Oregon Department of Education Title IC Desk Audit for Districts in consortiums

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1 Purpose of Desk Audit A desk audit is submitted to ensure that districts participating in Migrant Education Projects are implementing the program described in the Consortium plan. Districts in consortium are responsible for including migrant students in the district CIP, as appropriate, and implementing the consortium project CIP. This is the first time ODE is requiring districts to conduct a desk audit. It is also a new requirement that districts in Title IC consortium provide evidence that the Consortium and District CIPs are implemented. Submission It is responsibility of the district to complete and submit the Title IC desk audit as part of the NCLB desk audit. Please ask your consortium lead for assistance as you complete it. Purpose of this document: assist districts in providing evidence of compliance with NCLB and Oregon requirements if the district chooses, it may be used in place of the monitoring tool to organize the Title IC desk audit submission Organizing the Title IC Desk Audit Submission A. District and School Planning B. Title IC Services C. Identification and Recruitment D. Title IC programs in all schools 1. Title IA Schools a. Schoolwide programs b. Targeted Assistance Schools E. Parent Involvement Tables of Evidence to report compliance have been included for some of the requirements. You may use the tables to respond to those requirements, if you choose. Respond to requirements without Tables of Evidence with a brief narrative 1

2 Description of how the district is meeting the requirement. If evidence is not available for a requirement please indicate that in the narrative or table. A. District and School Planning Title IC sec District CIP includes Migrant students in the background information, self-evaluation, goals and action plan. Title IC sec (a) (1)(B) 2. Migrant parents are included in the CIP and school planning processes Title IC (a)(1)(b)(ii) 3. CIP is the product of joint planning among local, state and federal programs Title IC sec (a) (1)(F) 4. CIP includes professional development for Title IC staff Title IC sec 1304 (c)(6) (B) 5. Parents of migrant students are participating in developing district parent involvement policy and plan(s) Title IC sec (c)(2) Even though a district is in consortium for project planning and implementation, migrant students must be included in the district CIP. District CIP must include Migrant students in: Background information Self evaluation to determine priority Goals for improvement Action plans to meet the goals o including services to priority for service students and other migrant students The consortium ensures migrant parents are included in the Consortium Continuous Improvement Planning The district must provide evidence that migrant parents are included in district CIP and school planning processes The Consortium CIP is for the entire project, the District CIP is also required to be done jointly among local state and federal programs The consortium CIP may include professional development for all consortium districts Title IC staff. If the district also provides professional development for migrant staff the district must include it in their CIP Responsibility of the district and school as it applies to parent involvement policies for all schools and districts ODE has a copy of the district CIP so the District submits nothing for this item. If the district CIP does not include this information the district will be required to revise the district CIP to include migrant students to be compliant with Title IC Submit evidence that migrant students parents participate in district planning, school improvement planning, if their child attends a SWP, how parents are involved in SWP, if the child participates in a TAS program how migrant parents participated to select criteria for service (may use Table A on page 1 of the Tables of Evidence) ODE has a copy of the district CIP so the District submits nothing for this item. District submits list of professional development provided so far this school year. List of migrant parents participating in the current development/revision of district and school parent involvement policy and plan(s) (May use Table of Evidence A page 1) 2

3 6. Parents of migrant students are participating in school School improvement plans are a district responsibility List of migrant parents involved in school improvement plans improvement plans (may use Table of Evidence A page 1) 7. Parents of migrant students are participating in developing school parent involvement policy and plan(s) Title IC sec (c)(2) 8. Evaluation of the Title IC project effectiveness has been completed Title IC sec (c)(5) 9. Resources are identified and available to meet needs Title IC sec 1304 (c)(1) B. Title IC services 1. Comprehensive services are provided to migratory students and their families Title IC sec (c)(6) (A) 2. Family literacy programs are offered to migratory families Title IC sec. F1304 (b)(7) 3. There are programs to facilitate the transition of secondary schools students to postsecondary education or employment Title IC sec 1304 (c)(6)(e) Responsibility of the district and school as it applies to parent involvement policies for all schools and districts The consortium will evaluate the consortium project plan Districts must include migrant students when evaluating the effectiveness of the district CIP Title IC funding/services are provided and tracked by the consortium at the project level; districts must ensure services are provided at the district and in the schools The Consortium CIP describes the comprehensive services the project provides Districts may implement the provision of these services The Consortium CIP describes the family literacy services the project provides Districts may provide these services If the consortium project offers transition programs through, or in the district, the district must provide evidence of implementation List of migrant parents participating in the current development/revision of district and school parent involvement policy and plan(s) (may use Table of Evidence A page 1) The district will evaluate Title IC program activities when they evaluate the effectiveness of the district CIP. For this audit submit a description of how the district will evaluate the effectiveness of migrant programs Submit evidence that Title IC students receive services funded by Title IC (May use Table of Evidence B -1 and B-2 pages 2 & 3) List the comprehensive services provided by the district so far this year and the number of children/families participating in each service (may use Table of evidence C page 4) Describe the family literacy services provided by the district so far this year and the number of families participating (may use Table of evidence D page 5) Evidence of district programs to facilitate transition (May use Table of evidence E page 5) 3

