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JANUARY 2021
Guide to ESEA Monitoring
SUPPORTING DISTRICTS THROUGH ESEA MONITORINGTITLE I-A, TITLE II-A, TITLE IV-A, TITLE V-B, PRIVATE SCHOOLS, MCKINNEY–VENTO AND FOSTER CARE PROGRAMS
December 2020 1
Background The Every Student Succeeds Act (ESSA), signed into law on December 10, 2015, reauthorized
the Elementary and Secondary Education Act (ESEA) to create a long‐term, stable federal policy
that gives states additional flexibility and encourages innovation, while holding states
accountable. ESSA requires that SEAs monitor and evaluate these programs’ impact to ensure
that all students, particularly those from historically underserved groups, have equitable access
to a high quality education.
Purpose of Monitoring Monitoring of ESEA programs is conducted in order to ensure:
1. All children have a fair, equitable, and significant opportunity to obtain a high‐quality education, with a focus on access and opportunity for historically underserved students;
2. Compliance with ESEA requirements and open opportunities to increase ESEA program impacts on improving student outcomes; and
3. Taxpayer dollars are administered and used in accordance with how Congress and the United States Department of Education (ED) intended.
The goal of monitoring by the Oregon Department of Education (ODE) is to support districts in
meeting federal requirements as well as provide technical assistance when needed. The Federal
Systems Team has oversight and monitoring responsibilities to review compliance of local
education agencies (LEAs) within ESEA consolidated programs including:
Title I, Part A Improving the Academic Achievement of the Disadvantaged Title II, Part A Supporting Effective Instruction Title IV, Part A Student Support and Academic Enrichment (SSAE) Title V, Part B Rural Education Achievement Program & Rural Low Income Schools Title VII Education for Homeless Children and Youth program Equitable Services to Private Schools Foster Care
Selecting LEAs for Monitoring
The U.S. Department of Education requires LEAs be monitored based on a risk assessment that
examines student achievement data, time since the last monitoring cycle, fiscal information and
a variety of other factors that may suggest a district is in need of additional support. At the
close of each school year, the Federal Systems Team at ODE reviews and analyzes data for all
school districts in the following four categories:
December 2020 2
Student Achievement ‐ Percentage of schools within the district that
are identified for Comprehensive Supports and Interventions (CSI)
and/or Targeted Supports and Interventions (TSI) based on statewide measures.
Last Monitoring Cycle ‐ Length of time since the last monitoring
cycle. Districts who have not been monitored in the past 4 years
receive a higher score in this area.
Unresolved Findings ‐ Districts who are still working on resolving
concerns raised in previous monitoring cycles will receive additional
support.
District‐specific Metrics ‐ This category consists of data from multiple sources: total amount of
federal funds allocated, status of required data and program submissions, budget narrative set
aside percentages, and amount of carryover remaining.
Data for these categories is compiled from a variety of agency resources. Statewide risk scores
are analyzed and a determination is made as to the districts to be monitored in the upcoming
school year. The number of districts monitored in a given year is based on risk level.
Monitoring Process Districts that are selected for Desk Monitoring through the risk assessment process are notified
in the fall via a registered letter. Several months prior to desk monitoring ODE provides training to district staff on the monitoring process and the materials required for submission.
Using a secure link provide by ODE, districts upload evidence into a series of folders that can be
accessed by both ODE and district staff. The quantity and type of materials requested vary by
program and are designed to provide evidence of the LEA’s use of funds and compliance with
programmatic requirements. Districts are asked to complete submission of materials two weeks
prior to desk monitoring. Evidence across two years – both the current and previous year –
must be submitted.
Using Oregon’s ESEA Monitoring Checklist, submitted materials are reviewed to determine
district compliance related to the monitoring indicators. Upon completion of the review, ODE
staff schedule an exit meeting to share desk review results with the district. During this
conversation, the district can ask questions, highlight concerns and respond to preliminary
findings.
Depending on whether findings are resolved as a result of the exit meeting, the district receives
either a letter of compliance or a report outlining the additional evidence the district needs to
provide to demonstrate compliance. Following Desk Monitoring, ODE may elect to make an
3 December 2020
onsite visit or a technical assistance visit as a means to follow‐up with a district. The criteria
used to make a determination on technical assistance or onsite visits is based upon the number
of issues and a need for assistance.
