Title I, Part A Program Compliance Monitoring Guide 2019-20202. Prior to the review, the LEA should use the Program Compliance Monitoring Guide as a reference when compiling, organizing

Title I, Part A

Program Compliance Monitoring Guide

2019-2020

Contact Information

Deborah Fleurant Title I Consultant 271-3838 [email protected]

Ashlee Fye Title I Consultant 271-7382 [email protected]

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Title I Monitoring

Preamble

Federal Mandate Federal regulations require State monitoring of school LEAs accepting federal funds. NHDOE

monitors work in partnership with LEAs and schools to provide technical assistance that

ensures compliance with program requirements and helps LEAs and schools reach their

performance goals.

Selection Process and Criteria for Monitoring The New Hampshire Department of Education uses a programmatic risk-assessment to

determine LEAs and charter schools that assigns a risk level of low, moderate, and high to all

sub-recipients of a Federal award under Title I Part A. If a sub-recipient is assigned a high risk

level, it does not indicate that sub-recipient has failed to comply with applicable rules. Similarly,

a low risk level does not indicate that sub-recipient is compliant with applicable rules. Only an

independent auditor or a NHDOE fiscal or program monitor can determine if a sub-recipient is

compliant or noncompliant.

The risk assessment is conducted annually, so a sub-recipient’s risk level can change from year

to year. A sub-recipient assigned a high risk level for 2018-2019 may be assigned a moderate

or low risk level in 2019-2020. Sub-recipients that are identified as having a moderate or high

risk level will be identified and included in the program review process outlined below.

The NHDOE will use a two-pronged approach to determine which LEAs are monitored. 1. Risk Assessment

Office of Title I selects LEAs based on multiple risk criteria, including grant amount; staffing; program; compliance; monitoring history; history of past audit single findings; and history of late application and late report submission.

2. Intentional non-compliance with any ESEA consolidated requirement

LEAs found in non-compliance with any ESEA consolidated requirement (e.g. accountability, equitable services for private school students, etc.) during the school year are automatically monitored in the succeeding year.

Methods of Monitoring The methods of monitoring for Title I that the NHDOE will be using are self-monitoring, desk monitoring and on-site monitoring. Self-Monitoring-LEAs will have access to a self-monitoring tool (the same tool used in monitoring) and will be able to use the tool to assess their level of compliance which will enable the LEA to determine root causes of noncompliance and make adjustments in their policies and procedures to ensure sustainable compliance.

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Desktop Monitoring After evaluating the LEAs level of compliance based on either self-monitoring or identification through the NHDOEs Risk Assessment, LEAs will have the opportunity to submit evidence of compliance to the NHDOE. The NHDOE will determine if the LEA has met the requirements or not and notify the LEA if corrective action is necessary.

Review Steps for Desktop Monitoring 1. A NHDOE monitor will notify by email the school LEA’s Program Manager Representative and/or Authorized Representative listed in the online Grants Management System (GMS) at least five (5) weeks prior to the preferred review date to provide general information and begin arrangements for the review process. 2. Prior to the review, the LEA should use the Program Compliance Monitoring Guide as a reference when compiling, organizing and labeling documentation for all applicable compliance items and the required activities. School level documentation is only required for the school(s) selected for the review. Once the necessary documentation has been collected and organized, the flash drive may be delivered to the NH DOE via mail or in person. (A duplicate copy of the materials should be kept for LEA records, since the Office of Title I does not mail materials back to the LEA.)

3. The NHDOE monitor will examine documentation to determine compliance with requirements.

For a Desktop monitoring review, all documentation must be submitted to NHDOE by the due

date established by the NHDOE and LEA.

4. The NHDOE will provide preliminary results and identify any items where additional

documentation may still be considered prior to a final compliance determination.

On-Site Monitoring Upon identification of the severity of the risk of noncompliance, the NHDOE will conduct an on-site monitoring session to identify the areas of concern(s), problematic practices and work with the LEA to ensure compliance sustainability.

Review Steps for On-Site Monitoring 1. A NHDOE monitor will notify by email the school LEA’s Program Manager and/or Authorized

Representative listed in the online Grants Management System (GMS) at least eight (8) weeks

prior to the preferred review date to provide general information and begin arrangements for the

review process.

2. Prior to the review, the LEA should use the Program Compliance Monitoring Guide as a

reference when compiling, organizing and labeling documentation. An Onsite Monitoring review

will cover all compliance items and required activities which are applicable to the school LEA

and the type(s) of school(s) receiving Title I, Part A funds. School level documentation is only

required for the school(s) selected for the review.

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3. An exit conference will provide preliminary results and identify any items where additional

documentation may still be considered prior to a final compliance determination.

Final Results

The NHDOE will send a written final report to the school LEA within forty-five (45) business days after completing the review. The formal report will include strengths, weaknesses, any corrective action necessary, and offers of technical assistance, if needed. The LEA will have within 30 business days from receiving the report to respond to the corrective action and submit updated materials.

Corrective Action

If the final report includes any findings of non-compliance, the school LEA must implement

timely corrective action to achieve compliance with requirements. LEAs will have up to six

months to demonstrate, through evidence provided to the NH DOE that their programs have

complied with any and all required corrective actions.

Actions implemented to achieve compliance should continue as a regular part of the LEA’s Title

I, Part A services in subsequent years.

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Program Compliance Monitoring

Guide for LEAs and Charter

Schools

Title I, Part A 2019-2020

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Monitoring the 2019-20 Federal Every Student Succeeds Act Grant (Title I, Part A) Program

The Federal ESEA (as amended under ESSA of 2015) Grant Programs monitoring process is a regular, systematic examination of a local education agency’s (LEA) administration and implementation of the Title I, Part A grant program. The purpose of this guide is to help LEA grant and program directors assemble required documentation for a program review and to help strengthen existing programs.

Inside

Purpose of the review 7

Risk Assessment 7

Review process and timeline 8

Organizing and submitting materials for review 8

Description of materials and required evidence 10

Appendix A: Title I, Part A Program Compliance Review Criteria

Appendix B: List of required materials by topic area

Appendix C: Sample Program Monitoring Report

This document and additional information about the federal grant programs monitoring process can be found at www.education.nh.gov.

