1. Trends Observed During Results-based Monitoring
2016 ESEA Directors Institute
August 2016

2. Dr. Alyson F. Lerma Director of Monitoring Consolidated Planning & Monitoring (615)

3. Agenda

4. Session Objectives Review previous monitoring process
Outline phases and results-based monitoring tool
Outline general trends related to visits
Discuss common areas and examples of:
observed exemplary practices
TDOE recommendations and LEA requests for technical assistance
corrective action items
Suggest ways to avoid or correct items of non-compliance
Share resources and answer questions

5. Monitoring Process in 2015-16

6. Identifying & Monitoring LEAs
Risk analysis to determine which LEAs would be monitored
More than 60+ factors related to: prior findings, staff turnover, OCR findings, amount of federal funds received, fiscal issues, audit findings, IDEA complaint findings, and more.
On-site monitoring of 20 LEAs in :
Seventeen were programmatic OR programmatic and fiscal
Three were fiscal
On-site monitoring visits to all large-urbans

7. Phases of On-site Monitoring
Pre-Visit
Visit
Post-visit & follow-up

8. Monitoring Report
Documentation and evidence observed during visit in the “body” of the report
Exemplary Practices
TDOE Improvement Recommendations
LEA Requests for Technical Assistance
Compliance Action Plan

9. Monitoring Tool Results-based tool with the following major sections:
Quality Leadership
Effective Teachers
Instructional Practices
Climate and Culture
Parent and Community Involvement
Appendices
Practices, Recommendations, and Compliance Action Plan
Exemplary practices, suggestions, items of non-compliance

10. Monitoring Report
Practices, Recommendations, and Compliance Action Plan presented at exit meeting
Completed report outlines documentation reviewed and information gleaned from interviews and school visits
Final report ed to district within 10 business days
also posted to ePlan
Status letter ed to Director of Schools

11. Exemplary Practices

12. Exemplary Practices
Highlight truly exemplary practices that are successful and impactful
Ways in which districts problem solve, collaborate, and utilize resources to maximize outcomes
Serve as an example to other districts
EXAMPLES:
Pre-K transition consultant
District has an FTE who works to support students, families, and educators as children transition from Pre-K to K.

13. Exemplary Practices VITAL program:
More than 300 students take dual enrollment classes.
High school students are required to earn a personal finance credit from a PCS- designed and now nationally known course of study.
Integrated math classes for high school credit are offered as an option for all 6-8 grade students, and some WL classes are taught to elementary students via distance learning.
This state-of-the-art program offers extraordinary options to students both within the district as well as outside of the county and is used as a model by other districts in the state.

14. Exemplary Practices Implementation of RTI2-B
District identified behavior and time out of class as major issues.
They are implementing RTI2-B and providing support and training to teachers.
One Title I school has already noted a significant decrease in the time out of class.

15. Exemplary Practices Parent and Community Engagement
Parent and Community Engagement Coordinators are very involved in the community and have implemented programs and activities that have positively impacted parent involvement throughout the district (i.e. Pep Talks, district-created video library, High School Climate Team, etc.).

16. Exemplary Practices Parent and Community Engagement
Staff members visit businesses during the day in order to meet with parents during their breaks; this strong collaboration with local companies, as well as the extraordinary efforts made by the staff to meet at parents’ convenience and locations of employment, are noteworthy.
Also, there is an intentional focus on including families who are immigrants, migrants, and non-native English speakers.

17. Exemplary Practices The H.E.R.O Program
The H.E.R.O program is a model program that provides comprehensive services to a significant number of students and families living in transition.
The procedures, policies, and documents impacting children and youth living in transition are clear and mirror the best practices outlined by NCHE. Many of these documents are used as templates by other districts throughout the state.

18. Exemplary Practices The H.E.R.O Program
The program supervisor serves on multiple state and local committees and has developed partnerships with dozens of community agencies and organizations, all of which serve to highlight and support the unique challenges and needs of homeless students. In addition, she conducts routine data checks.

19. Exemplary Practices Chronic Absenteeism
The district has made a conscious effort to examine chronic absenteeism rates and the related impact on student achievement; a staff member runs reports each week and absenteeism rates are discussed at each milestone meeting in the cluster groups.
Related services are provided to students by staff members in a variety of ways, one of which is through a partnership with Community Achieves.

20. Improvement Recommendations & Requests for Assistance

21. Improvement Recommendations
Areas that are not findings of non-compliance BUT that could significantly strengthen outcomes
Districts are not required to address or correct
Usually result in a lack of specific, written, formal policies
Often stem from a lack of intentionality or oversight with decisions not based on needs assessment or evaluation
EXAMPLES:
District and school leaders should ensure that all school websites are up-to- date so that stakeholders have access to accurate and relevant information.

22. Improvement Recommendations
Training needed in writing IAIEPs.
Struggling Educators
The district should create a written plan for how it will address and support teachers with consistently low evaluation scores. The plan should include specific benchmarks, supports to be provided, professional development requirements, and consequences for not meeting benchmarks.
Professional Development
Each professional development offering should have a sign-in sheet, agenda, and evaluations to help determine and document effectiveness.

