Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org New Directors Academy: Part V- The Basics of a Title I On-site Cross-functional Monitoring, Flexible Learning Program (FLP) Monitoring and Physical Inventory Visit March GCEL Conference 10/9/20151

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Presenter Evelyn Maddox School Improvement – Federal Programs Title I Education Program Specialist Georgia Department of Education

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org 10/9/20153 SCHOOL IMPROVEMENT & DISTRICT EFFECTIVENESS

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Agenda Purpose of Monitoring District Selection Process Risk Assessment - High Risk Designations Results-Based Monitoring Flexible Learning Program Monitoring

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Agenda Inventory Monitoring Monitoring Preparations Response to Monitoring Findings Question and answers

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Purpose of Monitoring

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Purpose of Monitoring Federal regulations and administrative procedures require that the state educational agency (SEA) monitor the implementation of program requirements and the expenditure of federal funds. Monitoring of federal programs is conducted to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Purpose of Monitoring Monitoring emphasizes accountability for using federal resources wisely. Monitoring ensures compliance with federal regulations and statutes. It serves as a vehicle for the Georgia Department of Education (Department) to help LEAs achieve high quality implementation of educational programs.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Eight Major Components of Monitoring Program requirements Monitoring of expenditures Single audit (A-133) On-site monitoring FLP performance based monitoring Inventory monitoring Self-monitoring Desktop monitoring

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Types of Monitoring Program Requirements – LEAs must submit for approval an annual comprehensive LEA improvement plan (CLIP) through the consolidated application process. Title I education program specialists review each CLIP to ensure that the plan contains allowable activities for use and budgeting of Title I, Part A monies. It is approved, the LEA submits a budget.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Types of Monitoring Monitoring of Expenditures - LEAs must submit for approval an annual budget through the consolidated application process. Budgets are reviewed to ensure that expenditures are appropriate for program specific federal guidelines and OMB circulars guidelines before approving LEA budgets. Funds are tracked by reviewing draw downs.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Types of Monitoring Single Audit – An audit is a formal or official examination of records and accounts with the intention to verify that proper accounts have been utilized, federal procedures have been followed, and source documentation has been maintained.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Types of Monitoring On-site Monitoring – An SEA on-site cross- functional monitoring team visits an LEA to review the criteria included in the LEA Monitoring Form. LEAs are monitored, at least, on a three to four year cycle. Approximately one-third/one-fourth of the LEAs are monitored, on-site, each year.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Types of Monitoring Flexible Learning Program (FLP) On-site Observations and Interviews Georgia's ESEA Flexibility Waiver identifies schools in Georgia as Priority, Focus, and Title I Alert Schools, where applicable.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Types of Monitoring Flexible Learning Program (FLP) On-site Observations and Interviews Observations and interviews will be conducted by a Title I, Part A education program specialist. The FLP on-site observation may also include monitoring of class size reduction implementation and compliance with time and effort requirements.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Types of Monitoring Inventory A physical inventory will be conducted by the area specialist to verify federally purchased equipment. Section (d)(3) EDGAR A physical inventory of equipment must be taken and the results reconciled with the equipment records at least once every two years. Any differences between quantities determined by the physical inspection and those shown in the accounting records must be investigated to determine the causes of the difference.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Types of Monitoring Self-Monitoring – The self-monitoring process is an outgrowth of the on-site monitoring process. It is designed to allow LEAs to provide support and guidance to district staff in order to maintain ongoing high standards for compliance and program delivery.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Types of Monitoring Desktop Monitoring – LEAs are monitored via desktop monitoring in one way: –Title I, Part A and FLP Budgets Once a Title I education program specialist has approved an LEA’s budget those budgets are reviewed by the Title I, Part A program manager and Title programs director.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org District Selection Process