Please direct questions to your Title I, Part A Program contact at the Department of Education.

http://www.education.nh.gov/

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Purpose of the review

The federal program review, in conjunction with other state reviews, aims to ensure that all children in New Hampshire have a fair, equal, and significant opportunity to obtain a high-quality education. The review provides evidence that federal programs focus on improving student academic achievement, and ensures LEAs are operating in accordance with statutory and regulatory requirements. In addition, the review is a means of ensuring LEAs are using resources appropriately. Finally, by informing the New Hampshire Department of Education of local activities and needs, the program review allows the state to identify both effective delivery models and technical assistance needs, and to share promising practices.

The program review encompasses the following topic areas:

1. General Topics Across Federal ESSA Programs

a. Needs assessment procedure

b. Equitable services to private schools

c. Equitable access to excellent educators

d. Personnel lists-Certification

e. Time and effort records

2. Specific Federal ESSA Programs

a. Title I, Part A – Supporting disadvantaged students

i. Fiscal procedures

ii. Distribution of funds

iii. Systems of professional growth and improvement

iv. Program activities monitoring

Risk Assessment

The New Hampshire Department of Education uses a programmatic risk-assessment for LEAs and charter schools that assigns a risk level of low, moderate, and high to all sub-recipients (LEAs) of a Federal award under Title I, Part A. If a sub-recipient is assigned a high risk level, it does not indicate that sub-recipient has failed to comply with applicable rules. Similarly, a low risk level does not indicate that sub-recipient is compliant with applicable rules. Only an independent auditor or a NHDOE fiscal or program monitor can determine if a sub-recipient is compliant or noncompliant.

The risk assessment is conducted annually, so a sub-recipient’s risk level can change from year to year. A sub-recipient assigned a high risk level for a particular year may be assigned a moderate or low risk level in the following year. Sub-recipients that are identified as having a moderate or high risk level will be identified and included in the program review process outlined below.

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Monitoring process and timeline

The NH Department of Education, Office of Title I, conducts program reviews across the state each year, based upon a risk assessment model and using the following guidelines:

1. Office of Title I makes contact with LEA leadership in advance to inform them of the review, which components are entailed in the review, and whether the LEA will receive a “desk review” (no onsite visit) or, if there will be an onsite component, and the general timeline for the visit. The Title I, Part A Program Compliance Review Criteria document (Appendix A) will be provided to the LEA along with technical assistance.

2. Office of Title I establishes contact with the Title I, Part A program directors in each LEA and notifies them of the timeline for submitting required materials, as well as upcoming assistance opportunities and where to find resources.

3. After LEAs have submitted the materials, Office of Title I staff review the documentation using the review criteria described on the following pages.

4. In certain cases, Office of Title I staff may follow up and conduct interviews with LEA staff and/or schedule on-site visits to review additional documentation, interview relevant staff, and observe programs in schools. LEAs will be notified well in advance if the Office of Title I staff needs to follow up with more review activities.

5. Following the review, the Office of Title I will issue a report to the LEA describing any findings that do not meet the specified criteria and detailing required actions, if any. LEAs have a specified timeframe within which to submit evidence that required actions have been taken.

6. The LEA receives final approval once the Office of Title I staff has determined that the LEA has met the review criteria and has taken all required actions.

Organizing and submitting materials for review

To facilitate the desktop review, the Office of Title I staff asks that each LEA organize documentation electronically. Materials must be submitted together in the same media (e.g., flash drive) and the filenames and folder structure must be clearly labeled and organized by tabs (not by review criteria). In addition, the flash drive must contain a Microsoft Word document with contact information.

Once the necessary documentation has been collected and organized, the flash drive may be delivered to the NH DOE via mail or in person. (A duplicate copy of the materials should be kept for LEA records, since the Office of Title I does not mail materials back to the LEA.)

Mail the flash drive to: Office of Title I, Part A ATT: Kristine Braman, Program Specialist New Hampshire Department of Education 101 Pleasant Street Concord, NH 03301

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To facilitate the on-site review, the Office of Title I staff asks that each LEA organize documentation according to the Title I, Part A Program Compliance Review Criteria (Appendix A). The Title I staff will review the documentation according to these criteria and verify compliance.

Description of required evidence applicable to each federal program

Requirement 1 Needs assessment procedure

Documentary evidence:

1a-Submit a copy of the most current, dated summary of the LEA’s procedure for assessing areas of greatest need.

1b-Documentation of parent outreach and involvement.

1c-Evidence of the stakeholder participation/collaboration: surveys, meeting agendas/notes, sign-in sheets

Required of: All LEAs receiving any amount of Title IA funds.

LEAs are required to conduct annual needs assessments for each federal program, including Title I schools (both schoolwide and targeted assistance programs) that include data on student achievement relative to state standards, and input from parents and educators and other stakeholders. The needs assessment procedure briefly describes how the LEA and schools conduct their needs assessments in order to establish priorities for action and make appropriate decisions about the allocation of resources (e.g., people, materials, time, and money, including all funds under ESEA). This includes a description of the quantitative and qualitative data collected and analyzed, who is involved in the analysis, how priority needs are determined, and how school improvement plans and other documentation relate to this process.

Requirement 2 Evidence of consultation to eligible private schools (Sec. 1117(b))


Submit evidence of offers of consultation regarding service to each eligible private school listed on the private school services worksheet of the LEA’s ESSA consolidated grant application for the current school year. Evidence must show that offers were received by all eligible schools (e.g., signed confirmation or return receipt slips).

Required of: All LEAs except charter schools and regional vocational schools

LEA receiving Title I funds must reach any private schools located within or outside LEA boundaries, either for profit or not for profit, that have enrolled students who reside in a Title I-served school attendance area, and offer them the opportunity to participate in Title I. LEAs are required to provide eligible private school children, their teachers, and their families with Title I services or other benefits, such as professional development, parent involvement, or materials and supplies (on loan from the public schools), that are equitable to those provided to eligible public school children, their teachers, and their families.

Evidence of private school outreach and programming includes signed confirmation or return receipt slips from eligible private school leaders that consultation on providing services to eligible private school students has been offered and received. If services are accepted, LEAs must submit affirmation from private schools of consultation in all required areas (see Tab 3).

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Requirement 3 Affirmation of consultation with participating private school officials and description of services (Sec.1117(b)(5))


Submit a clear, concise description of services being provided to each participating private school. (As part of the annual application for ESSA grant funds, LEAs submit a signed copy of the Affirmation of Consultation and Agreement with Participating Private School Officials form for each participating private school; this form does not need to be submitted again).