Need Help? Our monitoring team is here to help you! An ODE lead is assigned to support each district that
being monitored. Districts should feel free to reach out with questions at any time.
Jen Engberg ‐ [email protected] Lisa Plumb ‐ [email protected] Sarah Martin ‐ [email protected]
Using This Guide This guide is intended to help districts as they gather and submit materials for monitoring. On
the pages that follow, you will find the ESEA Monitoring Organizational Tool. This tool includes a table for each title program (see example below) that contains:
1. a description of each of the monitoring indicators; 2. the relevant portion of ESEA law that applies; and 3. examples of supporting documentation to be submitted by the district.
Hyperlinks have been embedded within the tables that provide additional guidance and forms
that districts should use as part of their submission. An appendix is included at the end of this
document that provides guidance on how to submit documents for review.
Any indicators for which districts must submit evidence are in white. Indicators for which
evidence has been previously submitted to ODE are indicated in grey.
Indicator
#
Indicator Supporting Documentation
CC‐D Approved Budget Narratives
ESEA Sec 1112(a)(2‐3) 1112(b); ESEA Sec 8302; 2 CFR 200
District has submitted and received approval on annual budget narratives for all federal Title grants.
CC‐G Semi Annual Certification
The LEA requires employees supported wholly by
federal funds to complete a semi‐annual certification.
2 CFR 200.430
Copy of Breakdown of Staff Positions Funded by Federal Funds
Copies of semi‐annual certifications o Sample Semi‐Annual
Certification Form
December 2020 4
ESEA Monitoring Organizational Tool
Common Compliance Common Compliance refers to monitoring requirements that cross federal programs. These
include fiscal expenditures as well as documentation of federally funded positions.
Common Compliance Required of All LEAs
I ‐ Previously submitted to ODE (No evidence submitted at time of monitoring)
Indicator # Indicator Supporting Documentation
CC‐A Assurances
LEA has submitted ESEA assurances within the CIP
Budget Narrative
ESEA Sec 8528(a)(1)
2 CFR 200
Submitted annually, due October 1, 2020
CC‐B Comparability
ESEA Sec. 1118(c)
Submitted annually ‐ due December 1, 2020 Not applicable if only one school per grade
span Only applies to districts using Title I‐A
CC‐C Uniform Grant Guidance Audit
District has complied with all requirements of the Uniform Grant Guidance Audit Requirements.
2 CFR 200
Only applies to districts receiving over $750,000 in federal funds
CC‐D Approved Budget Narratives
ESEA Sec 1112(a)(2‐3) 1112(b)
ESEA Sec 8302
2 CFR 200
District has submitted and received approval on annual budget narratives for all federal Title grants
December 2020 5
II – Evidence to be Submitted
Indicator # Indicator Supporting Documentation
CC‐E Expenditures
CC‐E1 Separate Expenditures
District staff maintains expenditures at the LEA for
each Title area.
CC‐E2 Allowable Expenditures
Expenditures reflect allowable costs.
CC‐E3 Approved Expenditures
Expenditures reflect activities approved in budget
narrative application.
CC‐E4 Supplement not Supplant Expenditures meet supplement not supplant
requirements for each respective Title grant program.
2 CFR 225 Appendix A
2 CFR 200
Detailed expenditure reports from the accounting system for each Title area monitored, which shows date, vendor, item description and amounts for current year and prior year
CC‐F Inventory
The LEA has a current inventory of any non‐
consumables purchased with Title I‐A, II‐A, IV‐A, or V‐B
funds. This includes the specific fund, location, and
status of the item, as well as items purchased for
equitable services to Private Schools (if applicable).
2 CFR 200.313
LEA Fixed Assets Inventory Inventory Guidelines
CC‐G Semi Annual Certification
The LEA requires employees supported wholly by
federal funds to complete a semi‐annual certification.
2 CFR 200.430
Copy of Breakdown of Staff Positions Funded by Federal Funds
Copies of semi‐annual certifications o Sample Semi‐Annual
Certification Form
CC‐H Time and Effort
The LEA requires employees supported in part by
federal funds to complete ‘time and effort’ reporting.
