Title Newsletter

- Program Monitoring Information
- Top 5 Pitfalls To Avoid
- Title Program Timelines

Program Monitoring Information

The South Dakota Department of Education’s monitoring process for ESEA federal programs will consist of a desk review, regional review, or an on-site visit. A three-year cycle has been developed, spanning 2009-2012. Districts with regular Title I allocations of $70,000 or less will participate in a desk review or regional review once during the three-year cycle. Each year, three random selections will be made from the list of districts scheduled for a desk review. These districts will be reviewed on-site instead of doing a desk review. On-site monitoring visits will be conducted in a cyclical fashion with districts receiving over $70,000 in Title I Part A funds being monitored on-site once every three years. If there are significant findings during either an on-site, desk review, or regional review that district will be added to the list for an on-site review the next year.

The following ESEA programs are included in this monitoring process:

• Title I Part A
• Title I Part C, Migrant
• Title I Part D, Neglected or Delinquent
• Title III, Limited English Proficient
• *Title IVB, 21st Century After School (*reviews coordinated, if possible)
• Title VI, Reap; Rural & Low Income
• Title X, Part C, Homeless

v The areas to be reviewed include: General Narrative, Needs Assessment, Fiscal, Qualified Staff, Professional Development, Parent Involvement, Limited English Proficiency, and Homeless.

Timeframe

Beginning in the 2010-11 school year, districts will be advised one year in advance via the DOE website, if they are scheduled for either an on-site visit, desk review, or a regional review. Those scheduled for the Desk Review, Regional Review, and On-Site Monitoring will be notified of the specifics of the review in August of each year. Required documentation for the Desk Review and On-Site Review will be due to the DOE no later than October 1st of each year. On-site monitoring visits will be conducted from October through April. Regional Reviews will be conducted from October through December.

Technical Assistance
ESEA Program Monitoring technical assistance sessions, focusing on weaknesses being identified during reviews, will be provided throughout the year via either Live Meeting or DDN sessions. Schedules of the sessions will be posted on the DOE website. Schools slated for review are highly encouraged to participate in these sessions.

Desk Review
Districts receiving $70,000 or less for a Title I allocation will submit written documentation for the desk review once in a three year cycle. The documentation will be reviewed over a time span from October through March. Approximately 20 - 30 districts will receive a desk review each year. Once the Desk Review is completed, a letter indicating the results of the review will be sent to the district. If there are significant findings, the district(s) will be notified that they will have an on-site review during the next school year.

Regional Review
Districts receiving $70,000 or less for a Title I allocation will submit written documentation for the regional review once in a three year cycle. The documentation will be reviewed at a regional review meeting spanning from October through December. Approximately 20 - 30 districts will receive a regional review this year. Once the Regional Review is completed, a letter indicating the results of the review will be sent to the district. If there are significant findings, the district(s) will be notified that they will have an on-site review during the next school year.

On-site monitoring
Risk analysis factors are used to determine the frequency and timing of on-site monitoring visits to public districts receiving ESEA federal funds. The first risk factor is the amount of federal funds received by the district. While this amount fluctuates from year to year, the Title I Part A preliminary allocations for the 2009-10 school year were used to make the determinations for the 2009-2012 review cycle. Districts receiving over $70,000 in Title I Part A funds will be monitored on-site once in each three-year cycle. This will result in approximately 30 districts that will receive an on-site monitoring visit each year during the three-year cycle. DOE staff will conduct a total of approximately 25-30 on-site monitoring visits each year. Once the on-site review has been completed, a letter indicating the results of the visit will be sent to the district within 30 business days. If there are significant findings, the district(s) will be notified that they may be scheduled for another on-site review during the next school year.

Risk Analysis
Additional factors beyond funding levels may be considered as part of the risk analysis. Districts with significant findings during either an on-site, desk review, or regional review may be monitored on-site to assure implementation of the corrective action plan. Concerns raised or issues found at any time during the year may prompt further investigation which may take the form of phone calls, requests for documentation, email and mail correspondence, and on-site visits.

Corrective Action
Findings of the Desk Review and On-Site Monitoring Visits will be documented in a letter sent to the district. Districts must respond to any findings within 30 business days of the review. The response will be in the form of a corrective action plan for each finding.

DOE will monitor the implementation of the corrective action plan through submission of evidence, monitoring the consolidated application, phone calls, and/or on-site visits.