Evidence showing consultation occurred or was attempted with any private school official who has not signed an affirmation

Required of: LEAs with participating private schools

The ESSA statute and regulations require that timely and meaningful consultation occur between school LEA staff and private school officials prior to any decision that affects the opportunities of eligible private school children, teachers, and other educational personnel to participate in ESSA Title programs. Written affirmation of consultation and agreement covering the required components must be obtained from an authorized representative of each participating private school and LEA.

Possible monitoring questions:

• How does the LEA conduct timely and meaningful consultation? • How does the LEA identify and contact private schools with eligible students? Does the LEA have a written affirmation signed by each participating private school and LEA

representative documenting meaningful consultation? Does the affirmation provide the option for private school officials to indicate their belief that timely and

meaningful consultation has not occurred or that the program design is not equitable?

Requirement 4 Contracted Services (Equitable Services) (Sec. 1117(a)(5)


Provide copies of any third-party contracts with providers of the LEA’s equitable services to eligible private school students. Contracts must specify the amount or percentage of funds used for administrative costs. Contracts for more than one type of service (e.g., student tutoring and staff professional development) must delineate the specific amount for each type of activity.

Required of: LEAs with participating private schools using third party providers (typically only used for Title I private school services)

LEAs may provide services to eligible private school children either directly or through arrangements with another LEA or a third-party provider. If the LEA contracts with a third-party provider, the provider must be independent of the private school and of any religious organization and the contract must be under the control and supervision of the LEA. Contracts must provide technical descriptions of the Title I services with detail sufficient to enable the LEA to determine that the Title I statutory and regulatory requirements will be met as required by Section 8306 of ESEA.


• How does the LEA ensure that it maintains control of the funds reserved for equitable services, and title to materials, equipment, and property purchased with the funds?

• How does the LEA ensure the appropriate use of any equipment or supplies purchased using funds reserved for equitable services?

• How does the LEA evaluate program implementation?

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Requirement 5 Personnel lists


Submit listing of all Title I-paid staff broken down by Title I school or LEA office. Provide certification credentials.

Required of: All LEAs

The Personnel List is the LEA’s accounting of Title I, Part A personnel information for the school year requested. Certification credentials consist of the required certifications as afforded by the NHDOE for teaching positions that require certification.

Description of required evidence for Title I, Part A

Fiscal procedures

Requirement 6 Comparability procedure (Sec. 1118(c))


Submit a dated copy of the LEA’s written comparability procedure for the current school year.

Required of: All LEAs except single school LEAs and LEAs with one school per grade span

LEAs are required to use LEA funds to provide educational services in Title I schools that are comparable to the services provided in non-Title I schools. Each year Title I LEAs are required to demonstrate through appropriate documentation that they are in compliance with the Title I comparability requirements. The LEA’s comparability procedure should be in writing and state that comparability is an annual requirement. It should identify the office responsible for making the comparability calculations and sources of the data and should include the measure and process used to determine whether schools are comparable. The procedure should also include the LEA’s timeline for demonstrating comparability and how and when the LEA makes adjustments in school staffing when schools are not comparable.

Requirement 7 Comparability demonstration (Sec. 1118(c))


Submit completed comparability forms. Comparability forms will be available and posted at the beginning of the school year.


The comparability demonstration is comprised of forms documenting equivalence in the assignment of instructional personnel. In addition, LEAs must maintain on file a LEA-wide salary schedule and a statement regarding the policy and procedures to ensure equivalence in the provision of instructional materials and supplies.

Requirement 8 Supplement, not supplant methodology (Sec. 1118(b))


Submit description of the LEA’s methodology for distributing state and local funds to its Title I schools that are Title I neutral.


The LEA’s supplement, not supplant methodology serves to show that the LEA distributes its state and local funds without regard to its distribution of Title I funds. The methodology ensures that, in the aggregate, Title I funds are supplemental to state and local funding for Title I schools.

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How does the LEA allocate state and local funds (or state/locally-funded resources) to schools?

Can the LEA demonstrate each Title I school receives all of the state and local funds, or state and locally-funded resources, it would have received if it did not participate in the Title I program? (For example, can the LEA demonstrate its allocation process is “Title I neutral,” meaning it does not give Title I schools fewer state and local funds or resources because they have Title I funds available?)

What factors account for variations in the funds/resources provided to schools?

Requirement 9

Foster care point of contact

School of origin if in best interest

Transportation for foster care students


Submit name of foster care point of contact for the LEA.

Submit documentation of policies and procedures for determining school of origin in best interest and transportation policy for foster care students.


LEAs must work with the child welfare agency to designate a point of contact for foster care in the LEA. The LEA is required to have policies and procedures for determining best interest and transportation for foster care students within their LEA.


Did the LEA collaborate with the appropriate child welfare agency to designate a foster care point of contact?

Does the LEA collaborate with the child welfare agency to ensure that students in foster care have the opportunity to remain in their school of origin if it is their best interest?

If it is not in a child’s best interest to remain in the school of origin, does the LEA ensure the child is immediately enrolled in a new school, even if the child is unable to produce records normally required for enrollment?

Does the LEA have written transportation procedures in place?

Does the LEA follow these procedures?

Family communications

Requirement 10

LEA parent and family engagement policy (Sec. 1116(a)(1)-(2))

Title I school-level parent and family engagement policy (Sec 1116(b))

Policy Involvement (Sec 1116(c))

Building capacity for engagement (Sec 1116(e)


Submit the most current, dated copy of the LEA’s overall family engagement policy and each Title I school’s family engagement policy. A LEA may adopt an inclusive policy that incorporates all of the required LEA-level and school-level components, in which case it should submit the inclusive policy. Submit evidence that the family engagement policy has been reviewed by parents and revisions have been made in an updated policy. Evidence can include relevant meeting agenda items, meeting notes, and written parental feedback. Evidence of technical assistance and support provided to Title I schools.

Required of: All LEAs and all Title I schools

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LEAs and Title I schools must develop jointly with, annually evaluate with, review/revise, and distribute to parents of Title I students (or, in the case of schoolwide programs, all students) written family engagement policies. These policies are intended to:

establish the LEA’s and each Title I school’s expectations for family engagement

describe how the LEA and served schools will involve families in developing the Title I application, LEA and school improvement plans, and schoolwide program plans provide support to assist Title I schools in planning and implementing effective family engagement activities to improve student achievement, including through an annual monitoring of the effectiveness of such policies with the meaningful involvement of families

build the schools' and parents' capacity for effective family engagement

coordinate and integrate family engagement strategies with other programs (e.g., Head Start program, etc.).

