Federal Monitoring

1
FY 2006 Title I Meeting

• Federal Monitoring
• Budget Expenditures

Dr. Samantha J. Ingram, Assistant
Superintendent Division of Federal Special
Programs
2
Change..

• Change zealots tend to demonize resisters, but
  they are not really bad people. Like all of us,
  they are a product of their history. They have
  had experiences that have led to the adoption of
  certain deeply ingrained behaviors and
  habits.
• The best solution is usually honest dialogue.
• -John Kotter, 1996, pp. 112-113

3
Pre Check

• List one Annual Measurable Objective for
• 2005-2006 SY in reading and mathematics for
  student performance?
• Grade___________AMO________________
• Grade___________AMO________________
• 2. What is Safe Harbor?
• ______________________________________
• 3. Based on the scenario below, determine the
  Current Year status and complete the status box
  below.

4
Pre Check

• List one Annual Measurable Objective for
• 2005-2006 SY in reading and mathematics for
  student performance?
• Grade-4th Reading AMO-73 Grade-6th
  Reading AMO-48
• 2. What is Safe Harbor?
• A 10 Reduction in the number of students
  in the not proficient category-must satisfy
  participation and additional academic indicator
• 3. Based on the scenario below, determine the
  Current Year status and complete the status box
  below.

5
Todays Focus..

• Purpose of Title I
• Federal Monitoring Compliance Review May 2006
  by ASDE
• Additional Academic Assistance
• Parental Involvement
• Staff Development
• Coordination Integration of Funds
• Adequate Yearly Progress Updates

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Binder Set-Up..

• Section IFederal Programs
• Section II...Additional Academic
  Assistance
• Section IIIParental Involvement
• Section IV..Staff Development
• Section VCoordination Integration
  
• -Title I Budget/Electronic
  Workbook/Requisitions (4110)
• -Title II Budget/Electronic
  Workbook/Requisitions (4130)
• -State Staff Development Budget/Electronic
  Workbook/Requisitions (1110-04)
• -State Technology Budget/Requisitions
  (1110-03)
• -State Library Enhancement
  Budget/Requisitions (1110-05)

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Purpose

• All children meet at a minimum, proficiency on
  challenging State academic achievement standards
  and state academic assessments
• Reading
• Mathematics
• Science 2007-2008

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How?.....................................

• By Closing Achievement Gap b/w high and low
  performing students, especially between minority
  and nonminority students, and b/w disadvantaged
  children and their more advanced peers
• Implementing the 10 components

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How? (cont.)........................

• Comprehensive Needs Assessment
• Schoolwide Reform Strategies
• Instruction by HQ teachers
• HQ Professional Development
• Strategies to Attract HQ

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How? (cont.)........................

• Parental Involvement
• Transitional Activities
• Measures to Include Teachers
• Effective Timely Additional Assistance
• Coordination Integration of Funds

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How? Summary................

• State Standards
• State Accountability Assessments Reading
  Mathematics
• Closing the Gap
• Effective Timely Additional Assistance
• Coordination Integration of Funds

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Monitoring

• 2004-2005 Informal Audit by ASDE
• Section C Schoolwide
• Section F Parental Involvement
• 2005-2006 On Site Full Review by ASDE
• All Sections

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2006 Monitoring Major Concerns

• Appropriate Implementation of SAE Plan
• Appropriate Use of Staff
• Facilitators
• Specialty Areas, i.e., Achievement Specialists,
  Intervention Teachers, Reading Teachers, etc.
• Assignment of Highly Qualified Staff
• Supplanting

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Local Monitoring

• Weekly Site Visit Reports
• Compliance Monitoring Blue Box
• Initial Monitoring Begins in October
• Follow-up November
• Peer Reviews December January
• Compliance Monitoring Blue Box
• Schedules Positions with Evidence
• Extended Day
• Committee Meeting with Minutes
• Budget Expenditures

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Summary Monitoring

• 2005-2006 Full Review by ASDE
• Several Focus Areas
• Additional Academic Assistance
• Parental Involvement
• Staff Development
• Coordination Integration of Funds
• Weekly Site Visits
• Peer Reviews

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Check For Understanding

• Any Questions?
• 2005-2006Audit
• Focus Areas for FY 06 Monitoring
• Local Monitoring
• Peer Reviews
• Weekly Site Visits
• Blue Box

