washington state consolidated program review monitoring checklist

WASHINGTON STATE CONSOLIDATED PROGRAM REVIEW

MONITORING CHECKLIST – 2012-13

District Name: _________________________________________________________________________________________

Each district is responsible to meet all legal requirements of the Elementary and Secondary Education Act (ESEA). The Consolidated Program Review (CPR) monitoring system reviews compliance through district documentation. Chosen school districts within ESDs 105, 112, and 113 will be monitored in the 2012-13 school year. The CPR system includes the following types of reviews: four largest districts reviewed annually, desk (documents sent to OSPI), selected (statewide on-site), and ESD regional on-site. The attached district monitoring checklists are to be used to assist district personnel in preparing for a monitoring review. Complete only the program sections that are applicable for your district. The exceptions are: Section 10 – Gun-Free Schools Act and signage, Section 12 – Title X – McKinney-Vento Homeless Education, Section 17 – Civil Rights, and Section 19 – Fiscal, which must be completed by each district.

1 Title I, A – Improving the Academic Achievement of the Disadvantaged

8 Title II, D – Enhancing Education Through Technology NOT REVIEWED

15 Private Schools

2 Learning Assistance Program (LAP)

9 Title III – Limited English Proficient/Immigrant

16 Learn and Serve America NOT REVIEWED

3 Title I, B – Even Start NOT REVIEWED

10 Gun-Free Schools Act & signage*

17

Civil Rights

4 Title I, C – Migrant Education 11 Title V, A – Innovative Programs

NOT REVIEWED

18 REAP Flexibility**

5 Title I, D – Neglected and Delinquent

12 Title X – McKinney-Vento Homeless Education

19 Fiscal*

6 Title I, G – Advanced Placement*

13 Highly Capable Program*

20 Student and School Success

7 Title II, A – Highly Qualified Teacher and Principals

14 Carl D. Perkins/Career Technical Education

*All Advanced Placement, Gun-Free, Highly Capable, and Fiscal documentation must be sent to OSPI four weeks prior to an on-site review. All Advanced Placement, Gun-Free, and Highly Capable documents will be reviewed at OSPI as a desk review. **If a district REAP Flexed from Title IIA, it must use the REAP supplemental checklist instead of the Title IIA checklist.

12-13 Title I, A – Improving the Academic Achievement of the Disadvantaged District Checklist District Name_______________________________ CPRT Member________________________ Date of Review______________

1

TITLE I, PART A GENERAL

Item Supporting Documentation Non-Compliance Issue

Comments

1.1 At the beginning of each school year, the district

notified parents in all Title I, A served buildings that they may request information regarding the professional qualifications of the student’s classroom teachers. Sec 1111(h)(6)(A); 34 CFR 200.61(a).

DISTRICT LEVEL

One copy of notice to parents that they may request information regarding professional qualifications of student’s teachers.

Date Sent: ______________.

1.2 The building provides timely notice to parents of

students in Title I, A served schools if the child has been assigned to be taught, or has been taught for four or more consecutive weeks, by a teacher who is not highly qualified (as defined by NCLB). Sec 1111(h)(6)(B)(ii); 34 CFR 200.61(b)(2).

BUILDING LEVEL

One copy of notice to parents if child has been taught by a teacher who is not highly qualified.

Not applicable.

1.3 The district annually provides a report card to parents

and community on the progress of each school and the district as a whole toward meeting requirements for (a) highly qualified staff and (b) student progress toward state and national goals. Sec 1116(a)(1)(B)(C)(D),1111(h)(2)(E).

DISTRICT LEVEL

Description of how information is disseminated, e.g., newsletter, website and email.

Date of notice: ___________.

Contains all required elements:

Disaggregated reading, mathematics, and science assessment data.

AMO summary data.

AMAO summary data.

Teacher quality data.

NAEP results. (Note: District may link to OSPI Report Card website, but an additional notification method must also be used to advise parents and community to access data via the website.)

1.4 The district ensures the principal of each school

operating a program under Section 1114 and 1115, Schoolwide Programs and Targeted Assistance Programs attests annually in writing as to whether such schools are in compliance with the requirements of NCLB Sec 1119: Teachers hired and teaching in a program supported with Title I funds are highly qualified. Sec 1119(a)(1)&(3);34 CFR 200.57.

DISTRICT & BUILDING LEVEL

One copy of a principal attestation form on file at district and building.

Item 1.5 has been removed.


2

TITLE I, PART A GENERAL cont.


Comments

1.6 Instructional paraprofessionals must be under the

direct supervision of a certified teacher. Sec 1119(g); 34 CFR 200.59.

BUILDING LEVEL

Evidence to support that paraprofessionals are under direct supervision of highly qualified certificated staff. Documentation such as: supervision notes, paraprofessional schedules, assigned duties, and/or interviews with staff.

1.6b Title I, Part A students who receive supplemental academic support are identified at least monthly in district data reporting system. Federal and State requirement.

DISTRICT OR BUILDING LEVEL

Current month summary showing list of students served and exited in program to date. Note: Title I, Part A end-of-year (EOY) regular year and summer school reports are prepopulated with CEDARS data entered by district.

TITLE I, PART A - SCHOOLWIDE

1.7 Each Title I schoolwide building has a schoolwide/SIP

building plan that contains the ten (10) component requirements and evidence the plan has been implemented. Sec 1114(b)(1); 34 CFR 200.25. a. A comprehensive needs assessment of the entire

school using data analysis of subgroups. b. Schoolwide reform strategies with emphasis on

improved achievement of the lowest achieving students.

c. Instruction by highly qualified teachers, as defined by NCLB Sec 1119; 34 CFR 200.56 & 58.

d. High quality, on-going professional development activities.

e. Strategies to attract highly qualified teachers to high-need schools.

f. Strategies to increase effective parental involvement.

g. Early childhood transition. h. Measures to include teachers in the assessment

decisions regarding the use of assessments in improving student performance and instructional programs.

i. Strategies for providing timely additional assistance to students experiencing difficulties mastering standards.

j. Coordination and integration of federal, state and local services and programs.

BUILDING LEVEL A copy of a schoolwide and/or SIP plan that includes the following ten (10) required components and supporting evidence:

Comp-onent

Evi-dence

Description

Comprehensive needs assessment data.

Examples of schoolwide reform strategies.

Assurance that instruction is provided by highly qualified teachers and para-professionals.

Documentation of professional development activities/opportunities.

Examples of strategies to attract high quality, highly qualified teachers.

Examples of strategies to increase parent involvement.


3

Sample of transition activities or plan.

Evidence of teacher participation in assessment decisions.

Examples of timely additional assistance to students with needs/evidence of monitoring student progress.

Number of students served (to date)_______.

Number of students exited (to date) ___________.

Documentation of coordination and integration of federal state and local funds and services. Provide evidence that the intent and purpose of each federal program is maintained.


4

TITLE I, PART A - SCHOOLWIDE cont.


Comments

1.8 Schoolwide program is evaluated annually. Sec.

1114(b)(2)(B)(iii); CFR 200.26(c).

BUILDING LEVEL

Documentation from school of annual evaluation of schoolwide programs to include:

Annual evaluation of data.

Outcome based trend data summary:

Analyze trend data for three years (district and state.)

Design effective programs from data trends to improve student learning.

Evaluate program to meet needs of low-achieving students.

Determine effectiveness of program.

Revise program as necessary.

1.9 Each Targeted Assistance program meets the

following criteria: a) Ensures Title I resources help participating

children to meet state’s academic achievement standards expected for all children.

b) Ensures planning for students served under Title I is incorporated into existing plan.

c) Uses effective methods and instructional strategies that are based on scientifically based research that strengthens the core academic program of the school.

d) Coordinates and supports the regular education program, which may include services to assist preschool children in transition to elementary school programs.

e) Provides instruction by “highly qualified teachers and paraprofessionals.”

f) Provides opportunities for professional development.

g) Provides strategies to increase parental involvement.

h) Coordinates and integrates federal, state and local services and programs, Sec 1115(c)(1)(A-H).

BUILDING LEVEL Principal and/or staff provide narrative and discuss the eight (8) components of the targeted assistance model. Include supporting evidence that the program:

Ensures Title I resources help participating children to meet state’s academic achievement standards expected for all children.

Ensures planning for students served under Title I is incorporated into existing plan.

Uses effective methods and instructional strategies that are based on scientifically based research that strengthens the core academic program of the school.

Coordinates and supports the regular education program, which may include services to assist preschool children in transition to elementary school programs.

Provides instruction by “highly qualified teachers and paraprofessionals.”

Provides opportunities for professional development.

Provides strategies to increase parental involvement.

Coordinates and integrates federal, state and local services and programs.


5

TITLE I, PART A – TARGETED ASSISTANCE


Comments

1.10 Eligible children are identified for services through the

rank order list. Sec 1112(H); Sec 1115(B).

BUILDING LEVEL

An example of a rank order student list based on multiple, education-related, objective criteria.

Evidence that the targeted assistance program has entrance and exit procedures.

Number of students served (to date) _________.

Number of students exited (to date) ______________.

1.11 The targeted assistance program shall be reviewed

on an ongoing basis. Sec 1115(c)(2)(B).

BUILDING LEVEL

Evidence of the process used (e.g., student progress monitoring, student files, meeting minutes, extended day opportunities, or professional development for teachers to identify students and implement academic

achievement standards). Evaluation of data.








6

TITLE I, PART A – PARENT INVOLVEMENT

1.12 There is a District Parent Involvement Policy

containing all of the required elements. Sec 1118(a)(2). a. Parents involved in the development of policy. b. Provide coordination and technical assistance to

participating schools in planning effective parent involvement activities to increase academic achievement.

c. Build schools and parents capacity for strong parent involvement.

d. Coordinate with programs that promote parent involvement strategies (Head Start, Reading First).

e. Conduct with parents an annual review:

Address barriers to greater parental participation.

f. Involve parent in the activities of the schools.

DISTRICT LEVEL

Copy of up-to-date district parent involvement policy containing all of the required elements.

Examples of ways to show evidence of implementation of district policy (e.g., notification of meetings, agendas, sign-in sheets).

1.12b The district ensures parents have the opportunity to be involved in decisions regarding the 1% parent involvement funds. Sec 1118(a)(3). (Applies only to districts who receive an allocation of $500,000 or greater.)

DISTRICT LEVEL

Parent survey, meeting minutes, and/or agenda.



7

TITLE I, PART A – PARENT INVOLVEMENT cont.