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org District Selection Process LEAs are monitored on a four-year cycle. Approximately one- fourth of the LEAs are monitored each year. As part of the process in determining which LEAs are to be monitored, the Federal Programs Division conducts a risk assessment using a combination of elements defined by the Department.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org District Selection Process An LEA’s risk-assessment rating is determined by using both its risk rating, based on the High- Risk Intervention Elements developed by the Title Programs Division, and a rating from the Department Financial Review Department. During the fall of each year, the Department Title Programs Division completes a risk assessment to determine if an LEA falls into the high-risk category.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org District Selection Process The state educational agency (SEA) has the responsibility of monitoring high-risk LEAs. The Department Title Programs Division defines high-risk as: LEAs showing evidence of serious or chronic compliance problems. LEAs with financial monitoring/audit findings. LEAs with a high number of complaints from parents and other stakeholders about program implementation.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org District Selection Process Other elements that may cause an LEA to be determined as high-risk include: LEAs receiving a Title I allocation in the top 25 percent of LEAs receiving the greater portion of Title I funding in any given fiscal year. LEAs having new management personnel not familiar with program implementation and federal guidelines, for example, a new superintendent, Title I Director, or finance officer. LEAs having directors/coordinators not attending Department technical assistance training sessions.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org District Selection Process High-risk does not necessarily mean that an LEA is not performing the requirements of the program, federal regulations, or administrative procedures. It does mean that an LEA may be at a higher risk of having program elements that could cause an LEA not to perform the activities associated with the federal rules, regulations, and administrative procedures in a manner that keeps the LEA in compliance.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Risk Assessment High Risk Designation High Risk Designation

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Risk Assessment High Risk Designations The Title Programs Division uses High-Risk Intervention Elements to determine each LEA’s score. Those LEAs with a score between 0 to 18 points would be determined to be a low risk. Those LEAs with a score greater than 19 to 100 points would be determined to be a medium risk.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Risk Assessment High Risk Designations Those LEAs with a score greater than 101 points would be determined to be a high risk. The goal for an LEA would be to have a low- risk rating score. Intervention Risk Assessment Strategies have been determined for each risk rating group.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org High Risk Intervention And Point Values Point Values

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org High-Risk Intervention Elements ElementsPoint Values New Superintendent (12 months or less at current LEA) 5 points = New Superintendent 0 points = No new Superintendent New Title I Director (2 years or less experience) 5 points = New Title Director 0 points = No new Title I Director New Finance Officer 5 points = New Finance Officer 0 points = No new Finance Officer Title I Director attends Title Programs previous year’s sponsored workshops and technical assistance on program and compliance requirements 10 points = Attended 0 Sessions 3 points = Attended 50-percent of Sessions 0 points = Attends All Training and Technical Sessions Training and Technical Assistance include: New Director’s Workshop Title I Statewide Conference

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org High-Risk Intervention Elements ElementsPoint Values Title I Director attends Title Programs previous year’s sponsored workshops and technical assistance on program and compliance requirements Comprehensive LEA Implementation Plan (CLIP) Workshop Title I, Part A Budget Approval Workshop Title I, Part A Cross-Functional Monitoring Training Regional Sessions and other program requirement workshops offered throughout the year Top 25-percent of LEAs receiving the greatest portion of Title I funding All LEAs are ranked in order of funding and then divided into four tiers 10 points = LEA in 1st tier (top 25-percent) 5 points = LEA in 2nd tier (26– 50-percent) 0 points = LEA in 3rd or 4th tier (51–100-percent)

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org High-Risk Intervention Elements ElementsPoint Values Having one or more audit fiscal irregularities Within the past 2 years 10 points = LEA has 1 or more findings with a return of funds 2 points = LEA has 1 or more findings with no return of funds 0 points = LEA has no audit findings Having one or more Federal Programs Division Cross-functional monitoring finding(s) in previous year 10 points = LEA has 1 or more findings with return of funds, including a request for reclassification of funds 5 points = LEA has 3 or more findings with no return of funds 3 points = LEA has less than 3 findings with no return of funds 0 points = No findings

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org High-Risk Intervention Elements ElementsPoint Values Current fiscal year program complaints 6 points = Compliant resulting in corrective action involving funds 3 points = Program complaints resulting in corrective action not involving funds Having a budget that does not match the expenditure report 6 points = Having a finding of more than a 5-percent variance and funds are required to be returned 3 points = Having a funding of more than a 5-percent variance, but funds are not required to be returned 0 points = Having less than a 5-percent variance

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org High-Risk Intervention Elements ElementsPoint Values Requested a carryover waiver within the last 3 years 6 points = Yes, requested a carryover waiver within the last three years 0 points = No waiver request Title I funds were returned with the past 2 years due to less than 85-percent expenditure of Title I funds in the required time allotment 7 points = Having to return funds to Department for redistribution 0 points = No funds returned

