1. Table of Contents
    1. Background
    2. Monitoring Process
    3. Work Papers
    4. DOE Compliance Monitoring
    5. Reporting and Follow-up
    6. Appendices
  2. Background
    1. A-1. What is the legal authority for DOE’s monitoring?
    2. A-2. What programs will be monitored?
    3. A-3. How are discretionary programs monitored?
    4. A-4. What is the relationship between technical assistance and monitoring?
    5. A-5. What is the difference between an audit and monitoring?
  3. Monitoring Process
    1. B-1. What types of monitoring does the DOE use?
    2. B-2. How often is each LEA or funded entity monitored?
    3. B-3. Which LEAs participate in each type of monitoring?
  4. Work Papers
    1. C-1. What is the purpose of the work papers?
    2. C-2. When are the work papers due?
    3. C-3. How does an LEA submit its work papers?
    4. C-4. Who must sign the work papers?
    5. C-5. Do the work papers need an original signature?
    6. C-6. Are the work papers online?
    7. C-7. Which LEAs must complete the work papers?
    8. C-8. How does the DOE use the work papers?
    9. C-9. Does an LEA have to complete work papers for all federal programs?
    10. C-10. Why are there no work papers for Title III?
    11. C-11. Are there major changes to the work papers from 2005-06?
    12. C-12. How are the work papers organized?
    13. C-13. What do the various levels of compliance mean?
    14. C-14. What are examples of goals?
    15. C-15. What are examples of ways to measure progress?
    16. C-16. Is the LEA expected to judge whether it is in compliance with each item?
    17. C-17. Who can answer specific questions about the content of the work papers?
  5. DOE Compliance Monitoring
    1. D-2. What is compliance monitoring?
    2. D-4. How does compliance monitoring build on the work papers?
    3. D-5. How are LEAs selected for on-site monitoring visits?
    4. D-6. What does an on-site monitoring visit involve?
    5. D-7. Are non-DOE personnel involved in monitoring visits?
    6. D-8. What LEA personnel participate in the site visit?
    7. D-10. How long is the DOE team in the district?
    8. D-11. How should an LEA prepare for a site visit?
    9. D-12. What can an LEA expect after a site visit?
  6. Reporting and Follow-up
    1. E-2. May an LEA challenge findings of partial or non-compliance?
    2. E-3. Is there a final report?
    3. E-4. Does the DOE check to see if the findings have been addressed?
    4. E-5. What are the consequences if an LEA does not address monitoring findings?
  7. Appendix A: LEA Compliance Monitoring Schedule
    1. Five Year Monitoring Schedule for 2006-2010
  8. Appendix B
    1. Work Papers – Contact Information
      1. Program Contact Information
  9. Appendix C System Improvement Plan Template and Instructions
    1. LEA: Date Prepared: Name of Program:
    2. Actions to be Taken Person(s)Responsible Timelines
    3. Instructions
    4. Appendix D Work Papers – Common Elements
      1. Appendix E 2006-07 No Child Left Behind Monitoring
      2. Self-Evaluation Certification
      3. Program
      4. Compliance Status Contact Information
      5. In Compliance System
      6. Improvement Required
      7. Not Applicable

FLORIDA DEPARTMENT OF EDUCATION
K12: 2006-157
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JOHN L. WINN
Commissioner of
Education
Technical Assistance Paper
No Child Left Behind (NCLB)
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Monitoring of Local Education Agency Programs
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2006-2007
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Summary
:
The Florida Department of Education monitors federally funded programs operated by local
educational agencies to fulfill its obligations under federal and state law. The purpose of
monitoring is to ensure that all the legally prescribed components are in place to ensure student
achievement.
This guidance explains the process that the DOE will use to monitor local educational agencies
(LEAs) during the 2006-07 school year.
Contact
:
Cheryl L. Sattler, Ph.D.
Cheryl.Sattler@fldoe.org
850-245-9980
Status
:
…
 
New Technical Assistance Paper
X
Revises and replaces existing Technical Assistance:
2005-2006 NCLB Monitoring of Local Education Agency Programs TAP
Issued by the
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Florida Department of Education
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Division of K-12 Public Schools
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Bureau of Student Assistance
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http://www.firn.edu/doe/bsa/
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CHERI PIERSON YECKE, PH.D.
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CHANCELLOR, K-12 PUBLIC SCHOOLS
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325 W. GAINES STREET • SUITE 514 • TALLAHASSEE, FL 32399-0400 • (850) 245-0509 • www.fldoe.org