(Please note: it is not required that the LEA use the word ‘policy’ to describe this document, as in some cases this would require approval from the school board. A school could develop parent and family engagement guidelines rather than policies.)


Does the LEA have a LEA AND a school-level written parent and family engagement policy that describes how the LEA AND the school will carry out required parental engagement activities?

What was the LEA’s process for involving parents and family members of Title I students in the development of these policies?

How are these policies distributed to parents and family members of Title I students?

If the schoolwide plan (where applicable) is not satisfactory to the parents of participating children, submit any parent comments on the plan when the school makes the plan available to the LEA.

Does the LEA and each Title I school carry out the following required activities to build capacity: o Provide assistance to parents of Title I children in understanding such topics as state

academic standards, state and local academic assessments, Title I requirements, and how to monitor a child’s progress and work with educators to improve the achievement of their children;

o Provide materials and training to help parents to work with their children to improve their children’s achievement;

o Educate school leadership and staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school;

o Coordinate and integrate parent involvement programs and activities with other Federal, State, and local programs to the extent feasible and appropriate;

o Ensure that information related to school and parent programs, meetings, and other activities is sent to the parents of Title I children in a format and, to the extent practicable, a language the parents can understand; and

o Provide other reasonable support for parental involvement that parents may request.

Does the LEA and its Title I schools carry out any optional Title I building capacity activities?

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Requirement 11 School-parent compact (Sec 1116(d))


Submit one copy of the school-parent compact from each Title I school or as part of an inclusive LEA and school-level policy.

Required of: All Title I schools (or as part an inclusive LEA- and school-level family engagement policy)

The school-parent compact is a written agreement that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the state's high standards.


Does each Title I school have a school-parent compact that: o Describes the school’s responsibility to provide high-quality curriculum and instruction in a

supportive and effective learning environment that enables Title I children to meet challenging State academic standards, and the ways in which each parent will be responsible for supporting their children’s learning; volunteering in their child’s classroom; and participating, as appropriate, in decisions relating to the education of their children and positive use of extracurricular time; and

o Addresses the importance of communication between teachers and parents on an ongoing basis through, at a minimum:

Parent-teacher conferences in elementary schools, at least annually, during which the compact shall be discussed as the compact relates to the individual child’s achievement,

Frequent reports to parents on their children’s progress, Reasonable access to staff, opportunities to volunteer and participate in their child’s

class, and observe classroom activities, and Ensuring regular two-way, meaningful communication between family members and

school staff and, to the extent practicable, in a language that family members can understand?

Requirement 12 Documentation of parent outreach and involvement (Sec 1116(c))


For each Title I school, submit the dated notice sent to parents informing them of the annual Title I meeting. Provide a limited sampling of evidence to show that the required communication and training was provided to parents of Title I students to promote parent involvement at each Title I targeted assistance school and to all parents at each Title I schoolwide program school.

Required of: All Title I schools

LEAs and schools are expected to involve parents of students served by Title I funds in a targeted assistance program or the parents of all students in the school in a schoolwide program. Evidence includes copies of meeting agendas, workshop flyers, sign-in sheets, and other documentation that demonstrates the LEA helps parents understand such aspects as: the state’s high standards, state and local academic assessments, including alternative assessments, the parental involvement requirements of Section 1116 of the Every Student Succeeds Act (ESSA); how to monitor their child’s progress and work with educators to improve the achievement of their child, how to become involved in performing annual needs assessments for each Title I school (both schoolwide and targeted assistance programs), and how to become involved in the development or revision of school and/or LEA improvement plans for schools and LEAs identified for targeted or comprehensive improvement.


Does each Title I school carry out the following required activities?

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o Convene an annual meeting at a convenient time to inform parents of Title I requirements and the right of parents to be involved;

o Offer a flexible number of meetings (school may provide transportation, child care, or home visits with Title I funds if related to parental involvement);

o Involve parents in the planning, review, and improvement of the Title I program, including the school parent and family engagement policy and schoolwide plan (when applicable);

o Provide parents of Title I children: Timely information about Title I programs, A description and explanation of the curriculum in use at the school, the forms of

academic assessment used to measure student progress, and the achievement levels of the challenging State academic standards,

If requested by parents, opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children; and

If the schoolwide plan (where applicable) is not satisfactory to the parents of participating children, submit any parent comments on the plan when the school makes the plan available to the LEA.

Requirement 13 Parent notification/right to know – cover letters, and right to request teacher qualification information


Documentation how parents right to know requirements are made available to all parents/families.

Submit a copy of the dated cover letter, which includes notice of parent right to request teacher qualification information, sent to parents from each Title I school in the LEA that accompanied the report card.

Documentation that the Title I school provides information to each parent on the level of achievement and academic growth of the student on each of the Title I required state assessments.

Required of: All Title I schools


How does each Title I school provide information to each parent on the level of achievement and academic growth of the student on each of the Title I required state assessments?

How, at the beginning of each school year, does the LEA notify parents of students in Title I schools that they may request information from the LEA about the professional qualifications of the student’s classroom teachers including:

o Whether the student’s teacher: Has meet state qualification and licensing criteria for the grade levels and subject areas

in which the teacher provides instruction, Is teaching under emergency or other provisional status, and Is teaching in the teacher’s field of discipline of teacher’s certification, and

Whether the student is provided services by paraprofessionals and, if so, their qualifications.

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Requirement 14 Parent notification – right-to-know (if child’s teacher is not appropriately licensed) (Sec. 1112(e)(1)(B)(i))


If applicable, submit evidence that parents were notified in a timely manner if their child has been taught for four or more consecutive weeks by a teacher who does not meet applicable State licensure requirements at the grade level and subject area in which the teacher has been assigned.

Required of: Title I schools where a teacher not appropriately licensed taught for four or more weeks

Parents of students attending Title I schools must be notified if their child has been taught for four or more consecutive weeks by a teacher who does not meet applicable State licensure requirements at the grade level and subject area in which the teacher has been assigned. This requirement is applicable whether or not the teacher is being paid with Title I funds. A dated copy of one letter sent per teacher for which notification is required is sufficient evidence for submission.

