None | Schools are responsible for maintaining this information and documents in preparation for an audit. | McKinney-Vento/Homless Resources | ||||||||||||||||||||
61 | PROG 25 | Title I-C Migrant Education Program - N/A - District Does Not Receive Funds | The LEA is using Title V-B funds as approved in their application; which may include any or all of the following: 1. Teacher recruitment and retention, including the use of signing bonuses and other financial incentives. 2. Teacher professional development, including programs that train teachers to utilize technology to improve teaching and to train special needs teachers. 3. Parental involvement activities. 4. Activities authorized under the Safe and Drug-Free Schools program under Part A of Title IV. 5. Activities authorized under Part A of Title I. 6. Activities authorized under Title III. ESSA Section 5222(a). | Application has been approved. Documentation that supports the implementation of activities selected by the LEA to support with RLIS funding. Expenditure reports Application has been approved. Documentation that supports the implementation of activities selected by the LEA to support with RLIS funding. Expenditure reports | N/A - District does not receive funds | ||||||||||||||||||||||
62 | PROG 26 | Title IV-A Student Support & Academic Enrichment N/A Title IV Transferred to Title I | LEAs receiving more than $30,000 in Title IV-A funds shall conduct a comprehensive needs assessment in order to examine needs for improvement of: 1. Access to, and opportunities for, a well- rounded education for all students; 2. School conditions for student learning in order to create a healthy and safe school environment; and 3. Access to personalized learning experiences supported by technology and professional development for the effective use of data and technology ESSA Section 4106(d)(1),(2). | Evidence that a Needs Assessment was conducted, which may include the assessment itself or documentation that contributed to the Needs Assessment (survey results, disciplinary records, course offerings, professional development schedules, etc.) | N/A Title IV Transferred to Title I | ||||||||||||||||||||||
63 | PROG 27 | Title IV-A Student Support & Academic Enrichment N/A Title IV Transferred to Title I | LEAs receiving more than $30,000 in Title IV-A funds shall: 1. Use not less than 20% of their allocation to develop and implement programs and activities that support access to a well-rounded education; 2. Use not less than 20% of their allocation to foster safe, healthy, supportive and drug-free environments that support academic achievement; 3. Use a portion of their allocation to improve the use of technology and / or data to improve the academic achievement, academic growth and digital literacy of all students. No more than 15% of this amount may be used for technology infrastructure. ESSA Sections 4106(e)(2)(C)-(E), 4109(b). | Evidence of programmatic efforts reflective of the listed priorities (special programs, new / expanded course offerings, curriculum development, content alignment to standards, field trips, lesson plans, professional development, etc.) are present Documentation of evaluation, feedback, etc. | N/A Title IV Transferred to Title I | ||||||||||||||||||||||
64 | PROG 28 | Title IV-A Student Support & Academic Enrichment N/A Title IV Transferred to Title I | The LEA periodically evaluates the effectiveness of its Title IV,A program activities based on the objectives and outcomes outlined in its application. ESSA Sections 4106(e)(1). | Documentation of evaluation, feedback, etc. | N/A Title IV Transferred to Title I | ||||||||||||||||||||||
65 | PROG 29 | Title IV-A Student Support & Academic Enrichment N/A Title IV Transferred to Title I | Programming funded by Title IV-A is coordinated with other schools and community-based services and programs. ESSA Sections 4107, 4108, 4109. | Evidence of collaboration with other schools and community-based services and programs (memorandums of understanding, advisory board / coalition membership and meeting notes, resource-sharing among multiple schools, etc.) | N/A Title IV Transferred to Title I | ||||||||||||||||||||||
66 | PROG 30 | Title I-A Improving the Academic Achievement of the Disadvantaged Program | All qualified EL students are annually assessed 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. ESSA Sections 1111(b)(2)(G), 3113(b)(3)(B). | SCDE Preparation (not necessary to upload): Review prior year’s ACCESS participation in ACCESS appeals site (Review for students who were tested and should not have been; students who should have been tested and were not; check to see if Do Not Score codes were used) Evidence that LEA only administers Alternate ACCESS to ELs also participating in other alternate assessments. (SCDE will check PowerSchool ) Onsite: LEA’s written policy or procedure for verifying number and percentage of ELs tested on ELP assessments including how the LEA provides appropriate accommodations for ELs with an active IEP on the ELP assessment Note: Written procedure applies to all Title I-A programs even if there are no enrolled English Learners. | None | Schools are responsible for maintaining this documentation in preparation for an audit. | |||||||||||||||||||||