Comments

1.14 Building Parent Involvement Policy/Plans are

developed jointly, agreed on and disseminated to parents of Title I participating students. Sec 1118(b-d). a. Written policy developed with, agreed to and

distributed to parents of participating students and updated periodically.

b. Annual meeting to inform parents of participating students in the Title I program and the right of parents to be involved.

c. Offer flexible meetings. d. Involve parents in the development of Title I

programs and or schoolwide program. e. Provide timely information re: curriculum,

assessments, proficiency levels, and opportunities for parents to provide suggestions and participate in decisions relating to the education of their children.

f. Parent input on schoolwide plan prior to submission to district (may cross-reference to 1.7 & 1.8).

g. School parent compact jointly developed with parents:

Annually conduct parent conferences in elementary school using the compact.

Frequent reports to parents regarding their student’s progress.

Parents have reasonable access to staff, opportunities to volunteer and participate in the student’s class and observation of classroom activities.

BUILDING LEVEL

Copy of up-to-date building parent involvement policy containing all of the required elements.

Examples of ways to show evidence of implementation of all required components (e.g., notification of meetings, agendas, sign-in sheets, parent interviews).

Example of compact.

Note: The building parent involvement policy may be viewed at either the district office or at the building(s); however, the policy will be discussed at the building level.



8

TITLE I, PART A – Schools in Improvement


Comments







TITLE I, PART A – District in Improvement


Item 1.22b has been removed.



TITLE I, PART A – SET ASIDE/FISCAL

1.25 Charges to federal grants are charged & documented

appropriately. OMB Circular A 87, Attachment B. a. The district complies with Title I set asides:

i. Parent Involvement (1%, if over $500,000 allocation). Sec 1118(a)(3); 34 CFR 200.65.

ii. Private schools (if applicable). Sec 1120(c). iii. Neglected students. Sec 1113(c)(3)(B-C); Sec

1115(b)(3). iv. Homeless students. Sec 1113(c)(3)(A); Sec

1115(b)(3). v. Up to 20% set aside, if needed, for priority,

focus, and emerging schools. ESEA Flexibility Waiver.

DISTRICT LEVEL Documentation of sub-coding for each applicable set-aside:

Parent Involvement (1%, if over $500,000 allocation of Title I, Part A funds.)

Private schools (if applicable).

Neglected students.

Homeless students.

Up to 20%, if needed, for priority, focus, and emerging schools.



9

TITLE I, PART A – SET ASIDE/FISCAL cont.


Comments

1.27 Title I funds are used for eligible attendance areas

and follow the ranking and allocation rules. Sec 1113(a)(b).

DISTRICT LEVEL

A report showing actual building budgets and summary expenditure reports for each Title I, Part A building served in 2011-12 school year.


12-13 LAP District Checklist District Name_______________________________ CPRT Member________________________ Date of Review______________

1

LEARNING ASSISTANCE PROGRAM (LAP)


Comments

2.1 Selection of eligible students for LAP services. RCW

28A.165.015; WAC 392-162-033.

BUILDING LEVEL

Evidence that only students achieving below standard state and district assessments are served.

Number of students served (to date) __________.

Number of students exited (to date) _______________.

2.2 Accelerated Student Learning Plans are developed

for participating students. RCW 28A.165.025(3); WAC 392-162-034.

BUILDING LEVEL An example of a Student Learning Plan for each grade span served that includes the following:

Achievement goals for the student.

Roles of the student, parents or guardians and teachers in the plan.

Communication procedures regarding student accomplishments.

Plan review and adjustment process.

2.3 Services are provided for eligible 11

th and 12

th grade

students who are not on track to meet local or state graduation. RCW 28A.165.

BUILDING LEVEL

Evidence of services to selected participating students, e.g., student learning plan, student schedule, and transcript.


2.5 LAP program is evaluated annually. RCW

28A.165.025(8).

BUILDING LEVEL

Documentation from school of annual evaluation of LAP program to include:

Annual evaluation of data.







12-13 LAP District Checklist District Name_______________________________ CPRT Member________________________ Date of Review______________

2

LEARNING ASSISTANCE PROGRAM (LAP)


Comments

2.6 LAP students who receive supplemental academic

support are identified at least monthly in district data reporting system. State requirement.

DISTRICT OR BUILDING LEVEL

Current month summary showing list of students served and exited in program to date. Note: LAP end-of-year (EOY) regular year and summer school reports are prepopulated with CEDARS data entered by district.

12-13 Title I, C – Migrant Education District Checklist District Name_______________________________ CPRT Member________________________ Date of Review______________

1

TITLE I, C - MIGRANT EDUCATION


Comments

4.1 The district has addressed the special educational

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

DISTRICT LEVEL

Copy of data reports used to analyze the needs of migrant students (e.g., Needs Assessment Report, iGrants data reports).

Description of process used to analyze credit accrual needs of migrant students Grades 9-12.

If applicable, copy of PASS completion and student grade point average rates.

Copy of MSIS Supplemental Services Report demonstrating the migrant-funded services provided to students. BUILDING LEVEL

Evidence (documentation) informing building staff of the activities in the approved grant application, to be implemented and/or completed, and a listing of migrant students with PFS students highlighted and the migrant funded services they are receiving.

4.2 The district coordinates services with appropriate non-

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

DISTRICT LEVEL

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

Copy of MSIS referral form samples (if applicable) indicating services migrant students were referred to and notation as to whether they received the services or not.

4.3 The district selects migrant students to receive

services from other local, state, and federal educational programs on the same basis as other eligible students (e.g., Title I Part A, LAP, etc.). Sec 1112(b)(1)(E)(ii).

DISTRICT LEVEL

Copy of Current Supplemental Services report noting the other programs in which migrant students are being served. BUILDING LEVEL

Copy of the building Supplemental Services report listing migrant students receiving services from other local, state, and federal education programs. (Services including Title I, LAP, TBIP, LAP, and others.)


2

TITLE I, C - MIGRANT EDUCATION cont.


Comments

4.4 The district has addressed the needs of Priority for

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

DISTRICT LEVEL

List of Priority for Services migrant students showing their interrupted school year AND academic status as developed at the beginning of school year (highlight students being served with MEP funds).

Copy of Secondary Credits Earned Summary Report in MSIS.

Documentation of the process used to ensure migrant students in Grades 9-12 are accessing core academic instruction to meet graduation requirements.

Samples of secondary migrant student schedules showing course enrollments (elective vs. required). GRADUATION SPECIALIST:

List of student caseload and migrant funded services provided.

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

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

List of Priority for Service migrant students in the building showing their interrupted school year AND academic status as developed at the beginning of school year (highlight students being served with MEP funds).

Description of additional services being provided to each student listed as Priority for Service in the building. (Programs/services to assist student with partial credit & course completion.)


3



Comments

4.4b The district has policies or procedures in place to

address the attendance patterns of migrant students. RCW 28A.225.010(d).

DISTRICT LEVEL

Copy of MSIS Student Attendance Report highlighting the students with 20 or more days absent.

Copy of district policy or procedures regarding attendance and extended absence agreements.

Sample copy of a completed extended absence agreement (if applicable).

Description of process the district implements for returning students to ensure the absence did not have an adverse impact on their education.

4.5 All teaching staff has been provided professional

development to work with migrant students. Sec 1304(c)(5), Sec 1304(c)(6)(B).

DISTRICT LEVEL

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

List of professional development provided to all teaching staff working with migrant students.

Copy of invoices (if applicable).

Copy of sign-in sheets (if professional development is provided within district).

4.6 MEP staff annually receives required trainings to

address program rules and regulations. Sec 1304(c)(6)(B).

DISTRICT LEVEL Copies of registration confirmation to attend annual trainings for the following positions:

Recruiter.

Records clerk.

Graduation Specialist.

Student Advocate.

Documentation of annual on-site training with MSDR for recruiter (if applicable).


4



Comments

4.6b The Migrant Education Program district recruiter is

allotted sufficient time and flexibility to conduct identification and recruitment activities throughout the district boundaries. Sec 1304(c)(7).

DISTRICT LEVEL

Copy of MSIS recruitment COE completion report.

Copy of recruiter log demonstrating active Identification and Recruitment of migrant students.

Copy of sample recruiter schedule demonstrating flexible schedule to recruit in the community.

4.6c The district’s program records clerk is provided

sufficient time to report the services migrant students have received into the migrant student database system (MSIS). Sec 1308 (a)(2)

DISTRICT LEVEL

Copy of MSIS District Reporting Summary.

Copy of records clerk schedule demonstrating timeline for collection of data and system reporting.

4.7 The district has a Parent Advisory Council (PAC) that

is consulted in the planning and operation of the program. Sec 1304(c)(3).

DISTRICT LEVEL

Listing of parent advisory council

members. Meeting minutes noting dates members selected.

Copies of Certificate of Eligibility

indicating parents are eligible for the program at the time of election/appointment to the council.

Copy of minutes/notes of meeting

where planning took place.

4.7b The district has implemented parent engagement

activities as noted in approved grant application. Sec 1304(b)(1).

DISTRICT LEVEL

List of activities conducted with

migrant parents by date.

Copy of sign-in sheet with migrant

parents highlighted.

Copy of completed

evaluation/feedback process used with engagement activities.

4.8 Activities charged are allowable. OMB A-87, OMB A-

133.

DISTRICT LEVEL

Two months transaction recaps (October & January).

One example of back-up documentation for one activity.

Copy of equipment/inventory of items purchased with program funds since 9/1/2009 and current location.

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

12-13 Title I, D – Neglected and Delinquent District Checklist District Name_______________________________ CPRT Member________________________ Date of Review______________

1

TITLE I, D – NEGLECTED AND DELINQUENT


Comments

FOR 208 AND 209 GRANTEES ONLY 5.1 ANNUAL COUNT DOCUMENTATION: The district

ensures documented records are kept on file of students reported for the current year entitlement in the Title I, D Annual Report. Sec. 1412 and state and local non-regulatory guidance A-2 and L-2.

NOTE: Documentation must include student names, date of birth, and entry and exit dates for each, and the final document must be signed and dated by the district and by the facility administrator.


Provide a copy of written process used to document the Title I, D Annual counts for report 260 or 261.

Provide a copy of data backup for student recorded count for February (state) or October (local) Annual Counts submitted in 260 or 261 reports.

5.2 UNIQUE NEEDS: The district ensures the program

serving Title I, D students addresses their unique needs. Sec 1423(5).


Provide a written list of Title I, D services and a corresponding list of what needs these services are addressing.

