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Title I, Part D Monitoring Facilities and Programs. Office of ESEA Programs 2019 Coordinators’ Technical Assistance Academy Blacksburg: June 17-19, 2019 Norfolk: July 15-17, 2019. Disclaimer.
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Title I, Part DMonitoring Facilities and Programs Office of ESEA Programs 2019 Coordinators’ Technical Assistance Academy Blacksburg: June 17-19, 2019Norfolk: July 15-17, 2019
Disclaimer The Coordinator’s Academy was planned under a grant from the U. S. Department of Education (USED). However, the content does not necessarily represent the policy of the USED, and you should not assume endorsement by the federal government.
Agenda Program Evaluation Federal Program Monitoring Monitoring Facilities and Programs Technical Assistance
Program Evaluation under ESSA SEC. 1431. [20 U.S.C. 6471]PROGRAM EVALUATIONS. (a) SCOPE OF EVALUATION.—Each State agency or local educational agency that conducts a program under subpart 1 or 2 shall evaluate the program, disaggregating data on participation by gender, race, ethnicity, and age while protecting individual student privacy, not less than once every 3 years, to determine the program’s impact on the ability of participants— to maintain and improve educational achievement and to graduate from high school in the number of years established by the State; (2) to accrue school credits that meet State requirements for grade promotion and high school graduation; (3) to make the transition to a regular program or other education program operated by a LEA; (4) to complete high school (or high school equivalency requirements) and obtain employment; and (5) as appropriate, to participate in postsecondary education and job training programs.
Program Evaluation The goal of the program is academic achievement. The goal of program evaluation is to determine if the program is having a positive impact on students. Use an evaluation tool to determine if the goals of the program are being met. Programs and facilities should be monitored/evaluated at least every 3 years.
Approaches to Evaluation • Measure • effectiveness of the funding; • facility’s or program’s goals; or • academic progress.
Effectiveness of Funding • Is funding having an impact on the program? • For example: • If funding is used to hire a remediation teacher, are students making academic progress? • If funding is used to teach cosmetology and barbering, are students leaving with the skills to get their licenses?
Facility’s or Program’s Goals Is funding aligned with the facility’s or program’s goals? Program goal: . . . “provides 24-hour supervision in a safe and structured environment, where residents are supported and encouraged to develop healthy, responsible behaviors in order to return home and be successful in the community.”
Facility’s or Program’s Goals, continued • Is funding aligned with the facility’s or program’s goals? • For example: • If funding is used to provide a behavior counselor, then are students using behavior modification strategies taught by the behavior counselor?
Academic Progress • Is funding used to improve academic achievement? • Measureable objective: 80% of students will improve their reading skills through the use of the Study Island program. • For example: • If funding was used to purchase an online subscription for Study Island, are students’ reading levels improving as evidenced by the Study Island progress monitoring data?
Pre/Post Test Data All Title I, Part D programs and facilities are required to conduct pre/post test reading and math assessments to determine progress. This data is collected every year through the N & D Survey in SSWS. Do you know what the data reveals for the facilities that your division supports?
Effective Monitoring • Ensures accountability and compliance with applicable state and federal laws and improve outcomes. • Offers support and technical assistance to programs and facilities. • Supports improved outcomes for youth who are system-involved.
2019-2020 Title I, Part D Monitoring • Monitoring participants • Frederick County (onsite monitoring) • Prince William County (virtual monitoring) • Virginia Beach (onsite monitoring) • Monitoring types • Onsite: Full day: review of documentation at a LEA site, visit to program/facility • Virtual: Approximately 1 - 2 hours, using Adobe Connect
FPM VDOE Timeline • Summer - identified school divisions attend the Title I, Part D, session at the Coordinator’s Academy • October - VDOE program specialist will provide a webinar to discuss specific program requirements and protocol documents • January through March - on-site and virtual monitoring visits take place and technical assistance is provided • May - compliance letters are sent to superintendents
FPM Division Process Begin by reviewing the protocol document on the VDOE Federal Program Monitoring Website. Collect the monitoring evidence and begin organizing the evidence by protocol number. Use this time to evaluate your program.