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org High-Risk Intervention Elements ElementsPoint Values Number of private schools served by LEA 10 points = Serving more than 9 private schools 5 points = Serving 5 to 9 private schools 2 points = Serving 1 to 4 private schools Schools in Priority, Focus, Alert status within the LEA 10 points = Having Priority School(s) 5 points = Having Focus School(s) 2 points = Having Alert School(s) 0 points = Having no schools identified as Priority, Focus, or Alert

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org High-Risk Intervention Elements ElementsPoint Values LEA is identified for District Effectiveness 10 points = Serving more than 9 private schools 5 points = Serving 5 to 9 private schools 2 points = Serving 1 to 4 private schools Schools in Priority, Focus, Alert status within the LEA 10 points = Yes 0 points = No

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Risk Assessment High Risk Designations Financial Review risk ratings are determined by the Department‘s Financial Review Department and are submitted to the Title Programs Division. Final calculations are based on a combination of the federal programs risk rating and the Financial Review risk rating. The Title Programs total risk score counts one- third of the total scores, with the Financial Review rating score counting two-thirds.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Risk Assessment High Risk Designations Those LEAs with a final risk score between 1 and 18 points are considered to be low risk. LEAs with a final risk score between 19 and 100 points are at medium risk. LEAs with a final risk score greater than 101 are at high risk.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Risk Assessment High Risk Designations LEAs receiving points in the following categories are automatically monitored, regardless of the LEA’s final risk score: - LEAs with one or more fiscal irregularities within the past 24 months, resulting in a return of funds -LEAs with more than five cross-functional monitoring findings in the previous year -LEAs with current fiscal-year program complaints -LEAs with a budget that does not match the expenditure report

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Risk Assessment High Risk Designations LEAs receiving points in the following categories are automatically monitored, regardless of the LEA’s final risk score: (continued) - LEAs with Title I funds returned within past two years due to less than 85-percent expenditure of Title I funds in the required time allotment

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Risk Assessment High Risk Designations Once an LEA’s risk is assessed, education program specialists must monitor the LEA based on the risk strategies listed below: - High Risk - Medium Risk - Low Risk

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Risk Assessment High Risk Designations High Risk The LEA will be monitored each year by the Federal Programs Division cross-functional monitoring team. In addition, the LEA will receive an on-site technical assistant visit from an appropriate Education Program Specialist or RT3 staff member.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Risk Assessment High Risk Designations Medium Risk The LEA will be monitored once every three/four years by the Federal Programs Division cross- functional monitoring team. In the interim two years, the LEA must conduct a self- assessment in collaboration with the Education Program Specialist during an on-site technical visit. The LEA must complete the Federal Programs Division Self-Assessment Monitoring Checklist and submit the results to the Department.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Risk Assessment High Risk Designations Low Risk The LEA will be monitored once every three/four years by the Federal Programs Division cross- functional monitoring teams. In the interim two years, the LEA must conduct a self- assessment. The LEA must complete the Federal Programs Division Self-Assessment Monitoring Checklist and submit the results to the Department.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Results-Based Monitoring

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Results-Based Monitoring Results based monitoring begins in January and continue through May. Team leads will lead the interview with the LEA Title I director/coordinator, superintendent and other appropriate Title I staff.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Results-Based Monitoring Selected Department monitoring team members will meet with the Title I director/coordinator, superintendent and other appropriate Title I staff to review the Title I instructional program and achievement data. Department monitors will interview LEA regarding the process that the district utilized to design its Title I instruction program based on achievement data.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Results-Based Monitoring A set of prescribed interview questions will be asked and responses will be recorded by the Department monitors. Interviews will take approximately one hour. The compliance portion of the monitoring will continue.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Results-Based Monitoring Once the compliance monitoring has been completed, Department monitors will interview a preselected Title I school in the LEA. Title I school interviews will be conducted with the principal, the Title I teacher, and other appropriate school staff. Interviews will take approximately one hour.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Results-Based Monitoring Examples of interview questions: -How is achievement data used to design and implement the Title I instructional program? -How are strengths/weaknesses of the Title I instructional program strategies for implementation addressed? -How does the Instructional program meet the intent of Title I, Part A?

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Results-Based Monitoring Examples of interview questions: -How are scientifically research based best practices for instruction and parental involvement implemented? -What support does the LEA provide to Priority, Focus, and Title I Alert Schools? -What professional learning related to instruction is provided? - What is the evaluation processes?