2 CFR 200.430
Copy of Breakdown of Staff Positions Funded by Federal Funds
Copies of time and effort records o Fixed Schedule Time and
Effort Reporting Form o Sample of Time and Effort
Certification Schedule
December 2020 6
Title I, Part A – Improving Basic Programs
Title I‐A provides federal dollars to supplement educational opportunities for students who live
in high poverty areas and are most at risk of failing to meet the state’s challenging academic
achievement standards. For the purposes of monitoring, LEAs must provide the evidence
listed below for each school served with Title I‐A funds. See the appendix at the end of this document for specific directions.
Title I-A Improving Basic Programs Operated by Local Educational Agencies
I ‐ Evidence to be Submitted
Indicator # Indicator Supporting Documentation
IA‐A Targeted Assistance Program Plans
Documentation supports the component requirements of a
targeted assistance school (TAS) program.
ESEA Sec 1115(b)
Targeted Assistance School Plan
IA‐B School Wide Program Plans
Documentation supports the component requirements of a
school‐wide program (SWP).
ESEA Sec 1114(b)
School Wide Plan
IA‐C Annual Parent Meeting
An annual meeting is convened to inform parents of the
school’s participation in Title I‐A, to explain Title I‐A
requirements and to notify parents of their rights to be
involved. These requirements include the dissemination and
review of the parent involvement plan and compact. This is
required for each school receiving Title I‐A funding.
ESEA Sec 1116(c)(1)
Completed copy of the Annual Meeting Checklist for Title I‐A Schools
Evidence of annual meeting: announcements, meeting agenda, sign in sheets
IA‐D Parent Involvement Plan & Review Process
Each school building has a parent involvement plan. The plan
is made available for review to the local community and is
updated periodically.
ESEA Sec 1116(b)(1)
Copy of building parent involvement plan Evidence of dissemination of parent
involvement plan to parents Evidence of review process of parent
involvement plan
7 December 2020
Title I-A Improving Basic Programs Operated by Local Educational Agencies
I ‐ Evidence to be submitted
Indicator
# Indicator Supporting Documentation
IA‐E Parent/Teacher/Student Compact
Each Title I school develops, in partnership with Title I and
Migrant parents, a school parent compact. School distributes
compact to parents annually.
ESEA Sec 1116(d)
Evidence of distribution process: copies of compacts, meeting agenda, and/or sign in sheets
IA‐F Building Parent Capacity
Each Title I school shall provide assistance, materials, and
training to parents to help build capacity to improve student
achievement.
ESEA Sec 1116(e)
Description and examples of activities. Examples may include, but are not limited to: literacy nights, math nights, parent workshops or classes, newsletter items informing parents of things they can do at home to support learning
Copies of materials, training agendas, sign in sheets
o Parent Capacity Log
IA‐G Annual Principal Verification
The principal of a Title I school verifies, annually, in writing, to
the licensed teacher and instructional paraprofessional
qualifications.
ESEA Sec1112(e)(1)(A)
Copies of written verifications at both LEA and school Forms are available on the TransACT
website (titled “LEA Verification of Teacher and Paraprofessional Qualifications”)
IA‐H Highly Qualified Paraprofessionals
The LEA ensures all instructional paraprofessionals who work in
a Title I SWP or are paid from Title I funds in a TAS program are
highly qualified.
ESEA Sec 1111(g)(2)(J)
Paraprofessional Qualification Form
SWP: List of all paraprofessionals with documentation of how and when highly qualified status was achieved, regardless of funding source
TAS: List of all paraprofessionals, paid in whole or part with Title I‐A funds, with documentation of how and when highly qualified status was achieved
8 December 2020
Title II, Part A – Supporting Effective Instruction
The purpose of Title II‐A is to improve teacher and leader quality and focuses on preparing,
training, and recruiting high‐quality teachers and principals. The Title II‐A program is intended
to provide historically underserved students, particularly students of color and students
experiencing poverty with greater access to effective educators.
Title II-A Supporting Effective Instruction I ‐ Previously submitted to ODE (No evidence submitted at time of monitoring)
Indicator # Indicator Supporting Documentation
IIA‐A Professional Development Plan
LEA has a description of the professional
development activities to be carried out based on the
result of the needs assessment.
