FederalProgramMonitoring Title II, Part A January 5, 2016

Purposes of Federal Program Monitoring (FPM) To ensure compliance with the law To offer technical assistance To identify effective practices

FPM Schedule Buchanan CountyManassas Park City Prince Edward County Buena Vista CityMartinsville CityRoanoke City Clarke CountyMathews CountySalem City Colonial BeachMiddlesex County Southampton County Colonial Heights CityNewport News CityWaynesboro City Dinwiddie CountyNorfolk CityWise County Fauquier CountyNottoway CountyWythe County Gloucester CountyPatrick CountyYork County Greensville CountyPetersburg City Lexington CityPoquoson City

Types of Monitoring Informal or Unofficial monitoring Ongoing “desk checks” Official monitoring Telephone monitoring On-site monitoring

Ongoing “Desk Checks” Application review Reimbursement review Highly-qualified teacher (HQT) statistics Equitable distribution Private school participation

On-site Monitoring Buchanan County Public Schools Newport News City Public Schools Buena Vista City Public SchoolsNorfolk City Public Schools Clarke County Public SchoolsPatrick County Public Schools Colonial Beach Public Schools Prince Edward County Public Schools Fauquier County Public Schools Southampton County Public Schools Gloucester County Public Schools Wythe County Public Schools Greensville County Public Schools York County Public Schools Lexington City Public Schools

Telephone Monitoring Colonial Heights City Public Schools Petersburg City Public Schools Dinwiddie County Public Schools Poquoson City Public Schools Manassas Park City Public Schools Roanoke City Public Schools Martinsville City Public SchoolsSalem City Public Schools Mathews County Public SchoolsWaynesboro City Public Schools Middlesex County Public Schools Wise County Public Schools Nottoway County Public Schools

How to Prepare Review and complete the protocol document orms/title2_parta_monitoring_protocol.docx Possible documentation is listed, but not all is mandatory Collect evidence One document may support more than one question Organize materials in notebook, file folders, or electronically. Involve appropriate personnel: Title II, Part A, coordinator; Human resources liaison; Title I coordinator; Professional development staff; and/or OMEGA/finance personnel

How to Prepare Timeframe: Highly Qualified Teachers: 3 years of data Program/Fiscal Components: and

How to Prepare On-siteTelephone Contact information Telephone number & address (meeting space) Telephone or conference number Time frame Up to full day; materials ready upon arrival 2-3 hours; materials should be sent to VDOE a week in advance Materials Paper organized by question number in file folder or binder or electronically, organized by question (flash drive or through SSWS Dropbox) Additional personnel Nearby in case needed to answer questions Attend the monitoring call, as needed

What to Expect Notification made to school divisions of schedule via Superintendent’s Memorandum # (posted December 18, 2015) Mutually agreed upon date and time for monitoring to be determined after webinar (March-May). School divisions to submit completed monitoring document and/or material a week in advance for review (for telephone monitoring). Additional documentation to be submitted within 10 business days after monitoring, if warranted. Official letter indicating full compliance or outlining areas of improvement to be sent after monitoring. Corrective action plan is required for anyone out of compliance.

Phone and On-site Monitoring Protocol focus areas: 1. Teacher quality ( ) Progress toward 100 percent HQT goal Equitable distribution of highly qualified/experienced teachers 2. Needs assessment and professional development plan ( ) 3. Allowable uses of funding ( ) 4. Fiscal requirements ( ) 5. Public reporting and parental notification (5.1 – 5.3) 6. Private school participation (6.1 – 6.4)

Monitoring Protocol Document Your responses to address guiding questions Complete HQT chart

Teacher Quality

Teacher Quality Elements 1.1 Progress toward 100 percent highly qualified status (HQT) (Section 1119(a)(2)) 1.2 HQT status of class-size reduction teachers (Section 2123(a)(2) (B)) 1.3 HQT status of Title I teachers (Section 1119(a)(1)) 1.4 Equitable distribution of highly qualified and experienced teachers (Section 1111(b)(8) (C)) 1.5 & 1.6 Teacher and principal evaluations (ESEA Flexibility Principle 3)

Needs Assessment and Professional Development

Needs Assessment 2.1 Conduct a needs assessment annually. (Section 2122(c)(1-2)) 2.2 Must include feedback from teachers, including Title I teachers. (Section 2122(c)(1- 2)) 2.3 Identify the highest priority needs and evidence that they are included in the Title II, Part A plan. (Section 2122(b)(5))