5.3 SERVICES: The district ensures all activities being

provided with Title I, D funding are assisting youth to stay in school, re-enter school successfully or find employment. Sec 1418.


Provide written description of which services are assisting youth to find employment and how these services are assisting. Note: this part is not for 562 Health grantees.

Provide a written description of how the activities assist youth to re-enter or to stay in school.

FOR 209 GRANTEES ONLY 5.4 The district ensures that at least 15% of the current

year entitlement of Title I, D is spent on transition services. Sec 1418 and Non-regulatory guidance K-1.

DISTRICT LEVEL

(State) Provide a list of transition activities provided by this grant and the amount of funding and percentage of the total grant used to provide these transition services.


5.6 DATA ON REDUCING DROPOUTS: The district

ensures tracking of progress in reducing dropout rates and increasing the number of children and youth returning to school, obtaining diplomas or obtaining employment over a three-year period. Sec 1426.


Complete a 3-year spreadsheet of End-of-Year report data for the last three years:

Provide written analysis of the above data and explain how it shows reduction or increases in dropout rates.

Provide a copy of the tracking sheets used to document and report where students are transitioned after leaving school.

Provide a written explanation of the process for tracking students as they transition after leaving.

12-13 Title I, D – Neglected and Delinquent District Checklist District Name_______________________________ CPRT Member________________________ Date of Review______________

2

TITLE I, D – NEGLECTED AND DELINQUENT cont.


Comments

5.7 PROGRAM EVALUATION: The district ensures the

program is evaluated in order to determine the impact on student achievement and transition and how the results will be used to plan and improve the program. Sec 1431 and Non-regulatory guidance R-1.


Provide a written explanation of the process used to evaluate the Title program.

Provide an explanation of how the results will be used to plan and improve the program.

Provide evidence of program evaluation activities, e.g., meeting minutes and agendas or copy of school improvement plan.

FOR 208 AND 209 GRANTEES ONLY 5.8 COMPARABLE PROGRAMMING: The district

ensures that the educational program is comparable to the other academic programs for the same age-group. Sec 1423(3).

DISTRICT& BUILDING LEVEL

Provide evidence that the basic education program is comparable to the district’s programs for the same age-group, e.g., district-adopted curriculum and texts, sign-in sheets showing participation in professional development activities, and/or district school improvement committee meetings.

5.9 PARENT INVOLVEMENT: The district ensures parent

involvement in efforts to improve educational achievement. Sec 1423(8).


Provide a list of parent/guardian involvement activities, offerings or resources that encourage parent participation, e.g., open house fliers, sign-in sheets, resource fliers, home visits, or school improvement activities.

5.10 ALLOWABLE ACTIVITIES: The district ensures all

activities charged under Title I, D are allowable. OMB A-87, OMB A-133.

DISTRICT LEVEL

Provide fiscal transaction documentation for the past 12 months of expenditures for this grant.

Provide one example of back-up documentation for each month.

Provide a written list of what was purchased.

12-13 Title I, G – Advanced Placement District Checklist District Name_______________________________ CPRT Member________________________ Date of Review______________

1

TITLE I, G - ADVANCED PLACEMENT (AP)


Comments

6.1 The district determines eligibility for participation in

the AP Test Fee Reduction Program – for the reimbursement of AP/IB test fees for qualifying low-income students – through free or reduced lunch program, Social Security program, Medicaid program, and/or parent declaration of income. Sec 1704.

BUILDING LEVEL

Documentation of eligibility.

6.2 Student records of eligibility are maintained in a

confidential record on site.

BUILDING LEVEL

Documentation of confidentiality of student records.

6.3 How does the school pay for all AP/IB exams,

including those taken by low-income students?

BUILDING LEVEL

Provide a description of the process.

12-13 TITLE II, A – Highly Qualified Teachers and Principals District Checklist District Name_______________________________ CPRT Member________________________ Date of Review______________

1

TITLE II, A – HIGHLY QUALIFIED TEACHERS AND PRINCIPALS

Item Supporting Documentation Non-Compliance Issues

Comments

7.1 All core academic subject area teachers, including

those in Title I buildings, meet the ESEA highly qualified teacher (HQT) requirements, or The district/building has an individual teacher plan on file to ensure that each teacher who does not meet the HQT requirements is working towards that goal. Sec 1119(a)(1). Exception: Title I and Title II A funded for class size reduction teachers must meet the HQT requirement prior to being placed in these assignments. If these teachers are on an individual teacher plan to achieve highly qualified requirements, this will be a compliance issue. (Please see 7.2 and 7.3 below.)


Highly qualified teacher paperwork or individual teacher plans on file at the district office/Human Resources department. (Districts selected for desk review are required to submit actual supporting documentation to OSPI (e.g., state teacher assessment results, college transcripts, HOUSSE forms).

Teaching Assignment

Documentation Provided*

Teacher is Highly Qualified

Middle School General Ed Teacher

Yes No NA

Middle School Special Ed Teacher

Yes No NA

High School General Ed Teacher

Yes No NA

High School Special Education Teacher

Yes No NA

Alternative Ed Teacher

Yes No NA

Alternative Learning Experience (ALE):

Digital Online Teacher

Yes No NA

Contracted Teacher

Yes No NA

Parent Partnership Teacher

Yes No NA

*Note: Documentation includes state teacher assessment results, college transcripts, or HOUSSE forms. Please provide one sample for each assignment above as applicable for your district.


7.2 All teachers paid with Title II, Part A funds for class

size reduction are highly qualified. Sec 2123(a)(2)(B).

DISTRICT LEVEL

List of teacher names, grade level, and building assignments serving in class size reduction positions.

N/A

12-13 TITLE II, A – Highly Qualified Teachers and Principals District Checklist District Name_______________________________ CPRT Member________________________ Date of Review______________

2

TITLE II, A – HIGHLY QUALIFIED TEACHERS AND PRINCIPALS cont.


Comments

7.3 All paraprofessionals currently working in a Title I

program meet the ESEA requirements. Sec 1119(d).

DISTRICT LEVEL

Paperwork on file at the district office/Human Resources Department that Title I paraeducators meet the ESEA requirements (e.g., ETS ParaPro Assessment results, AA (or higher), Two years of Study, Apprenticeship, or Portfolio).

N/A

Title I Para Position

ETS ParaPro Assessment

Associate (or higher) Degree

Two Years of Study

Other

Title I Para 1

Yes No Yes No Yes No Yes No

Title I Para 2


Title I Para 3


Title I Para 4


7.4 The district implements various strategies to ensure

that poor and minority students are not taught at higher rates than other students by inexperienced, unqualified, out-of-field teachers. Sec 1112(c)(1)(L).

DISTRICT LEVEL

A list of new and non-highly qualified teachers and their building assignments.

N/A, if the district has only one elementary, middle, and high school, or the district is one building for all grades.

7.5 A needs assessment was conducted with the

involvement of teachers and principals. The needs assessment takes into account activities that need to be conducted in order to give teachers the subject matter knowledge and skills and principals the instructional leadership aptitude necessary to help teachers provide students with the opportunity to meet State and local student academic achievement standards. Sec 2122(c).


The district has evidence of a needs assessment demonstrating that teachers and principals had input regarding their specific professional development needs, e.g., teacher surveys, meeting notes/agendas, professional development committees, etc.


7.7 Activities charged are allowable: OMB A-87, OMB A-

133. a. Expenditures are for allowable and preapproved in

Title II A application activities.

DISTRICT LEVEL

One month transaction recap.




12-13 Title III – Limited English Proficient/Immigrant District Checklist District Name_______________________________ CPRT Member________________________ Date of Review______________

1

TITLE III – LIMITED ENGLISH PROFICIENT/IMMIGRANT


Comments

Is the district part of a consortium? Yes No Consortium districts must provide documentation for all items listed on the Title III checklist.

9.1 The district has an accountability system in place to

meet Title III requirements. Sec 3121(a)(b)(c), Sec 3116(b)(3).

DISTRICT LEVEL

Documentation supporting program effectiveness in each of the following:

Programs & activities conducted with Title III funds.

Progress made in language acquisition and academic achievement.

Number of students transitioning from ELL services.

Progress made by former ELLs.

Professional Development.

Parent Engagement.

9.2 The district has procedures to identify, develop, and

implement measures of English proficiency. Sec 3116(b)(3)(C).

DISTRICT LEVEL

Evidence that the procedures for identification, assessment, and placement of potential ELLs have been communicated to district and building staff via email, meetings, etc. DISTRICT/BUILDING LEVEL

Copy of procedures for the identification, assessment, and placement of potential ELLs.

Evidence of procedures for reporting ELL student identification, assessment, placement, and program model. Copies of the following documents retrievable from any student file:

Home Language Survey or information on district registration form.

Placement test with date enrolled and date administered (may be same date) with signature.

Annual language proficiency assessment score sheet.

SSID HLS Placement Test

Annual test scores

1

2

3

4

5

6

7

8

9

10

Documentation filed at:

District Building


2

TITLE III – LIMITED ENGLISH PROFICIENT/IMMIGRANT cont.


9.3 The district ensures that language instruction

educational programs implemented are research based and assist students in developing English proficiency. Sec 3115(c)(1):

a. Dual Language Enrichment (DLE). b. Developmental Bilingual-Late Exit. c. Transitional Bilingual-Early Exit. d. Sheltered Instruction (Content Based ESL). e. Newcomer Program.

DISTRICT LEVEL

List of schools with program model(s) implemented at each grade level. BUILDING LEVEL

Building principal has copies of:

Staff schedules.

List of eligible ELL students.

Description of instructional services provided.

9.4 The district has met the requirements for professional

development. Sec 3115(c)(2)(A-D). (D) of sufficient intensity and duration to have a positive and lasting impact on the teachers’ performance in the classroom.

DISTRICT LEVELEvidence that the Professional

Development Plan for TBIP/Title III is on schedule and is consistent with the grant application submitted (e.g., sign-in sheets, meeting notices, website, invoices, contracts, clock hour forms). BUILDING LEVEL

Copy of professional development provided at the school level (e.g., sign-in sheets, meeting notices, website, invoices, contracts, clock hour forms).

9.5 The district meets the requirements for parental and

community participation in programs for Limited English Proficient (LEP) students. Sec 3302(e).


Evidence of implementation of Title III Parent/Community Plan (e.g., calendar of meetings and activities, sign-in sheets, communications to parents of LEP students, parent feedback, etc.).

