Has the school completed the appropriate section of the CIP if it has not made AMAOs? Is there evidence that the plan is reviewed and Discussion of review process with Central Office revised as necessary? and school teams. Section 1114(b)(2)(B)(iii) D. Title I, Part A Targeted Assistance Programs (Section 1115) – Is there evidence that the plan is made available Central Office staff, schools teams, and parents: Have to all school staff, parents, and the public in a you reviewed your schools CIP? format and language that is understandable? How the CIP is made available to parents? Section 1114(b)(2)(B)(iv) 14 YES NO N/A Indicators Is there evidence that the LEA uses Title I, Part School Improvement staff will review CIPs for schools A funds only for Targeted Assistance (TA) in improvement. SDE will review CIPs for schools not programs that provide services to eligible currently in improvement and interview staff. children identified as having the greatest need Review additional federal requirements section of all for special academic assistance? CIP/TA Section 1115(b)(B) a) Does each local school conduct a Principal and school teams: How did the committee comprehensive needs assessment? decide what grade and subject would be served? b) Has the LEA established multiple, School teams: How was the multiple criteria form educationally related and objective criteria? developed? Section 1115(b)(B) c) Is a rank order listing of eligible School teams: How was the eligibility list established students, an indication of a cut-off score, and is there a cut-off score? and students that fall below the cut-off score? d) Are students with the greatest needs School teams: How does the Title I teacher know what receiving services? students to serve? Observations of teacher’s classes will be conducted. e) Has each participating school established School teams: What are the exit procedures? the multiple criteria by which student may exit the program? Does the LEA ensure that the following eight School Team Interview: Discuss extended learning opportunities. How were the strategies developed? How are they monitored? components are included in each Continuous What role do teachers have in the budgeting of expenditures? Discuss professional development opportunities? How were Improvement Plan (CIP) and that each professional development needs determined? component is systematically implemented as required in NCLB:
Has the school completed the appropriate section of the CIP if it has not made AMAOs? Is there evidence that the plan is reviewed and revised as necessary? Section 1114(b)(2)(B)(iii) Discussion of review process with Central Office and school teams. D. Title I, Part A – Targeted Assistance Programs (Section 1115) Is there evidence that the plan is made available to all school staff, parents, and the public in a format and language that is understandable? Section 1114(b)(2)(B)(iv) Central Office staff, schools teams, and parents: Have you reviewed your schools CIP? How the CIP is made available to parents? 14 YES NO N/A Indicators Is there evidence that the LEA uses Title I, Part A funds only for Targeted Assistance (TA) programs that provide services to eligible children identified as having the greatest need for special academic assistance? Section 1115(b)(B) School Improvement staff will review CIPs for schools in improvement. SDE will review CIPs for schools not currently in improvement and interview staff. Review additional federal requirements section of all CIP/TA a) Does each local school conduct a comprehensive needs assessment? Principal and school teams: How did the committee decide what grade and subject would be served? b) Has the LEA established multiple, educationally related and objective criteria? Section 1115(b)(B) School teams: How was the multiple criteria form developed? c) Is a rank order listing of eligible students, an indication of a cut-off score, and students that fall below the cut-off score? School teams: How was the eligibility list established and is there a cut-off score? d) Are students with the greatest needs receiving services? School teams: How does the Title I teacher know what students to serve? Observations of teacher’s classes will be conducted. e) Has each participating school established the multiple criteria by which student may exit the program? School teams: What are the exit procedures? Does the LEA ensure that the following eight components are included in each Continuous Improvement Plan (CIP) and that each component is systematically implemented as required in NCLB: School Team Interview: Discuss extended learning opportunities. How were the strategies developed? How are they monitored? What role do teachers have in the budgeting of expenditures? Discuss professional development opportunities? How were professional development needs determined?
2015-2016%20Compliance%20Monitoring%20On-Site%20Manual.docx