Table of Contents
Background
A-1.
What is the legal authority for DOE’s monitoring?.................................................3
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A-2.
What programs will be monitored?..........................................................................3
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A-3.
How are discretionary programs monitored?...........................................................3
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A-4.
What is the relationship between technical assistance and monitoring? .................3
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A-5.
What is the difference between an audit and monitoring?.......................................3
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Monitoring Process
B-1.
What types of monitoring does the DOE use?.........................................................4
?
B-2.
How often is each LEA or funded entity monitored?..............................................4
?
B-3.
Which LEAs participate in each type of monitoring? .............................................4
?
B-4.
Will the NCLB monitoring be coordinated with other forms of monitoring
?
conducted by the DOE? ...........................................................................................4
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Work Papers
C-1.
What is the purpose of the work papers?.................................................................5
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C-2.
When are the work papers due? ...............................................................................5
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C-3.
How does an LEA submit its work papers?.............................................................5
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C-4.
Who must sign the work papers?.............................................................................5
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C-5.
Do the work papers need an original signature?......................................................5
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C-6.
Are the work papers online? ....................................................................................5
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C-7.
Which LEAs must complete the work papers?........................................................5
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C-8.
How does the DOE use the work papers?................................................................6
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C-9.
Does an LEA have to complete work papers for all federal programs? ..................6
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C-10.
Why are there no work papers for Title III? ............................................................6
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C-11.
Are there major changes to the work papers from 2005-06?...................................6
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C-12.
How are the work papers organized?.......................................................................6
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C-13.
What do the various levels of compliance mean?....................................................7
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C-14.
What are examples of goals? ...................................................................................8
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C-15.
What are examples of ways to measure progress?...................................................8
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C-16.
Is the LEA expected to judge whether it is in compliance with each item? ............8
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C-17.
Who can answer specific questions about the content of the work papers? ............8
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DOE Compliance Monitoring
D-1.
Why is compliance monitoring necessary, since each LEA is attesting
to its own compliance through the work papers?.....................................................9
?
D-2.
What is compliance monitoring? .............................................................................9
?
D-3.
Where can I find a list of LEAs and other funded entities to be monitored
?
each
year?.................................................................................................................9
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D-4
How does compliance monitoring build on the work papers?.................................9
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D-5.
How are LEAs selected for on-site monitoring visits? ............................................9
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D-6.
What does an on-site monitoring visit involve? ......................................................9
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D-7.
Are non-DOE personnel involved in monitoring visits? .......................................10
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ii

D-8.
What LEA personnel participate in the site visit? .................................................10
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D-9.
Does the LEA have to make arrangements with supplemental service
? ?
providers for these monitoring visits?....................................................................10
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D-10.
How long is the DOE team in the district? ............................................................11
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D-11.
How should an LEA prepare for a site visit?.........................................................11
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D-12.
What can an LEA expect after a site visit?............................................................11
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Reporting and Follow-up
E-1.
What must an LEA do after it receives a report identifying one or more
areas of partial or non-compliance?.......................................................................12
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E-2.
May an LEA challenge findings of partial or non-compliance?............................12
?
E-3.
Is there a final report? ............................................................................................12
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E-4.
Does the DOE check to see if the findings have been addressed?.........................12
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E-5.
What are the consequences if an LEA does not address monitoring findings?.....12
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E-6.
How can an LEA document that it has corrected a finding identified
?
by
monitoring?.......................................................................................................12
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Appendices
Appendix A –
LEA Compliance Monitoring Schedule....................................................13
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Appendix B –
Work Papers – Contact Information..........................................................14
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Appendix C –
System Improvement Plan Template and Instructions..............................15
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Appendix D –
Work Papers – Common Elements ...........................................................17
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Appendix E
– Self-Evaluation Certification.....................................................................19
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Background
A-1. What is the legal authority for DOE’s monitoring?
Education Department General Administrative Regulations
(EDGAR) at 34 CFR
80.40(a) requires the DOE to monitor subgrant activities “to assure compliance with
applicable Federal requirements and that performance goals are being achieved.” Section
1008.32, Florida Statutes, addresses the responsibility of the State Board of Education for
oversight and enforcement relative to compliance.
A-2. What programs will be monitored?
All programs are monitored in some form. However, this guidance refers only to the
DOE’s monitoring process for NCLB formula-funded programs. DOE will use the
process described in this document to monitor the following programs:
 