Requirement 15 Parent notification – parents of EL students placed in LIEPs (if the LEA used Title I, Part A funds to provide an LIEP (Sec. 1112(e)(3)(A) &(B)

Outreach to parents of EL students (Sec 1112(c)(3))

Notice and format of information provided to parents (Sec 1112(e)(4))


If applicable, submit evidence that parents were notified no later than 30 days after the beginning of the school year of the identification as an EL student and need of placement in LIEP as well as additional information regarding the education of their children.

Required of: Title I schools using Title I funds for placement

LEAs must provide a notice not later than 30 days from the beginning of school to inform parents of an English learner identified for participation of participating in such a program, provide effective means of outreach to parents of El students and provide information to parents in an understandable and uniform format, to the extent practicable, provided in a language that the parents can understand. How does the LEA inform parents of EL students identified for participation in the LIEP of:

The reasons for their child’s identification as an EL and in need of placement in an LEIP; The child’s level of English proficiency, how such level was assessed, and the status of the child’s academic

achievement; The methods of instruction used in the program in which their child is, or will be, participating and the

methods of instruction used in other available programs; How the program in which their child is, or will be, participating will meet the child’s educational

strengths and needs; How such program will specifically help their child learn English and meet age-appropriate academic

achievement standards for grade promotion and graduation; The specific exit requirements for the program, including the expected rate of transition into classrooms

that are not tailored for ELs, and, if Title I, Part A funds are used in high schools, the expected graduation rate for such program;

In the case of a child with a disability, how such program meets the objectives of the child’s IEP; and Information pertaining to parental rights that includes written guidance:

o Detailing the right parents have to have their child immediately removed from such program upon their request;

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o Detailing the options parents have to decline to enroll their child in such program or to choose another program or method of instruction, if available; and

o Assisting parents in selecting among various programs and methods of instruction, if more than one is offered.

Did the LEA provide notice within 30 days of the start of school or, if a child is identified during the school year, within the first 2 weeks of the child beginning the LIEP?

How does the LEA implement an effective means of outreach to parents of EL students to inform them

about how they can: o Be involved in the education of their children; and o Be active participants in assisting their children to—

Attain English proficiency; Achieve at high levels within a well-rounded education; and Meet the challenging State academic standards expected of all students.

• How often does the LEA hold meetings for parents of EL students? • How does the LEA ensure the information provided to parents is in an understandable and uniform

format and to the extent practicable, in a language the parents can understand?

Requirement 16 Report Card (Sec. 1112(e)(1)(B)(i))


Provide a link to where the report card is posted on the website. Do not submit a copy of the report card itself.

Graduation rate data must be reported both in the aggregate and disaggregated by each subgroup described in 34 CFR section 200.13(b)(7)(ii) using a 4-year adjusted cohort graduation rate. To remove a student from the cohort, a school or LEA must confirm, in writing, that the student transferred out, emigrated to another country, or is deceased. To confirm that a student transferred out, the school or LEA must have official written documentation that the student enrolled in another school or in an educational program that culminates in the award of a regular high school diploma.


LEAs receiving Title I funds must annually prepare and distribute LEA and school report cards to the parents of all children enrolled in LEA schools. LEAs must post the report card to their website and, in addition, may use at least one of the following distribution methods: (1) electronic; (2) hard copies to parents/guardians, such as giving report cards to students to bring home in their backpacks; or (3) via U.S. mail. If a LEA does not have a website, it must use at least one of the aforementioned methods.

Program design and monitoring

Requirement 17 Program monitoring procedure (Sec. 1114(b)(3))


Submit the most current, dated copy of the written procedure for evaluating Title I program implementation and impact. Evidence of data analysis, plan revisions, etc.


LEAs are required to evaluate their Title I programs at least annually. The program monitoring procedure describes how each school’s Title I program, including participating private school programs and parent involvement policies and procedures, is annually evaluated for impact on student achievement. The procedure describes the data used, constituents consulted, process used to arrive at monitoring findings, and how these findings are used for planning and improvement.

18

Requirement 18 Program monitoring summary, including private school service, if any


Submit a copy of the program monitoring summary and findings from the previous year’s Title I program in the LEA including monitoring of any services provided to eligible students in private schools.


The program monitoring summary is a written summary of the process, findings, and actions resulting from monitoring of the Title I program in each Title I school. This includes a list of strengths and weaknesses of the program (including any private school service) as indicated by findings from data analysis, and descriptions of any changes the LEA made to its programming as a result.

Requirement 19 Targeted assistance program plans (Sec. 1115(b))


Submit completed template documenting composition of current school year Title I program in each targeted assistance program school. (Not applicable to schoolwide programs).

Required of: Title I schools with targeted assistance programs

A "targeted assistance program plan" is documented by completing the template provided here. The form provides a summary of what is being taught to whom, by whom (e.g., number and type of teachers / paraprofessionals); in which grades; and using which model (e.g., inclusion or pull-out). LEAs are required to develop targeted assistance program plans that are coordinated with and support regular education program(s) in relevant schools. Title I staff must be integrated with regular instructional staff in all activities, and targeted assistance programs must: (1) Use effective instructional methods and strategies that strengthen the core academic program of the school; (2) Use multiple, educationally-related, objective criteria to identify children failing, or most at risk of failing, to meet the state's academic achievement standards (children in grades PK-2 selected on the basis of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures); (3) Give primary consideration to providing extended learning time for served students; (4) Provide an accelerated, high-quality curriculum; and (5) Minimize the removal of children from the regular classroom during regular school hours.

Requirement 20 Schoolwide program plans (Sec. 1114)(b))


Submit a copy of the current, dated schoolwide plan or school improvement plan that incorporates the schoolwide plan for each schoolwide school. (Not applicable to targeted assistance programs).

Required of: Title I schools with schoolwide programs

A schoolwide program is one in which LEAs have elected to use Title I funds in combination with other federal, state, and local funds to upgrade a school's entire educational program. It is not necessary for the schoolwide plan to be separate from the school improvement plan or related document for charter schools. The school improvement plan must make clear, however, how the required components of the schoolwide plan are addressed within the school improvement plan (see review criterion 4-B in Appendix A).

http://www.doe.mass.edu/federalgrants/titlei-a/guidance/ta-program-plan.xlsx

19

Requirement 21 Accountability related required actions


Submit data to support FY19 ESSA consolidated grant application description of intervention and support activities, including activities that support the development or revision of a turnaround plan (if applicable)

Required of: LEAs with schools that NHDOE has designated as requiring assistance or intervention in the 2018-19 school year.