9.5b The district includes teachers, parents, and other staff in the development and evaluation of the Title III plan. Sec 3116(b)(5).

DISTRICT LEVEL

Evidence of the process used to develop the Title III plan (e.g., surveys, meetings, needs assessment).

Evidence of Title III Planning Meetings (e.g., emails, surveys, sign-in sheets, meeting summaries, needs assessment, calendar of meetings).

Summary of recommendations provided by stakeholders used to summit the Title III application.

Copy of the evaluation component of Title III plan.


3



9.6 The district has met the parent notification

requirements. Sec 3302(a-d) (Initial Placement, Continued Eligibility, and AMAO status).

DISTRICT or BUILDING LEVEL

Parent notification forms retrievable from student’s file with date notification sent (e.g., initial placement, continued eligibility, transition from TBIP) within 30 days and in a language the parent understands.

For districts that failed to meet the AMAOs (most recent school year), a copy of the parent notification dated and sent within 30 days of district’s notification by the State.

Parent Notification

Initial Placement

Continued Eligibility

Transition from TBIP

AMAO Results

1

2

3

4

5

6

7

8

9

10


DISTRICTS THAT DID NOT MEET AMAOs ONLY 9.8 The district has an accountability system in place if

not meeting AMAOs for: 1. Two consecutive years. Sec 3122(b)(1-4), Sec

3302(b). 2. Four consecutive years. Sec 3122(b)(1-4), Sec

3302(b).

DISTRICT LEVEL

Evidence that the plan submitted in iGrants is completed and begins implementation within 30 days of receiving AMAO results.

Supporting documents reported in AMAO Status Report.

Evidence that the Title III Improvement Plan has been communicated to district and building staff. BUILDING LEVEL

Evidence that the building-level action steps in the Title III Improvement Plan are being implemented according to the timeline submitted.


4




133 and Sec 3115(c)(d)(g).

DISTRICT LEVEL

Describe the process used to identify expenses allowable under Title III (e.g., who determines program expenses are allowable, who is involved in the process, etc.).

Evidence of fiscal process to support allowable activities (e.g., invoices and time and effort forms), if applicable. Evidence supports that Title III funds did not provide services previously provided with other federal, state, or local regulations.

Two-month transaction recaps of both TBIP and Title III. BUILDING LEVEL (if building receives allocation from district)

Describe the process used to identify expenses allowable under Title III (e.g., who determines program expenses are allowable, who is involved in the process, etc.).

9.10 The district has documentation to support eligible

immigrant students. Sec 3301(6)(A-C).

DISTRICT LEVEL

Evidence that procedures for identification and reporting of immigrant students have been communicated to appropriate staff. DISTRICT & BUILDING LEVEL

Description of procedures for student identification and reporting. BUILDING LEVEL (if district is receiving immigrant grant)

List of immigrant students at the building.

ONLY DISTRICTS THAT RECEIVE AN IMMIGRANT GRANT

9.11 The district is implementing allowable activities as specified in its immigrant grant application, if applicable. Sec 3115(e)(1).

DISTRICT & BUILDING LEVEL (if district receives an immigrant grant)

Evidence of fiscal process to support allowable activities (e.g., invoices and time and effort forms), if applicable.

Description and schedule of services provided (parent engagement, instructional support, and/or other activities in approved grant application).


5



9.12 The district has a process for identifying Native

American students. Sec 3112, Sec 3301(7)(9).


Description of procedures for student identification.

Evidence that procedures have been communication to appropriate staff.

List of eligible students.

Description of services provided.

9.13 The district is implementing allowable activities as

specified in its Title III application. Sec 3115(c)(d)(g), Sec 3128.

DISTRICT LEVEL

Evidence that of program services for ELL students in approved Title III grant application are being implemented.

12-13 Gun-Free Schools Act District Checklist District Name_______________________________ CPRT Member________________________ Date of Review______________

1

GUN-FREE SCHOOLS ACT


Comments

10.7 Required gun-free, drug-free, and tobacco-free

signage has been posted on school facilities. RCW 9.41.280, RCW 69.50.435, RCW 28A.210.310(2).


Evidence that signage has been posted at the main entrances to buildings accessed by students, parents or the public, e.g., photographs, superintendent letter confirming signage, site inspection.

10.8 The district has a gun-free schools policy that

includes one-year mandatory expulsion for firearms, mandatory notification of student violations to parents/guardians and law enforcement, and allows the expulsion to be modified by the chief school district officer or designee on a case-by-case basis. Sec 4141(b)(1) and Sec 4141(h)(1).


One copy of the gun-free policy with required language.

Evidence that policy has been made available to pupils, parents, teachers, e.g., calendars, handbooks, websites, newsletters, etc.

12-13 Title X McKinney-Vento – Homeless District Checklist District Name_______________________________ CPRT Member________________________ Date of Review______________

1

MCKINNEY VENTO - HOMELESS

Policy


Comments

12.1 The district has developed, reviewed and revised

policies to remove barriers to the enrollment and retention of homeless children and youths in schools. McKinney-Vento Sec 722(g)(1)(I), Sec 722(g)(7)(A,B,C), Sec 722(g)(1)(J)(i), Sec 722(g)(3)(A)(i,ii), Sec 722(g)(3)(C), Sec 722(g)(3)(D)(i,ii).

DISTRICT LEVEL

One copy of the district’s adopted, comprehensive policy related to serving the educational needs of homeless children and youth in accordance with the McKinney-Vento Act. Evidence should include the current (2010) WSSDA #3115 policy or equivalent local policy. The policy shall include (but not be limited to) the following:

The district provides immediate enrollment, to homeless children and youth, even if the child or youth is unable to produce records normally required for enrollment, such as previous academic records, medical records, proof of residency, or other documentation.

The district maintains and makes available in a timely fashion, any record ordinarily kept by the school, including immunization or medical records, academic records, birth certificates, guardianship records, and evaluations for special services or programs, regarding each homeless child or youth.

The district ensures that, according to the student’s best interest, homeless children and youth are kept in their school of origin, except when doing so is contrary to the wishes of the child’s or youth’s parent or guardian.


2

MCKINNEY VENTO – HOMELESS cont.

Dispute Resolution


Comments

12.2 When a dispute arises regarding the enrollment of a

homeless child or youth, the district follows Washington State’s homeless enrollment dispute process according to the McKinney-Vento Act. McKinney-Vento Sec 722(g)(3)(E)(i,ii,iii,iv).

DISTRICT LEVEL

Evidence that the district knows and follows the OSPI homeless dispute process, i.e., state dispute process. (Evidence should include a copy of the most current OSPI Homeless Dispute Process document dated January 5, 2010.)

Evidence that the district’s liaison ensures enrollment disputes are mediated:

If applicable, log of disputes with outcomes. (Log including ALL homeless disputes, including low level disputes; any dispute resolved locally or forwarded to OSPI for resolution; any issues of concern raised by homeless families, etc.)

Sample dispute initiation forms.

Sample dispute packets.

Transportation

12.3 The district ensures that transportation is provided, at

the request of the parent or guardian (or in the case of an unaccompanied youth, the liaison), to and from the school of origin. McKinney-Vento Sec 722(g)(1)(J)(iii)(I,III).

DISTRICT LEVEL

Log or other documentation of coordinated transportation services, including type of transportation service provided, any arrangements or agreements with neighboring districts, etc.

Liaison Duties

12.4 The district has a designated homeless liaison to

assist with identification, enrollment, attendance, and academic success of homeless children and youth. McKinney-Vento Sec 722(g)(1)(J)(ii).

DISTRICT LEVEL

Name/title of liaison and district documents showing the name and contact information of the designated liaison.

Information for parents of homeless students, which includes liaison contact information. (CPR monitors may cross reference with OSPI district liaison contact list, etc.)


3


Liaison Duties cont.


Comments

12.5 The district’s homeless liaison ensures that homeless

children and youth are identified and enrolled by school personnel and through coordination activities with other entities and agencies. McKinney-Vento Sec 722(g)(6)(A)(i).

DISTRICT LEVEL

Evidence that homeless students are actively identified and enrolled by school district staff:

Evidence that district has adopted a student housing questionnaire.

Evidence that district liaison has attended OSPI (or similar) training regarding the rights of homeless students and the appropriate identification of homeless students

Evidence that district staff is provided with local training provided by the district homeless liaison or other trained staff regarding compliance with McKinney-Vento, rights of homeless students, etc. Sample materials used in district level McKinney-Vento training may include: meeting minutes, sign-in sheets, certificates of attendance, agendas, or materials gathered/generated at meetings coordinated with other agencies/entities serving homeless families/children.

Evidence that district collects and reports all homeless students to OSPI in annual data collection. Shows numbers of homeless students identified annually in district.

Evidence that homeless needs assessment is conducted at district level.

BUILDING LEVEL

Evidence that staff has received routine McKinney-Vento training and homeless students are actively and immediately served, e.g., training logs, sign-in sheets, sample materials, building level intake materials, etc.


4




Comments

12.5b The district’s homeless liaison coordinates and

collaborates with the state coordinator and community and school personnel responsible for the provision of education and related services to homeless children and youths. McKinney-Vento Sec 722(g)(6)(c).

DISTRICT LEVEL

Evidence that the district’s homeless liaison accesses resources, receives technical assistance, addresses challenges related to identifying/enrolling/serving homeless students, and seeks information from OSPI as necessary to carry out liaison duties. Examples include the following:

Emails showing collaboration/communication between district and OSPI.

Telephone logs.

Samples of materials received as a result of request for information/resources.

Written correspondence samples between district and OSPI and other community agencies.


children and youths enroll in, and have a full and equal opportunity to succeed in, schools in the district. McKinney-Vento Sec 722(g)(6)(A)(ii).

DISTRICT LEVEL

Sample intake forms specific to homeless students.

Parent information, sample parent brochures from NCHE or equivalent, or other available materials.


families, children, and youths receive educational services for which they are eligible, including Head Start and Even Start programs and preschool programs administered by the district, and referrals to health care services, dental services, mental health services, and other appropriate services. McKinney-Vento Sec 722(g)(6)(A)(iii).

DISTRICT LEVEL

Evidence that young homeless children are enrolled in preschool programs administered by the district. Examples include enrollment forms, referral logs, documentation of coordination of district early learning programs and community preschool supports, referrals for special services for young homeless children under Title I, Part C.

Evidence that Child Find efforts include homeless students.

Documentation of referrals to medical, dental, mental health services, etc. for homeless students including logs, referral forms, etc.

Evidence of collaboration among federal programs.