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Flexible Learning Program Performance Based Monitoring

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org FLP Performance Based Monitoring FLP performance based monitoring –Why conduct interviews and observations of the FLP program? To ensure LEA is implementing the approved FLP plan. To ensure district and school level staff were involved in the development and implementation of the FLP program.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org FLP Performance Based Monitoring FLP performance based monitoring –FLP interviews and observations will be conducted by Department monitors. –FLP monitoring is scheduled November through May.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org FLP Performance Based Monitoring FLP performance based monitoring will include: –District staff interview –Principal interview –Teacher(s) interview –Classroom observation at selected school(s)

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Inventory Monitoring

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Inventory Monitoring Why conduct a physical inventory? -Section (d)(3) EDGAR A physical inventory of equipment must be taken and the results reconciled with the equipment records at least once every two years. Any differences between quantities determined by the physical inspection and those shown in the accounting records must be investigated to determine the causes of the difference.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Inventory Monitoring A physical equipment Inventory will be conducted by Title I education program specialists for selected districts. Physical equipment Inventory monitoring is scheduled January through May.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Inventory Monitoring LEA school(s) will be identified for the physical equipment inventory. Title I education program specialists will coordinate with the district the date and time for the physical equipment inventory. LEA will to program specialists inventory spreadsheets prior to scheduled visit.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org LEA Preparation Prior to On-Site Monitoring Visit

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org LEA Preparation Prior to On-Site Monitoring Visit LEAs are required to provide supporting documentation that is not already available to the Department’s Cross-Functional Monitoring Team New! – The Department’s federal programs will provide a list of LEA documentation that will be provided by the LEA prior to the on-site monitoring visit

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org LEA Preparation Prior to On-Site Monitoring Visit LEAs will upload the requested documentation to a Web based application and will place the documentation by: - District - Federal Program -LEAs will be notified by each federal program if uploaded files need to be listed as a specific file name

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org LEA Preparation Prior to On-Site Monitoring Visit Current year documentation not sent for prior review by the Department for each required descriptor should be placed in a folder for team review Items too large to be placed in folders should be readily available and with required items clearly identified

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org LEA Preparation Prior to On-Site Monitoring Visit Items too large to be placed in folders should be made available to the Department’s Cross- Functional Monitoring Team via Internet and/or Web site links -

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org LEA Preparation Prior to On-Site Monitoring Visit LEAs must provide: -A room large enough to accommodate the entire monitoring team. If need be, more than one room can be used -Internet access for the monitoring team to be able to review district and schools’ Web site information

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org LEA Preparation Prior to On-Site Monitoring Visit LEA staff need to be available during the monitoring visit. It is important that other meetings requiring LEA staff are not scheduled during the monitoring visit

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org LEA Preparation Prior to On-Site Monitoring Visit LEA staff to be available during monitoring include: -Title I, Part A—Improving the Academic Achievement of the Disadvantaged; -Title I, Part C—Education of Migratory Children; -Title I, Part D—Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At-Risk;

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org LEA Preparation Prior to On-Site Monitoring Visit LEA staff to be available during monitoring include: - Title II, Part A—Improving Teacher Quality; -Title III, Part A— Language Instruction for LEP and Immigrant; -Title VI, Part B—Rural Education Achievement Program;

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org LEA Preparation Prior to On-Site Monitoring Visit LEA staff to be available during monitoring include: -Title X—Education for Homeless Children and Youth; -School Improvement Grants under Section 1003(a) and 1003(g) of the Elementary and Secondary Education Act of 1965 (ESEA); and - Race to the Top (RT3)

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org LEA Preparation Prior to On-Site Monitoring Visit Specific LEA staff that also may need to be available are: - Federal program director/coordinator -LEA program staff assigned specific duties in any given federal program -Financial persons responsible for federal grant budgets

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org How to Write/Respond to a Monitoring Finding

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org How to Write/Respond to a Monitoring Finding Finding 1.1 – Maddox School District provided written procedures for monitoring the implementation of Title I, Part A and Title II, Part A. However, the written procedures did not include all of the required components. On-site review and data review were not included in the written procedures. Additionally, there was no evidence of copies of reports, corrective actions and results of technical assistance as required in the indicator for documentation on file at the LEA for review. Required Corrective action 1.1 Maddox School District must develop and submit to the Georgia Department of Education (GaDOE) a detail written process to be used to monitor the implementation of Title I, Part A and Title II, Part A. The written process must include all required components, on-site procedures, timelines, schedules, data review, the reporting and corrective action process. Additionally, provide copies of reports, corrective actions and results of the technical assistance provided to the school