For the FY19 year, NHDOE staff will monitor how the LEA has approached the development or revision of turnaround plans for their Targeted Support and Intervention (TSI) and Comprehensive Support and Intervention (CSI) schools that NHDOE identified in the fall of 2018. For continuing intervention activities, the impact of these activities must be monitored by the LEA and reported.

Data collection and management

Requirement 22 Student selection procedure in targeted assistance schools


Submit a copy of the current, dated student selection procedure used in targeted assistance program schools to identify students for participation in the Title I program.. (Not applicable to schoolwide programs.)


LEAs must have a procedure outlining the process used in targeted assistance schools to identify students failing or most at-risk of failing to meet the state's challenging student academic achievement standards based on multiple, educationally-related, objective criteria established by the LEA and supplemented by the school.

Requirement 23 Title I targeted assistance program student selection criteria


Submit a copy of the current school year’s student selection criteria sheets for each subject and grade served in targeted assistance programs. (Not applicable to schoolwide programs.)


Students are selected for participation in Title I targeted assistance programs based on multiple, objective, educationally-related criteria. Selection criteria are weighted by attaching a range of points to each one. Screened students with the highest scores, therefore, exhibit the greatest academic need for program participation.


• How does the LEA identify Title I eligible students? • How does the LEA ensure economically disadvantaged children, children with disabilities, migrant

children, and English learners are considered eligible for services on the same basis as other students? • How does the LEA determine which students from among the eligible students will participate in the Title

I program? • How do schools ensure only identified students participate in Title I-funded activities.

20

Requirement 24 Rank-ordered student selection list of Title I students in targeted assistance program


Submit copies of the current school year’s lists of students screened for selection. Lists should be by subject and grade served and include individual student total scores, listed in descending order. To protect student confidentiality, please do not include student names (remove or white-out). (Not applicable to schoolwide programs.)


LEAs must maintain rank-ordered lists of Title I students that record, from highest total selection criteria points to lowest, each student screened for targeted Title I assistance. Lists include selection score, indication of selection for service or not, and notation of any required services already provided (such as special education or English learner services).

Opportunity and equal educational access

Requirement 25 Neglected facility coordination


LEAs with neglected facilities located within their LEA boundaries must submit a copy of the required formal agreement between the LEA and facility for whom the LEA is fiscally responsible for Title I funds. (Only applicable to LEAs with eligible N/D facilities within LEA boundaries.)

Required of: LEAs with a neglected facility within their boundaries

Title I, Part A (The Prevention and Intervention Program for Children and Youth Who Are Neglected, Delinquent, or At-Risk) assists the education of certain disadvantaged children. Allocation notices are sent directly to public school LEAs with an eligible neglected or delinquent facility located within their boundaries.


• Are there any local institutions for neglected children, local institutions for delinquent children, or community day programs for neglected and delinquent children in the LEA?

• If so: o How does the LEA determine how much to reserve?

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Appendix A:

Title I, Part A

Program Compliance Monitoring Review Criteria

22

LEA:

School:

Name of person completing form:

Role:

Date Completed:

Signature:

NHDOE USE ONLY:

Date of Review:

Signature of DOE Reviewer:

Fiscally Monitored? ☐ Yes

☐ No

Date of Fiscal Monitor:

Risk Assessment Score:

Title I, Part A

Program Compliance Monitoring Review Criteria

pr

Criteria

Self-Assessment Data Collection Form

2019-2020

23

Allocation and Fiscal Requirements

Requirements applicable across each federal program (R)

CRITERIA

EVIDENCE PROVIDED

BY LEA

Evidence verifies compliance with Title I, Part A requirements

(NHDOE USE ONLY)

R1a

Needs Assessment

ESEA §§1114~1115

LEA conducts annual needs assessment for each Title I school (both schoolwide and targeted assistance programs) that includes data on achievement of children in relation to state academic content and achievement standards and input from parents and school and LEA staff. Needs assessments are used to determine type of programs and services to be provided to eligible students.

☐ Yes

☐ No

R1b

Consult

ESEA § 2102 (b)(3)

LEA conducts an annual needs assessment and meaningfully consult with teachers, principals, other school leaders, paraprofessionals, specialized instructional support personnel, parents, community partners, and other organizations with relevant and demonstrated expertise in programs and activities to determine and inform the types of services to be provided.

☐ Yes

☐ No

Grant App

ESEA §§1112; 1114~1116

LEA submits annual ESSA consolidated grant application (“plan”) and any necessary amendments to plan.

☐ Yes

☐ No

R2, R3 and R4

Private School Consult

ESEA §§1117; 8306

Private School Outreach and Programming:

LEA consults with appropriate private school officials regarding services for eligible private school children, maintains written affirmation of consultation, provides equitable services, and evaluates Title I program serving eligible private school students.

☐ Yes

☐ No

24

Requirements applicable across each federal program (R)

CRITERIA

EVIDENCE PROVIDED

BY LEA


(NHDOE USE ONLY)

R2, R3 and R4

Equitable Services

ESEA §§1117; 8306

Private School Participants:

LEA appropriately calculates and expends funds for equitable services to private school students, their teachers, and families.

☐ Yes

☐ No

Title I, Part A

Fiscal Procedures

CRITERIA EVIDENCE PROVIDED

BY LEA


(NHDOE USE ONLY)

R6 and R7

Comparability

ESEA §1118(c)

Comparability of Services:

LEA has and follows a written comparability reporting procedure. LEA’s comparability demonstration is prepared annually and demonstrates that services provided through state and local funds in Title I schools are comparable to those provided in non-Title I schools. When all schools are Title I schools, comparability demonstration shows that LEA uses state and local funds to provide services that, taken as a whole, are substantially comparable in each school.

(N.B., Comparability of services applies to local and state funds, not to Title I or other federal funds.)

☐ Yes

☐ No

25

Fiscal Procedures


BY LEA


(NHDOE USE ONLY)

R8

Supplement, Not Supplant (SNS)-

Grant

ESEA §§1118(b); 1114~1115

Supplement, Not Supplant:

LEA demonstrates that it uses Title I funds only to augment the level of funds that would in the absence of Title I funds be made available from non-federal sources for the education of students participating in Title I programs.

