Title I New Coordinators Training Title I Team Office of
Federal and State Accountability July 21, 2014 1
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Agenda Welcome and Introductions ESEA Background and Purpose,
ESEA Waivers District Set-Asides Schoolwide Plans Supplement, Not
Supplant Allowable Use of Funds 2
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Agenda Accounting and Reporting Amendments, Carryover and Other
Fiscal Responsibilities Comparability Report Maintenance of Effort
(MOE) Family Engagement Private Schools Monitoring Questions 3
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WELCOME AND INTRODUCTIONS Roy Stehle, Director Director of
Federal and State Accountability 4
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Title I Title I is the first title in the ESEA of 1965 as
reauthorized as the NCLB Act of 2001. Title I is the largest
federal aid program for K-12 schools. The purpose is to ensure that
all students have a fair, equal, and significant opportunity to
obtain a high-quality education and reach, at a minimum,
proficiency on challenging state academic achievement standards and
assessments. 5
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Title I South Carolina receives over $200 million in Title I
funds. The vast majority of funds are allocated to districts, and
through districts, to schools. Title I is designed to support state
and local school reform efforts. Title I is designed to support
teaching and learning for students who are most at risk of not
meeting state standards. 6
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Title I Title I Coordinators have a major responsibility to see
that the funds that flow to the districts are used for the
educational purposes intended in the law. Title I Coordinators have
a major role in overseeing that the funds are spent to be in
compliance with applicable law, regulations, and guidance. Title I
Coordinators need to be well versed in both program and compliance.
7
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Title I Title I Coordinators need to be up to date on the
latest in education reform efforts and to understand curriculum and
instruction. Title I Coordinators need to know the law, the
regulations, and guidance related to Title I. Title I Coordinators
also need to be familiar with EDGAR, OMB Circulars A-87 and A-133
and the new Omni-Circular or Super Circular. 8
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Title I Tips to survive: Learn federal programs from multiple
perspectives. Understand and control your budgets. Tap outside
resources. Train your staff and those you work with. Be visible be
the Title I expert. Seek help from veterans. Work with your SEA
staff. 9
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Questions 10
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ESEA WAIVERS Roy Stehle, Director Office of Federal and State
Accountability 11
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ESEA Flexibility Waiver Update Since reauthorization of ESEA
was not on the horizon, the purpose of the waiver was to relieve
the SEAs and LEAs of the burden of the all or nothing
accountability of the NCLB Act of 2001 and to allow states and
locals to design reforms to improve academic achievement and to
increase the quality of instruction for all students. What did SEAs
and LEAs gain? Flexibility regarding the 2013-14 timeline for
determining AYP. Flexibility regarding district and school
improvement requirements. Flexibility to support school improvement
efforts. Other additional flexibilities were permitted. 12
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ESEA Flexibility Waiver Update What did S.C. have to agree to
do: In Principle 1: College and Career Ready Expectations for All
Students In Principle 2: State-Developed Differentiated
Recognition, Accountability, and Support In Principle 3: Supporting
Effective Instruction and Leadership 13
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ESEA Flexibility Waiver Update The S.C. waiver request was
submitted and approved by the U.S. Department of Education in 2012.
The waiver was approved for 2012-13 and 2013- 14. Several technical
and timeline amendments have been made to Principle 2 and Principle
3. Accountability was run on the waiver methodology for the spring
2012 testing and the spring 2013 testing. 14
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ESEA Flexibility Waiver Update The SCDEs Division of
Accountability met with stakeholders regarding the methodology and
Priority and Focus School interventions during 2012 and 2013. The
SCDE submitted a major rewrite of Principle 2 in September 2013.