Title I, Part A, Improving Basic Programs Operated by Local Educational Agencies
 
Title I, Part C, Education of Migratory Children
 
Title I, Part D, Subpart 2, Neglected and Delinquent, Local Agency Programs
 
Title II, Part A, Teacher and Principal Training and Recruiting Fund
 
Title IV, Part A, Safe and Drug-Free Schools and Communities
  
Title V, Part A, Innovative Programs
 
Title VI, Part B, Subpart 2, Rural and Low-Income School Program
 
Title X, Part C, Homeless Education
A-3. How are discretionary programs monitored?
The DOE monitors discretionary programs through a variety of different monitoring
activities including but not limited to review of deliverables, regular reports, and frequent
contact with program staff, depending on the type of program.
A-4. What is the relationship between technical assistance and monitoring?
The DOE visits LEAs and schools for a variety of purposes. A monitoring visit is
designed primarily to collect information from an LEA relative to compliance and to
determine needs for system improvement as well as needs for technical assistance. A
technical assistance visit is designed to provide support to an LEA.
A-5. What is the difference between an audit and monitoring?
Compliance monitoring and audits are closely related, but are conducted by different entities.
DOE program and fiscal staff conduct compliance monitoring, while the Auditor General’s
Office (or independent auditors engaged by the LEA) conducts audits. Audits are typically
focused on fiscal aspects of a project and the programmatic issues closely linked to fiscal
requirements; which monitoring activities are focused on the program requirements. There is
some overlap between the two activities; however, the DOE makes every effort to reduce as much
redundancy as possible. It should also be noted that DOE is responsible for conducting follow-up
on any findings made by the Auditor General or independent auditors. Results of such audits are
taken into consideration as part of the monitoring activities of the DOE.
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Monitoring Process
B-1. What types of monitoring does the DOE use?
The DOE uses many activities to monitor compliance, including the review and approval
of annual project applications and LEA plans. In addition to these routine monitoring
activities, the DOE uses two types of focused monitoring activities: self-assessment and
DOE compliance monitoring. The self-assessment requires each LEA to use a set of
documents, called work papers, to assess its own level of compliance. DOE compliance
monitoring is conducted on a subset of LEAs annually, either by a full on-site visit or a
remote data review with limited time spent on site.
B-2. How often is each LEA or funded entity monitored?
LEAs and other funded entities complete a self-assessment annually. LEAs and funded
entities participate in the DOE’s compliance monitoring approximately every five years,
on a regular cycle, unless circumstances warrant more frequent monitoring. The DOE
reserves the right to monitor any LEA or funded entity as frequently as necessary to
ensure compliance with State and Federal law.
B-3. Which LEAs participate in each type of monitoring?
All LEAs and funded entities must complete the work papers. A subset of LEAs and
other entities that receive funds under the programs named in A-2 will be selected each
year to participate in DOE compliance monitoring.
B-4. Will the NCLB monitoring be coordinated with other forms of monitoring
conducted by the DOE?
For LEAs that will be selected to participate in both DOE compliance monitoring and
ESOL monitoring, the DOE will make every effort to coordinate monitoring visits for the
convenience of the LEA.
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Work Papers
C-1. What is the purpose of the work papers?
The work papers, which are a set of compliance items for each of the programs named in
A-2 above, are an opportunity for each LEA to review its own compliance. In years when
the LEA is not expected to participate in DOE compliance monitoring, the work papers
give LEAs an opportunity to align their practices and policies with Federal and State
requirements, which offers audit protection. This year, the DOE has added a goal-focused
component to the work papers. The DOE is asking LEAs to set goals and ensure that they
are monitoring progress in all appropriate compliance areas.
C-2. When are the work papers due?
The work papers are due to DOE 30 calendar days from their receipt. This year, the work
papers are due
December 1
.
C-3. How does an LEA submit its work papers?
Submission requirements vary depending on the LEA. For LEAs selected as part of the
DOE’s compliance monitoring (see Appendix A), work papers may be submitted by
email to Teri Crews (Teri.Crews@fldoe.org). All other LEAs only need to submit the
assurance form that is available electronically. By signing this form, the superintendent
certifies that the work papers are complete and accurate (See Appendix E).
C-4. Who must sign the work papers?
The superintendent must sign the work papers. A signature on the work papers represents
a certification that all the answers submitted are accurate.
C-5. Do the work papers need an original signature?
No. An electronic signature is all that is needed.
C-6. Are the work papers online?