5




Comments

12.7b The district shall coordinate the identification and provision of services with local social service agencies and other agencies or programs providing services to homeless children and youth and their families, including those funded under the Runaway and Homeless Youth Act, other local education agencies, state and local housing agencies, and others. McKinney-Vento Sec 722(g)(2)(5)(A)(B)(C).

DISTRICT LEVEL

Evidence that the district has coordinated services through ongoing and regular contact with community agencies and entities:

Logs, meeting minutes, correspondence, agendas, etc.

12.8 The district’s homeless liaison ensures that public

notice of the educational rights of homeless children and youth is disseminated where such children and youths receive services (schools and community). McKinney-Vento Sec 722(g)(6)(A)(v).


Evidence of posters, brochures, etc.

Evidence should also appear throughout the community where homeless people are likely to see them, e.g., libraries, transit stations, laundry mats, etc.

12.8b District homeless liaison ensures that homeless children and youth are not stigmatized or segregated on the basis of their status as homeless. McKinney- Vento Sec. 722(f)(3)(A).


Description of decision making process of how students are placed in schools, programs, classrooms, buildings, etc., to ensure students are fully integrated, not separated from housed students for academic instruction.

Fiscal

(Applicable only if district receives McKinney-Vento funds.) 12.9 Activities charged are allowable. OMB A-87, OMB A-

133: a. Expenditures are for allowable activities.

DISTRICT LEVEL



(Applicable to all districts.) 12.10 The district has set-aside Title I, Part A funds in an

amount necessary to serve homeless students in non-Title I schools and/or shelters and other locations where homeless children and youth may live. U.S.C. 6313 (c)(3)(A).

DISTRICT LEVEL

Amount: $__________

Evidence of a needs assessment or other written documentation of how the set-aside amount was determined and how it is sufficient to meet the needs of identified homeless students.

Description and documentation explaining how Title I set-aside dollars for homeless students are spent.

12-13 Highly Capable District Checklist District Name_______________________________ CPRT Member________________________ Date of Review______________

1

HIGHLY CAPABLE


Comments


13.2 The school district shall adopt identification

procedures and provide educational opportunities that are in accordance with rules and regulations adopted by the superintendent of public instruction. School districts shall implement procedures for nomination, assessment, and selection of the most highly capable students. RCW 28A.185.030.

Annual Notification Procedures a. Annual Notification. WAC 392-170-042.

Annual public notification shall be made prior to any major identification activity. Notice shall be published or announced in multiple ways in appropriate languages to each community in school and district publications or other media, with circulation adequate to notify parents and students throughout the district.

Nomination Process/Procedures b. Nomination Process. WAC 392-170-045.

Procedures shall permit referrals based on data or evidence from teachers, other staff, parents, students, and members of the community.

Assessment Process c. Assessment Process for Selection, WAC 392-170-

055.

Selection Process/Procedures d. Multidisciplinary selection committee used for the

final selection of students to participate in the District HC Program. WAC 392-170-070.

DISTRICT LEVEL Evidence that addresses multiple components. This may be multiple documents or one comprehensive document. Annual Notification Procedures

a. Copy of annual announcement of identification activity. For example, announcement in newspaper, district newsletter, on district website adequate to notify parents and students throughout the district. (If website posting, must also have other format.) Nomination Process/Procedures

b. Copy of nomination form, newspaper announcements, district notifications, etc. that demonstrate that nominations are allowed from any source. Assessment Process

c. Documentation of written assessment process that uses multiple objective criteria for identification of students who are highly capable. Selection Process/Procedures

d. Documentation that demonstrates a multidisciplinary selection committee is used for the final selection of students for participation in the district’s HCP. Committee shall consist of:

Special Teacher.

Psychologist/other qualified practitioner trained to interpret assessment results.

Certificated coordinator/administrator with responsibility for the supervision of the district's program for highly capable students.

Such additional professionals, if any,

the district deems desirable. (continued on next page)


2

HIGHLY CAPABLE cont.


Comments

13.2 continued e. Selection process and procedures. WAC 392-170-

075.

f. Process for Appeal. WAC 392-170-076.

Parent/Legal Guardian Permissions g. Parent Permission/Legal Guardian. WAC 392-170-

047. Parent/Legal Guardian permission is obtained in writing prior to:

1. Conducting assessments to determine eligibility for participation in the HCP.

2. Placement in the district’s highly capable program before any special services and programs are started for an identified HC student. WAC 392-170-085.

Parent/Legal Guardian permission notice must include:

A full explanation of procedures for identification of a student for entrance into the HCP.

An explanation of the appeal’s process. An explanation of the procedures to exit a student from the program. Information on the district’s program and the options that will be available to identified students.

*Copy of Parent/Legal Guardian Permission form/forms. Permissions may be combined on one form or may be obtained on separate forms. All elements must be present in order for item to be considered compliant.

e. Documentation demonstrating selection system policies and procedures that determines which students are the most highly capable.

f. Documentation that demonstrates the process for appealing the decision of the multidisciplinary selection committee’s decision Parent Permissions g. Parent Permission Obtained on ONE FORM –

Obtains Written Parent Permission to Conduct Assessment(s)

Obtains Written Parent Permission to place a student in the district’s HCP before any special services and programs are started for an identified HC student. Notice includes:

Identification Process.

Appeals Process.

Procedure to exit a student from the program.

Description of program and options available to identified students.

--OR-- g. Parent Permission Obtained on SEPARATE FORMS

Obtains Permission to Conduct Assessments. Notice includes:

Identification Process.

Appeals process.



Obtains Permission to provide initial special services and programs. Notice includes:

Identification process.

Appeals Process.




3

HIGHLY CAPABLE cont.


Comments



Program Services 13.5 Districts shall make a variety of program services

available to students who participate in the district’s HCP. A continuum of services shall be provided to the student from K-12. The district provides each identified HC student educational opportunities which take into account student’s unique needs and capabilities. A description of the education programs and services provided for students is kept on file. WAC 392-170-078, 080.

DISTRICT LEVEL

Evidence of programs and services which includes documentation of continuum of services provided for each student selected for HC program.

Program Evaluation and Monitoring 13.6 The district regularly evaluates the HCP for

effectiveness. RCW 28A.185, WAC 392-170-030, 087.

DISTRICT LEVEL

Evidence of effectiveness of the process used by the district to identify highly capable students.

Evidence that the district has collected and analyzed student data to evaluate the effectiveness of the HC program. The evidence demonstrates that the district has used the data analysis to make changes to the HC program to meet the academic needs of HCP students and to ensure that HCP students are meeting district, state and national objectives.

Student Reporting 13.6b The district has developed and is using an effective, accurate, and timely process for reporting HC program student data into the district student information system, which uploads to the OSPI CEDARS database. RCW 28A.185.050, WAC 392- 170-090.

DISTRICT LEVEL

Evidence of one month’s HC program student data reported in CEDARS.

Fiscal Report 13.7 Activities charged are allowable. RCW 28A.185, WAC

392-170-087: a. Expenditures are for allowable activities.

DISTRICT LEVEL



12-13 Carl Perkins/Career and Technical Education District Checklist District Name_______________________________ CPRT Member________________________ Date of Review______________

1

CARL PERKINS/CAREER AND TECHNICAL EDUCATION

Carl D. Perkins Career and Technical Education Act


Comments

14.1 The district complies with the assurances for state

and federal funds. State CTE standards and Perkins Act of 2006 (Voc. Ed. State Enhancement Funds, Carl D. Perkins Act of 2006).

DISTRICT LEVEL

Current year signed Perkins assurances on file with appropriate signature and date.

14.1b The district meets at least 90% of an agreed upon Performance level for each core indicator. If a district fails to meet at least 90% of each core indicator, the district will have to develop and implement a Perkins Performance Improvement Plan (PPIP). Carl D. Perkins Act of 2006, Sec 113.

DISTRICT LEVEL Did your district meet all local core performance indicators (1S1, 1S2, 2S1, 3S1, 4S1, 5S1, 6S1, 6S2) for Perkins?

Yes No If no, which indicator did your district not meet? ___________________________

Provide a copy of your district’s Perkins Performance Improvement Plan.


2

CARL PERKINS/CAREER AND TECHNICAL EDUCATION cont.

Carl D. Perkins Career and Technical Education Act cont.


Comments

14.2 The district shall identify the core indicators of

performance of Carl D. Perkins and state funding. Carl D. Perkins Act of 2006. A. Improve academic and technical skills of students

enrolled in career and technical education programs. Sec 134(b)(3)(B).

B. Community and educational partnerships. Sec 134(b)(5).

C. Special populations. Sec 134(b)(8&9)(A-B). D. Professional development/CTE personnel. Sec

135(5)(A)(i-iv)(B). E. Leadership and employability. Sec 124(b)(1)(2)(A-

C). F. Links to post-secondary opportunities. Sec

122(c)(1)(A)(i-iv). G. Extended learning opportunities. Sec 135(b)(3). H. Program evaluation. Sec 123(b)(1).

BUILDING LEVEL Show one example of each item:

Copy of the current year course catalog identifying CTE courses.

A. Locally completed and modified frameworks with all required components (including relevant GLEs, EALRs, and/or CCSs) for all approved CTE courses taught in the district.

Districts should have a copy of ALL the frameworks for all approved CTE course offerings.

Electronic copies are acceptable. However, they must have appropriate signature.

B. Advisory committee meeting minutes.

Copy of approved minutes from previous meeting

Signed attendance sheet

C. Examples: tutorial services; language assistance; 504 plans; IEPs; or achievement evaluations for special population students.

Copy of CTE Enrollment Report by Special Population.

D. Professional development opportunities for teachers, administrators and counselors; practices to involve parents and community; and list of all CTE teachers involved in professional development opportunities.

E. List of career and technical student organizations available in the school.

F. Program of Study and articulation agreements. Signed articulation agreement must match the identified program of study in the Perkins 5-Year Application Plan.

G. Evidence that learning is extended into the community and time is allowed for coordination of extended learning; and documentation showing student involvement in community, e.g., Supervised Agricultural Experience (SAE) documentation, etc.

H. Program evaluation plan for CTE.


3

CARL PERKINS/CAREER AND TECHNICAL EDUCATION cont.

Carl D. Perkins Career and Technical Education Act cont.


Comments


133: a. Expenditures are for allowable activities.