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org How to Write/Respond to a Monitoring Finding Required Corrective Action 1.1 Maddox School District must develop and submit to the Georgia Department of Education (GaDOE) a detail written process to be used to monitor the implementation of Title I, Part A and Title II, Part A. The written process must include all required components, on-site procedures, timelines, schedules, data review and the reporting and corrective action process. LEA Corrective Action Plan CAP Box The LEA will type in the CAP box See attachment – Written Process for Monitoring Then attach the Written Procedures for Monitoring the Implementation of All Federal Programs (name the federal programs) in the attachment section of the monitoring portal.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org How to Write/Respond to a Monitoring Finding All Corrective Actions that require written procedures must have an attached word document describing the written procedures. All written procedures must be in attachment format and attached to the Attachment section in the portal.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org How to Write/Respond to a Monitoring Finding Number and name the attachment the same number and name as the required corrective action.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org How to Write/Respond to a Monitoring Finding Example of the name of the word document: 1.1 Written Procedures for Monitoring the Implementation of all Federal Programs (name the federal programs that are applicable to your LEA) Maddox School District monitors the Implementation of Title I, Part A, Title II, Part A and the EHCY programs (name the federal programs) …………. (Provide descriptions of how these federal are monitored)

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org How to Write/Respond to a Monitoring Finding Be sure All required components within a specific indicator have been addressed Bold each required components then address the component -1.1 Monitoring Indicator includes some required components. on-site procedures timelines schedules data review reporting and corrective action processes

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org How to Write/Respond to a Monitoring Finding 1.1 Written Procedures for Monitor the Implementation of title I, Part A and Title II A -Example of addressing all required components. Maddox School District monitors the Implementation of Title I, Part A, Title II, Part A and the EHCY program …….. (Provide description of how the grants are monitored.) Then address each required component within the corrective action.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org How to Write/Respond to a Monitoring Finding 1.1 Written Procedures for Monitor the Implementation of title I, Part A and Title II A Example continued - On-site Procedures Component is bold now Address on-site procedures - Timelines /Schedule Component is bold now Address Timelines/Schedule

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org How to Write/Respond to a Monitoring Finding - Data Review Component is bold now address Data Review - Reporting and corrective action processes Component is bold now Address reporting and Corrective action processes.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org How to Write/Respond to a Monitoring Finding Once written procedures are completed attach the document to the attachment section of the corrective action in the monitoring portal

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org How to Write/Respond to a Monitoring Finding Once LEA has responded to All corrective actions then submit the corrective actions to the Department by signing off - Coordinator signs off first -Superintendent signs off or request revisions The Department will review corrective actions and provide feedback -

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Questions and Answers

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Helpful Resources Title I Handbook – Current Edition NCLB Act of 2001 (Blue Book) Department Web site – US ED Web site – FY15 LEA Monitoring Form Education Support Services Operations Manual

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Helpful Resources 2 CFR 200, Uniform Guidance (Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards) Education Department General Administrative Regulations (EDGAR)

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Presenter Evelyn Maddox School Improvement – Federal Programs Title I Education Program Specialist Georgia Department of Education

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Title I, Part A Program Specialists’ Contact Information 10/9/ AreaName Office Telephone 1Robyn Planchard(404) 2Randy Phillips(770) 3Anthony Threat(706) 4Evelyn Maddox(404) 5Judy Alger(229) 6Grace McElveen(912) 7Jimmy Everson(229)

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Title I, Part A Program Specialists’ Contact Information 10/9/ AreaName Office Telephone 8Marijo Pitts-Sheffield(912) 9Kathy Pruett(706) 10Elaine Dawsey(478) 11Olufunke Osunkoya(678) 12Bobby Trawick(229) 13Ken Banter(478) 14Tammy Wilkes(478)

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org New Directors Academy: Part V- The Basics of a Title I On-site Cross-functional Monitoring, Flexible Learning Program (FLP) Monitoring and Physical Inventory Visit March GCEL Conference 10/9/201588