Based on stakeholder input, the amendment included adjusting the
methodology and Priority and Focus interventions. The amendment
eliminated Title I school choice and SES as interventions. The
amendment was approved as of June 2, 2014. 15
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ESEA Flexibility Waiver Update Where are we now? The initial
wavier was through the 2013-14 school year. In March of 2014, the
SCDE applied for a one year extension for 2014-15. To be approved,
the SCDE must adhere to the major requirements of the three
Principles. The 2013-14 amendment for Principle 2 would be extended
through 2014-15 including the new methodology and revised
interventions. 16
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ESEA Flexibility Waiver Update Where are we now? Principle 1
requires the adoption of college and career ready standards. The
Common Core State Standards are recognized by the USED as college
and career standards. S.C. will have Common Core ELA and math for
2014-15, thus meeting the requirement for Principle 1. Under
current state legislation, the SCDE will be writing college and
career ready standards for use in 2015-16. 17
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ESEA Flexibility Waiver Update Where are we now? Principle 1
requires the adoption of an assessment to measure college and
career ready standards. S.C withdrew from the Smarter Balance
Consortium. Under current state legislation, the State will be
procuring an assessment to measure college and career ready
standards for use in the spring of 2015. 18
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ESEA Flexibility Waiver Update Where are we now? Principle 3
required the adoption of a teacher and principal evaluation system
that included student growth as a significant factor in the
evaluation system. The evaluation system was approved by the State
Board on June 11, 2014. Barring any unforeseen circumstances we
expect the ESEA Waiver Extension to be granted for 2014- 15.
19
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ESEA Flexibility Waiver Update Where are we now? If the State
Board approves the evaluation system and the USED approves our plan
to procure an assessment for spring 2015, our waiver will likely be
extended for 2014-15. The State Board approved the Educator
Evaluation System on June 11. The SCDE is continuing discussions
with USED on Principle 1 relating to the timeline to procure and
administer new assessments by spring of 2015. Based on recent USED
communications, USED will likely approve the extension of
Principles 1 and 2 first with ongoing discussion on Principle 3 to
continue. 20
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Priority and Focus Schools The list may change for the 2014-14
school year. Numbers (current) 26 Priority (5% of Title I schools)
52 Focus (10% of Title I schools) Set-asides 20% for Priority 10%
for Focus (20% Maximum) Since Choice and SES have been eliminated,
the funds will not have to be set-aside for 2014-15 (with caution).
21
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Public School Choice All students in Priority and Focus Schools
Any school that is not a Priority or Focus school may serve as a
school of choice If a school no longer must offer choice Use Title
I funds (not the set-aside for priority or focus schools) Notify
parents Pick up costs with other funds 22
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What the Future Holds Currently clarifying questions with the
USED. The extension will be good for 2014-15. There seems to be no
political will to reauthorize ESEA in this legislative session. Be
alert to state and national trends regarding educational reform and
assess the possible impact on your work. 23
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Questions 24
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DISTRICT SET-ASIDES Jewell Stanley Education Associate Office
of Federal and State Accountability 25
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District Set-Asides Definition: Reservation of funds for
district-wide activities that are taken from the Title I allocation
prior to distributing funds to schools. 26
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Types of District Set-Asides Required Set-Asides: 1. Parent
Involvement - One percent (1%) of the current year allocation must
be reserved (if current allocation is $500,000 or more).
Ninety-five (95) percent of the 1% for Parent Involvement must be
allocated to Title I schools. 2. Homeless - District must set aside
funds for homeless (no pre-determined percentage is required).
27
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Required Set-Asides (Cont.): 3. Public School Choice/SES a)
Priority Schools District must set aside 20% of current year
allocation (offered to all students for both Choice/SES) b) Focus
Schools District must set aside 10% of current year allocation
(offered for all students for Choice and students not meeting
proficiency for SES) c) Both Priority/Focus Defer to Priority
requirements and set aside 20% d) If lesser amount is needed,
complete request showing justification to submit lesser amount
(work with project manager to complete this form). 28
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Required set-asides (cont.): 5.Highly Qualified (HQ)
Professional Development - A district whose teachers are not all HQ
must set-aside funds (as needed) for professional development to
obtain HQ status. 6.Other funds, such as Title II, may be used to
meet this requirement (Listed separately on P. 2C). 29
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Non-required Set-Asides: 1.LEA Administration: Used for funding
administrative staff, supplies, equipment, travel, etc. at the
district level for Title I administrative purposes. 2.Other Summer
school, pre-school programs, intersession programs, additional
professional development, school improvement, etc.). * Activities
must be in Title I schools only, except pre-school programs.