FPM Division Process, continued Contact your VDOE program specialist if you have any questions about the requirements on the protocol document. Your program specialist will contact coordinators to schedule monitoring visits and inform coordinators if the visit will be an onsite or a virtual monitoring.
Follow-up to Monitoring • At the end of each monitoring visit, next steps will be discussed. • Divisions will be permitted time to submit additional evidence if necessary • Monitoring letters are distributed in May. • Compliance (no findings) – no further action • Non-compliance (one or more findings) – specific documentation is requested
Corrective Action Plan Divisions will respond to any findings through a corrective action plan. A deadline for the corrective action plan will be included in the monitoring letter. Corrective action plans must be signed by the superintendent.
Corrective Action Plan, continued There isn’t a specific format to the plan, but it must address the specific finding(s). No formal actions are needed if recommendations are provided.
FPM Protocol Document Organization The organization of the protocol documents will be different from the last year you were monitored, but much of the information included will be the same. Any changes to the protocol content will be explained in the program specific sessions at the Coordinator’s Academy and in the monitoring webinars in the fall.
FPM Protocol Document Format Protocol changes were made based on ESSA. The web accessible format makes entering local education agency responses easier. The format is linear and all tables have been eliminated. Interview questions serve as a guide to answering the protocol questions.
Protocol Expectations • Complete the LEA response section under each protocol question in the protocol document and submit the completed protocol to your assigned monitoring specialist(s) two to three weeks before the monitoring visit. • Documentation should be submitted electronically using: • SSWS Dropbox or • Jumpdrive • Filebox is also acceptable (onsite only)
FPM Evidence Collection • The organization of the evidence should mirror the protocol document. • Responsibility for collecting the evidence may be assigned among staff involved in the implementation of the program. • Facility or program administrators • Personnel supporting the program • Finance office • Human Resources office (if applicable)
FPM Evidence Collection, continued Establish timelines and procedures for collection of evidence. Many coordinators are using Google Docs to collect data from schools by protocol question. Coordinators can give VDOE specialists access to the documents.
Each protocol question should have its own folder • Do not separate each page of the protocol document. • Do not pdf all of the documents into one big file.
Each folder should contain evidence for the protocol item: Question 1.1a(Instruction aligned with State Standards)
Monitoring and Evaluation Question (1.1c) Guiding Question • Does the LEA monitor and evaluate the locally operated facilities and programs’ progress toward meeting the objectives outlined in the application and report the results of such evaluations to improve the program? Acceptable Evidence • Evaluation tools; and • Data or statistics that highlights the programs’ progress to measure the measurable objectives; or • Teacher, student, parent surveys; or • Any corrective action plan that was required to be submitted to the SEA
Monitoring and Evaluation Question (1.1c), continued Interview Questions • How does the LEA work with and monitor the facilities or programs to ensure that they are meeting the program requirements as outlined in Section 1425 (ESSA)? • Describe the evaluation tools that are used to determine the success of the program. • Does the data demonstrate an increase in the number of children and youth returning to school, attaining a regular high school diploma or its recognized equivalent, or attaining employment after they are released?
Monitoring Facilities and Programs The acceptable evidence for question 1.1c requires the use of an evaluation tool. An example facility/program monitoring document has been provided. Any valid and reliable evaluation tool can be used to determine if the funding has had an impact on students. The VDOE Specialist will review all evaluation tools during monitoring.
Technical Assistance • Use facility monitoring as • a time to offer technical assistance or • to establish open line of communication. • Monitoring can be conducted onsite or virtually.
Surveys to Determine Technical Assistance VDOE has technical assistance funding to provide professional development to recipients of Title I, Part D funding across the state. Online surveys were sent to program coordinators, directors, and teachers to help identify professional development needs.
Summary of Survey Results • 15 participants completed the survey • 14% were coordinators • 74% were program or facility administrators • 0% were teachers • Training requested • 80% conferences • 46% book study • 40% online coursework • 33% coaching
Outcome of Monitoring and Evaluation • Revise Title I, Part D, funding to meet facility needs • Professional development opportunities • Conferences • Coursework • Targeted technical assistance
References Elementary and Secondary Education Act of 1965, as amended ND Topic Call: Subgrantee Monitoring Tools: Meeting the Civil Rights Obligations to Students, January 14, 2015