The work papers are available for download at:
http://www.firn.edu/doe/title1/pubs_data.htm
The DOE is working to automate all data collection activities, and we hope to have these
documents available for web-based collection for the 2007-08 school year.
C-7. Which LEAs must complete the work papers?
All LEAs and other entities that receive formula funds under any of the programs named
in A-2 must complete work papers. In addition, any LEA receiving Title I funds must
complete the work papers for Title X, since those requirements must be met with or
without separate funding.
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C-8. How does the DOE use the work papers?
The DOE uses the work papers for a variety of purposes. First, they are an assurance that
LEAs, as the DOE’s subgrantees, are in compliance with Federal and State law. Where
LEAs identify areas in which they are not in compliance, the work papers help the DOE
to identify areas in which technical assistance is needed. Work papers also allow us to
identify LEA best practices. For LEAs that will be monitored with the DOE compliance
monitoring process, the work papers will be reviewed by the site visit team members to
help them prepare.
C-9. Does an LEA have to complete work papers for all federal programs?
An LEA, or any other funded entity, only needs to complete work papers for the
programs under which it receives funding.
C-10. Why are there no work papers for Title III?
The State of Florida is under a court order (
The Consent Decree in the League of United Latin
American Citizens et al. v. The State Board of Education, 1990
) to ensure the instructional
needs of non-English-speaking students and students with limited-English proficiency are
met. Title III activities are a component of these critical activities, and the DOE is
combining Title III monitoring with the English for Speakers of Other Languages
(ESOL) program. The ESOL monitoring is explained in a separate document.
C-11. Are there major changes to the work papers from 2005-06?
Yes. The DOE has streamlined the work papers to reduce the response burden of LEAs
and other funded entities, as well as making minor changes to the format. The most
significant change is the addition of a requirement for the LEA or other funded entity to
submit, for many compliance items, both a goal and a method by which the LEA is
monitoring its progress. The purpose for this addition is to encourage the use of data to
track progress.
C-12. How are the work papers organized?
The work papers have several different sections within each Title. They are:
Common Elements – DOE staff in conjunction with LEA representatives identified the
common elements associated with specific requirements related to each program. The
first box on each page specifies the common element being addressed. A complete list of
the common elements is included as Appendix D.
Compliance Item – The specific requirement related to the program being monitored is
identified and the relevant NCLB citation provided.
Evidence of Compliance – The left-hand column specifies the documents required for
verification activities (either those required to be on file in the LEA or those to be
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available onsite). Additional information includes interviews or other types of activities
that will provide evidence of compliance.
LEA Goal in this area – The LEA is to specify its performance target for the current
school year (see C-14).
How is the LEA Measuring Progress – the LEA is to specify the way it is measuring
progress (see C-15).
DOE Verification Notes – This space will be used by DOE staff to record comments
Compliance Status (LEA) – For each compliance item, the LEA must select one of the
levels of compliance (see C-13) and include the initials of the staff member completing
the work paper and the completion date:
C-13. What do the various levels of compliance mean?
The various levels of compliance and their definitions include:
In Compliance – means that the LEA has evidence to document full compliance with
the requirement.
System Improvement Plan Required – means that all or part of the requirement is not
documented as in compliance.
Not Applicable – means that the requirement is not applicable to the LEA being
monitored. (If “Not Applicable” is checked, the LEA should explain why the
requirement is not applicable.)
DOE Compliance Monitoring – For each compliance item, DOE staff will check one of
the following boxes and include the initials of the staff member completing the work
paper and the completion date.
In Compliance – means that the LEA provided satisfactory documentation of full
compliance with the requirement.
Partial Compliance - means that the LEA satisfied a portion of the requirement. If
this box is checked, the LEA will be required to prepare a System Improvement
Plan to address the requirement (see Appendix C).
Not In Compliance – means that the complete requirement is not satisfactorily
met. If this box is checked, the LEA will be required to prepare a System
Improvement Plan to address the unmet portion of the requirement (see Appendix
C).
Not Applicable - means that the requirement is not applicable to the LEA being
monitored. (If “Not Applicable” is checked, the comments/notes sections should
explain why the requirement is not applicable.)