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CHANGE

• The difficulty lies not so much in developing
  new ideas as in escaping from the old ones.
• -John Maynard Kynes

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Adequate Yearly Progress (AYP)Updates
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Who is Included In AYP(Same as 2004-2005)

• All schools
• Students enrolled for full academic year count
  in percent proficient
• Students enrolled on first day of testing window
  count in participation rate

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AYP for 2005-2006 (Same as 2004-2005)

• Participation and Proficiency- By Subgroups
• GOAL At or Above the 2006 Annual Measurable
  Objectives and at least 95 Participation
• ARMT Grades 3- 8 in Reading
• ARMT Grades 3-8 in Math
• AHSGE 11 (Reading Math)
• AAA Reading Grades 3-8, and 11
• -AAA-Math Grades 3-8, and 11

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AYP for 2005-2006 (cont.) (Same as 2004-2005)

• Additional Academic Indicator-All Students
• GOAL Reach or Make Improvement
• Average Daily Attendance Rate
• For Elementary School and Middle School Goal
  95 for all grades
• 4 Year Projected Drop-out
• For all High Schools- Goal 10 or less
• -Graduation Rate-Pending
• For all High Schools-Goal 90 or better

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(No Transcript)
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School In Need of Improvement Update

• A school must miss AYP in the same component for
  two consecutive years in order to be identified
  for School Improvement.
• Components for AYP
• -Annual Measurable Objectives in
• Reading and Math
• -Participation in Reading or Math
• -Additional Indicators

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School In Need of ImprovementUpdate

• A school or school system that is in School
  Improvement and makes one year of AYP does not
  advance to the next level of School Improvement
  but has a Delay Provision.
• A school or school system that makes AYP for two
  consecutive years will be identified as NOT IN
  SCHOOL IMPROVEMENT.

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Check for Understanding

• Questions?
• AYP Assessments
• AYP Subgroups
• AYP Goals
• Measurable Objectives
• Grade Levels
• Baseline Year

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Updates..

• Facilitators Meeting
• Oct. 25, 26, 27 Similar Procedure
• School Improvement Specialists and Staff
  Development Assignments-2005-2006 Matrix in
  Binder
• Handbook
• Principals were mailed a copy
• Facilitators will receive their copies Oct.
  25-27 Mandatory Meetings
• 2005-2006 Matrix in Binder
• School Contact updates will be distributed at the
  Facilitators Technical Assistance Meeting

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Component 4Additional Academic Assistance For
Students

• Karen P. Howard, School Improvement Specialist
• Stephanie P. Danzy, School Improvement Specialist

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District ModelResearch Based Best Requirements
of Extended Day Learning Programs

• (Programs which are held before school, after
  school, Saturday School, and Summer School)
• The following are the five required areas that
  will be closely monitored this year
• Collaboration with the classroom teacher
• Collaboration with parents
• Monitoring of student attendance
• Pre/Post Assessment
• Specific skills taught

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Characteristics ofAdditional Timely Academic
Assistance for Students

• (Students who have not met proficiency on the
  challenging state academic achievement standards
  and state academic assessments must receive high
  quality and continuous opportunities for timely
  additional assistance.)
• Examples are 1) Intervention blocks
• 2) Remediation
  teacher
• 3) Pass-Key
  programs or any other SRB
  programs with an academic focus related
  to content standards in Reading and
  Math.

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New Parental InvolvementRequirements

• New information on parental involvement
  requirements was received at a State Dept. of
  Education meeting in May, 2005.

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New Requirements for Local School Parental
Involvement Policy

• This policy must be developed jointly with,
  approved by and distributed to parents. It must
  describe how the school will
• convene an initial annual meeting for parents to
  explain Title I
• offer flexible meetings for parents, such as
  meetings in the morning or evening
• involve parents in planning, reviewing, and
  improvement of the program

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New Requirements for Local School Parental
Involvement Policy cont

• give parents timely information about the
  program, including a description of the school
  curriculum and the assessments used to measure
  student progress
• build capacity to ensure the effective
  involvement of parents
• implement a school-parent compact, which outlines
  all parties responsibilities to ensure student
  achievement
• help teachers, principals, and other staff work
  well with parents

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New Requirements for Local School Parental
Involvement Policy cont

• provide materials and training to help parents
  work with their children
• coordinate with other programs, such as literacy
  training programs that encourage and support
  parents in helping their children at home.