Top 5 Pitfalls To Avoid
The areas that most often lead to “findings” during Title I reviews of school districts 2010-11

Join us for our “Title Time” Monthly Phone call on October 11th at 2:00 for more details and a chance to get your questions answered! (log-in information will come via email Monday)

Assessment & Accountability
See link for requirements and additional information: http://www.doe.sd.gov/oess/documents/NCLB_ReportingRequirements.pdf

District Level Parent Involvement Policy
See link for requirements and additional information:

http://www.doe.sd.gov/oess/documents/TitleI_ParentalInvolvement_DistrictPolicy.pdf

School Level Parent Involvement Policy
See link for requirements and additional information:
http://www.doe.sd.gov/oess/documents/TitleI_SchoolLevelParentInvolvementPolicy%20.pdf

Complaint Policy
See link for requirements and additional information:
http://www.doe.sd.gov/oess/TitleXpartC.asp#complaint

Coordination and Transition Plan
See link for requirements and additional information:
http://www.doe.sd.gov/oess/TitleI.asp#sec1120b

Title Program Timelines

All Public Districts
July 1	LEA Consolidated Application due to DOE
July/August	Receive preliminary assessment and accountability reports from SD DOE. Conduct review of the AYP determination.
August	Disseminate Dakota STEP assessment and accountability information to all stakeholders (District and each School) as soon as possible but no later than 30 days of the start of school.
August	Print individual student assessment results from SIMS. Disseminate individual student Dakota STEP, Dakota STEP-A, and ACCESS results to parents and teachers within 30 days of the start of school.
Fall	Use the WAP-T to screen students for English Language Proficiency as appropriate. Code students identified as LEP in SIMS
September 30	Deadline for submitting LEA Consolidated application to DOE
October	Suggested Coordination and Transition team meeting to evaluate last year’s plan.
February	Administer Dakota STEP-A to eligible students with disabilities and ACCESS test to all identified LEP students.
March - April	Administer Dakota STEP test to all students enrolled in grades 3-8 and 11.
Spring	Design LEA Consolidated Application and use of federal funds in conjunction with the Consolidated Application Committee. Consult with private school officials, parents, community, staff, and all stakeholders to complete consolidated application. Conduct Comprehensive Needs Assessment (student, teacher, program and family/community data) and use results of the CNA to inform decisions regarding use of federal funds.

All Title I Part A Schools
Beginning of School Year	Provide copy of the district and school Parent Involvement Policy and School Parent Compact to all parents of Title I students. This includes all parents / students in a schoolwide program, and parents of children receiving Title I services in a targeted assistance school.
September 1	Notification to all parents of children attending a Title I school of their right to know the qualifications of their child’s teacher and any paraprofessional working with their child: “Parent’s Right to Know”
September 1	Each principal of a Title I school will attest annually in writing that the school is in compliance with staff qualification requirements under Section 1119. The assurance document must be filed at the school and at the district office.
Fall or Spring Annual Meeting	Each Title I school must conduct an annual meeting. Evaluate and revise as necessary, with input from parents, the district and school Parent Involvement Policies and School Parent Compact. Ensure that each document contains the required elements.
Spring	Evaluate the effectiveness of the Title I program. Consult with parents to advise the design of the Title I program for the upcoming year as it will be reflected in the consolidated application.
May	Complete LEA Title I Annual Report. Due May 1st.
Spring	Complete applicable consolidated application sections.


Targeted Assistance
Spring / Fall	Identify students eligible for Title I services (student needs assessment, ranking process).
Beginning of School year	Send notification letter to parents advising them that their child has been identified for Title I services (notification letter, permission to serve form, including denial of services).
Throughout school year	Title I teacher provides parents with regular progress reports (at least quarterly) and parent teacher conferences with the Title I teacher
Fall and ongoing	Code students receiving Title I services as Title I students in SIMS. This includes students receiving summer school in July, August, and June for the school year.
Spring	Complete applicable consolidated application sections.
Fall	If poverty (FRL) is 40% or higher, the school may attend the schoolwide conference to consider changing Title I services from a targeted to a schoolwide program.

Schoolwide
August 15	If poverty of school is 40% or higher, LEA will inform the school of eligibility to plan a schoolwide program. School will send team to Schoolwide Conference to begin planning process.
Sept. / Oct.	Schoolwide Conference
October	If school intends to pursue a schoolwide program, notify parents of eligibility and conduct public meeting to gather input. Notify SEA of commitment to schoolwide planning.
November - April	Schoolwide planning team develops schoolwide plan in consultation with School Support Team (SST) member
Fall/Spring	Current schoolwide programs review and revise SW plan
Spring	Complete applicable consolidated application sections.;

Title I School Improvement

District Responsibility
July/August	Receive AYP Status and conduct review of the determination
July/August	If warranted, submit letter of challenge of Improvement Status to SEA as per Appeals Process
August	Inform stakeholders of School Improvement Status. Send notification to parents at least 14 calendar days prior to start of school.
August	Attend state School Improvement Meeting (if held)
August-September	Schools in Levels 2 or higher: Notify parents with eligible student about the Supplemental Educational Program (SES) and begin registration for the program.
August—September	Provide for transportation needs of parents exercising Choice provision. Develop contracts with SES providers as per parent choice.
August—September	If applicable, implement Corrective Action or Restructuring provisions
September - October	If providing SES, develop student learning plans in conjunction with SES providers and parents.
Fall	Schools in Level 4 receive school audit.
October 1	Deadline for submission of revisions to Consolidated Application, applicable school and district improvement sections
May - June	Complete annual report for Public School Choice.
May - June	Complete annual report for SES.

