Monitoring

1
Monitoring

• A Process to Enhance Program Administration

2
Effective Monitoring Goals

• Effective monitoring of funded Local Educational
  Agencies (LEAs) is a planned, periodic, and
  ongoing activity to determine compliance with the
  approved project application, relevant terms and
  condition, applicable laws, and regulations.
• The Florida Department of Educations (FDOEs)
  goal is to use monitoring results for more than
  compliance determinations.
• Monitoring is a way to assist LEAs with daily
  administration of entitlement programs.

3
Expectations and Emphasis

• U.S. Department of Educations (USED)
  expectations for state and local compliance have
  increased.
• Emphasis goes beyond enforcement of No Child Left
  Behind (NCLB) programmatic issues.
• The State Education Agency (SEA) is expected to
  increase the effectiveness of their monitoring
  by
• Making findings of noncompliance and
• Imposing corrective actions and following-up to
  ensure appropriate corrective actions have
  actually been properly implemented.

4
The Effects of Monitoring

• Forming a common bond between monitoring and
  daily administration of entitlement programs at
  the local level may be accomplished by
• The State communicating alignments between
  Request for Applications and Monitoring Work
  Papers via technical assistance, throughout the
  year.
• LEAs making a clear connection between
  activities, expenditures, and student progression.

5
Effective Monitoring

• Notwithstanding how grants are funded, whether by
  federal or state, effective monitoring assists in
  identifying and reducing fiscal or program risks
  as early as possible.
• Thus, effective monitoring protects both public
  funds and ensures the delivery of services.

6
Dollars Spent/Unspent

• Expenditures and student progression should be
  aligned.
• LEAs spending federal funds should align their
  expenditures with needs identified by data such
  as Adequate Yearly Progress (AYP) determinations.
• LEAs with large roll forward amounts, that fail
  to report expenditures, are late or do not submit
  evaluations, and whose students are not
  progressing in core subjects will be monitored on
  a continuous basis.
• Alignment could reduce audit findings from
  auditors such as the Auditor Generals Office.

7
Common Elements

• (A) Needs Assessment and Program Planning
• (B) Activities
• (C) Coordination of Programs
• (D) Private School Consultation
• (E) Support for Reading/Strategic Imperatives
• (F) School Improvement
• (G) Dissemination/Marketing
• (H) Reporting Outcomes
• (I) Programmatic Use of Funds
• (J) Budget
• (K) Parental Involvement
• (L) Highly Qualified Staff

8
Common Issues from 2009-2010

• Documentation
• Documents were not uploaded on time.
• Documentation was not sufficient to meet
  compliance.
• Procedures not in place to maintain the
  documentation needed.
• LEAs should be able to provide documentation
  during the desktop and onsite reviews.
• Review Questions
• Responses to review questions did not clearly
  address the separate parts of compliance items.

9
(A) Needs Assessment Program Planning

• Recommendations
• Title I, Part A Improving the Academic
  Achievement of the Disadvantaged
• Use the results of the student academic
  assessments required under section 1111(b)(3),
  and other measures or indicators available to the
  agency, to review annually the progress of each
  school served by the agency and receiving funds
  under this part to determine whether all of the
  schools are making the progress necessary to
  ensure that all students will meet the States
  proficient level of achievement on the State
  academic assessments described in section
  1111(b)(3) within 12 years from the baseline year
  described in section 1111(b)(2)(E)(ii).
• Title X, Part C Homeless Education Program
• Homeless education policies should address
  requirements of the McKinney-Vento Act.
• Dispute resolution process should be in place.

10
(B) Activities

• Recommendations
• Title I, Part C Education of Migratory Children
• Provide meeting agendas, minutes, sign-in sheets,
  and surveys that document input from migrant
  parents on the development, implementation, and
  evaluation of the Migrant Education Program (MEP).