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Required School-Parent Compact Revisions School
Responsibilities (Principal/Teacher)

• provide a high-quality curriculum and instruction
  in a supportive and effective learning
  environment that enables the participating
  student to meet the states student academic
  achievement standards
• hold parent-teacher-student conferences (at least
  annually in elementary schools) during which this
  compact will be discussed as it relates to the
  individual childs achievement

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Required School-ParentCompact Revisions School
Responsibilities (Principal/Teacher) cont

• provide parents with frequent reports on their
  childrens progress
• provide parents reasonable access to staff
• provide parents opportunities to volunteer,
  observe and participate in the childs class
• All compacts should be maintained in the
  teachers classroom and should be signed and
  reviewed frequently. Parents also should receive
  a copy to use at home.

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School-Parent Compact Revisions Parent
Responsibilities

• Describe ways that parents will support
  their childrens learning
• monitoring attendance
• making sure homework is completed
• monitoring amount of television their children
  watch
• volunteering in their childs classroom
• participating in decisions relating to their
  childrens education
• promoting positive use of their childs
  extracurricular time

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School-Parent Compact Revisions Parent
Responsibilities

• staying informed about their childs education
• and communicating with the school promptly
• serving, to the extent possible, on various
  committees and policy groups as parent
  representatives
• Student provisions are optional in the
  compact, but strongly encouraged to share in the
  responsibilities to improve their academic
  achievement.
• Check your binder to see if your schools compact
  meets the new requirements. If not, please
  resubmit to the parenting office for
• copies to be made.

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Questions Answers
39
Federal Monitoring and Budget Expenditures
Staff Development(Title II and Title V)

• Division of Federal and Special Programs
• Department of Staff Development
• Dr. M. Monte Tatom, Coordinator

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The 12 Professional Development Standards

• Standard 1 Learning Communities
• Standard 2 Leadership
• Standard 3 Resources
• Standard 4 Data-Driven
• Standard 5 Evaluation
• Standard 6 Researched-Based
• Standard 7 Design
• Standard 8 Learning
• Standard 9 Collaboration
• Standard 10 Equity
• Standard 11 Quality Teaching
• Standard 12 Family Involvement

CONTEXT
PROCESS
CONTENT
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Context Professional Development Standards

• Standard 1 (Learning Communities) Effective
  professional development organizes adults into
  learning communities whose goals are aligned with
  those of the school, the district, and the state.
• Standard 2 (Leadership) Effective professional
  development requires knowledgeable and skillful
  school and district leaders who actively
  participate in and guide continuous instructional
  improvement.
• Standard 3 (Resources) Effective professional
  development requires resources to support adult
  learning and collaboration.

CONTEXT
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Process Professional Development Standards

• Standard 4 (Data-Driven) Effective professional
  development uses disaggregated student data to
  determine adult learning priorities, monitor
  progress, and help sustain continuous
  improvement.
• Standard 5 (Evaluation) Effective professional
  development uses multiple sources of information
  to guide improvement and demonstrate its impact.
• Standard 6 (Researched-Based) Effective
  professional development prepares educators to
  apply research to decision making.
• Standard 7 (Design) Effective professional
  development uses learning strategies appropriate
  to the intended goal.
• Standard 8 (Learning) Effective professional
  development applies knowledge about human
  learning and change.
• Standard 9 (Collaboration) Effective
  professional development provides educators with
  the knowledge and skills to collaborate.

PROCESS
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Content Professional Development Standards

• Standard 10 (Equity) Effective professional
  development prepares educators to understand and
  appreciate all students, create safe, orderly and
  supportive learning environments, and hold high
  expectations for their academic achievement.
• Standard 11 (Quality Teaching) Effective
  professional development deepens educators
  content knowledge, provides them with
  research-based instructional strategies to assist
  students in meeting rigorous academic standards,
  and prepares them to use various types of
  classroom assessments appropriately.
• Standard 12 (Family Involvement) Effective
  professional development provides educators with
  knowledge and skills to involve families and
  other stakeholders appropriately.