67 | PROG 31 | Title I-A Improving the Academic Achievement of the Disadvantaged Program | The LEA assesses all qualified ELs on annual academic achievement assessments (in appropriate grades) The LEA has provided students with appropriate accommodations, including, to the extent practicable, assessments in the language and form most likely to yield accurate data on what such students know and can do in academic content areas. ESSA Section 1111(b)(2)(B)(vii)(III). | LEA’s written policy or procedure verifying that all identified ELs participate in all assessments and evidence that ELs are participating in academic achievements Note: Written procedure applies to all Title I-A programs even if there are no enrolled English Learners. | None | Schools are responsible for maintaining this documentation in preparation for an audit. | |||||||||||||||||||||
68 | PROG 32 | Title I-A Improving the Academic Achievement of the Disadvantaged Program | The LEA has annually assessed the English language proficiency of students who opted out of EL services and taken appropriate action to provide these EL students access to its educational programs. Title VI of the Civil Rights Act and the EEOA; OCR Guidance; ESSA §3121(a). | Procedures for assessing students who have opted out of EL programs Results of assessments | None | Schools are responsible for maintaining this documentation in preparation for an audit. | |||||||||||||||||||||
69 | Title III-A English Language Acquisition & Immigrant Students; OCR – Office of Civil Rights | ||||||||||||||||||||||||||
70 | FACE 1 | Title I-A Improving the Academic Achievement of the Disadvantaged Program | At the beginning of each school year, the local educational agency (LEA) notified families/ parents in all Title I-A served buildings that they may request information regarding the professional qualifications of students’ classroom teachers. ESSA Section 1112(e). Also, in Title I schools, notification was sent to parents for a child who is assigned/taught by a teacher for four or more consecutive weeks that does not meet state licensure requirements at grade/subject level. ESSA Section 1112(e)(1)(B)(ii). | Samples of family/parent notification for each Title I-A building, in multiple languages as practicable Note: Resources are available on the Title II webpage including a Sample Parent Notification of Teacher Qualifications. | Notice to Parents Regarding Teacher Certification Status | Scheduled - November 16th for all non-certified teachers teaching in core content areas; Not Scheduled - At least (5) days after letter is sent to parents (for situations that arise throughout the year such as maternity/sick leave, employee leaves position, etc.) | All Title I schools must provide each individual parent a timely notice that the parent's child has been assigned, or has been taught for four or more consecutive weeks by, a teacher who is not properly certified. The notice and information provided to parents must be in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand. This applies to all teachers teaching core academic subjects. | All Title I schools are required to submit a copy of the letter, including any letter that was translated, in Epicenter at least ten (5) days after parents have been notified. A sample letter is attached. | Notice to Parents Regarding Teacher Certification Status | ||||||||||||||||||
71 | FACE 2 | Title I-A Improving the Academic Achievement of the Disadvantaged Program | The LEA provides strategies to increase the involvement of parents. ESSA Section 1115. | Meeting minutes or survey results where LEA identified barriers to greater participation of parents in parent involvement activities Documentation of parent involvement events being held at various times of the day or days of the week. Information is provided in a language the parent can understand | Parent and Family Engagement Policy | Scheduled - November 16th | Title I schools must distribute a copy of the Parent and Family Engagement Policy to parents and families at the beginning of each school year. | Upload a copy of your school's Parent and Family Engagement Policy that was distributed to parents in the fall. | Parent and Family Engagement - School Resources | ||||||||||||||||||
72 | Parent and Family Engagement Evaluation (Survey) | Scheduled - March 15th | Title I schools must conduct an annual evaluation of their Parent and Family Engagement program each year. | Upload a copy of the following: Parent and Family Engagement Survey, summary of survey results. | Title I Resources - Evaluations | ||||||||||||||||||||||
73 | Procedure for Processing Parent Suggestions | Title I schools must have documentation in place that parents of participating children have been given the opportunity to provide comments on the Title I plan. Upload a copy of your school's process/procedures for processing parent suggestions. Be sure that the process/procedures include a timeline for processing suggestions. Click here for a sample letter | Title I schools must have documentation in place that parents of participating children have been given the opportunity to provide comments on the Title I plan. Upload a copy of your school's process/procedures for processing parent suggestions. Be sure that the process/procedures include a timeline for processing suggestions. Click here for a sample letter | Title I Resources - Parent & Family Engagement - Written Procedure for Processing Parent Suggestions | |||||||||||||||||||||||