30
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MOE is based on the two previous years Districts meet MOE for
2014 - 2015 if: 2013 state/local effort = is at least 90% of 2012
For example: MOE for 2013: $7,246.03 MOE for 2012: $7,305.50 90% of
$7,305.50 = $6,574.95 $7,246.03 > $6,574.95 so MOE has been met
130 Meeting MOE
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Simple calculation of MOE: 2014-15 SY A. Total LEA Expenditures
for 2013 less: Federal Expenditures (Expenditures from Federal
Awards) Capital Outlay Debt Service Portion of Pupil Activity
Expenditures (Those related to Enterprise Activities or Trust and
Agency activities). Intergovernmental B. Take the net expenditures
divided by the districts 135 ADM for the same school year.
C.Compare the calculated per pupil MOE amount to the second
preceding year MOE to demonstrate that it is not less than 90%
131
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Note: SEA must determine maintenance of effort most favorable
to each LEA. Allocation reduction if an LEA fails to meet the MOE
requirement The state has no authority to waive the MOE
requirement. ED may waive the requirement for: exceptional or
uncontrollable circumstances, such as natural disaster a
precipitous and unforeseen decline in the financial resources of
the State 132
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Due to state/local budget reductions, meeting the MOE 90%
requirement may be much more difficult to achieve!!! Coordinate
with district financial staff and the Office of Federal and State
Accountability to prepare!!! Karen Cook 803-734-4040
[email protected] 133
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Questions 134
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Family Engagement Jewell Stanley Office of Federal and State
Accountability 135
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District Parent Involvement Policy Develop a jointly agreed
upon written policy which establishes the districts expectations
for parental involvement; Include the following required elements
explaining how the district will: a.Involve parents in the joint
development of the LEA plan and school improvement, b.Provide
coordination and technical assistance to schools in planning and
implementing effective parent involvement activities; c.Build the
schools and parents capacity for strong parent involvement
d.Coordinate and integrate parental involvement strategies with
other programs e.Conduct an annual evaluation of the content and
effectiveness of the policy f.Involve parents in the activities of
schools served under Title I 136 Section 1118 (b) (3), NCLB],
Parent Involvement Guidance C-3, C-4 D-1 136
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137
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Compliance Documentation Copy of LEA Parent Involvement Policy
with the revision month, date year Meeting agendas and sign-in
sheets from LEA policy meetings with parents Proof LEA Parent
Involvement Policy was distributed in multiple ways Parent feedback
in the form of minutes from the LEA policy meetings Flyers, website
announcements, message recordings or other meeting advertisements A
revised parent involvement policy with revision month, date year
138
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Parent Notifications Parents Right to Know At the beginning of
the school year, parents must be informed of their right to request
information about qualifications of teachers and paraprofessionals.
(District) If substitutes who are not highly qualified are used for
four or more weeks, a letter must be sent to parents explaining the
current classroom status. (Schools) 139
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Parent Notifications Provide information to parents of students
who have Limited English Proficient students about available
programs, parent options, and program effectiveness. (District)
Provide parents with information about schools identified as Focus
or Priority Schools (District) 140
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School Parent Involvement Policy Each school must develop,
jointly with parents, a written school-parental involvement policy
that describes how the school will carry out the parental
involvement requirements. Schools may amend current policy to
reflect these requirements Any comment from parents not satisfied
with this policy must be submitted with the Title I Office 141
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School Level Requirements School Parent Compact Remember to
include: 1.Parent-teacher conferences 2.Frequent reports to parents
on their childs progress 3.Reasonable access to staff
4.Opportunities to volunteer 142
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143
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2. Hold parent-teacher conferences* in the first nine weeks
each year during which this compact will be discussed as it relates
to the individual childs achievement. Specifically, those
conferences will be held: Scheduled conferences are held
___(date)___________. Parents and teachers may also schedule
conferences as needed throughout the school year. 3. Provide
parents with frequent reports* on their childrens progress.