ESEA Title II‐A Sec. 2102(b)(2)
Approved Title II‐A Budget Narrative
II ‐ Evidence to be Submitted
IIA‐B Documentation of Professional Development
Strategies
Professional development strategies must be of
sufficient duration and intensity to have a positive
and lasting impact on student academic achievement
in the classroom were implemented.
ESEA Title II‐A Sec. 2104(b)
Artifacts illustrating that the strategies described in the II‐A narrative occurred, such as:
o Sign in logs, attendee lists o Agendas, exit tickets, minutes, response logs o Course registration, transcripts, evidence of
endorsements
IIA‐C Implementation of Professional Development
Strategies
The district ensures that the strategies/skills gained
in professional development activities are being
implemented in the classroom/school/district.
ESEA Title II‐A Sec. 2104(b)
A narrative description of how the district ensures professional development is implemented. Evidence could include:
o Observations/Walkthroughs o Artifacts of practice o Completed docs/ projects
Title II‐A Professional Development Implementation and Impact
IIA‐D Impact of Professional Development Strategies
The district evaluates/measures the impact of
professional development strategies through data
collected on teacher instructional practice, administrator leadership and/or student outcomes.
ESEA Title II‐A Sec. 2104(b)
A narrative description of how the impact of strategies are measured. Evidence could include:
o Surveys o District educator evaluation data o Student achievement and/or growth data o Attendance and behavior data, graduation
rate, course participation rates Title II‐A Professional Development
Implementation and Impact
9 December 2020
Title IV, Part A – Student Success and Academic Achievement
The purpose of Title IV‐A is to improve student academic achievement through:
Access to a well‐rounded education Improved school conditions regarding the health and safety of students; and Improved use of technology in order to improve the digital literacy of all students
Title IV‐A Student Support & Academic Enrichment
I ‐ Evidence to be Submitted
Indicator # Indicator Supporting Documentation
IVA‐A Consultation of Stakeholders Districts must engage in continued consultation with all relevant stakeholders which may include: parents, teachers, principals, other school leaders, specialized instructional support personnel, students, community‐based organizations, local government representatives, local law enforcement agencies, local juvenile court, local child welfare agency, local public housing agency, tribal organizations, charter school leaders and other relevant parties.
Agendas and minutes of consultation meetings
ESEA section 4106(c)(1)
IVA‐B Evaluation of Program(s) Districts must periodically evaluate the effectiveness of the activities carried out using Title IV‐A funds, using objectives and outcomes.
ESEA section 4106(e)(1)(E)
Narrative describing evaluation of programs and activities funded using Title IV‐A funds
o Evaluation of IV‐A Activities
IVA‐C Coordination with Community Programs Districts shall develop and implement programs and activities that support access to a well‐rounded education and are coordinated with other schools and community‐ based services and programs.
ESEA section 4107(a)
Narrative of coordination plan with other schools and community‐based services and programs
IVA‐D Internet Safety Districts must have in place a policy of Internet safety for minors that includes the operation of a technology protection.
ESEA section 4121(a)
Internet and Technology Use Policy
December 2020 10
McKinney‐Vento – Education for Homeless Children and Youth
The purpose of the McKinney‐Vento program is to remove barriers and support the success of
homeless students by addressing the challenges homeless children and youth face enrolling,
attending and succeeding in school, from early childhood through high school graduation,
emphasizing school stability in spite of housing mobility and inadequacy. For the purposes of
monitoring all student names must be redacted from submitted documents.
McKinney‐Vento Homeless Education Required of all LEAs
I ‐ Previously submitted to ODE (No evidence submitted at time of monitoring)
Indicator # Indicator Supporting Documentation
MV‐A Data Collection Participation The LEA has submitted required reports and data to the state education agency. 42 U.S.C.11432(f)(1)
The LEA routinely submits required annual data on MV‐eligible students to the online district collection.
MV‐B District Set‐Aside The LEA reserves and uses Title I‐A set‐asides for homeless students based on a needs assessment and in consultation with the district Liaison. 20 U.S.C. 6313(c)(3)[A‐C]
The district has completed requirements for Title I‐A set‐asides for homeless students in the current CIP Budget Narrative.