DISTRICT LEVEL



12-13 Private Schools District Checklist District Name_______________________________ CPRT Member________________________ Date of Review______________ Where indicated, documentation is required for all applicable, served programs which may include: Title IA, Title IB Subpart 3 (Even Start), Title IC (Migrant), Title IIA (Teacher and Principal Training), Title IIB (Math and Science Partnerships), Title III (ELL), Title IVB (21

st Century Learning Communities), and Carl Perkins.

1

PRIVATE SCHOOLS


Comments

Consultation 15.1 The district has complied with the requirements for

consultation with private school officials in a timely manner for all federal programs requested by private schools. Sec 9501, 1120(b), 2122(b), 5142(a); WAC 392-165-360.

DISTRICT LEVEL

Documentation of ongoing consultation, e.g., letters, agendas, meeting notes, sign-in sheets, etc.

Documentation that private schools have refused services.

Consultation 15.1b The district is required to contact approved private schools within its boundaries to remind them to fill out the Private Participation in Federal Programs form on the Educational Data System (EDS) by the due date. Uniform Provisions D-14 Non-Regulatory Guidance; OSPI Bulletin 87-11.

DISTRICT LEVEL

Copy of the completed Contact Log from the Private Participation in Federal Programs application on EDS.

Services for Private School Students 15.2 The district provides services to private school

students in an equitable manner based on educational needs. Sec 1120(a)(3), 9501(a)(3).

DISTRICT LEVEL

Documentation that private school activities are tied to the needs of the private school students in all served programs, e.g., needs assessment or program plan.

Documentation that services to private school students began at the same time as public school students, e.g., contract or teacher schedule.

TITLE I, PART A ONLY (Out of District) 15.3 The district has a process in place to ensure eligible

private school students receive services even if the students attend a private school located in another district. Sec 1120(a).

DISTRICT LEVEL

Documentation of communication with other district(s) and/or private schools.

Describe the process to identify and serve out-of-district students.

Identification of Eligible Students 15.3b The district has a process in place to identify eligible private school students. Sec 1120(b)(A), 9501.

DISTRICT LEVEL

Describe how the students’ needs are identified using educationally related criteria, e.g., multiple assessments, teacher input, etc.

For Title III: Copy of the English Language Proficiency Test with date administered.

Professional Development 15.4 The district has provided opportunities for teachers

of participating private schools to participate, on an equitable basis, in professional development activities. Sec 1120(a), 2122(b), 5142(a), 9501(a).

DISTRICT LEVEL

Documentation that private school teachers participated in professional development activities based on the private school’s plans in all served programs.

12-13 Private Schools District Checklist District Name_______________________________ CPRT Member________________________ Date of Review______________ Where indicated, documentation is required for all applicable, served programs which may include: Title IA, Title IB Subpart 3 (Even Start), Title IC (Migrant), Title IIA (Teacher and Principal Training), Title IIB (Math and Science Partnerships), Title III (ELL), Title IVB (21

st Century Learning Communities), and Carl Perkins.

2

PRIVATE SCHOOLS cont.


Comments

TITLE I, PART A ONLY 15.4b The district has provided parent involvement opportunities for parents of participating private school students on an equitable basis. Sec 1120 (a)(1).

DISTRICT LEVEL

Documentation that private school parents participated in parent involvement activities, e.g., survey of interests, meeting minutes, etc.

Service Delivery Documentation and Highly Qualified Status 15.5 Services provided to private school students were

provided by employees of the district or contracted by the district. Sec 1119, Sec 1120(d), 9501(d).

DISTRICT LEVEL

One third party contract and invoice for an individual providing services to private school students, if applicable.

One month time and effort for one district employee providing services to private school students, if applicable.

Evidence that employees, teachers, or paraeducators of the district providing services to private school students are highly qualified.

District Supervision 15.5b Services need to be under the supervision of the school district. Sec 1120 (d)(B).

DISTRICT LEVEL

Evidence of supervision, i.e., schedule or meeting minutes.

Assessments 15.6 The district ensures that students are academically

assessed and results of the assessments are used to improve these services to private school students. Sec 1120 (b)(D), 9501.

DISTRICT LEVEL

Documentation of assessments and evaluation of services in all applicable served programs.

Complaint Process 15.7 The district has explained the complaint process to

private school officials. Sec 9503.

DISTRICT LEVEL

Documentation that complaint process and procedures have been explained to private school officials.

Services and Materials 15.8 The district ensures services, materials, and

equipment are secular, neutral, and non-ideological. Sec 9501(a)(2).

DISTRICT LEVEL

Written assurance that

equipment/materials are only used for secular, neutral, and non-ideological purposes.



Fiscal 15.10 The district set aside and spent the required amount

for equitable services for private school students, teachers, and principals based on consultation with private school officials. CFR 200.64.

DISTRICT LEVEL

Most current transaction recap or

expenditure report, to include each applicable, served program.

12-13 Civil Rights District Checklist District Name_______________________________ CPRT Member________________________ Date of Review______________

1

CIVIL RIGHTS

Nondiscrimination Notice


Comments

17.1 The district provides continuous notice to students,

parents, and others that the district does not discriminate based on race, color, national origin, sex, sexual orientation including gender expression or identity, creed, religion, age, veteran or military status, disability, or the use of a trained dog guide or service animal by a person with a disability and provides equal access to the Boy Scouts of America and other designated youth groups. The notice of nondiscrimination is disseminated in the language of national origin minority parents with limited English proficiency (LEP) in the district. Title II of the Americans with Disabilities Act (ADA), 28 CFR 35.107; Title IX of the Education Amendments of 1972 (Title IX), 34 CFR 106.9; Section 504 of the Rehabilitation Act of 1973 (Section 504), 34 CFR 104.8; Title VI of the Civil Rights Act of 1964 (Title VI), 34 CFR 100.6; Boy Scouts of America Equal Access 34 CFR 108.6; chapter 28A.640 and 28A.642 RCW; WAC 392-190-060.

DISTRICT & BUILDING LEVEL Provide one example of each of the following that contains the district’s nondiscrimination statement:

Publications that allow public viewing (such as a newsletter, announcement, website).

Page(s) of student, parent, and/or faculty handbook that contains nondiscrimination statement.

Page(s) of course catalog and/or program brochure that contains nondiscrimination statement.

One job announcement and application.

Nondiscrimination notice translated into the language(s) of LEP parents in the district.

N/A - District has not identified any parents with limited English proficiency.

Nondiscrimination statement includes:

List of protected classes (race, color, national origin, sex, sexual orientation, gender expression or identity, religion/creed, age, veteran or military status, disability, and use of a trained dog guide or service animal).

Equal access to Boy Scouts and other designated youth groups.

Contact information of the designated employee(s) (name or title, phone, and address).

Nondiscrimination statement applies to all district programs and activities.

National Origin

17.2 The school district provides vital communications,

including notification of school activities in the language of parents with limited English proficiency (LEP). Notification is sufficient so that parents can make well-informed decisions about their children’s participation in the district’s programs and services. Title VI, 34 CFR 100.3; Lau v. Nichols, 414 U.S. 563 (1974); chapter 28A.642 RCW; WAC 392-190-060.


Two examples showing that the district provides vital documents in the language(s) of LEP parents (such as translated discipline notices, enrollment forms, notices of school activities, etc.).

Evidence that interpretation services are provided for vital communications, such as parent conferences, IEP meetings, or discipline meetings with LEP parents (such as a list of interpreters, meeting sign-in sheet, bill for services, phone interpretation service contract).

N/A - District has not identified any parents with limited English proficiency.


2

CIVIL RIGHTS cont.

National Origin cont.


Comments

ONLY DISTRICTS THAT DO NOT RECEIVE TITLE III FUNDS 17.2b The school district provides an alternative language

program necessary to ensure that national origin minority students with limited-English proficiency (LEP) have meaningful access to its programs. School districts must have a process for identification and placement of LEP students. Title VI, 34 CFR 100.3; Castañeda v. Pickard, 648 F.2d 989 (5

th Cir. 1981); Chapter 28A.642 RCW; WAC

392-190-050.


N/A – District receives Title III funds (supporting documentation provided in checklist section 9 for Title III)

Description of the process used to identify and place LEP students who need special language assistance.

Description of the program(s) provided for LEP students.

N/A - District does not currently have LEP students enrolled.

Description of review process to determine program effectiveness (such as meeting minutes, agenda item, improvement plan).

N/A - District does not currently have LEP students enrolled.

Designated Person

17.3 There is a designated employee(s) assigned to

ensure compliance with state and federal civil rights laws. This employee is aware of the assigned duties and responsibilities and has the necessary training. The designated person’s contact information (name and/or title, phone, address) is made available to students, parents, employees and others. Title IX, 34 CFR 106.8; Section 504, 34 CFR 104.7; ADA Title II, 28 CFR 35.107; chapter 28A.640 and 28A.642 RCW; WAC 392-190-060.


List of designated employee(s), title and job description.

Grievance Procedures

17.4 Grievance procedures for complaints of discrimination

are published and available to students, parents, employees and others. Complaints are documented and reviewed regularly to ensure prompt and equitable response and resolution. Title IX, 34 CFR 106.8, Section 504, 34 CFR 104.7; ADA Title II, 28 CFR 35.107; chapter 28A.640 and 28A.642 RCW; WAC 392-190-065 through 392-190-075.


Discrimination complaint (grievance) procedures.

Documentation that students, parents, employees and others are notified of complaint procedures (pages from student/employee handbooks or course catalogs or district website with complaint procedures).

Documentation of discrimination complaints filed with the district and the district’s response (such as notes, reports, correspondence)

N/A - No complaints filed over the past school year.


3

CIVIL RIGHTS cont.

Sexual Harassment


Comments

17.5 The school district has adopted a sexual harassment

policy and procedure that provides for prompt and equitable resolution of student and employee allegations of sexual harassment. The district’s policy is posted in each school building and available to staff, volunteers, parents, and students in any publication that includes the rules and standards of conduct for the school or school district. Title IX, 34 CFR 106.8; RCW 28A.640.020; WAC 392-190-056 through 392-190-058.


Page(s) from student and employee handbooks that contain sexual harassment policy and procedure.

Sexual harassment policy is posted in all school buildings (signed statement from Superintendent or designee assuring posting of policy).

Documentation of sexual harassment complaints filed with the district and the district’s response (such as notes, reports, correspondence).

N/A - No complaints filed over the past school year.

Item 17.6 has been combined with 17.5.