Specifically, the school will provide reports as follows: Interim
Reports are sent home for parents to review four times a year, mid-
quarter. Parents are invited to ask questions about their childs
report. Report cards are sent home quarterly. Parents are invited
to contact their childs teacher with questions. 4. Provide parents
reasonable access to staff.* Specifically, staff will be available
for consultation with parents as follows: Phone and voicemail
E-mail Written notes in childs agenda (daily assignment log) One
scheduled conference a year and additional conferences as requested
by the parent or teacher. 144
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School Level Requirements Convene an annual meeting Conduct an
annual evaluation of the parental involvement policy 145
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Annual Parent Meeting During the meeting, provide parents
information about: Title I Program Curriculum School Status ( Focus
/Priority) Other information related to the academic program Be
sure to document with meeting notices, agendas, sign in sheets and
minutes. [Section 1118 (c) (1)] Parent Involvement Guidance, D-5
146
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Family Engagement Evaluation Your school or school district:
Rarely Some- times RegularlyAlways Recognizes that all parents,
regardless of income, educational level, or cultural background,
want their children to do well in school and are involved in their
childrens learning. Supplies a written Title I parent involvement
policy that is jointly developed with parents that outlines the
partnership among the student, parent, and school. Holds an annual
meeting to inform parents of children in Title I programs about the
Title I program. Provides resources such as books, videos, and
newsletters that help with better parent participation at home.
Encourages and provides opportunities for family input into the
design and development of the school-parent compact. Schedules
varied meeting times to accommodate parents work and childcare
schedules. Provides parents with ideas on how to help their
children with homework. Thinks of the community as an extension of
the family. Provides opportunities for families to have input in
the operations of the school. Staff sees how diversity may be used
to enrich learning experiences for students. Uses information from
parent and family surveys to design or change school procedures and
programs. 147
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District & School Responsibilities Joint responsibilities
include: 1. Assistance and training for parents 2. Parent literacy
and education 3. Helping parents with school work for their
children 4. Volunteering in classrooms 5. Training school staff to
work with parents 148
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Reservation of Funds for Parental Involvement Districts must
ensure that Title I schools: Reserve at least one percent of the
districts total Title I, Part A, allocation to carry out parental
involvement activities for divisions receiving $500,000 or more;
and Set aside at least 95 percent of the reserved funds to be
distributed to participating schools. 149
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Families play a powerful role in their childrens education!
Overall Findings from 40 Years of Research When families are
involved children do better in school AND schools do better
educating children. 150
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Why Families Get Involved Understand that they should be
involved Feel capable of making a contribution Feel invited by the
school and their children (Hoover-Dempsey and Sandler) Family
members are more likely to become involved when they: 151
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152
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Questions 153
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Private Schools Participation in Title I of Children Enrolled
in Private Schools 154 David Boison Education Associate David
Boison Education Associate Office of Federal and State
Accountability
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Eligibility Private school children, parents and teachers, by
law, may be eligible for Title I services (section 1120 of ESEA)
Student resides in a Title I attendance area Student is failing or
at risk of failure at school Services are equitable Services are
secular, neutral and non-ideological Money determined by low income
students Students served determined by attendance area and
educational need (NOT by poverty). 155
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Contact and Consultation LEA contacts private schools (when:
March; where: in and/or outside of district: 25 mile rule, use
lists of privates schools in area; how: certified mail) soliciting
participation in Title I Private school, if eligible, decides to
participate or not Invite private school to consultation meeting
LEA and private school cooperate on services LEA administers and
evaluates the program See guidance re: consultation requirements
(guidance is on SCDE website: Title I Service to Eligible Private
School Children (Non-Regulatory Guidance) 156
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Planning Planning meeting with private school before start of
program (March/April for following school year) Private school to
sign affirmation form that consultation took place (affirmation
form is in Title I on-line application) Affirmation obtained by LEA
and provided to SEA 157
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Equitable Services Services to private schools must be
equitable when compared to services provided to public schools
Equitable services are proportionate to number of eligible students
at the private school Equitable services include district
set-asides for student instructional programs, parent involvement
activities, professional development and summer school, if
applicable Equitable services do not include pre-K, district
improvement, supplemental services or school choice. Program at the
private school is a district program. Materials, supplies,
personnel etc., are the responsibility of the LEA. (No Title I
funds are given directly to the private school) 158
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Determining Eligible Students Data needed: students address,
students grade level, income level of parents. LEA calculates
eligible students by one of these methods: using same measure of
poverty as LEA using comparable data to the USDA free/reduced
program extrapolating data if data from private school is
incomplete proportionality based on the public school the students
at the private school would have attended 159
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Funding a Private School Program Funding a private school
utilizes two sources of money: 1. Per pupil allocation and 2.
