Program ComplianceSession VI

Review what is compliance monitoring.

How monitoring occurs in Washington State.

Review monitoring components and documentation needed to demonstrate program requirements are met.

The State Education Agency must monitor the activities of sub-recipients as necessary to ensure that Federal awards are used for authorized purposes in compliance with laws, regulations, and the provisions of contracts or grant agreements and that performance goals are achieved. (OMB A-133)

Title , Part C, Migrant Ed. Documentation Reviewed

Identification and Recruitment of migratory children in Washington State.

Timely transfer of student school records and health information.

Priority to migrant students who are most at-risk of failing to meet academic content and achievement standards and whose education has been interrupted during the regular school year.

Supplemental services in accordance with state identified goals and outcomes (State Service Delivery Plan).

LEA Reporting Summary, Statistical Reports (MSIS)

Student Needs Assessment Report, Student Lists (MSIS)

MEP Grant Application (iGrants), Service Delivery Plan Worksheet (MSIS), Service Delivery Plan Baseline report (MSIS), and End-of-Year Report (iGrants)

• Run preliminary list for program planning – spring• Run list again in fall for students enrolled for SY• Run list again during school year to capture students who may have moved during

school year

iGrants FP 521 (Regular) and 259 (Summer)

Number of staff employed and FTE.

Priority for Service students served.

Report Supplemental Services in MSIS (in accordance with approved grant application).

Summer – respond to narrative prompts on services and outcomes of summer program.

Four-year cycle (ESD 112, 113, and 105 to be split between 2011-12 and 2012-13)

Types of review (desk, on-site, focused, big 4)

Compliance vs. Non-compliance (on-site review includes district and building level)

http://www.k12.wa.us/ConsolidatedReview/default.aspx

Student performance data (AYP, MSP & HSPE, AMAO, Title IIA HQT).

Audit and monitoring findings (federal audit findings and previous monitoring).

Volume (student mobility; % of federal funds to total revenue above the state average).

Finance and grant administration (reserves as % of expenditures, budgeting receivables/apportionment advances).

Indicator results could determine focused review

The district has addressed the special educational needs of migratory children (including preschool) as identified in the State Service Delivery Plan and local needs assessment. Sec 1304(b)(1).

•Copy of completed State Service Delivery Plan LEA Worksheet with status on progress indicators demonstrating efforts made to implement local activities.•Provide samples of the following items:Student learning plans.Graduation requirements.Multiple opportunities for career exploration.Development of High School and Beyond Plan.Placement of students in math courses (including comprehensive math courses).Policy and/or procedures for awarding and accepting partial credit.

BUILDING LEVEL Evidence (documentation) informing

building staff of the activities in the state Service Delivery Plan

Approved grant application to be implemented and/or completed

A listing of migrant students with PFS students highlighted and the migrant funded services they are receiving.

The district coordinates services with appropriate non-district local, state and federal programs to provide migrant students a full range of services that address their special educational needs. Sec 1304(b), Sec 1306(a).

•Describe process used to refer migrant students for services not provided by the district.

•Copy of MSIS referral form samples (if applicable) indicating services migrant students were referred to and notation as to whether they received the services.

The district selects migrant students to receive services from other local, state, and federal educational programs on the same basis as other eligible students (e.g., Title I Part A, LAP, etc.). Sec 1112(b)(1)(E)(ii).DISTRICT LEVEL•Copy of Current Supplemental Services report noting the other programs in which migrant students are being served.

The district has addressed the needs of Priority for Service migrant students who are most at-risk of not meeting state academic and achievement standards AND whose education has been interrupted during the regular school year. Sec 1301(1), Sec 1304(d).

DISTRICT LEVEL•List of Priority for Services migrant students showing their interrupted school year AND academic status as developed at the beginning of school year (highlight students being served with MEP funds).Copy of Secondary Credits Earned Summary Report in MSIS.