Access to Programs and Activities

17.7 The school district routinely reviews course and

program enrollment (online, highly capable, alternative school, etc.) disaggregated by sex, race, English language learners (ELL), and disability (Section 504 and Special Education) to identify potential disparities. If a disparity is identified, the district takes action to ensure any disproportionality is not the result of discrimination. Title VI, 34 CFR 100.3; Title IX, 34 CFR 106.36; Chapters 28A.640 and 28A.642 RCW; WAC 392-190-010.


Description of the review process used to identify potential disparities in course and program enrollment (such as meeting minutes, data review, summary of review and analysis).

If disparities in course enrollment are identified, provide or describe district’s plan to address any disproportionality.

N/A - No disparities identified.

17.8 The school district’s instructional materials policy and

procedure includes a process to evaluate bias in textbooks and instructional materials. Chapters 28A.640 and 28A.642 RCW; WAC 392-190-055.

DISTRICT LEVEL

Instructional materials policy and procedure.

17.9 The school district does not provide single-sex

courses except where permissible: a. Physical education courses or activities in grades

7-12 when it is the best method for both sexes. b. Classes or portions of classes that deal exclusively

with human sexuality. c. Classes or activities with requirements based on

vocal range or quality. Chapter 28A.640 RCW; WAC 392-190-050.


List all single-sex courses, programs, or activities offered within the district.

N/A – No courses identified.


4

CIVIL RIGHTS cont.

Differential Treatment


Comments

17.10 The school district routinely reviews discipline data

disaggregated by sex, race, ELL (English language learners), and disability (Section 504 and Special Education) to identify potential disparities. If a disparity is identified, the district takes action to ensure any disproportionality is not the result of discrimination. Title VI, 35 CFR 100.3; Title IX; 34 CFR 106.31; chapter 28A.640 and 28A.642 RCW; WAC 392-190-005.


Description of the review process used to identify potential disparities in student discipline, including suspensions and expulsions (such as meeting minutes, data review, summary of review, and analysis).

If disparities in student discipline are identified, provide or describe the district’s plan to address the disproportionality.

N/A - No disparities identified.

Section 504

17.11 The school district provides a free appropriate public

education (FAPE) to each qualified student with a disability and has a system in place for the identification, evaluation and educational placement of students with disabilities. Placement decisions are made by a group of persons, including persons knowledgeable about the child, the meaning of the evaluation, data and the placement options. The district notifies parents of students with disabilities of the district’s duty under Section 504 and provides procedural safeguards through which parents or guardians may obtain an impartial review of the evaluation and placement actions. Section 504, 34 CFR 104.31-104.37; chapter 28A.642 RCW.


Description of district’s process to identify, evaluate and place students under Section 504 (such as Section 504/FAPE policy and procedure).

Notice of parents’ rights under Section 504.

Notice of procedural safeguards (Note: Notice of procedural safeguards may be included in the notice of parents’ rights)

Section 504 documentation from two students, including initial referral, written notices, evaluation, and Section 504 plan (one example from elementary and one from secondary school).

N/A - No Section 504 students currently identified.

Procedural safeguards include:

Notice.

Opportunity for parent to examine records.

Review procedure.

Impartial hearing with opportunity for parent participation and representation by counsel.

Sample student Section 504 documentation includes:

Initial referral.

Written notice of parental rights.

Written notice of initial placement and any change in placement.

Persons who participated in evaluation and placement decisions.

Evaluation of Section 504 plan.



Athletics

ONLY DISTRICTS OFFERING ATHLETICS 17.14 The school district’s recreational and athletic activities

are coeducational in elementary grades. Chapter 28A.640 RCW; WAC 392-190-026.


List all single-sex recreational and athletic activities offered in elementary grades.

N/A - All recreational and athletic activities are coeducational in elementary grades.

N/A - No athletic opportunities offered.


5

CIVIL RIGHTS cont.

Athletics cont.


Comments

ONLY DISTRICTS OFFERING ATHLETICS 17.15 The school district administers a survey at least once

every three years to evaluate student interest in recreational and athletic activities. The district uses the OSPI sample survey, or received approval from OSPI if substantive changes were made to the content of the survey. Survey results are summarized by sex to include at a minimum:

Number of students surveyed.

Number of students enrolled.

Top sports requested.

Top reasons for non-participation. Title IX, 34 CFR 106.41; chapter 28A.640 RCW; WAC 392-190-040.


Athletic survey instrument.

Summary of survey results, disaggregated by sex.


____________ Date of most recent student athletic interest survey.

ONLY DISTRICTS OFFERING ATHLETICS 17.16 The school district provides equal opportunities for

male and female students to participate in the district’s interscholastic athletic program. The district annually evaluates its athletic program to determine if students’ interests and abilities are effectively accommodated by evaluating if the:

Ratio of student enrollment is proportionate to the ratio of student athletic participation (male and female).

District has a history and continuing pattern of program expansion for the underrepresented sex.

District’s current program effectively accommodates the interests and abilities of the underrepresented sex.

Title IX, 34 CFR 106.41; chapter 28A.640 RCW; WAC 392-190-025, 392-190-030, and 392-190-040.


High school (grades 9-12) enrollment, total and by sex (only high schools offering athletics).

High school (grades 9-12) athletic participation, total and by sex.

List of all sports and levels of competition (freshman, JV, varsity) that have been dropped, added, and/or reinstated in the past 5 years.

N/A - No program expansion.

If district’s athletic survey identified unmet interest in a specific sport (see 17.15), list top 3 sports requested (male and female).

Evidence or description of district’s response to the unmet interest of the underrepresented sex (meeting minutes, plans, communications, etc.).

N/A - No unmet interest identified.


Total all high schools (grades 9-12) that offer athletics:

High School Enrollment

Male enrollment

Female enrollment

Total enrollment

High School Athletic Participation

Male participation

Female participation

Total participation


6

CIVIL RIGHTS cont.

Athletics cont.


Comments

ONLY DISTRICTS OFFERING ATHLETICS 17.17 The school district conducts an annual self-evaluation

of interscholastic, club, intramural, and recreational athletic activities to determine if equal opportunities are available to both sexes. The self-evaluation considers the following factors, as applicable:

Accommodation of interests and abilities.

Coaching and tutoring.

Equipment and supplies.

Scheduling.

Facilities.

Medial services and training.

Publicity and awards.

Travel and per diem. If differences are identified that favor teams of one sex, the district takes action to address the inequity. Title IX, 34 CFR 106.41; chapter 28A.640 RCW; WAC 392-190-030.


Description of the process used to conduct annual athletic self-evaluation (such as team, building and district worksheets, staff surveys, interviews with coaches).

Results of athletic self-evaluation (such as a summary of results, or iGrants Form Package 447 Page 6).

If the self-evaluation identified disparities that favor one sex, provide or describe the district’s plan to address the disparity (such as school board minutes, meeting agendas, budget plans).

N/A - No differences identified.

N/A - No athletic opportunities are offered at the district.

_____________ Date of most recent self-evaluation.

12-13 Rural Education Achievement Program (REAP) Supplement District Checklist District Name_______________________________ CPRT Member________________________ Date of Review______________

1

TITLE II, A – HIGHLY QUALIFIED TEACHERS AND PRINCIPALS


Comments

7.1 All core academic subject area teachers, including

those in Title I buildings, meet the ESEA highly qualified teacher (HQT) requirements, or The district/building has an individual teacher plan on file to ensure that each teacher who does not meet the HQT requirements is working towards that goal. Sec 1119(a)(1). Exception: Title I and Title II A funded for class size reduction teachers must meet the HQT requirement prior to being placed in these assignments. If these teachers are on an individual teacher plan to achieve highly qualified requirements, this will be a compliance issue. (Please see 7.2 and 7.3 below.)


Highly qualified teacher paperwork or individual teacher plans on file at the district office/Human Resources department. (Districts selected for desk review are required to submit actual supporting documentation to OSPI (e.g., state teacher assessment results, college transcripts, HOUSSE forms).

Teaching Assignment

Documentation Provided*

Teacher is Highly Qualified

Middle School General Ed Teacher

Yes No NA

Middle School Special Ed Teacher

Yes No NA

High School General Ed Teacher

Yes No NA

High School Special Education Teacher

Yes No NA

Alternative Ed Teacher

Yes No NA

Alternative Learning Experience (ALE):

Digital Online Teacher

Yes No NA

Contracted Teacher

Yes No NA

Parent Partnership Teacher

Yes No NA

*Note: Documentation includes state teacher assessment results, college transcripts, or HOUSSE forms. Please provide one sample for each assignment above as applicable for your district.

7.2 All teachers paid with Title II, Part A funds for class

size reduction are highly qualified. Sec 2123(a)(2)(B).

DISTRICT LEVEL

List of teacher names, grade level, and building assignments serving in class size reduction positions.

N/A

12-13 Fiscal Cross-Cutting District Checklist District Name_______________________________ CPRT Member________________________ Date of Review______________

1

FISCAL CROSS-CUTTING

Allowable Costs


Comments

1.1.1 GENERAL: Only allowable costs may be charged to

program(s). 34 CFR Sec. 80.22, OMB Circular A-87, Individual Program Regulation.

DISTRICT LEVEL

Describe the process used to ensure only allowable expenditures are claimed on the EDS monthly expenditure report.

Submit the final 2011-12 EDS expenditure report, including transaction detail, for each program included in the review. (Include transaction detail for the ARRA (SIG) program, if applicable.)

1.1.1b SCHOOLWIDE: Only allowable costs may be charged to program(s). ESEA Sec. 1114.

DISTRICT LEVEL

Provide a list of buildings operating schoolwide programs. Indicate which programs are included for each building.

Describe the process for charging expenditures in schoolwide programs.

Period of Availability of Funds

1.2.1 The district has a system in place to ensure federal

funds are obligated during the proper period. 34 CFR Sec 80.23.

DISTRICT LEVEL

Describe the system used to ensure funds are obligated within 27 months (except CTE) including carryover, if applicable, subject to date of substantial approval and program carryover requirements.


2

FISCAL CROSS-CUTTING cont.

Time and Effort


Comments

1.3.1 The district has procedures to ensure personnel

salaries and related costs are supported by adequate time and effort records for employees who work on federal programs. OMB Circular A-87, Attachment B, codified in 2 CFR Part 225.

DISTRICT LEVEL

Describe the system used to track time and effort, including:

Use of approved substitute system.

Review of time and effort reports.

How staff reassignments are processed.

Quarterly reconciliation of budget to actual and adjustments as needed.

Whether review and management of time and effort is accomplished at the district or at the buildings (centralized or decentralized).