Equitable services The amount allocated for the private schools
program is based on the per pupil allocation generated by eligible
private school children (see page 2D of the Title I application).
If there are more than one served private school in the district
the amount per school is based on the eligible students attendance
area (they carry their per pupil allocation by attendance area with
them to the private school). 160
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Funding a Private School Program (continued) The amount
allocated for the private schools equitable services (instructional
set asides, parent involvement and professional development) is
based on proportionality, that is, the proportion of private school
children from low income families who would have attended a public
Title I school divided by the number of children from low income
families in public and private schools participating in Title I See
the Equitable Services Worksheet in the Title I on-line application
(page 22) 161
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Application Approval LEA should maintain record of consultation
with private school LEA maintains record of minutes of meetings,
written correspondence, parent surveys etc. Consultation should
take place before important decisions are made on the design and
implementation of the program SEA to obtain copy of affirmation
form, equitable services worksheet and copy of private school plan
Complete Title I on-line application for private schools 162
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Children Eligible for Services Eligibility for private school
services is based on: Residence in a Title I public school
attendance area Educational need (child must meet requirements of
section 1115(b) of ESEA [targeted assistance criteria]) Poverty is
not a criteria 163
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Administrative Costs LEA may reserve funds off the top to
administer public or private school Title I programs This money is
not taken from the amount allocated to private schools Funds for
instructional services are allocated after off the top deductions
are made Admin. costs include special capital expenses (non-
instructional services such as insurance, maintenance, purchase or
lease of real or personal property, installation, etc.) 164
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Questions 165
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Title I Monitoring David Boison Education Associate Office of
Federal and State Accountability 166
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How to Survive a Title I Audit AGENDA The Audit Forms
Organizing for the Audit The Audit Common Problem Areas Helpful
Hints Help is Available 167
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The Audit Forms Eleven Forms: 1. Project Administration 2.
Parent Involvement 3. Schoolwide Projects 4. Targeted Assistance
Projects 5. District Improvement 6. School Improvement 7.
Supportive Services 8. Equipment and Inventory Control 9. Private
School Services 10. Budget Monitoring 11. Internal Controls
168
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The Audit Forms (cont.) Questions are from Title I requirements
Copies of forms are sent before the audit Not all forms may be used
Not all questions may apply Documentation and evidence are usually
required Help is available 169
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Organizing for the Audit Determine what forms will be used at
your district Prepare a folder for each form Collect documentation
Use binder or box to organize folders 170
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The Audit Starts at 8:30am @ D.O. 8:30-12:00: work done at D.O.
Break for lunch 1:00: Visit School(s) 4:00pm: Audit completed Note:
times are approximate 171
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Common Problem Areas 135 ADM March F&R lunch count (SNACS
report) Counting 3 and/or 4 year olds Math errors Rounding errors
Banding errors Time and Attendance Records 172
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Common Problem Areas (cont.) Private school contact Principals
attestation letter Parents Right to Know Comparability (if
required) Maintenance of Effort Parent Involvement Policy
Parent-School Compact 173
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Common Problem Areas (cont.) Survey/evaluation of parent
involvement programs Targeted assistance student selection process
Documenting meetings (agenda, sign-in sheet and minutes) Getting
schools on-board Offering parents all that is required by Title I
Inventory control 174
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Helpful Hints Have a Title I meeting at the beginning of the
school year Use newsletters, newspaper and web to communicate Title
I requirements to parents Document Title I meetings Find a helper
(parent coordinator, Title I facilitator, etc.) Have a binder or
box for documentation to use throughout the year 175
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Questions 176
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Help is Available Contact: David Boison Education Associate
803-734-0594 [email protected] Order free copy of NCLB:
www.ncela.gwu.edu Review guidance: www.ed.sc.gov under Title
Iwww.ed.sc.gov 177