CONTENT
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A Vision For Professional Development
Results-Driven What do students
need to know and be able to do? What do
educators need to know and be able to do to
ensure student success? What professional
development will ensure that educators acquire
necessary knowledge and skills?
Vision for Staff Development
Standards-Based CONTENT What
knowledge and skills must
educators acquire to produce higher levels of
learning for all students?
PROCESS How will learning be
organized to support
adult acquisition of new knowledge and
skills? CONTEXT How
will the organization be
structured to support adult learning?
Job-Embedded Happens during work day
in the workplace Designed to support
team learning Offered to all teachers,
all of the time At school, it is
everyones job to learn
Adapted from A New Vision for Staff Development
Sparks and Hirsch ASCD/NSDC 1997
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Professional Development

• Effective professional development impacts
  student learning.
• It supports high quality teaching, learning and
  leadership by helping participants
• deepen their content knowledge
• expand their instructional repertoire
• integrate technology into their daily work
• strengthen their assessment skills.
• Professional development must be reframed from
• something that is done to you to
• something everyone does to continue
  their
• learning.

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Staff Development Site Visit ReportMonitoring
Title II and Title V

• School Staff Development Plan
• Instruction by Highly Qualified (HQ)
  Teachers/Strategies to Attract HQ Teachers
• Building-Based Student Support Team (BBSST)
• Professional Education Personnel Evaluation
  (PEPE)
• Retract

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SAE Professional Development Plan Update
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PROFESSIONAL LEARNING COMMUNITIES IN ACTION
Learning Team Members In Attendance
Date Time Purpose of
Meeting ____ Mentoring Meeting ____ Plan
____ Examine Student
Work ____ Solve Instructional Problem ____
Other (specify) ______________
____________________________
Need-Based Focus for Meeting
Minutes of Meeting
Action(s) To Be Taken Who
Target Date
Rx
Administrator Signature__________________________
__ Date__________________ Comments
49
Coordination Integration of Funds

• Charles Johnson, Fiscal Aministrator
• Jason Petro, School Improvement Specialist

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APPROPRIATE/INAPPROPRIATE USE OF FUNDS

• SUPPLEMENT, NOT SUPPLANT
• An LEA may use Title I funds only to supplement
  and, to the extent practical, increase the level
  of funds that would , in the absence of Title I
  funds, be made available from non-Federal sources
  for the education of children participating in
  Title I programs. In no case may Title I funds be
  used to supplanttake the place offunds from
  non-Federal sources.

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APPROPRIATE/INAPPROPRIATE USE OF FUNDS

• There are several types of programs that meet the
  supplement, not supplant requirement. Some of
  these programs may include
• Extended Day (Before-and after-school)
• Summer School
• Transitional Program
• May not use Title I funds to provide staff that
  should be provided by the District in the absence
  of Federal funds such as
• Math Teachers
• Science Teachers
• English Teachers
• -Full Time Facilitator

52
Electronic Budget Workbooks

• Title I
• Staff Development (Contains Title II and State
  Allocation)

We will require the use of these workbooks to
maintain correct account balances and track the
spending of budgeted amounts from the above
funds. The following slides will provide a brief
overview of the Electronic Budget Workbooks.
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Enter your schools name.
Enter your cost center number.
Enter total salaries and benefits for positions
funded with Title I monies.
Enter your total Title I allocation.
54
Enter the amount budgeted from your Title I
allocation for this account.
Select an open account to set up your workbook.
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After completing a requisition or special
payroll, you should follow these steps. 1. Open
the appropriate workbook i.e., Title I or Staff
Development. 2. Select the tab at the bottom of
the worksheet which corresponds to the account
number on the requisition or special payroll. 3.
Enter the date, description, vendor name (if
applicable), and the amount of the
requisition or special payroll on the
worksheet. 4. Reopen the appropriate workbook
and enter the purchase order number on the
worksheet once the requisition is converted to a
purchase order. 5. Reopen the appropriate
workbook and enter the date in the far right
column of the worksheet when items or services
are received.
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Enter the date when the item is received.
Enter this number after it is converted to a
purchase order.
Worksheet tab
The highlighted fields should be filled in
immediately after the requisition is completed.
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Questions Answers
58
Post Check

• List one Annual Measurable Objective for
• 2005-2006 SY in reading and mathematics for
  student performance?
• Grade___________AMO________________
• Grade___________AMO________________
• 2. What is Safe Harbor?
• ______________________________________
• 3. Based on the scenario below, determine the
  Current Year status and complete the status box
  below.

59
Thank You!

• Questions Answers

60
Evaluation
61
Thank You!

• Questions Answers

62
Contact Information

• Dr. Samantha J. Ingram
• sbmorris_at_mcpss.com
• 251-221-5220