Provide a list of all administrative staff charged to Federal programs and the programs to which they are charged.

Submit two semi-annual time and effort reports.

Submit at least three November time and effort reports and supporting employee transaction reports. Include at least one central office administrator.

Submit payroll transaction reports that confirm reconciliation of payroll and time and effort for above employees. (Object 4—benefits detail need not be submitted.)

Items 1.3.1 – 1.3.4 have been combined into 1.3.1.

Item 1.4.1 has been removed.


3


Supplement not Supplant


Comments

1.5.1 The district has a process to ensure federal funds are

used to supplement and not supplant state, local, and other federal funds. ESEA Sec 1120(a)(d), 34 CFR 200.79.

DISTRICT LEVEL Districts and Targeted Programs

Describe the system and personnel responsible to ensure federal funds were not used for the following:

a. To provide services required by other federal, state, or local regulations.

b. To provide services provided with non-federal funds the prior year.

c. For Title I, Parts A and C only: To provide services for participating children which were provided with non-federal funds for non-participating children.

Buildings With Schoolwide Programs

Describe how the district ensures all state and local resources to which the building is entitled flow to that building (including services required by law for children with disabilities and those with limited English proficiency).

Program Income

1.6.1 The district has a system in place to ensure income

generated from the federal program is properly accounted for and used in accordance with program requirements. 34 CFR Sec 80.25.

DISTRICT LEVEL

Did any Federal programs generate program income? ____Yes ____No

If yes, describe how the program income was accounted for and used in the program. Examples:

a. Item or service generated in a CTE class and sold for revenue.

b. Registration for a conference funded by the federal program.


4


Equipment


Comments

1.7.1 The district has a system to ensure equipment

purchased with federal funds is properly inventoried and monitored consistent with federal, state and district requirements. 34 CFR Sec 80.32.

DISTRICT LEVEL

Submit the district policies and procedures for capital/fixed and theft sensitive assets.

Does the district use federal funds for capital assets? ____Yes ____No

Are equipment purchases essential to and used for the purpose of the program(s) that funded their purchase? ____Yes ____No

Submit one page of the district inventory which includes assets purchased with federal funds.

Describe physical inventory procedures.

Describe how the district ensures assets purchased with federal funds are safeguarded against theft or misuse, to include assets purchased for use by private schools.

Procurement

1.8.1 The district has a system in place to ensure:

Contracts paid with federal funds are properly approved, have clear deliverables, and are properly monitored.

Purchases that require a competitive process follow federal and state laws and district policy.

Sub-recipients and vendors are not suspended or debarred.

34 CFR Sec 80.36, 34 CFR Sec 80.35.

DISTRICT LEVEL

Did the district use federal funds for procurement? ____Yes ____No

Submit the district procurement policy(ies) and procedures which address:

Small purchase procedures.

Theft sensitive purchases.

Purchases requiring sealed bids.

Competitive proposals (RFPs, RFQs) for professional services.

Noncompetitive proposals (sole source).

Describe how the district monitors to ensure contractors follow the terms of the contract(s).

Submit a boilerplate contract.

Describe procedures to ensure contractors are not suspended or debarred.

Items 1.8.1 – 1.9.4 have been combined into 1.8.1.


5


Cash Management (section has been removed)


Comments



Rural Education Achievement Program (REAP)

1.12.1 If the district uses REAP flexibility to consolidate

program funds to carry out allowable activities, a system is in place to ensure requirements are met. ESEA Sec 6201-6213.

DISTRICT LEVEL

Did the district use REAP flexibility to

consolidate program funds to carry out allowable activities? ____Yes ____No

If yes, provide one example of a

REAP-Flex monthly expenditure report compared with the REAP-Flex grant application.

Rural Low Income Schools (RLIS)

1.13.1 If the district utilizes program funds under the RLIS

program to carry out allowable activities, a system is in place to ensure requirements are met. ESEA Sec 6221-6234.

DISTRICT LEVEL

Did the district utilize program funds

under the RLIS program to carry out allowable activities? ____Yes ____No

If yes, provide documentation that

funds are used for allowable activities, i.e., transaction recap.




12-13 Student and School Success District Checklist District Name_______________________________ CPRT Member________________________ Date of Review______________

1

STUDENT AND SCHOOL SUCCESS PROGRAM


Comments

FOR SIG SCHOOLS ONLY 20.1 The district must ensure that identified SIG Schools

implement one of two federal intervention models. ESEA 107-110, section 1003(g), School Improvement; Guidance on fiscal year 2010, School Improvement Grant.

DISTRICT LEVEL For SIG schools only:

Provide a list of the district’s SIG schools that have implemented each model (Transformation and/or Turnaround).

Provide data for each school that demonstrates that the selected model has improved student achievement.

Describe the implementation of each required element: Transformation model:

Teachers and Leaders:

Replace principal.

Implement rigorous, transparent, and equitable evaluation systems for teachers and principals that are developed with staff and use student growth as a significant factor.

Implement strategies (e.g., financial incentives and career ladders) for recruiting, placing, and retaining effective teachers.

Identify and reward school leaders and teachers who have increased student achievement and graduation rates; identify and remove those who, after ample opportunities to improve practice, have not done so.

Instructional Support Strategies:

Use data to select and implement an instructional program that is research based and vertically aligned to each grade and state standards.

Provide staff ongoing, high quality, job-embedded PD aligned with the school’s comprehensive instructional program and designed with school staff.

Ensure continuous use of data to inform and differentiate instruction to meet the academic needs of students.

(continued on next page)


2

Learning Time and Support:

Increase learning time for students and staff.

Provide ongoing mechanisms for family and community engagement.

Governance:

Grant school sufficient operational flexibility (e.g., staffing, calendar, budget) to implement fully a comprehensive approach to substantially improve student achievement and increase graduation rates.

Ensure school receives intensive ongoing technical support from district, state, or external partners.

Turnaround model:

Teachers and Leaders:

Replace principal.

Implement strategies (e.g., financial incentives and career ladders) for recruiting, placing, and retaining effective teachers.

Use locally adopted competencies to measure effectiveness of staff who can work in turnaround environment; use to screen existing staff and select new staff.

Screen all existing staff, rehiring no more than 50%.

Instructional Support Strategies:

Use data to select and implement an instructional program that is research based and vertically aligned to each grade and state standards.

Provide staff ongoing, high quality, job-embedded PD aligned with the school’s comprehensive instructional program and designed with school staff.

Ensure continuous use of data to inform and differentiate instruction to meet the academic needs of students.

(continued on next page)


3

Learning Time and Support:

Increase learning time for students and staff.

Provide appropriate social-emotional and community-oriented services and support for students

Governance:

Adopt a new governance structure to address turnaround of school(s); the district may hire a chief turnaround officer to report directly to the superintendent.

Grant school sufficient operational flexibility (e.g., staffing, calendar, budget) to implement fully a comprehensive approach to substantially improve student achievement and increase graduation rates.

STUDENT AND SCHOOL SUCCESS PROGRAM cont.


Comments

20.2 Parents have been notified that their children attend a

Priority, Focus, or Emerging school. ESEA Flexibility Request, July 6, 2012.

BUILDING LEVEL

Provide evidence that parent notification was completed by September 14 of current school year. Note: Notification may be done in multiple ways, but posting to website only is insufficient. Date of notification: ____________.

20.3 The district provides technical assistance and

resources to identified Priority, Focus, and/or Emerging schools. ESEA Flexibility Request, July 6, 2012.

DISTRICT LEVEL

Provide evidence of district technical assistance and resources to Priority, Focus, and/or Emerging Schools.

Provide evidence of how the district has supported Priority High Schools (with a graduation rate of 60% or less) that have been identified as 2012-13 Title I schools, if applicable.


4



Comments

20.4 The Priority, Focus, and/or Emerging Schools have

written school improvement plans that include the following turnaround principles and have data that demonstrates that schools are on track to success. ESEA Flexibility Request, July 6, 2012.

a. Provide strong leadership. b. Ensure effective teachers. c. Redesign the school day, week, or year to

include additional time for student learning and teacher collaboration.

d. Strengthen the school’s instructional program based on student needs and ensuring that the instructional program is research-based, rigorous, and aligned with State academic content standards.

e. Use data to inform instruction and for continuous improvement, including by providing time for collaboration on the use of data.

f. Establish a school environment that improves school safety and discipline and addressing other non-academic factors that impact student achievement, such as students’ social, emotional, and health needs.

g. Provide ongoing mechanisms for family and community engagement.

BUILDING LEVEL Describe each of the turnaround principles that have been implemented in Priority, Focus, and/or Emerging schools:

a. Provide strong leadership.

b. Ensure effective teachers.

c. Redesign the school day, week, or year.

d. Strengthen the school’s instructional program.

e. Use data to inform instruction and for continuous improvement.

f. Establish a school environment that improves school safety and discipline.

g. Provide ongoing mechanisms for family and community engagement.

FOR FOCUS SCHOOLS ONLY 20.5 Focus schools have implemented interventions.

ESEA Flexibility Request, July 6, 2012.

BUILDING LEVEL For Focus Schools only:

Describe how interventions are aligned with the reason the school was identified.

20.6 The district uses a process to hold Priority, Focus,

and/or Emerging schools accountable for improving student achievement. ESEA Flexibility Request, July 6, 2012.

DISTRICT LEVEL

Describe the accountability process.

FOR NON-SIG PRIORITY SCHOOLS ONLY 20.7 The district ensures that non-SIG priority schools

have strong leadership in place. ESEA Flexibility Request, July 6, 2012.

DISTRICT LEVEL For Non-SIG priority schools only:

Describe how the district is reviewing the performance of the principal.

Describe the steps that the district is taking based on that review.

Describe where the district is in that process of ensuring strong leadership.

If the district plans to bring in new leadership, where is it in the process of hiring and on-boarding that new staff?

N/A


5



Comments

FOR NON-SIG PRIORITY SCHOOLS ONLY 20.8 Non-SIG priority schools ensure that teachers are

effective and able to improve instruction. ESEA Flexibility Request, July 6, 2012.

DISTRICT LEVEL For Non-SIG priority schools only:

Describe the most common ways that the district is reviewing the quality of the staff.

Describe the steps that the district is taking based on those actions.

Describe how the district is preventing ineffective teachers from transferring to these schools.

Describe how the district is planning to provide job-embedded professional development that is tied to teacher and student needs.

Describe where the district is in the process of carrying out these activities to ensure that teachers are effective and able to improve instruction.

washington state consolidated program review monitoring checklist

Documents