☐ Yes

☐ No

R8, R21, R22

SNS-Targeted

ESEA §§1118(b); 1114~1115

Supplement, Not Supplant for Targeted Assistance Schools:

LEA/school demonstrates that Title I funds have been used for the express purpose of serving those students who were identified as being in greatest need of Title I assistance based on student selection criteria.

☐ Yes

☐ No

R7, R8,

SNS-Schoolwide

ESEA §§1118(b); 1114

Supplement, Not Supplant for Schoolwide Program Schools:

LEA demonstrates that Title I funds in schoolwide program school(s) are in addition to total amount of funds that would, in the absence of Title I funds, be made available from state and local sources, including funds needed to provide services required by law for students with disabilities and students with limited English proficiency.

☐ Yes

☐ No

R8

SNS-LEA

ESEA §§1118(b); 1114~1115

Supplement, Not Supplant:

LEA demonstrates the methodology used to allocate State and local funds to each Title I-served school that ensures such schools receive all State and local funds they would if not receiving Title I.

☐ Yes

☐ No

26

Fiscal Procedures


BY LEA


(NHDOE USE ONLY)

Reservation of Funds

ESEA §§1113; 1116; 1118

Reservation of Funds:

LEA reserves appropriate level of funds for:

1. Students experiencing homelessness (Mandatory)

2. Family engagement (Mandatory over $500,000)

3. Children in institutions for neglected children (Mandatory)

4. Financial Incentives and Rewards Reservation (Optional)

5. School Choice transportation (Optional)

6. Early Childhood Education (Optional)

7. Administration of Title I program (Optional)

8. LEA Managed Initiatives (Optional)

ESSA consolidated grant application (on file with NHDOE)

Homeless-determined based on a needs assessment of homeless children and youths in the LEA

Homeless services-used to provide homeless children and youths with services not ordinarily provided to other students (funding for liaison, transportation)

☐ Yes

☐ No

(Mandatory Reservations)

27

Foster Care


BY LEA


(NHDOE USE ONLY)

R9

Foster care point of contact

ESEA 1112(c)(5)(A))

Each LEA plan shall provide assurances that the LEA will collaborate with the State or local child welfare agency to designate a (foster care) point of contact.

☐ Yes

☐ No

R9

School of

origin if in best

interest

ESEA 1111(g)(1)(E))

The LEA must collaborate with the child welfare agency to ensure that students in foster care have the opportunity to remain in their school of origin if it is their best interest.

If it is not in a child’s best interest to remain in the school of origin, does the LEA ensure the child is immediately enrolled in a new school, even if the child is unable to produce records normally required for enrollment?

☐ Yes

☐ No

R9

Foster

Transportation

ESEA 1112(c)(5)(B)

Transportation will be provided to students in foster care to

maintain their school of origin when in their best interest.

The LEA has developed and implemented clear written

procedures governing how transportation to maintain children in

foster care in their school of origin when in their best interest is

provided, arranged and funded for the duration of the time in

foster care.

☐ Yes

☐ No

28

Early Childhood


BY LEA


(NHDOE USE ONLY)

Performance Standards

Early Childhood

ESEA 1112(c)(7))

NOTE: This applies if an LEA uses Title I, Part A funds to provide early childhood education to low-income children below the age of compensatory school attendance.

LEA ensures that these services comply with the performance standards established under the Head Start Act.

LEA Policies and procedures

☐ Yes

☐ No

☐ N/A-LEA does not

use Title I, Part A funds

for early childhood

Coordination with Preschool Programs

ESEA 1119(a)& (b))

NOTE: Applies to all LEAs whether use Title I, Part A funds to

provide early childhood or not. The LEA must carry out activities to increase coordination with Head Start agencies, and, if feasible, other early childhood providers. Coordination activities include:

o Developing and implementing record sharing procedures

(with parental consent),

o Establishing channels of communication between school

staff and their counterparts,

o Conducting meetings between parents and teachers to

discuss the needs of individual students,

o Joint, transition-related training, of staff training, and

o Linking educational services provided.

Agreements with Head Start agencies

Documentation of coordination activities, such as record-sharing and other policies and procedures, meeting notes, training agendas, etc.

☐ Yes

☐ No

29

Family Communications

CRITERIA

EVIDENCE PROVIDED

BY LEA


(NHDOE USE ONLY)

R13

Parents Right-to-Know

Notifications

Report Card

Removal of Students from cohort

(Report Card)

ESEA §§1111-1112; §§1114-1116

Notification for parent’s right to request teacher qualification information.

As applicable, LEA notifies parents that child has been taught

for four or more consecutive weeks by teacher who does not

meet licensure requirements for the grade/subject assigned to

teach.

LEA provides notification to parents of school and LEA accountability status. LEA publishes notification of LEA and schools report card.

LEA provided written documentation that confirmed, that a student transferred out, immigrated to another country or was deceased. If a student was transferred out, the LEA provided written documentation that the student enrolled in another school.

☐ Yes

☐ No

☐ Yes

☐ No

☐ Yes

☐ No

☐ N/A

R10, R11

Family Engagement Policies

ESEA §§1111-1112; §§1114-1116

LEA and schools create and distribute written family engagement policies and school-parent compacts, and updates these policies and compacts periodically after evaluating their effectiveness.

Family engagement policies describe specific rights of parents and the information and meaningful activities offered to parents so they are well prepared to

☐ Yes

30

Family Communications

CRITERIA

EVIDENCE PROVIDED

BY LEA


(NHDOE USE ONLY) participate in their children’s educational growth. Policies must also describe how families are involved in an annual monitoring of the effectiveness of the family engagement in improving academic achievement.

School-parent compacts are agreements between the school (teachers) and the home (parents/guardians) that describe the responsibilities of each party, including the student, if desired.

☐ No

R12

Parent Outreach

ESEA §§1111-1112; §§1114-1116

Schools conduct meetings at least annually to inform participating parents about Title I programs. LEA and its schools provide materials and training to Title I parents to help them understand such things as:

The state’s academic content standards and state student academic achievement standards;

State and local academic assessments, including alternative assessments;

The family engagement requirements of section 1116; and

How to monitor their child’s progress and work with educators to improve the achievement of their child.

Additionally, LEAs and schools provide materials and training to help parents work with their children to improve their children’s achievement.

Documentation of parent outreach and involvement

☐ Yes

☐ No

31

Program Design and Monitoring

CRITERIA

EVIDENCE PROVIDED

BY LEA


(NHDOE USE ONLY)

R16, R17

Monitoring of Program(s)

ESEA §§1112; 1114~1116

LEA evaluates Title I plan at least on an annual basis and makes necessary revisions to reflect substantial changes in direction of Title I program(s). Monitoring reflects accountability data for LEA and all Title I schools.