11
(C) Coordination of Programs

• Recommendations
• Title I, Part A Improving the Academic
  Achievement of the Disadvantaged
• LEA should document collaboration between the
  Title I office and homeless liaison, for example,
  by maintaining phone logs and copies of e-mails.

12
(D) Private Schools

• Recommendations
• Title I, Part A Improving the Academic
  Achievement of the Disadvantaged
• The LEA should include, in its consultation
  process, private schools in neighboring LEAs that
  may have students in attendance that reside in
  their county.
• Demonstrate evidence making decisions regarding
  services provided to schools.
• Decision-making is divested to the designated
  coordinator at the private school.

13
(F) School Improvement

• Recommendations
• Title I, Part A Improving the Academic
  Achievement of the Disadvantaged
• Demonstrate evidence of direct technical
  assistance to the schools in need of improvement,
  restructuring, or corrective action. Include
  evidence of data analysis.
• Demonstrate evidence of establishing a
  peer-review process to assist with the review and
  revision of school improvement plans for schools
  identified as in need of improvement.

14
(G) Dissemination Marketing

• Recommendations
• Title I, Part A Improving the Academic
  Achievement of the Disadvantaged
• Demonstrate evidence of submitting comprehensive
  schoolwide plans to all parents and the
  community.
• Title X, Part C Homeless Education Program
• The LEA should include the local homeless
  liaison's contact information on brochures and
  posters.
• The LEA should involve community partners such as
  the Health Department, faith-based organizations,
  Sheriff's Office, and other community
  organizations to assist in posting or providing
  the written public notice of the educational
  rights of homeless children and youth in places
  where such children and youth and their families
  might frequent.

15
(I) Programmatic Use of Funds

• Recommendations
• Title I, Part A Improving the Academic
  Achievement of the Disadvantaged
• Final budgeted amounts for schools must be used
  to determine compliance with rank and serve.
• LEAs should specify in their written procedures
  the positions or titles of the non-federal
  instructional staff to be counted when
  calculating comparability.

16
(K) Parental Involvement

• Recommendations
• Title I, Part A Improving the Academic
  Achievement of the Disadvantaged
• Make sure that at least 95 of the 1 set-aside
  is allocated to Title I schools.
• Schools should have school-level parental
  involvement policies.
• Schools should host annual meetings.
• Disseminate Parents Right-To-Know letters.

17
(K) Parental Involvement

• Recommendations
• Title X, Part C Homeless Education Program
• Local liaison's contact information should be
  shown on the brochures and posters with
  information on homeless students' educational
  rights.
• Information should be provided to homeless
  families on meaningful opportunities to
  participate in the education of their children.
• Notice of homeless students educational rights
  brochures and posters should be disseminated to
  schools and community partners prior to start of
  school and additional supplies regularly provided
  to partners.

18
FDOEs Mission

• Increase the proficiency of all students within
  one seamless, efficient system.
• Provide opportunities to expand their knowledge
  and
• skills through learning opportunities and
  research valued by students, parents, and
  communities.
• Maintain an accountability system that measures
  student
• progress toward the following goals
• Highest student achievement
• Seamless articulation and maximum access
• Skilled workforce and economic development
• Quality efficient services

19
Support of the Mission

• Program staff will assist LEAs with alignment
  between funds, compliance, student progression,
  and evaluating programs through ongoing and
  meaningful technical/programmatic assistance.
• Program staff will continue to identify risk
  factors and provide focused technical assistance
  in these areas.
• Thereby, LEAs can implement effective daily
  administration of entitlement programs resulting
  in an increase of student achievement.

20
Questions
21
Contact Information

• Office of Federal Programs
• Sara.Dixon_at_fldoe.org [phone]
• Felicia.Elliott_at_fldoe.org [phone]
• nclb_at_fldoe.org
• http//www.fldoe.org/NCLB/
• Bureau of Federal Educational Programs
• Lisa.Bacen_at_fldoe.org [phone]
• bsa_at_fldoe.org
• http//www.fldoe.org/bsa/