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C-14. What are examples of goals?
Goals should relate directly to the compliance item. For example, compliance item AIA1
is:
The LEA prepares an annual LEA Report Card that contains all of the required
information. The LEA publicly disseminates an annual LEA Report Card to all schools
and all parents of students in an understandable and uniform format and, to the extent
practicable, provided in a language that the parents can understand and make the
information widely available to the community.
Goals might be: (a) provide the report card online and have 60 percent of parents access
the report card online, (b) to prompt 30 percent more parent involvement in the school, or
(c) to prompt 10 percent more community involvement in the school.
C-15. What are examples of ways to measure progress?
Measurements should relate directly to the goal and should include the data source. For
example, in the illustrations in C-14 above, the goal “to have 60 percent of parents access
the report card online” could be measured by hits on a web site or by a parent survey. The
goal “to prompt 30 percent more parent involvement in the school” could be measured by
counts at parent meetings, lists of parent volunteers (comparing the former year with the
present year), or a parent survey, as well as many other useful measures.
C-16. Is the LEA expected to judge whether it is in compliance with each item?
Yes. The LEA is expected to determine, for each compliance item, whether it is in full
compliance, partial compliance, or non-compliant. By submitting the assurance, the LEA
or other funded entity is certifying that it is either fully compliant in all areas, or will take
action to correct those areas in which it is not fully compliant during the current school
year.
C-17. Who can answer specific questions about the content of the work papers?
Appendix B is a list of DOE program contacts. If there are specific questions about the
content, e.g., what documentation is appropriate or questions about a specific criterion,
please contact the person or office listed there.
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DOE Compliance Monitoring
D-1. Why is compliance monitoring necessary, since each LEA is attesting to its own
compliance through the work papers?
The United States Department of Education has determined that having LEAs report their
own level of compliance, while a valuable part of the monitoring process, is not
sufficient. Therefore, the DOE has made changes in its monitoring processes to meet
Federal requirements. The DOE itself is audited by the Auditor General’s Office annually
and monitored by USDE every three years, although, like LEAs, the DOE provides a
variety of data to the USED every year.
D-2. What is compliance monitoring?
Each year, approximately one-fifth of Florida’s LEAs and other funded entities will be
monitored by the DOE. This is done either through on-site monitoring visits or data
reviews with limited on-site visits.
D-3. Where can I find a list of LEAs and other funded entities to be monitored each
year?
A list is available in Appendix A. This list was developed to ensure that each LEA or
funded entity is monitored at least once every five years. However, the DOE reserves the
right to monitor as frequently as necessary to ensure compliance.
D-4. How does compliance monitoring build on the work papers?
The work papers provide a starting place for the compliance monitoring process by
allowing the DOE to review a LEA’s own assessment as well as data and other reports in
preparation for a more intensive, DOE-directed, examination.
D-5. How are LEAs selected for on-site monitoring visits?
The DOE selects LEAs for on-site visits based on the DOE’s review of student
achievement data, highly qualified teacher data, the work papers, and other sources of
data on LEA performance. This selection process is called “risk-based” monitoring.
D-6. What does an on-site monitoring visit involve?
During an on-site monitoring visit, a team from the DOE will visit the LEA. Members of
the team represent the range of federal programs that are funded in the LEA. While on-
site, the DOE team will interview a range of LEA personnel, parents, private school
personnel, and vendors; will request and review documents; and will observe schools,
classrooms, and project activities.
The visit begins with a meeting between members of the DOE team and district personnel
during which the scope of the visit will be explained, and ends with an exit interview
during which the timelines for reports will be discussed.
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Members of the DOE team will work with the LEA before the visit to establish a
schedule that covers all necessary activities, and will make every effort to coordinate the
visit with the schedule of LEA personnel.
D-7. Are non-DOE personnel involved in monitoring visits?
Yes. The Department plans to train and use LEA staff as peer monitors. Interested staff
should contact Teri Crews, Teri.Crews@fldoe.org or 850-245-0690 (Suncom 205-0690)
by November 1.
D-8. What LEA personnel participate in the site visit?
The DOE team will coordinate each visit with the LEA point person. However, in
general, the following individuals should plan on participating in the visit:
District Staff
 