Needs Assessment The activities must: 2.4 be aligned with SOL, teacher/principal performance standards and/or the evaluation process. (Section 2122(b)(1)(A-B)) 2.5 be based on scientifically-based research. (Section 2122(b)(1)(A-B)) 2.6 have an impact on student achievement and help eliminate the achievement gap. (Section 2122(b)(2))

Needs Assessment The activities must: 2.7 Be coordinated with services provided with other funding sources (Section 2122(b) (4)) 2.8 Be targeted to the schools with lowest percentage of HQT largest class size in school improvement (Section 2122(b) (3)) 2.9 Be developed in collaboration with a variety of stakeholders, including Administrators Teachers Paraprofessionals Principals Parents Community members (Section 2122(b) (7))

Allowable Uses of Funding

3.1 Allowable activities. (Section 2123) Professional development Activities and testing expenses to obtain HQT status New teacher mentoring programs Travel for professional development Recruitment Class-size reduction teachers 3.2 Correlation of activities in the Title II, Part A plan/application with reimbursements. 3.3 Submission of applications, revisions and amendments in a timely manner to ensure a timely spend-down of funds.

Fiscal Requirements

4.1 Maintenance of effort. ( Section 9521) Division must maintain per-pupil spending over past 2 years. dex.shtml dex.shtml 4.2 Supplement not supplant. ( Section 2123(b)) Activities must not: have been funded from a different source in the previous year; or be a primary function of the school division. 4.3 Encumber and draw down funds in a timely manner.

Public Reporting or Parental Notification (in schools receiving Title I funding)

Public Reporting (in schools receiving Title I funds) 5.1 School Report Card (Section 1111(h)(2)(E)) 5.2 Right to Inquire About Teacher Qualifications (Section 1111(h)(6)(A)) 5.3 Notice of Non-highly Qualified Teachers for More Than Four Weeks (Section 1111(h)(6)(B))

Annual School Report Cards Parents must be provided with a copy (or information on how to obtain a copy) of the school’s report card. Examples: Letter home to parents; newsletter; student handbook A link should also be placed on each Title I school’s webpage (Recommend linking to report cards on VDOE site Information must be provided to parents of all students attending schools receiving Title I funding. Information must be provided on an annual basis. ESEA, Section 1111(h)(2)(E)

Teacher Qualifications Parents in schools supported by Title I funds must be notified that they have the right to inquire about the qualifications of their child’s teacher. Notification must be provided to parents of all students attending schools that receive Title I funding. Notification must be provided on an annual basis. Notification may be provided via letter or included in a student handbook. ESEA, Section 1111(h)(6)(A)

“Four-Weeks Notice” of Non-highly Qualified Teachers If a child is taught for four or more weeks by any non- highly qualified teacher in a Title I school, a letter of notification must be sent home to parents. Refer to IPAL report. Examples: Teachers teaching out of their area(s) of endorsement Teachers with provisional licenses (needing coursework or testing) Long-term substitutes who are not highly qualified ESEA, Section 1119(h)(6)(B)

Private School Participation

6.1 Timely and meaningful consultation with private school personnel. (Section 1120 (b)(1-2)) 6.2 Private school personnel must have the opportunity to participate in the development of the professional development plan for their school. (Section 1120(a)(1&3)) 6.3 Equitable services must be provided. (Section 1120 (A)(1- 5)) 6.4 Administration of funds on behalf of the private school. (Section 1120(d)(1)) ESEA, Section 9501 (c) (3)

Common Findings Highly qualified teachers (HQT) Needs assessment Public reporting

References Title II, Part A, Improving Teacher Quality Non- regulatory Guidance document (revised October, 2006) from the United States Department of Education pdf Federal Program Monitoring for ESEA Programs deral_monitoring/index.shtml Application Instructions and Guidelines pplications/index.shtml

Contact Information Carol Sylvester Title II, Part A, Coordinator (804) Tiffany Frierson Title IIA/ Title IV Specialist (804)

Upcoming Webinars Title II, Part A, Needs Assessment Tuesday, February 9, :30 a.m. Equitable Services for Private Schools Tuesday, February 16, :30 a.m.