PROG 9 (A) Consult with teachers, principals, other school Documentation explaining how the LEA meets these leaders, paraprofessionals (including organizations consultation and coordination requirements. (This II-A representing such individuals), specialized may be an LEA professional development plan, instructional support personnel, charter school meeting agendas, meeting minutes, strategic plan, leaders (in a local educational agency that has and/or a narrative that addresses each of these charter schools), parents, community partners, and requirements.) other organizations or partners with relevant and Interview (as needed) demonstrated expertise in programs and activities designed to meet the purpose of this title; (B) Seek advice from the individuals and organizations described in subparagraph (A) regarding how best to improve the educational agency’s activities to meet the purpose of this title; (C) Coordinate the local educational agency’s activities under this part with other related strategies, programs, and activities conducted in the community. ESSA Section 2102(b)(3) PROG 10 Activities: CFSGA (Activities Tab) II-A (1) Shall be in accordance with the purpose of this Interview (as needed) title; (2) Shall address the learning needs of all students; and (3) May include, (A)-(P) ESSA Section 2103(b) of Activities PROG 11 Rural and Low-Income evaluation: Identify who is involved in the evaluation process V-B Grant funds are used to support measurable goals Documentation of Measureable goals to be achieved and objectives that increase student academic stated in the RLIS plan in the CFSGA achievement and/or decrease student dropout rates. Documents for academic achievement, identify data from ESSA Section. 5224. [20 U.S.C. 7351c] which information is gathered and analyzed for evaluating the effectiveness of the RLIS program PROG 12 The LEA identifies the unique educational needs of all COMPREHENSIVE ASSESSMENT (CNA) PROCESS: migrant children, including preschool children and I-C Documentation of the LEA CNA, including: children who have dropped out of school; The LEA CNA team members measures migrant student progress against the
PROG 9 II-A (A) Consult with teachers, principals, other school leaders, paraprofessionals (including organizations representing such individuals), specialized instructional support personnel, charter school leaders (in a local educational agency that has charter schools), parents, community partners, and other organizations or partners with relevant and demonstrated expertise in programs and activities designed to meet the purpose of this title; (B) Seek advice from the individuals and organizations described in subparagraph (A) regarding how best to improve the educational agency’s activities to meet the purpose of this title; (C) Coordinate the local educational agency’s activities under this part with other related strategies, programs, and activities conducted in the community. ESSA Section 2102(b)(3) Documentation explaining how the LEA meets these consultation and coordination requirements. (This may be an LEA professional development plan, meeting agendas, meeting minutes, strategic plan, and/or a narrative that addresses each of these requirements.) Interview (as needed) PROG 10 II-A Activities: (1) Shall be in accordance with the purpose of this title; (2) Shall address the learning needs of all students; and (3) May include, (A)-(P) ESSA Section 2103(b) of Activities CFSGA (Activities Tab) Interview (as needed) PROG 11 V-B Rural and Low-Income evaluation: Grant funds are used to support measurable goals and objectives that increase student academic achievement and/or decrease student dropout rates. ESSA Section. 5224. [20 U.S.C. 7351c] Identify who is involved in the evaluation process Documentation of Measureable goals to be achieved stated in the RLIS plan in the CFSGA Documents for academic achievement, identify data from which information is gathered and analyzed for evaluating the effectiveness of the RLIS program PROG 12 I-C The LEA identifies the unique educational needs of all migrant children, including preschool children and children who have dropped out of school; The LEA measures migrant student progress against the COMPREHENSIVE ASSESSMENT (CNA) PROCESS: Documentation of the LEA CNA, including: CNA team members
2018-19-Federal-Programs-Monitoring-Self-Assessment.docx