NCLB Monitoring Cycle 1 Policies and Procedures

Letter  Explains monitoring process  Lists required documentation  Lists activities  Directions for completing checklists and worksheets  Due Date

Statement of Assurance  Verification of compliance  Lists documentation needed  Lists due date  Must be signed by authorized General Statement of Assurance Signer  Returned to ADE with documentation

Checklists  To be used by LEAs and Schools to determine compliance with NCLB  Schools are responsible to their LEAs; LEAs are responsible to ADE  All will be turned in to ADE when completed

LEA Title I Parent Involvement Policy  Must be developed through a collaboration of parents, teachers, administrators, and community members  Coordinates and integrates parental involvement strategies under Title I with other programs  Involves parents in the activities of the Title I LEA

Title I School Parent Involvement Policy and School-Parent Compact  Worksheet to be used by schools within an LEA; turned in to LEA  LEA compiles results from worksheets and records on checklist  Checklist turned in to ADE with Statement of Assurance, 10% of LEA’s Title I school’s Parent Involvement Policies, and 10% of School-Parent Compacts

LEA Title I School Parent Involvement Policy and School-Parent Compact Checklist  LEA checks to make sure all Title I Parent Involvement Policies were developed with involvement of parents; distributed to parents; and agreed upon by parents  Checks that every Title I school holds an annual meeting about the Title I program  Involves parents in the planning, review, and improvement of Title I programs

LEA Title I School Parent Involvement Policy and School-Parent Compact Checklist  The compact must include: –How the school will provide high quality instruction –The importance of communication between teachers and parents –Opportunities for parents to volunteer and observe classroom activities

Homeless Education Policy and Procedures Checklist  Must be completed and returned to ADE with a copy of LEA Homeless Policy  Policy must ensure that homeless students are not segregated or stigmatized and receive immediate enrollment and transportation  Policy must designate a Homeless Liaison

Homeless Education Policy and Procedures Checklist  LEA Homeless Liaison must ensure that: –Homeless children and families receive services –Parents of homeless children are informed of educational and related opportunities for their children –Public notice of rights of homeless students is disseminated in the community

Compliance Activities Worksheet  Completed by LEA  List all items that are out of compliance and how the LEA intends to bring each item into compliance  Request for technical assistance  Must be returned to ADE with all checklists and required documentation

Final Recap  Cycle I deals with policies and procedures  All checklists will be returned to ADE with the: –Compliance Activities Worksheet –LEA Title I Parent Involvement Policy –10% of School Parent Involvement Policies and School-Parent Compacts –LEA Homeless Education Policy –Signed Statement of Assurances If you have any questions or problems, please don’t hesitate to call your Education Program Specialist

NCLB Monitoring Cycle 2 Targeted Assistance Schoolwide Professional Development Qualifications for Teachers and Paraprofessionals

Cycle 2 Documentation  The LEA’s procedure for identifying eligible students in a Targeted Assistance School  10% of LEA’s Schoolwide plans  Notice to parents that their child has been taught by non-HQ’d teacher – 4 or more weeks  Description of the LEA’s professional development needs assessment and the results

Various Types of Plans  NCLB Interim Plan (LEA Level)  NCLB Final Consolidated Plan (LEA Level)  Schoolwide Plan (School Level)  School Improvement Plan (School Level)

Schoolwide Plan Components  Introduction  Needs Assessment and Information Analysis  Goal Development  Implementation detail for each goal  Assessment detail

Schoolwide Points to Keep in Mind  40% or above level of poverty  1 year planning prior to implementation  All teachers and instructional paras are considered Title I staff – must be HQ’d  Professional Development – is for all staff including administrators  Blending of funds proportionately  Involvement of parents in all aspects

Comprehensive Needs Assessment  Process that gathers and analyzes multiple sources of data to determine areas of need  Possible sources to review:  Student achievement data  Attendance data (student and staff)  Teacher credentials and skill areas  Parent involvement  Areas of strength and weakness  Schedules  Curriculum alignment  Discipline and serious incidents  Budget, etc.

Parent Notification Non-HQ’d Teacher, Certified – 4 weeks  Brief explanation of the HQ’d provision of NCLB  Name of school and teacher  Length of time the teacher has been teaching at school  Statement that teacher does not meet NCLB HQ’d criteria  Assurance that teacher is certified in areas of instruction  Assurance that teacher is actively working towards meeting the HQ’d criteria

NCLB Criteria for HQ’d Teachers Regular Public School  Undergraduate degree  Certified in AZ to teach level and/or content, or  Meets the AZ Housse Rubric AZ Charter School  Undergraduate degree  Has completed AZ determined # of content courses to teach core academic area, or  Meets the AZ Housse Rubric, or  Takes and passes the Content area test

Determining Professional Development Needs  Conduct a Needs Assessment that looks at: a. Student academic performance on multiple measures of assessment, b. Student learning styles, c. Teacher qualifications, knowledge, skills related to instruction, and awareness and readiness to implement SBR and Best Practice Models,

Who are the instructors or tutors provided through supplemental services?  Teachers hired by approved providers implement the supplemental services program,  Parents select the service provider from a list approved by the Arizona Department of Education. (The school does not identify a provider for the parent). d. Administrative readiness to support and implement SBR and Best Practice Models, e. Available resources, f. Funding, etc.

NCLB Monitoring Cycle 3 Title I School Improvements Planning Notice to parents regarding schools in improvement

Documentation Needed  LEA’s list of all schools in school improvement  Sample notice to parents regarding schools in improvement

Meet AYP Ø Meet AYP YesNo SI - Year 1 Frozen Yr 1Yes OUTYesNoSI - Year 2 Frozen Yr 2Yes OUTYesNoSI – Cor Act Frozen - CAYes OUTYesNoSI - Restr Plan Yes OUTYesNoSI – Alt. Gov

Parent Notification of School Improvement Status Provide:  a definition of “In need of improvement,”  what district and school are doing to address the problem,  how parents can become involved,  information about public school choice,  information about available supplemental services,  Information about student eligibility for choice and/or supplemental services.

Supplemental Services School Improvement  Definition: - Free extra academic assistance that the school provides to assist eligible students in a designated school to help him/her improve academic performance. This assistance is provided through classes or tutoring offered outside the regular school day (before or after school, weekends or summer school).