74 | FACE 3 | Title I-A Improving the Academic Achievement of the Disadvantaged Program | Schoolwide program evaluation: The plan and its implementation shall be regularly monitored and revised as necessary based on student needs to ensure that all students are provided opportunities to meet the challenging state standards. The plan is available to parents and the public, and the information contained in such plan shall be in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand. ESSA Section 1114 (b)(4). | A written Schoolwide Program evaluation which includes the following: who is involved in the program evaluation process and how often the team meets; data from which information is gathered and analyzed for evaluating the effectiveness of the schoolwide program; what changes have occurred in the school since last year. Consider the school population, instructional staff, school climate, etc.; the effectiveness of core instruction; state and LEA assessment data; and the process for implementing instructional and programmatic changes based on data. Note: The schoolwide program evaluation requirement is critical. A formal evaluation process must be in place and documented. | Mid-Year Evaluation of Title I Activities | Scheduled - February 1st | Please upload a copy of your mid-year evaluation of Title I activities. Click here to access template. Include all activities from open Title I grants. | ||||||||||||||||||||
75 | Impact on Student Achievement Statement | Scheduled - May 1st | Schools receiving Title I, II, or IV funds are required to complete an evaluation of each grant activity which includes how the school plans to meet the program objectives, tool(s) used to measure impact on student achievement, and results. | Schools receiving Title I, II, or IV funds are required to complete an evaluation of each grant activity which includes how the school plans to meet the program objectives, tool(s) used to measure impact on student achievement, and results. Click here to access the template required to complete this task. Questions: Becky Huggins rhuggins@sccharter.org Andrea Green agreen@sccharter.org | Title I Resources - Evaluations - Impact Statement End of Year Evaluation | ||||||||||||||||||||||
76 | FACE 4 | Title I-A Improving the Academic Achievement of the Disadvantaged Program | The LEA ensures that each participating school provides to individual families/parents information on the level of achievement of the parent’s child in each of the state’s academic assessments as required. ESSA Section 1112(e)(1)(B)(ii). | Dated cover letter sent with the report OR a Parent Brochure and Report | None | Schools are responsible for maintaining this documentation. | Month-By-Month Guidebook - September - Update school’s website with newest link to school’s most recent Report Card information. Schools should be prepared to provide a sample during an audit. | ||||||||||||||||||||
77 | FACE 5 | Title I-A Improving the Academic Achievement of the Disadvantaged Program | Parental Involvement: Involve parents, in an organized, ongoing, and timely way, in the planning, review, and improvement of programs under this part, including the school parent and family engagement policy and joint development of the schoolwide program plan. ESSA Sections 1114, 1116. | Copy of building parent/family engagement policy (plan) that will provide families/parents with timely information about programs, shared responsibilities for high student academic achievement, address the importance of communication between teachers and parents, frequent reports to parents on their child’s progress, and provide materials and training to help parents work with their child Evidence of dissemination to families and communities Evidence of plan review process (recommend annual review) with families and parents playing an active participant role | Parent and Family Engagement Policy | Scheduled - November 16th | Title I schools must distribute a copy of the Parent and Family Engagement Policy to parents and families at the beginning of each school year. | Upload a copy of your school's Parent and Family Engagement Policy that was distributed to parents in the fall. | Parent and Family Engagement - School Resources | ||||||||||||||||||
78 | FACE 6 | Title II-A Supporting Effective Instruction | Consult with teachers, principals, other school leaders, paraprofessionals (including organizations representing such individuals), specialized instructional support personnel, charter school leaders (in a local educational agency that has charter schools), parents, community partners, and other organizations or partners with relevant and demonstrated expertise in programs and activities designed to meet the purpose of Title II-A. Seek advice from the individuals and organizations required for consultation regarding how best to improve the local educational agency’s activities to meet the purpose of this title; ESSA Section 2102(b)(3). Use data and ongoing consultation to continually update and improve Title II-A activities. | ☐ Documentation explaining how the LEA meets these consultation and coordination requirements ☐ LEA professional development plan ☐ Meeting agendas and minutes ☐ Strategic plan OR ☐ A narrative that addresses the above requirements ☐ Interview (as needed) Documentation or procedures for how LEA uses consultation info and data to improve activities | Title II, Application | None | Use the attached application template and activities template by expenditure to complete the application. Click here for the Federal Programs webpage to find a recorded tutorial on how to use the templates provided. | School Resources - Title II | |||||||||||||||||||