Evidence to be submitted ‐ NOTE: Redact student names from all submitted documents
Indicator # Indicator Supporting Documentation
MV‐C District Homeless Student Policy The LEA has reviewed and revised policies and procedures that could act as barriers to the enrollment, attendance, and school success of homeless children and youth. MV Sec.722(g)(1)
LEA Board minutes or other documentation with adoption date of 2017 OSBA Sample Policy and Administrative Rules for Homeless Students
o If OSBA Sample has been revised, show edits
o If alternate policy is used, provide copy for review
MV‐D Designated Liaison Position & Training The LEA has a designated Liaison with the authority and capacity to carry out MV duties, and the Liaison has received current MV training. MV Sec.722(g)(6)A MV Sec 722(g)(1)(J)(l)(iv)
Job description and/or FTE of Liaison position
Documentation of current training, e.g. participation certificate, agendas, workshop descriptions, dates of participation in trainings and webinars, etc.
MV‐E Student Identification & Tracking The LEA has secure and non‐stigmatizing procedures in place to identify school‐age homeless children and youth, and track whether or not they are attending and succeeding in school. MV Sec 722(g)(6)(A)(i)
Description methods used to identify MV‐eligible students in the district:
o Residency questionnaires, intake forms, spreadsheets, referral procedures, etc.
December 2020 11
McKinney‐Vento Homeless Education Required of all LEAs
o Forms and/or procedures used to track academic progress and attendance of homeless students
MV‐F School of Origin Transportation Transportation is provided at the request of the parent or guardian, or unaccompanied homeless youth, to and from the school of origin and in cooperation with other districts. MV 722(g)(1)(J)(iii)(I,III)
Transportation request forms, written agreements, evidence of coordinated transportation services, and/or description of process for arranging transportation
MV‐G Dispute Resolution & Appeals The LEA follows Oregon MV Dispute Protocols and has district‐specific procedures for homeless parents and unaccompanied youths to appeal eligibility and school placement determinations made by the LEA. MV Sec. 722(g)(1)[C]
Description of appeals procedure, to include list of staff to hear appeals, and (if applicable) sample(s) of written confirmation for placement and eligibility determinations
MV‐H Public Notification of Rights The Liaison has disseminated public notice of educational rights of homeless children and youth in all schools and in places where families and youth are likely to be present (e.g. shelters, food banks, laundromats), in comprehensible format and languages. MV 722(g)(6)(A)(iv)
List of locations where materials are posted, events where they were made available, etc.
o May include samples of original posters (not national materials), brochures bearing local liaison contact and other district‐specific information
MV‐I Coordination with Service Providers The Liaison has coordinated services with local service providers that work with homeless families, children and youth MV 722(g)(6)(A)(i)
Agendas, meeting minutes, and/or narrative describing liaison and/or district staff collaboration with local service providers
MV‐J FAFSA Support Unaccompanied homeless youths in high school are informed of their status as students and eligibility for verification of independent status and assistance with FAFSA (Free Application for Federal Student Aid) and other college readiness support. MV 722(g)(6)(A)(x)(I,II,III)
Blank forms and/or description of procedures used by Liaison or high school counselors to support and verify unaccompanied homeless youth status for FAFSA purposes and provide other college readiness support
MV‐K District Training The Liaison has informed and trained school and district staff about identification, enrollment, and district procedures for homeless students and families to access services. MV 722(g)(6)(A)(ix)
Documentation and/or description of training delivered to school staff and district staff
December 2020 12
Title V‐B Rural Education Initiative (REAP & RLIS)
The Title V‐B Rural Education Initiative contains Rural Education Achievement Program (REAP) initiatives that are designed to help rural districts that may lack the personnel and resources to compete effectively for Federal competitive grants and that often receive grant allocations in amounts that are too small to be effective in meeting their intended purposes.
The two initiatives within the Rural Education Achievement Program (REAP) are:
Subpart 1: Small, Rural School Achievement (SRSA) Program Subpart 2: Rural Education Achievement (RLIS) Program
For the purposes of monitoring, the evidence examined for districts that qualify for REAP
flexibility or who receive RLIS funds is comparison of the approved budget narrative to district expenditure reports. The relevant indicators are part of Common Compliance.