23. LEA Requests for Assistance
Usually linked to areas of non-compliance
Assistance with identifying students experiencing homelessness
Support for working with subject area educators teaching ELs
Effective practices for successful parent engagement activities
Often related to statewide initiatives
TEAM evaluation and related training
TN Ready and testing procedures

24. Findings of Non-compliance

25. Compliance Action Plan
Identify specific findings of non-compliance
List specific steps to be taken
Deadline and process for correction listed for each action
Signatures acknowledge the accuracy of the content and affirm that district leaders understand the findings
Must be addressed by the deadline; assigned consultant provides follow- up assistance and tracks progress

26. Levels of Findings 2 levels of non-compliance related to ESEA and IDEA
Surface-level items that are easily remedied; 10 day items
Missing or outdated homeless posters
Data entry issues in EIS related to ELs and immigrants
Lack of documentation such as sign-in sheets
More significant, complex problems that are indicative of systemic issues
Lack of oversight procedures, planning, or intentionality
Inadequate representation of stakeholders on school planning team

27. CAP Examples
Special education services and Tier III services are the same.
An elementary school does not have a school level parent involvement plan.
An elementary school does not have a school improvement planning team as required.
Parent involvement plans and parent compacts are not developed in collaboration with parent stakeholders.

28. CAP Examples
The EL classroom is currently located in a small office space that is utilized throughout the day to provide EL services to all qualifying students in grades K-5. The largest class size is 11 students.
This space does not provide equitable space or resources for the students and teacher. There is not space for any tables or writing surfaces, desks, computers, or storage space.
The layout of this classroom could also result in a safety hazard during an emergency.
This “class” should be moved to an open/available classroom.

29. CAP Examples
The district has a “developmental” kindergarten that serves students who are determined to be “delayed” by the district. In , the majority of students in the “developmental” kindergarten program were Hispanic males who are ELs.
There is no criteria for placement, but students do not receive instruction based on the TN-approved curriculum; after a year of completion, all students are re-enrolled in a “regular” K class.

30. CAP Examples
Shortened school day for students with disabilities due to transportation schedule.
The SPED and EL classrooms in multiple schools are secluded from the rest of the school.
The SPED and EL programs and classrooms appear to be grouped together away from the rest of the school due to their special services.

31. Best Practices

32. Best Practices
Design a rubric, checklist, or evaluation for “mini-monitoring”
Use self-assessment document
Develop procedures to assist with oversight
Perform “walk-throughs” and “spot checks” at schools
Collect and maintain documentation in central location on a regular basis
Identify areas of strength and opportunities for improvement
Provide related professional learning to leaders
Visit and network with other program directors

33. A New Framework for

34. Three Tier Monitoring Process
10% of LEAs
On-site monitoring
10% of LEAs
Desktop monitoring
80% of LEAs
Self-assessment

35. Enhancing & Expanding the Process
Implemented suggestions from
Based on survey results, focus groups, and other feedback
Solicited input on proposed changes for
Divisions in TDOE
CPM Advisory Council
M.A.S.S. members
Responded to unexpected challenges
risk analysis used; will be updated in

36. Goals Provide an accurate, comprehensive review
Highlight successful initiatives and promising practices
Engage in meaningful, open dialogue
Provide individualized follow-up assistance
Reduce the number of findings of non-compliance
Empower districts and schools
Utilize limited resources more effectively and efficiently

37. Resources & Support

38. Resources ePlan: www.eplan.tn.gov TDOE / CPM Staff
Posted PPTs and webinars
Coordinated Spending Guide
TDOE / CPM Staff
Monitoring Coordinator and Director of Monitoring
Project directors
Regional consultants

39. Contacts & Support Carissa Sacchetti Alyson F. Lerma
ESEA & IDEA Monitoring Coordinator
Alyson F. Lerma
Director of Monitoring

40. Contacts & Support Vacant Renee.Palakovic@tn.gov (615) 253-3786
CPM & Fiscal Regional Consultants District Map
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Vacant, CPM
Cindy Smith, Fiscal
Michelle Mansfield, CPM
Brad Davis, Fiscal
Bridgett Carwile, CPM
Rob Mynhier, Fiscal
Shalonda Meeks, CPM
Brian Runion, Fiscal
Deborah Thompson, CPM
Dustin Winstead, Fiscal
Henry LaFollette, CPM
Jackie Broyles, Fiscal 2 3 4 5 6
Vacant (615)
Janet (Michelle) Mansfield (731)
Bridgett Carwile (615)
Shalonda Meeks (615)
Deborah Thompson (615)
Henry LaFollette (615)

41. Review & Questions

42. Review Review previous monitoring process
Outline phases and results-based monitoring tool
Outline general trends related to visits
Discuss common areas and examples of:
observed exemplary practices
TDOE recommendations and LEA requests for technical assistance
corrective action items
Suggest ways to avoid or correct items of non-compliance
Share resources and answer questions

43. Questions?

45. Notifications can also be submitted electronically at:
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