Transcript Overview of Title I, Part D Monitoring

Overview of Title I, Part D Monitoring
Victoria Rankin, Greta Colombi, NDTAC
Chandra Martin, Arkansas Department of Education
1
Overview of Presentation
• Introduction to Monitoring Reviews
– What is monitoring review? Which programs are
monitored? Why is monitoring beneficial?
• Monitoring Review Processes
– Federal, subgrantee
• Conducting Monitoring Reviews
– Onsite, offsite
• Challenges to Subgrantee Monitoring Reviews
• Monitoring Tips From an SEA
• Resources
2
What Is Monitoring Review?
• Program monitoring involves the regular and
systematic examination of program implementation
and administration
• Monitoring of Title I, Part D (Part D)-funded
programs is conducted to ensure compliance with
applicable State and Federal laws
3
Which Programs Are Monitored?
Monitoring reviews occur at three levels:
• The U.S. Department of Education (ED) monitors
State educational agencies (SEAs) that receive
funds (Federal monitoring)
• SEAs monitor their State agency (SA) and local
educational agency (LEA) subgrantees (subgrantee
monitoring)
• SA and LEA subgrantees monitor the facilities and
programs to which they allocate funds (facility
monitoring)
4
Why Is Monitoring Beneficial?
• Allows administrators at all levels to ensure that
students receive a fair, equal, and significant
opportunity to obtain high-quality education/
programming
• Provides a mechanism for collecting information
about State and local needs to enable
administrators to target assistance and other
resources more effectively
5
Federal Monitoring
• Eight of the leading indicators were approved:
1. The percentage of long-term students served (90+ calendar days) who
have both pre- and posttest scores, Subpart 1
2. The percentage of long-term students served (90+ calendar days) who
have both pre- and posttest scores in reading, Subpart 2
3. The percentage of long-term students served (90+ calendar days) who
have both pre- and posttest scores in mathematics, Subpart 1
4. The percentage of long-term students served (90+ calendar days) who
have both pre- and posttest scores in mathematics, Subpart 2
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Federal Monitoring (Cont.)
5. The percentage of students who enrolled in a school after exit from a
Title I, Part D program, Subpart 1
6. The percentage of students who enrolled in a school after exit from a
Title I, Part D program, Subpart 2
7. The percentage of students served earning high school course credits
up to 90 days after exit, Subpart 1
8. The percentage of students served earning high school course credits
up to 90 days after exit, Subpart 2
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Federal Monitoring (Cont. 2)
ED will calculate baseline measures using SY 12−13
performance data by August or September 2014. As
part of this process, ED:
• Will ask about State and LEA performance on baseline
measures in performance-oriented monitoring questions
• The baseline measures will then inform ED’s technical
assistance (TA) and monitoring of States
– May identify which States and LEAs seem to be
underperforming on these indicators
– Will follow up with SEA staff to determine (1) if they are
aware of underperformance and (2) specific measures to
address it
8
Federal Monitoring (Cont. 3)
• There is increasing emphasis on having greater
collaboration between ED staff and States
– Using data for strategies that will lead to continuous
improvement of outcomes for students and programs
under Part D
• More information about these processes and
increased emphasis will be forthcoming in the next
fiscal year
9
Subgrantee Monitoring Review
• Per the Federal statute and regulations, SEAs
represented by State coordinators are required to:
– Monitor SA and LEA subgrantees’ implementation of
Part D-funded programs
– Implement a monitoring process that involves
conducting reviews on a set schedule and developing
related monitoring protocols and tools
• In turn, SAs and LEAs are responsible for
monitoring the facilities and programs to which they
allocate funds
10
Conducting Subgrantee Monitoring Reviews
• Often done through:
– Offsite review
 Review documents (e.g., desktop review)
 Administer self-assessment
– Onsite review
 Review documents
 Interview SAs, LEAs (if SEA administers Subpart 2),
and facilities
 Reviews at facilities (e.g., classroom observations)
11
Conducting Offsite Monitoring
• Two primary methods:
– Desktop monitoring
 SEA requests information/data, subgrantees submit,
and SEA determines compliance
– Self-assessment
 Subgrantees complete and inform SEAs of compliance
12
Steps for Offsite Monitoring Process
1. Set offsite monitoring schedule
2. Determine what information/data to collect
3. Collect information/data
4. Review information/data
5. Respond to information/data
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1. Set Offsite Monitoring Schedule
• In light of the onsite monitoring schedule, determine
how often do you need to conduct offsite
monitoring
• Consider the method(s) you plan on using and
when
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2. Determine What Information/Data To
Collect
• Consider the requirements you wish to review
• Be sure to review if there is anything else you would
like to know, for example:
– Do you have questions based on your review of their
data and onsite monitoring results?
– Are there broader issues that you wish to
investigate?
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3. Collect Information/Data
• Tools you will use:
– Forms
– Checklists
• Vehicles you will use
–
–
–
–
–
E-mail
Online system
Web-based survey
Video/phone conference
Other
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4. Review Information/Data
• Check the information/data:
– Confirm receipt
– Confirm completeness
– Confirm quality
• Analyze the information/data:
– Identify isolated issues and/or problematic patterns
– Identify good examples that can be shared
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5. Respond to Submitted Information/Data
• Response to identified findings:
– SEA writes official response/corrective action plan
– Subgrantee submits plan to address areas of
noncompliance
• Response to findings and other identified issues:
– Develop a tiered TA approach based on analyses of
results
 Tier 1: TA for all
 Tier 2: TA for some
 Tier 3: TA for a few
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Subgrantee Monitoring Challenges
• Onsite monitoring reviews tend to be short and
infrequent
• Staff turnover tends to be high
• Title I, Part D requirements can be challenging to
understand
• Offsite monitoring is often necessary, but can be
challenging without effective communication and tools
that help to
– Coordinate the receipt of materials
– Coordinate among your team of reviewers
– Address issues as they arise
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Subgrantee Monitoring: Your Responsibilities
• Create subgrantee monitoring protocols and
guidelines
• Establish consistent monitoring “cycles” or
schedules
• Require corrective actions for subgrantees not in
compliance
• Ensure that LEAs and SAs are monitoring every
facility with which they have contracted for services
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Tips for Subgrantee Monitoring
• Released in 2013
• Requested by State Title I, Part D (Part D)
coordinators 2012 NDTAC Conference
• Goals of the tip sheet:
– Embed a “youth- and staff-centered” framework in the
monitoring process
– Provide guidelines to capturing student and teacher
perspectives
– Help Part D coordinators secure additional
information during subgrantee monitoring
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Types of Techniques To Gather Information
and Examples of Questions: Interviews
Technique
Definition
Examples of Questions