79 | Title II - Professional Development Calendar | Scheduled during audit | Please upload a copy of your school's Professional Development Calendar for the current school year. | ||||||||||||||||||||||||
80 | Title II Reimbursement by expense type | Monthly/Quarterly | Upload all required documentation for reimbursements at least quarterly. Click here to access a list of required financial and programmatic documentation. Please reach out to Andrea Green at agreen@sccharter.org and Rebecca Huggins at rhuggins rhuggins@sccharter.org with any questions or concerns. | Please upload you invoices and proof of payment for travel for Title II reimbursements submitted this period. | School Resources - Federal Programs Financial Resources | ||||||||||||||||||||||
81 | FACE 7 | Title I-A Improving the Academic Achievement of the Disadvantaged Program | The LEA family engagement policy is developed and agreed upon by families/ parents and distributed to all families/parents. The policy must describe how the LEA will: • Develop a Title I Plan • Build capacity to improve academic achievement • Coordinate with other programs • Include evidence-based strategies • The policy is reviewed and evaluated annually ESSA Section 1116(a) | ☐ Copy of LEA policy ☐ Evidence of an annual review with family/parent engagement includes: ☐ Notification of meeting(s) ☐ Agenda and minutes of meeting(s) ☐ Sign-in sheets of attendees ☐ The policy reflects an annual review date by the LEA board (Board minutes or current review date on policy) ☐ Evidence that the policy is distributed to parents (LEA website, newsletter, handbook, etc.) in a language parents can understand | Parent and Family Engagement Policy | Scheduled - November 16th | Title I schools must distribute a copy of the Parent and Family Engagement Policy to parents and families at the beginning of each school year. | Upload a copy of your school's Parent and Family Engagement Policy that was distributed to parents in the fall. | Parent and Family Engagement - School Resources | ||||||||||||||||||
82 | FACE 8 | Title I-A Improving the Academic Achievement of the Disadvantaged Program | Each school building has a parent and family engagement plan. The written plan must describe how the school will carry out the parent/family engagement activities. The plan is made available to the local community and is updated periodically to meet the changing needs of parents and the school. ESSA Section 1116(b). | Copy of building parent/family engagement policy (plan) that will provide families/parents with all of the following required components: timely information about programs, shared responsibilities for high student academic achievement, address the importance of communication between teachers and parents, frequent reports to parents on their child’s progress, and provide materials and training to help parents work with their child Evidence of dissemination to families and communities Evidence of plan review process taking place (recommend annual review) with families and parents playing an active participant role | Parent and Family Engagement Policy | Scheduled - November 16th | Title I schools must distribute a copy of the Parent and Family Engagement Policy to parents and families at the beginning of each school year. | Upload a copy of your school's Parent and Family Engagement Policy that was distributed to parents in the fall. | Parent and Family Engagement - School Resources | ||||||||||||||||||
83 | FACE 9 | Title I-A Improving the Academic Achievement of the Disadvantaged Program | Each Title I school jointly develops with families/parents for all children served under Title I, a school - parent compact. School distributes compact to parents annually and evaluates its effectiveness. • Addresses annual parent-teacher conferences • Frequent reports to parents on their child’s progress • Address the importance of communication between teachers and parents • Address school participation opportunities • The compact in in a language that parents can understand ESSA Section 1116(d). | ☐ Copy of the school – parent compact ☐ Evidence of dissemination to the families and communities ☐ Evidence of an annual plan review process taking place with families and parents playing an active role ☐ Evidence the compact is in a language that parents can understand | Home-School Compact | Scheduled - November 16th | Title I schools must distribute a Home-School Compact to parents and families at the beginning of each school year. | Upload a copy of your school's Home-School Compact that was distributed to parents in the fall. | Parent and Family Engagement - School Resources | ||||||||||||||||||