•Documentation of the process used to ensure migrant students in Grades 9-12 are accessing core academic instruction to meet graduation requirements.•Samples of secondary migrant student schedules showing course enrollments (elective vs. required).

The district has addressed the needs of Priority for Service migrant students who are most at-risk of not meeting state academic and achievement standards AND whose education has been interrupted during the regular school year. Sec 1301(1), Sec 1304(d).

GRADUATION SPECIALIST:•List of student caseload and migrant funded services provided.

•Documentation of selection process and activity log sheet demonstrating the intent to meet the identified needs of migrant students including non-academic/academic activities, student advocacy, and post-secondary education career exploration. STUDENT ADVOCATE:•Documentation of selection process and activity log sheet demonstrating the intent to meet the identified needs of migrant students including non-academic/academic activities, student advocacy, and post-secondary education career exploration.

The district has addressed the needs of Priority for Service migrant students who are most at-risk of not meeting state academic and achievement standards AND whose education has been interrupted during the regular school year. Sec 1301(1), Sec 1304(d).

BUILDING LEVEL•List of Priority for Service migrant students in the building showing their interrupted school year AND academic status as developed at the beginning of school year (highlight students being served with MEP funds).•Description of additional services being provided to each student listed as Priority for Service in the building. (Programs/services to assist student with partial credit & course completion.)

•Understanding Migratory Lifestyle

•Seven Areas of Concern

•Overview of MEP•Building an

Effective PAC

All teaching staff has been provided professional development to work with migrant students. Sec 1304(c)(5), Sec 1304(c)(6)(B).

District Level

Status of professional development plan implemented as submitted in approved grant application. Note the number of staff trained and list who provided the training (e.g., MSDR, MERO, consultant, etc.).

Building Level

•List of professional development provided to all teaching staff working with migrant students.•Copy of invoices (if applicable).•Copy of sign-in sheets (if professional development is provided within district).

MEP staff annually receives required trainings to address program rules and regulations. Sec 1304(c)(6)(B).

DISTRICT LEVEL

•Copies of registration confirmation to attend annual trainings for the following positions:Home visitor.Records clerk.Graduation Specialist.Student Advocate.

•Documentation of annual on-site training with MSDR home visitor.

The district has a Parent Advisory Council (PAC) that is consulted in the planning and operation of the program. Sec 1304(c)(3).

DISTRICT LEVEL•Listing of parent advisory council members. •Meeting minutes noting dates members selected.•Copies of Certificate of Eligibility indicating parents are eligible for the program at the time of election/appointment to the council.•Copy of minutes/notes of meeting where program planning took place, and summary of planning outcomes.

The district has implemented the parent engagement components of the State Service Delivery Plan. Sec 1304(b)(1).

DISTRICT LEVEL

•Listing of migrant parent participation in the following:Graduation requirements.Student enrollment and withdrawal.Family Math and/or Literacy Toolkit Nights.Training of internet use and policy.Understanding Student Learning Plans.Self-empowerment/advocacy trainings.

Activities charged are allowable.

DISTRICT LEVEL• Two months of transaction recaps

(October/January)• One example of back-up documentation for one

activity.• Copy of equipment/inventory of items

purchased with program funds since 9/1/2009 and current location.

• Sample of staff schedule and listing of migrant students served noting content area.

Non-compliance response due 45-days from date of review.

Demonstrate non-compliance has been corrected.

Develop an action plan if correction will need more than 45 days (e.g., professional development for staff working with migrant students)

4.5 - All teaching staff has been provided professional development to work with migrant students. Sec 1304(c)(5), Sec 1304(c)(6)(B).

4.1 - The district has addressed the special educational needs of migratory children (including preschool) as identified in the State Service Delivery Plan and local needs assessment. Sec 1304(b)(1).

4.4 - The district has addressed the needs of Priority for Service migrant students who are most at-risk of not meeting state academic and achievement standards AND whose education has been interrupted during the regular school year. Sec 1301(1), Sec 1304(d).