Rural Education Initiative (REAP & RLIS)
I – Previously submitted to ODE (No evidence submitted at time of monitoring)
Indicator # Indicator Supporting Documentation
CC‐D Approved Budget Narrative
ESEA Sec 1112(a)(2‐3) 1112(b) ESEA Sec 8302 2 CFR 200
District has submitted and received approval on annual budget narratives for REAP or RLIS
II ‐ Evidence to be submitted
Indicator # Indicator Supporting Documentation
CC‐E Expenditures CC‐E1 Separate Expenditures District staff maintains expenditures at the LEA for each Title area. CC‐E2 Allowable Expenditures Expenditures reflect allowable costs. CC‐E3 Approved Expenditures Expenditures reflect activities approved in budget narrative application. CC‐E4 Supplement not Supplant Expenditures meet supplement not supplant requirements for each respective Title grant program.
2 CFR 225 Appendix A 2 CFR 200
Detailed expenditure reports, which shows date, vendor, item description and amounts for current year and prior year
RLIS Districts ‐ Upload into the RLIS folder within Common Compliance [CC‐E]
REAP Districts ‐ Upload into the Title II‐A and IV‐A folders within Common Compliance [CC‐E]
December 2020 13
Equitable Services for Non‐Public (Private) Schools
LEAs that receive federal funds under ESEA and in which nonpublic schools are located must,
after meaningful and timely consultation with nonpublic school officials, provide equitable
services directly or through contracts with public and/or private agencies, organizations, and/or
institutions to eligible nonpublic school children, teachers and other educational personnel.
Equitable Services to Nonpublic (Private) Schools I – Previously submitted to ODE (No evidence submitted at time of monitoring)
Indicator # Indicator Supporting Documentation
PS‐A Equitable Services Allocations The LEA provided, on an equitable basis, educational services and/or other benefits, including materials and equipment. ESEA Sec 1117(a)(3)(A)
Where applicable, approved Title I‐A and II‐A CIP Budget Narratives describe equitable services and/or other benefits for students and teachers, including materials and equipment
II ‐ Evidence to be submitted
Indicator # Indicator Supporting Documentation
PS‐B Timely & Meaningful Consultation The LEA has complied with the requirements for consultation with private school officials in a timely manner.
ESEA Sec 1117(b)
Copy of letters and communication sent to private schools
Copy of written affirmations signed by private school officials that consultation occurred and notified of SEA Ombudsman
PS‐C Contracts Services provided to private school children were provided by employees of the LEA or contracted by the LEA.
ESEA Sec 1117(d)(2)
Contracts of individuals providing services to private school children
Only applies to private schools participating in Title I‐A
PS‐D Program Evaluation The LEA established an assessment to measure the effectiveness of the Title I‐A, II‐A and/or IV‐A programs against the agreed upon standards established in the consultation.
ESEA Sec 1118(c)(1)(A)
Completed copy of program evaluation for Title I‐A, II‐A, and/or IV‐A
Description of the Title I‐A program modifications, if any, that district staff have undertaken if the annual progress and/or goal(s) is/are not met
Not applicable if private school elected to not participate in ESEA programs
December 2020 14
Foster Care
New requirements under Title I of the ESEA, as amended by the ESSA, highlight the need to
provide educational stability for children in foster care, with particular emphasis on
collaboration between SEAs, LEAs, and child welfare agencies to ensure that students in foster
care have the opportunity to achieve at the same high levels as their peers. These provisions
emphasize the importance of limiting educational disruption by keeping children who move in
foster care (due to entering the foster care system or changing placements) in their schools of
origin, unless it is determined to be in their best interest to change schools.
Foster Care Required of all LEAs
Evidence to be submitted ‐ NOTE: Redact student names from all submitted documents Indicator # Indicator Supporting Documentation
FC‐A Transportation The LEA has developed and implemented clear written instructions for how transportation will be provided, arranged, and funded for the duration of a child’s time in foster care. ESEA Sec 1112(c)(5)(B)
District transportation plan which must include a copy of the DHS Transportation Request Form Sample plan
FC‐B Point of Contact The LEA will designate a foster care Point of Contact. ESEA Sec 1112(c)(5)(B)
Submitted in CIP Budget Narrative
FC‐C Enrollment Policies The LEA will have district enrollment policies that provide for immediate enrollment of children in foster care.