84 | FACE 10 | Title I-A Improving the Academic Achievement of the Disadvantaged Program | An annual meeting is convened to which all parents of students in a schoolwide program and participating students in a targeted assistance program are invited to inform parents of their school’s participation in Title I and to explain Title I requirements and the right of parents to be involved. ESSA Section 1116(c). | ☐ Provide a copy of meeting notification(s) ☐ Agenda and meeting notes/minutes ☐ Sign-in/attendance list | Annual Title I Meeting Documentation | Scheduled - November 16th | Annual Title I meetings must take place in the fall of each year to share information about Title I with parents and families. | Please remember to include the following on your agendas: school’s participation in Title I, requirements of Title I, parents’ right to be involved in their child’s education, school performance profiles, description of curriculum/assessment, how parents will receive their child’s individual assessment results and an interpretation of such results. This is also a great time to give parents a copy of the Parent and Family Engagement Policy and the Home-School Compact. For this task, please upload the following: meeting notice, sign-in sheets, agendas, PowerPoints or other handouts, parent feedback, and meeting minutes. | Title I - Annual Title I Meeting - Annual Title I Meeting Template Annual Title I Meeting Minutes Template | ||||||||||||||||||
85 | FACE 11 | Title I-A Improving the Academic Achievement of the Disadvantaged Program | The LEA jointly develops with families/parents for all children served under Title I, a district - parent and family engagement policy. The LEA distributes compact to parents annually and evaluates its effectiveness. ESSA Section 1116(a)(2). | ☐ Evidence that the policy contains required elements and is collaboratively written and distributed annuall | Parent and Family Engagement Policy | Scheduled - November 16th | Title I schools must distribute a copy of the Parent and Family Engagement Policy to parents and families at the beginning of each school year. | Upload a copy of your school's Parent and Family Engagement Policy that was distributed to parents in the fall. | Parent and Family Engagement - School Resources | ||||||||||||||||||
86 | FACE 12 | Title I-A Improving the Academic Achievement of the Disadvantaged Program | Assistance, materials, and training have been provided specifically to Title I-A families to help build capacity for their engagement. ESSA Section 1116(e)(2). | Description and timeline of activities including copies of materials, training agendas, sign-in sheets, etc. Evidence that schools provide assistance to families/ parents in understanding content and achievement standards, assessments, and how to monitor their child’s progress Evidence that parents and families are provided materials and training to help their children succeed in school, such as literacy training and using technology | Parent & Family Trainings/Events Documentation | During Audit | Schools are required to provide assistance, materials, and training to Title I, Part A families to help build capacity for their engagement. ESSA Section 1116(e)(2) Please upload the following: Parent Training/Parent Event Schedule for the current school year Copies of materials, training agendas, sign-in sheets, PowerPoints, handouts, etc. from the trainings and/or parent nig | Parent and Family Engagement - School Resources | |||||||||||||||||||
87 | FACE 13 | Title I-A Improving the Academic Achievement of the Disadvantaged Program | The LEA reserves no less than 1% of its Title I-A allocation (if ≥ $500,000) for parent and family engagement activities, including promoting family literacy and parenting skills. ESSA Section 1116(a)(3)(A). | Detailed Budget Page that provides evidence that funds are used to promote parent and family engagement Note: Must include at least one of the following activities: Providing professional development regarding parent and family engagement strategies Supporting programs that reach parents and families Disseminating information on best practices focused on parent and family engagement Collaborating with organizations with a record of success in improving parent and family engagement Engaging in other activities and strategies that are appropriate and consistent with the LEA parent and family engagement policy | Title I , IV - Application | Spring: Eligible Title I schools must work with their planning team to determine needs and develop activities to meet those needs. Fall: Eligible Title I schools will revise their preliminary plans based on final allocations from the SCDE. | Use the application template and activities template by expenditure below to complete the application. Please click here for the Federal Programs webpage to find a recorded tutorial on how to use the templates provided. Upload the application as an Excel file and any supporting documentation as a PDF. Title I Application Template Activity Template by Expenditure Allowable Use of Funds Guidance | School Resources - Title I & IV Application Resources | |||||||||||||||||||
