Transcript The Power of Monitoring: Building Strengths While Ensuring

The Power of Monitoring:
Building Strengths While Ensuring Compliance
Greta Colombi and Simon Gonsoulin, NDTAC
Trends
 Monitoring perspective
 Juvenile justice reform—shift from a
correctional/punitive model to a rehabilitative model
 Monitoring approach—shift from a “gotcha” model to
a supportive model
 Subgrantee monitoring is an area where
coordinators consistently struggle in
administering their programs
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Agenda
 Ensuring compliance
 Monitoring purpose and requirements
 Monitoring process
 Building strengths
 Role of technical assistance (TA) in monitoring
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Outcomes
 Better understand monitoring expectations
 Consider how you can improve your monitoring
processes and capacity to monitor
 Consider how you can provide TA while
monitoring subgrantees
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Purpose of Monitoring
 Ensure programs are meeting program requirements
 Federal monitoring  Student Achievement and School
Accountability (SASA) programs office monitors State
education agencies (SEAs)
 Subgrantee monitoring  SEAs monitor State agencies
(SAs) and local education agencies (LEAs)
 Facility/program monitoring  SAs and LEAs monitor
facilities and programs
 Gather data to target TA efforts
 Strengthen reviewer–reviewee partnerships
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Monitoring Process
 Federal Monitoring
 SEAs reviewed on average every 2 to 3 years, based on
indicators included in SASA Monitoring Plan for Formula Grant
Programs (Indicator 1.1)
 Subgrantee Monitoring
 SAs and LEAs receive onsite review on average every 3 years;
basic expectations included in Indicator 1.1 of SASA plan
 Facility/Program Monitoring
 SEA specifies how often facilities and programs are reviewed
and their expectations for those reviews
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Federal Monitoring Process
1. Pre-Review
 SASA office notifies State Title I director
 SASA Title I, Part D, program manager contacts State Part D
coordinator
 SASA Title I, Part D, program manager coordinates with the
State Part D coordinator to discuss what data/information is
needed and logistics
 State Part D coordinator coordinates with other SEA staff and
subgrantees to prepare information and logistics
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Federal Monitoring Process (cont.)
2. Review
 SASA reviewer reviews documents
 SASA reviewer interviews SEA, SAs, and sample of LEAs if
the SEA administers Subpart 2
3. Post-Review
 SASA finalizes report
 SEAs submit a corrective action plan, including a timeline if
they receive findings
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Subgrantee Monitoring Process
1. Monitoring Process Development/Update
 Develop/update schedule for onsite and offsite monitoring of
both Subpart 1 and Subpart 2 subgrantees
 Develop/update Subpart 1 and Subpart 2 protocols and tools
for onsite and offsite monitoring
 Develop corrective action plan template, including a timeline
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Subgrantee Monitoring Process (cont.)
2. Pre-Review
 Notify subgrantees at start of fiscal year
 Coordinate review with subgrantees
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Communicate expectations
Provide protocols and tools
Describe what data/information is needed
Coordinate logistics with subgrantees
Tell subgrantees to work with facilities/programs to
prepare information and logistics
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Subgrantee Monitoring Process (cont.)
3. Review
 Conduct offsite review
 Review documents (e.g., desktop review)
 Administer self-assessment
 Conduct onsite review
 Review documents
 Interview SAs, LEAs (if SEA administers Subpart 2), and
facilities
 Do onsite reviews at facilities (e.g., classroom observations)
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Subgrantee Monitoring Process (cont.)
4. Post-Review
 Finalize report based on review
 Require subgrantees to submit a corrective action plan that
includes a timeline if they received findings
 Approve corrective action plan
 Monitor subgrantee completion of corrective actions
according to each plan
 Keep monitoring report and all corrective action plan
information and communications on file
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Monitoring Experiences
 Coordinators report positive monitoring experiences
 Federal monitoring
 Was informative
 Subgrantee monitoring
 Get out and see what is happening on the ground
 Better understand challenges
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Role of TA in Monitoring
 Reasons TA and monitoring go together
 Can gather additional data besides requirements to inform TA
 Because funds are limited, monitoring is an opportunity to
meet in person to provide TA proactively and reactively
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Role of TA in Monitoring (cont.)
 Although monitoring must be separate from the provision of
TA to be objective, there are moments when it is possible
 Pre-review: Proactively resolve issues while preparing for the
review
 During the review: Discuss how to resolve identified issues
during review (e.g., recommendations) and exit conference
(e.g., requirements)
 Post-review: Discuss how to resolve identified issues in
monitoring report and followup meeting(s) if necessary
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What Coordinators Need To Monitor & Provide TA
 You need to know what to look for and what to do about
what you see
 As a result, you need an understanding of:
 Title I, Part D
 The population of youth who are neglected, delinquent,
and atrisk (N or D)
 The N and D systems
 Your SEA
 Education
 Most coordinators know many of those areas, but not all
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Resources for Coordinators
 Understanding of Title I, Part D
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Title I, Part D, State Coordinator’s Orientation Handbook
Title I, Part D, Regulations, Statute, Nonregulatory Guidance
SASA Plan for Monitoring Formula Grant Programs
NDTAC Guide to Meeting Compliance Requirements for the
Title I, Part D, Program
 Understanding of the population of youth who are N or D
 2009 NDTAC conference materials
 2010 NDTAC conference keynote
 Office of Juvenile Justice and Delinquency Prevention (OJJDP)
publications
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Resources for Coordinators (cont.)
 Understanding of the N and D systems
 OJJDP publications
 National Center for Juvenile Justice State profiles
 NDTAC publications (specific administrative challenges)
 Understanding of your SEA
 State consolidated application/State Plan
 State-specific legislation
 Colleagues
 Understanding of education
 National Content Centers
 National Center on Response to Intervention (RTI)
 National Center on Student Progress Monitoring
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Conclusion
 It is critical to put a monitoring and TA process in place
 In addition to monitoring specific requirements, protocols
can include the monitoring of other issues that may be of
interest or timely
 Coordinators also can take innovative approaches in
monitoring and providing TA
 With knowledge and processes in place, coordinators
can build on strengths to make program improvements
and improve student outcomes
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Next Concurrent Sessions
 Related to Monitoring Process
 Innovative Approaches to Offsite Monitoring and
TA Provision
 Federal Monitoring Update
 Related to Monitoring/TA Content
 Establishing a Social and Behavioral Context for Academic
Learning
 Focusing on Significant Issues for Reentry and Family
Engagement
 Meeting the Educational Needs of Diverse Learners
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