☐ Yes

☐ No

R19

Schoolwide Program Plan

ESEA §§1112; 1114

Schoolwide Programs: If applicable, LEA develops comprehensive schoolwide program plans with involvement of community, individuals to be served, and relevant staff. Schoolwide plans are evaluated annually and must be:

Developed with the involvement of parents and other members of the community to be served and individuals who will carry out the plan, including teachers, principals, other school leaders, paraprofessionals, and administrators of programs included;

Regularly monitored and revised as necessary based on student needs;

Developed in coordination and integration with other Federal, State, and local services, resources, and programs;

Based on a comprehensive needs assessment of the entire school that takes into account information on the academic achievement of children in relation to the challenging State academic standards,

☐ Yes

☐ No

☐ N/A

32


CRITERIA

EVIDENCE PROVIDED

BY LEA


(NHDOE USE ONLY) particularly those children who are failing or most at risk of failing to meet those standards;

Inclusive of description of the strategies the school will use to:

o Provide opportunities for all children to meet the challenging State academic standards, particularly those most at risk of not meeting those standards; and

o Strengthen the academic program of the school, increase the amount and quality of learning time, and provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education.

R15

Targeted Assistance Program Plan

ESEA §1115

Targeted Assistance Programs:

LEA develops targeted assistance program plans that are coordinated with and support regular education program(s) in relevant schools. Title I staff must be integrated with regular instructional staff in all activities, and targeted assistance programs must:

1. Use effective instructional methods and strategies that strengthen the core academic program of the school;

2. Use multiple, educationally related, objective criteria to identify children failing, or most at risk of failing, to meet the state's academic achievement standards (children in grades PK-2 selected solely on the basis of such criteria as

ESSA consolidated grant application (on file with NHDOE)

Title I targeted assistance program student selection criteria

Rank-ordered student selection list of Title I students in targeted assistance program

☐ Yes

☐ No

33


CRITERIA

EVIDENCE PROVIDED

BY LEA


(NHDOE USE ONLY) teacher judgment, interviews with parents, and developmentally appropriate measures);

3. Give primary consideration to providing extended learning time for served students;

4. Provide an accelerated, high-quality curriculum;

5. Minimize the removal of children from the regular classroom during regular school hours.

R20

CSI/TSI Turnaround plans

ESEA §1003

Accountability related required actions – schools designated as TSI or CSI (Note: because ATS and CSI schools were first identified at the start of the 2018-19 school year, NHDOE will be monitoring a LEA’s efforts to develop or revise turnaround plans):

LEAs must describe how they will:

1. Develop comprehensive support and improvement plans under ESEA section 1111(d)(1) for schools receiving funds under this section;

2. Support schools developing or implementing targeted support and improvement plans under ESEA section 1111(d)(2), if funds received under this section are used for such purpose;

3. Monitor schools receiving funds under this section, including how the local educational agency will carry out its responsibilities under clauses (iv) and (v) of ESEA section 1111(d)(2)(B) if funds received under this section are used to support schools implementing targeted

NOTE: TSI not monitored for 2018-2019 school year

☐ Yes

☐ No

34


CRITERIA

EVIDENCE PROVIDED

BY LEA


(NHDOE USE ONLY) support and improvement plans;

4. Use a rigorous review process to recruit, screen, select, and evaluate any external partners with whom the local educational agency will partner;

5. Align other Federal, State, and local resources to carry out the activities supported with funds received under subsection (b)(1); and

As appropriate, modify practices and policies to provide operational flexibility that enables full and effective implementation of the plans described in paragraphs (1) and (2) of ESEA section 1111(d); and Ensure supplement, not supplant policies have been followed (that each school the local educational agency proposes to serve will receive all of the State and local funds it would have received in the absence of funds received under this section)

Data Collection and Management

CRITERIA

EVIDENCE PROVIDED

BY LEA


(NHDOE USE ONLY) Ranking and Serving Schools-Activities in grant

ESEA §§1113; 1116

Selection and Allocation: LEA appropriately allocates funds to eligible school attendance areas or schools in rank order of poverty based on number of children from low-income families residing in an eligible attendance area.

• Review of grant

☐ Yes

☐ No

35

Opportunity and Equal Educational Access

CRITERIA

EVIDENCE PROVIDED

BY LEA


(NHDOE USE ONLY)

R23

Title I Services for all Students

ESEA §1115

All Students:

LEA identifies as eligible for Title I services children who are economically disadvantaged, children with disabilities, migrant children or English learners, on the same basis as other children selected to receive services. A child who is homeless and attending any school served by the LEA is eligible for services. LEA ensures that all students have equal opportunity to be selected to receive services.

☐ Yes

☐ No

R24

Title I Services for Neglected Children

ESEA §§1423;1425

Services for Neglected Children:

LEA consults with appropriate officials from neglected facilities regarding services for eligible children and establishes formal agreement(s) with facilities, where appropriate, to deliver educational programs in local facilities that are comparable to programs in schools students would otherwise attend.

☐ Yes

☐ No

36

Appendix B:

List of Required Materials by Topic Area

Checklist Tool for LEAs

37

List of required materials by topic area

General Topics Across Federal ESSA Programs

Needs assessment procedure

Evidence of consultation to eligible private schools

Affirmation of consultation with participating private school officials and description of services

Contracted Services

Title I, Part A

Fiscal procedures

Comparability procedure

Comparability demonstration

Supplement, not supplant methodology

Documentation of Title I expenditures

Family communications

LEA and school-level family engagement policies

School-parent compact

Documentation of parent outreach and involvement

Parent notification – report cards

Parent notification – right-to-know

Program design and monitoring

Program monitoring procedure

Program monitoring summary, including private school service, if any

Targeted assistance program plans

Schoolwide program plans

Accountability related required actions

Data collection and management

Student selection procedure in targeted assistance schools

Title I targeted assistance program student selection criteria

Rank-ordered student selection list of Title I students in targeted assistance program

Opportunity and equal educational access

Neglected facility coordination

38

Documents

Title I, Part A Program Compliance Monitoring Guide 2019-20202. Prior to the review, the LEA should use the Program Compliance Monitoring Guide as a reference when compiling, organizing