School Level Improvement
August	Inform parents of school improvement status at least 14 calendar days prior to the start of school.
August	Notification to Parents of Choice at least 14 calendar days prior to the start of school. Notify parents of Supplemental Services provisions soon after school starts.
August	Inform parents of Corrective Action, Restructuring, as applicable
September	Conduct comprehensive data analysis
September - November	Develop or revise existing SI plan with consultation with parents, community, staff, SST, and SEA.
November	Participate in Peer Review of SI plans
December 15	Submit SI plan to LEA for approval after SST recommendation for approval. SEA approval to follow.

District Level Improvement
September	Disseminate letter from DOE indicating district improvement status
September	Conduct comprehensive data analysis.
Fall	Districts in corrective action receive audit.
September - December	Develop or revise existing DI plan with consultation with parents, community, staff, SST, and SEA.
November	Participate in Peer Review of DI plans. Send DI plan to SST for input and recommendation for approval.
December	Board of Education approval of DI plan.
December 15	Submit DI plan to DOE for approval
Spring	Districts in corrective action notified of results of audit and selection of corrective action to be employed.
July 1	Corrective Action implemented

Title I Part C - Migrant
February	Conduct and submit Comprehensive Needs Assessment
May-July	Complete LEA Consolidated Application-Title I, Part C
Sept-Oct	Complete migrant education program evaluation
March	If applying, complete and submit summer school application

Title I Part D – Neglected or Delinquent
Data Collection	Title I Part D - Prevention and Intervention Programs for Children and Youth who are Neglected, Delinquent, or At-Risk
	The Annual Survey for Children in Local Institutions for Neglected or Delinquent Children is conducted each year. The purpose of this survey is to provide the U.S. Department of Education with current information on the location and number of children living in institutions for neglected or delinquent children. The information collected will be used to compute next year’s Title I allocations to local educational agencies. Due Date is December. Person Responsible: Superintendent or designee in LEAs and contact person from DOC
Data Collection	Title I Part D - Prevention and Intervention Programs for Children and Youth who are Neglected, Delinquent, or At-Risk
	Data due to US DOE is now part of Consolidated Data Data is due December 1 The numbers of neglected students should agree with the Title I Report submitted in May. Person Responsible - Superintendent or designee in LEAs and contact person from DOC

Title III Programs
Upon Enrollment	Home Language Survey
Within 30 days of the beginning of school or for enrollment during the school year within 2 weeks of placement	Parent notification of English Language Development Program Placement • Reasons for identification • Child’s level of English proficiency • The method of instruction • How the program will meet educational strengths and needs of the child • Specific exit requirements • Parental rights including • Right to have their child immediately removed from program upon their request; and • Options to decline to enroll their child in such program or to choose another program or method of instruction, if available; and • Assisting parents in selecting among various programs and methods of instruction, if more than one is offered
30 days after failure occurs	Parent notification of failure to make progress on the Annual Measurable Achievement Objectives • Annual increases in the number or percentage of children making progress in learning English • Annual increases in the number or percentage of children attaining English proficiency by the end of each school year • Making AYP for LEP students
Upon entering program	Provide information in an understandable and uniform format and, to the extent practicable, in a language that the parent can understand
Upon entering program	Parent Participation effective means of outreach to parents of LEP students. How they can: • be involved in their child’s education • be active participants in assisting their children • to learn English • to achieve at high levels in core academic subjects; and • to meet the same challenging State academic content and student academic achievement standards as all children are expected to meet • Outreach shall include: • Holding and sending notice of opportunities for regular meetings for the purpose of formulating and responding to recommendations from parents Notice of Progress, Title III Annual Program Achievement Objectives
	Notice of Progress, Title III Annual Program Achievement Objectives

Title X Part C -- Homeless
McKinney-Vento Homeless Children and Youth Program Grant
	This competitive application must be submitted and approved for districts to receive federal funds under the Homeless Education Program to provide supplemental services to homeless children and youth. Due July 1st , 2-year grant. Primary person responsible: Superintendent/Director of Federal Funds
Education for Homeless Children and Youth Program Data Collection (applies to all districts whether or not a sub-grantee)
	USDOE collects data on Homeless Children and Youth in the early fall. This data is collected from all districts including those not receiving McKinney-Vento funds as all districts are to identify and serve homeless children and youth. All districts are required to provide the number of students in each grade served and the status of their living situation. This data should be entered into SIMS and will be downloaded by the SD DOE in June. Sub-grantees are required to provide additional information. This data should agree with the data submitted on the Title I Report sent to DOE in May. Due Date is October 1 for the additional data required of sub-grantees for the previous school year Person Responsible: Homeless Liaison/Director of Federal Funds/Superintendent