districts can use their own staff to monitor incorporating an annual conversation progress. between ESE and the district about their progress as a sufficient approach to ESE staff suggested providing districts with monitoring. clear guidance or best practices for monitoring progress and recommended that In general, respondents noted the importance districts implement some form of quarterly of regular progress monitoring but believed monitoring, at minimum, by someone that districts themselves were not only removed from the day-to-day capable but also willing and committed to implementation of the district plan. monitoring progress themselves. Only one Respondents from two districts agreed with respondent suggested that some type of this suggestion for less-frequent monitoring regular, formal monitoring was not by someone designated by district necessary at all. leadership, not a state-designated Plan Monitor. Staff from a third district suggested
districts can use their own staff to monitor progress. ESE staff suggested providing districts with clear guidance or best practices for monitoring progress and recommended that districts implement some form of quarterly monitoring, at minimum, by someone removed from the day-to-day implementation of the district plan. Respondents from two districts agreed with this suggestion for less-frequent monitoring by someone designated by district leadership, not a state-designated Plan Monitor. Staff from a third district suggested incorporating an annual conversation between ESE and the district about their progress as a sufficient approach to monitoring. In general, respondents noted the importance of regular progress monitoring but believed that districts themselves were not only capable but also willing and committed to monitoring progress themselves. Only one respondent suggested that some type of regular, formal monitoring was not necessary at all.