ESEA Sec 1112(c)(5)(B)
Copy of the District Record Request Form Sample form
Copy of district enrollment policy Sample policy
Enrollment data (ODE gets this data from Child Nutrition Services. District does not submit)
FC‐D Caseworker Collaboration The LEA will collaborate with the DHS caseworkers to ensure the students in foster care remain in their school of origin if this is in the student’s best interest.
ESEA Sec 1112(c)(5)(B)
Agendas, meeting minutes, and/or narrative describing collaboration between Point of Contact and DHS caseworkers
Copies of School Notification Form for any case in which a Best Interest Finding was made (names redacted)
FC‐E Free & Reduced Meals The LEA ensures that students in foster care are eligible for and receive free and reduced meals.
ESEA Sec 1112(c)(5)(B)
District meal policy Sample
December 2020 15
Submission of Monitoring Materials
The Every Student Succeeds Act (ESSA), signed into law on December 10, 2015, reauthorized
the Elementary and Secondary Education Act (ESEA). ESSA requires that State Education
Agencies (SEAs) monitor and evaluate these programs’ impact to ensure that all students,
particularly those from historically underserved groups, have equitable access to a high quality
education. The goal of monitoring by the Oregon Department of Education (ODE) is to support
districts in meeting federal requirements as well as provide technical assistance when needed.
What materials do I submit?
The quantity and type of materials required for submission vary by program and are designed
to provide evidence of the district’s use of funds and compliance with programmatic
requirements. It is important to note that evidence across two years – both the current and
previous year – must be submitted.
The “Supporting Documentation” column in the ESEA Monitoring Organization Tool outlines the
evidence, by indicator, that should be submitted for each program. Please submit PDFs
whenever possible, however, Excel, Word and graphic formats (e.g., JPEG) can also be accommodated. Programs monitored include:
Title I, Part A Improving the Academic Achievement of the Disadvantaged Title II, Part A Supporting Effective Instruction Title IV, Part A Student Support and Academic Enrichment (SSAE) Title V, Part B Rural Education Achievement Program & Rural Low Income Schools Title VII Education for Homeless Children and Youth program Equitable Services to Private Schools Foster Care
When are materials due?
In order to provide ODE staff ample time to prepare, districts are asked to complete submission
of materials two weeks prior to the desk monitoring date.
How do I submit materials?
All materials must be submitted electronically. Please provide to Leslie Casebeer
([email protected]) the names and email addresses of any district staff who will be
uploading materials to the electronic district folders created by ODE. ODE will restrict access to the folders to only those staff members the district designates.
Once email addresses have been provided to ODE, each person who is given access will receive
a notification via email and should follow these steps:
December 2020 16
1. Click on the OPEN link within the email from ODE.
2. Click on the SEND CODE link to request the Verification Code.
Note: The Verification Code email will come from “[email protected]” and
may be routed to your SPAM folder.
3. Open the Verification email and enter the code.
Where do I put materials?
After completing the steps above, staff will be able to access the folder structure named for
their district. ODE has designed the folder structure (see below) to align with the title programs
being monitored.
Additional folders (aligned to the monitoring indicators) are embedded within each program
folder. Materials should be uploaded to the folder that corresponds with the monitoring
indicator to which it relates.
Special Directions for Title I, Part A
Title I‐A programs fall into two categories – School Wide and Targeted Assistance. Within the
Title I‐A folder structure districts will find a folder for each of these types of programs.
December 2020 17
Embedded in each of these program folders are placeholder folders for schools. Districts
should rename these folders to reflect the Title I‐A funded schools in their district that use
each model.
Once the folders have been renamed, evidence for each school should be uploaded into the
folders for that school.
Who can help me?
If you have questions or need support regarding the materials submission process please
contact your district’s monitoring lead.
Jen Engberg ‐ [email protected] Lisa Plumb ‐ [email protected] Sarah Martin ‐ [email protected]
18 December 2020