Involve one-on-one questioning of
individuals
School/Program Administrators

How do you monitor special education-related services, interventions, and support?

Can be structured (all participants
receive the same questions in the
same order during each respective
interview, with questions focused on a
specific goal) or unstructured
(questions are not presented in any
specific order or format and, although
the interviewer may have a specific
goal or focus, participants are allowed
to speak openly about any issue they
wish to discuss)

How do you ensure that all cumulative records are accurate and up-to-date?

How do you monitor transition services, inclusive of Transition Coordinators, to ensure that
transitions occur effectively?

Do you have any suggestions for improving transition services?

What are some ways in which positive behaviors are reinforced? Is there a schoolwide or
facilitywide behavioral management system operating in the school or facility? If so, please
describe.

How do you ensure youth are enrolled in appropriate credit-bearing courses?

How do you ensure quality education services are offered to all students?
Interviews

Can be conducted face-to-face (with
staff and youth) or by telephone (with
staff)
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Types of Techniques To Gather Information
and Examples of Questions: Questionnaires
Technique
Questionnaires
Definition
Examples of Questions

Also referred to as surveys
Students

Involve the random selection of
approximately 20–30 percent of
students and 50 percent of teachers

Do you feel your teachers are teaching you what you need to know?

Do you feel teachers in your school try to help you?


Was your class placement or schedule discussed with you on your first day of school?
Can be by either pen and paper or
online

Do you receive a copy of your report card?

Should have only small groups of
students (15 or less) take it at once
to minimize misbehavior or
disruptions

Have you talked to someone about how you will transition to or return home and re-enroll in
school?

Do you expect to continue your education when you are released?

Should be read by a facilitator to
students to ensure that they are
understood
Teachers

Are you certified by the State Educational Agency to teach in the area of instruction that is
assigned to you?

For this school year, how many hours or days have you participated in inservice or professional
development training?

Do you look forward to reporting to work?

Would you say that, in this school, teachers are encouraged and have the opportunity to support
and challenge students to achieve?

Do you encourage your students to aspire to go to college, vocational training, or some other form
of higher education?

Do you use interventions to help students with their behaviors?

Are career and technical education (vocational education) portfolios developed for all of your
students?
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Types of Techniques To Gather Information
and Examples of Questions: Focus Groups
Technique
Definition
Examples of Questions

Students


Focus
Groups
Require participation of at least 5–10
individuals randomly selected to
participate in a group discussion
Student focus groups should include
most academic placement groups
(e.g., high school, GED, special
education, career/technical/
vocational education)
Teacher focus groups should
represent most instructional groups
(e.g., high school, GED, special
education, career/technical/
vocational education)

Do you feel your school is preparing you for life, a job, and further education?

How would you improve discipline in your school? What incentives are there to encourage positive
behaviors?

What would you do to make the school better?

Do you know the principal of the school?

Is there an adult in the school or facility that you can go to if you have a problem? (The intent is to
determine if there is an adult in the school or facility that the student trusts)
Teachers

What are you doing to prepare each of your students for statewide testing?

What are you doing to enhance and supplement classroom instruction? How do you motivate your
students?

What suggestions do you have for improving the instructional process?

How are transitional needs being addressed for regular as well as special populations?

Do you have any suggestions for how to improve transition services?

How are inservice training needs being met? What has been most beneficial?
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Monitoring TIPs From an SEA
• Chandra Martin
Program Advisor, Arkansas Department of Education
State Title I, Part D Coordinator
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Questions About Subgrantee Monitoring?
?
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Resources
• Guide to Meeting Compliance Requirements for the
Title I, Part D, Program, available on the NDTAC website
• ND Communities’ Monitoring and Compliance topic page
for examples of subgrantee monitoring forms and
protocols from many States
• Federal Monitoring Forms—available under “Monitoring
Indicators” on the ED Web site
http://www2.ed.gov/admins/lead/account/monitoring/
index.html
• NDTAC’s Tips for Subgrantee Monitoring
http://www.neglecteddelinquent.org/sites/default/files/Monitor_Tipsheet_
2013_508%20FINAL.pdf
• Your NDTAC State Liaison!
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