88 | FACE 14 | Title I-A Improving the Academic Achievement of the Disadvantaged Program | The LEA distributes at least 90% of family/parental engagement funds to participating schools. ESSA Section 1116(a)(3)(C). | School level budget report for each participating school indicates an allocation from the LEA for family/parent engagement activities | Title I , IV - Application | Spring: Eligible Title I schools must work with their planning team to determine needs and develop activities to meet those needs. Fall: Eligible Title I schools will revise their preliminary plans based on final allocations from the SCDE. | Use the application template and activities template by expenditure below to complete the application. Please click here for the Federal Programs webpage to find a recorded tutorial on how to use the templates provided. Upload the application as an Excel file and any supporting documentation as a PDF. Title I Application Template Activity Template by Expenditure Allowable Use of Funds Guidance | School Resources - Title I & IV Application Resources | |||||||||||||||||||
89 | FACE 15 | Title I-A Improving the Academic Achievement of the Disadvantaged Program | Parents of children receiving services are involved in the decisions regarding how parent and family engagement funds are allotted for parent and family engagement activities. ESSA Section 1116(a)(3)(B). | Meeting agenda, notes/minutes, and sign- in/ attendance sheet Copy of survey, if applicable | Parent and Family Engagement Policy | Scheduled - November 16th | Title I schools must distribute a copy of the Parent and Family Engagement Policy to parents and families at the beginning of each school year. | Upload a copy of your school's Parent and Family Engagement Policy that was distributed to parents in the fall. | Parent and Family Engagement - School Resources | ||||||||||||||||||
90 | Parent and Family Engagement Evaluation (Survey) | Scheduled - March 15th | Title I schools must conduct an annual evaluation of their Parent and Family Engagement program each year. | Upload a copy of the following: Parent and Family Engagement Survey, summary of survey results. | Title I Resources - Evaluations | ||||||||||||||||||||||
91 | Annual Title I Meeting Documentation | Scheduled - November 16th | Annual Title I meetings must take place in the fall of each year to share information about Title I with parents and families. | Please remember to include the following on your agendas: school’s participation in Title I, requirements of Title I, parents’ right to be involved in their child’s education, school performance profiles, description of curriculum/assessment, how parents will receive their child’s individual assessment results and an interpretation of such results. This is also a great time to give parents a copy of the Parent and Family Engagement Policy and the Home-School Compact. For this task, please upload the following: meeting notice, sign-in sheets, agendas, PowerPoints or other handouts, parent feedback, and meeting minutes. | Title I - Annual Title I Meeting - Annual Title I Meeting Template Annual Title I Meeting Minutes Template | ||||||||||||||||||||||
92 | FACE 16 | IX-A McKinney-Vento/Homeless | Public notice of the educational rights of homeless children and youths is disseminated in locations frequented by parents or guardians of such children and youths, and unaccompanied youths, including schools, shelters, public libraries, and soup kitchens, in a manner and form understandable to the parents and guardians of homeless children and youths, and unaccompanied youths. 42 U.S.C. §11432(g)(6)(A)(vi). | Evidence of public notice of education rights, and that postings and materials: include current liaison contact information are also in Spanish and other prevalent languages Written list of specific locations where posters are placed in school buildings and in the community, with date verified Visual verification of LEA office and school locations Link to notices posted on LEA website Sample of LEA homeless education brochure, if applicable Note: Link to order free Posters & materials (Spanish & English): National Center for Homeless Education | None | Schools are responsible for maintaining this information and documents in preparation for an audit. | McKinney-Vento/Homless Resources | ||||||||||||||||||||
93 | FACE 17 | Title I-C Migrant Education Program - N/A - District Does Not Receive Funds | LEA and regional parent advisory councils (PACs) fulfill their responsibilities by: Establishing MEP goals, objectives, and priorities based on reviewing the comprehensive needs assessment, service delivery plan, and LEA MEP activities Advise LEA in planning LEA program activities, ESSA Sections 1304(c)(3) and 1306(a)(1)(B)(ii). | Evidence that migrant parents are involved in the planning, implementation, and evaluation of the program: Sign in/attendance list of PAC members Notices of meetings, invitations and correspondence in English and Spanish Agenda & Minutes of PAC meetings in English and Spanish | N/A - District Does Not Receive Funds | ||||||||||||||||||||||
94 | FACE 18 | Title I-C Migrant Education Program - N/A - District Does Not Receive Funds | LEA programs will provide for advocacy and outreach activities for migratory children and their families to inform such children and families of other education, health, nutrition, and social services to help connect them to such services. ESSA Sections 1304(c)(6), 1304(c)(7)(A). | SCDE Preparation (not necessary to upload): Evidence of referred services entered in MIS2000 Onsite: Migrant Family Liaison Recordkeeping Log | N/A - District Does Not Receive Funds | ||||||||||||||||||||||