4 Requirement Explanation Submit Evidence of Compliance 4. The disruption of education is addressed by the district Title IC sec 1304 (d) The consortium may address disruption of education through migrant funded Extended Day/Year programs. If these programs are offered through or in the district, the district must provide evidence of implementation List extended day/year or other programs provided through or in the district funded by Title IC, the grade levels and numbers of students participating so far this school year (may use Table of evidence F page 6) Preschool The consortium CIP describes preschools offered by Preschools will be monitored separately this year the project. Migrant Summer School The consortium CIP describes summer schools offered by the project. Summer schools will be monitored separately from regular school programs, this year Services for Out of School Students Title IC section 1304 C. Identification and Recruitment Districts not in consortium Title IC section Recruiters housed in district (at DO or in schools) spend the time funded for recruiting in recruiting Title IC section 1304 (c)(1) OMB A-133 G2.2 D. Title IC programs in all schools with Title IC funding Title IC section Priority for Service Students are identified Title IC section 1304 (d) 2. Priority for Service student needs are assessed Title IC sec (b)(2) The consortium CIP describes services for out of school students The consortium is responsible for identification and recruitment Districts are responsible for ensuring recruiters and home school consultants housed within the district are assigned and used in compliance with Title IC The Consortium CIP provided information about the priority for service students in the district. For the desk audit, the district provides current information by school. The Consortium CIP provided the names of assessments used to determine priority for service students by each district. The district must provide evidence the assessments were used to identify needs Services for out of school students will be monitored separately this year If recruiters or home school consultants are housed within the district submit: Recruiter daily schedules and Daily activity logs (completed for 2 months) Time and effort records (completed for 2 months) Describe how priority for service students are selected this year, the number of students and the schools they attend. (you may use Table of evidence G page 7) Describe needs of priority for service students and the name(s) of assessments used by school (you may use Table of evidence E page 7) 4

5 3. Priority for Service Students needs are met 4. Migrant students are taught by highly qualified teachers Title IC sec 1304 (c)(2) 5. Migrant students are served by general fund, NCLB title programs, ELL programs and IDEA Title IC Title IC sec (b)(2) Title IC funding is used to meet needs unmet by other programs Title IC 1304 (b)(2) 6. CIP provides migratory children an opportunity to meet Oregon Standards Title IC (a)(1)(c) Services provided to each migrant student are comparable to services offered to other students Title IC sec 1304 (c)(2) 7. Migrant LEP students are assessed in their primary language, as appropriate Title IA sec (a)(3)(c) (ix) 8. There is evidence that if it is not feasible to use OSA to determine the effectiveness of the project, another reasonable process for examining student learning has been adopted 34 CFR (c) The Consortium CIP described, by district, how priority for service students needs are met. The district must describe how the needs are being met by school Districts provide teachers The consortium CIP generally described how migrant students are served by general fund, NCLB title programs, ELL programs and IDEA and the supplemental nature of Title IC funding The district must describe how migrants students are served in each school by each appropriate program this will demonstrate how Title IC services are supplemental The district CIP and school improvement plans must provide migrant students the opportunity to meet Oregon Standards. The district is responsible, not the consortium, to ensure migrant students receive comparable services offered to other students The consortium CIP assures that migrant LEP students are assessed in their primary language, as appropriate. The district must implement the assessments The Consortium CIP listed in general assessments other than the OSA to determine the effectiveness of the project The district identifies assessments used by the district Describe how the needs of priority for service students are met by school (you may use Table of evidence E page 7) Submit evidence that all migrant students are taught by highly qualified teachers (may reference Title IA or Title IIA submission) Describe services and number migrant students receiving services from general fund, NCLB title programs, ELL programs, IDEA (may use Table of evidence H page 8) The district must submit evidence that migrant students are provided with the opportunity to meet Oregon standards (you may use Table of evidence I page 9) Evidence that migrant students are offered services comparable to other students is (reported in Table of evidence I page 9) List the number of migrant students assessed in their primary language and the assessments used so far this school year (you may use Table of evidence I page 9) List assessments other than OSA used by the district or consortium to determine the far this year 5