95 | FACE 19 | Title I-A Improving the Academic Achievement of the Disadvantaged Program | Parents have been informed of their child’s placement into a Language Instruction Educational Program (LIEP) within 30 days if enrolling at the beginning of the school year or 2 weeks in the middle of the school year. Parents have been informed regarding their right to withdraw the child from a program upon their request, and to decline enrollment or choose another program or method of instruction. ESSA Section 1112(e)(3)(A)-(B). | Written parental documentation of waived services with parental signature cumulative files for English Waived (W) students, as applicable (This documentation must be updated annually to reflect waived status.) (Upload template or redacted form and onsite file review.) Parent Notifications are in student cumulative folders and contain all required components: o Reason for identification o Current ELP level and how it was assessed o Current academic achievement scores o Method of EL instruction and how it will meet the educational strengths of the child to meet EL and academic proficiency o Exit requirements & graduation year o Coordinate supports if also on an IEP (Upload template or redacted form and onsite file review.) Note: This indicator applies to all Title I-A programs even if there are no enrolled English Learners. | None | Schools are responsible for maintaining this documentation in preparation for an audit. | |||||||||||||||||||||
96 | FACE 20 | Title I-A Improving the Academic Achievement of the Disadvantaged Program | The LEA ensures that the notifications sent to parents are in an understandable and uniform format and, to the extent practicable, provided in a language the parents can understand. ESSA Section 1112(e)(4). | Copies of letters sent to parents in English and other applicable language(s) (i.e LEA/school/ classroom policy/procedures, newsletters, permission forms) Copies of Interpreter Confidentiality Agreements (if available) Note: This indicator applies to all Title I-A programs even if there are no enrolled English Learners. | Parent and Family Engagement Policy | Scheduled - November 16th | Title I schools must distribute a copy of the Parent and Family Engagement Policy to parents and families at the beginning of each school year. | Upload a copy of your school's Parent and Family Engagement Policy that was distributed to parents in the fall. | Parent and Family Engagement - School Resources | ||||||||||||||||||
97 | Parent and Family Engagement Evaluation (Survey) | Scheduled - March 15th | Title I schools must conduct an annual evaluation of their Parent and Family Engagement program each year. | Upload a copy of the following: Parent and Family Engagement Survey, summary of survey results. | Title I Resources - Evaluations | ||||||||||||||||||||||
98 | Annual Title I Meeting Documentation | Scheduled - November 16th | Annual Title I meetings must take place in the fall of each year to share information about Title I with parents and families. | Please remember to include the following on your agendas: school’s participation in Title I, requirements of Title I, parents’ right to be involved in their child’s education, school performance profiles, description of curriculum/assessment, how parents will receive their child’s individual assessment results and an interpretation of such results. This is also a great time to give parents a copy of the Parent and Family Engagement Policy and the Home-School Compact. For this task, please upload the following: meeting notice, sign-in sheets, agendas, PowerPoints or other handouts, parent feedback, and meeting minutes. | Title I - Annual Title I Meeting - Annual Title I Meeting Template Annual Title I Meeting Minutes Template | ||||||||||||||||||||||
99 | FACE 21 | Title I-A Improving the Academic Achievement of the Disadvantaged Program | The LEA ensures that it implements an effective means of outreach to parents of English Learners regarding their child’s education. ESSA Section 1112(e)(3)(C). | Evidence of LEA’s commitment to involving parents of English Learners (i.e. LEA policy, family/parent engagement policy, mission statements) Evidence of outreach invitations Signed attendance sheets with parents of English Learners clearly identified/highlighted Other examples of evidence outreach may include meeting minutes, PowerPoint presentations, survey samples and overall results, copies of call logs, home visits and notes from these interactions. Note: This indicator applies to all Title I-A programs even if there are no enrolled English Learners. | Parent and Family Engagement Policy | Scheduled - November 16th | Title I schools must distribute a copy of the Parent and Family Engagement Policy to parents and families at the beginning of each school year. | Upload a copy of your school's Parent and Family Engagement Policy that was distributed to parents in the fall. | Parent and Family Engagement - School Resources | ||||||||||||||||||
100 | Parent and Family Engagement Evaluation (Survey) | Scheduled - March 15th | Title I schools must conduct an annual evaluation of their Parent and Family Engagement program each year. | Upload a copy of the following: Parent and Family Engagement Survey, summary of survey results. | Title I Resources - Evaluations | ||||||||||||||||||||||