6 The school compact is the responsibility of the district 9. The school parent compact demonstrates the participation of migrant parents in its development Title IC sec 1304 (c)(3) 10. Title IC funded paraprofessionals work exclusively with Title IC students Title IC sec (c)(1) The Consortium CIP lists the number of paraprofessionals assigned to each district and school. The district must provide evidence that Title IC funded Paras are providing services to Migrant students If migrant funded staff provide services to migrant students and other students at the same time and the migrant students needs are being met this is considered an incidental serve of the students who are not migrant and is allowable. List of migrant parents participating in development or revision of current compact by school District submits by school: Time and effort records (two months as sample) Para schedules and records of how many priority for service and other migrant students are served during a typical week description of service provided If Title IC staff are fully funded by Title IC submit sample of semi annual certification 11. Title IC funded teachers work exclusively with Title IC students Title IC sec (c)(1) 12. Title IC activities are evaluated for effectiveness Title IC sec (c) (5) 1. a. Title IA Targeted Assistance School Title IC section Migrant students are selected for Title IA services using objective, educationally related criteria Title IC sec (d) The Consortium CIP lists the number of teachers assigned to each district and school. The district must provide evidence that Title IC funded teachers are providing services to Migrant students If migrant funded staff provide services to migrant students and other students at the same time and the migrant students needs are being met this is considered an incidental serve of the students who are not migrant and is allowable The Consortium CIP described how the consortium project is evaluated for effectiveness. The district must also evaluate activities for effectiveness In addition to All Schools requirements It is the responsibility of the district to ensure migrant students are selected for Title IA services compliantly District submits by school: Time and effort records Teacher schedules and records of how many priority for service and other migrant students are served during a typical week description of service provided If Title IC staff are fully funded by Title IC submit sample of semi annual certification Submit a description of how the district evaluates the effectiveness of the Title IC services. Copy of district and school Title IA selection criteria and number of migrant students served by TAS. 6

7 2. b. Title IA Schoolwide Programs and Title IC section Priority for Service Students Responsibility of the district and school Evidence of Compliance Submitted to ODE needs are met 2. Schoolwide planning includes Responsibility of the district and school Evidence of Compliance Submitted to ODE migrant parents 3. All migrant student needs are Responsibility of the district and school Evidence of Compliance Submitted to ODE met in the SWP 4. Migrant parents agree to including migrant funding in SWP Responsibility of the district and school Evidence of Compliance Submitted to ODE E. Parent Involvement Title IC sec Parent participation activities for migrant parents are integrated with Title IA parent activities 2. Parent notifications of the academic and English Proficiency progress of their students are in a language and format they can understand 3. Meetings are arranged and transportation, child care and other services to assist parents in participating are provided Parent participation is a district responsibility District responsibility District responsibility Number of Title IA parent activities held this year, so far, and number of parents of migrant students participating in each Copies of notifications Number of meetings arranged for Migrant parents Number of migrant participants at each Number of parents receiving assistance with transportation, child care and other services 7

8 4. Translators are provided at parent meetings District responsibility Documentation of translator participation at each district and school meeting or an explanation of why a translator was not necessary 5. There is evidence of parental involvement in the education of their children District responsibility Describe opportunities for parents to become involved in education of students. List number of opportunities offered this year and number of migrant parents participating. 6. CIP demonstrates evidence of advocacy and outreach activities for migratory children and their families Title IC sec (c) (6) (A) The Consortium CIP includes specific activities in the action plan for outreach and advocacy The districts must provide evidence that advocacy and outreach activities have been implemented in the districts and schools The district will submit evidence of implementation of advocacy and outreach activities conducted in the district so far this school year You may use the tables provided or use a format providing the necessary information. Please make any narrative descriptions brief. 8