Superintendent (or designee)
 
NCLB Program Coordinators
 
Finance Officer
 
Assessment Coordinator
 
MIS Coordinator
 
Curriculum Coordinator
 
Exceptional Student Education Coordinator
 
Certification Coordinator
 
Staff Development Coordinator
 
Federal Program Coordinator
 
Student Services Director
 
Other staff as needed
School Staff
 
Principal (or designee)
 
Instructional staff
 
Paraprofessionals
 
Guidance Personnel
Others
 
Representatives from private schools receiving services through NCLB Programs
 
Parents
 
SES Providers
D-9. Does the LEA have to make arrangements with supplemental service providers
for these monitoring visits?
No. The DOE will contact supplemental education service providers directly.
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D-10. How long is the DOE team in the district?
On-site monitoring visits are planned to take place within one continuous work week
whenever possible, and are planned with LEA personnel. Often these visits do not
require a full week.
D-11. How should an LEA prepare for a site visit?
The DOE requests that the LEA select a single point-of-contact to coordinate the visit
components with the DOE. In addition, LEAs should consult the document lists in the
work papers and have those documents readily available in a central location during the
site visit. LEAs also should carefully read the review questions in the work papers and
make personnel available who can address these questions.
D-12. What can an LEA expect after a site visit?
After the end of a site visit, the DOE team will assemble a preliminary onsite monitoring
report. If necessary, LEA staff may need to provide additional documents or answer
questions as the report is assembled. The preliminary report, which must undergo several
levels of DOE review, should be sent to the superintendent within 30 work days after the
conclusion of the site visit. The preliminary report will identify areas of partial
compliance and areas of non-compliance.
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Reporting and Follow-up
E-1. What must an LEA do after it receives a report identifying one or more areas of
partial or non-compliance?
An LEA must develop and send to the DOE a system improvement plan acknowledging that the
findings of partial- or non-compliance are correct and agreeing to correct these findings.
E-2. May an LEA challenge findings of partial or non-compliance?
Yes. The transmittal letter with the preliminary onsite monitoring report will explain the process
and timeline for challenging findings, or for providing additional information.
E-3. Is there a final report?
Yes. After the DOE has received any additional information, and the system improvement report,
it will issue a final report. All reports are public records and available for public review
consistent with Florida’s Government in the Sunshine laws and rules.
E-4. Does the DOE check to see if the findings have been addressed?
Yes. Based on the seriousness of the findings, the DOE will establish a reporting schedule that
may, at DOE discretion, involve follow-up visits to the LEA to verify that the findings have been
corrected.
E-5. What are the consequences if an LEA does not address monitoring findings?
The DOE has a responsibility to the USDE to ensure that its subgrantees are in full compliance
with Federal law, and to the State Legislature to ensure that subgrantees are in full compliance
with State law. The Department reserves the right to withhold funding to, and to implement other
more restrictive conditions for, subgrant recipients deemed as not implementing state and federal
programs with fidelity as determined through the monitoring process.
E-6. How can an LEA document that it has corrected a finding identified by monitoring?
The LEA should document corrections by a formal report to the DOE, on a reporting schedule
established between the DOE and the LEA. These reports should be directed to the Bureau of
Student Assistance. Full instructions will be included with the preliminary onsite monitoring
report.
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Appendix A: LEA Compliance Monitoring Schedule
Five Year Monitoring Schedule for 2006-2010
2006-2007 2007-2008
2008-2009
2009-2010
2010-2011
Columbia
Wakulla
UF Lab School
Bay
Escambia
Baker
Dozier II
Dade
Washington
Santa Rosa
Lake Dozier
School
Pasco
Putnam
Gadsden
Orange Hillsborough
Union
Jefferson
Nassau
Sarasota Pinellas
Bradford
Hamilton
Duval
Desoto Gilchrist
Holmes
Manatee
Volusia
St. Johns
Charlotte
Calhoun
Hardee
Seminole
FSDB Liberty
Citrus
Highlands
Martin
FSU Lab
Franklin
Hernando
Polk
St. Lucie
FAMU Lab
FAU Lab
Monroe
Gulf
Palm Beach
Broward Levy
Collier
Jackson
Hendry
Glades Marion
Lee
Okeechobee/Dozier
Osceola
DOC Clay
Alachua
Taylor
Okeechobee
Okaloosa Indian
River Lafayette
Brevard
Madison
Walton Flagler
Dixie
Leon
Suwannee
Sumter
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Appendix B
Work Papers – Contact Information
Program Contact
Information
Title I, Part A
Jessie Simmons
850/245-0682
Jessie.Simmons@fldoe.org
Title I, Part A, Choice
Mary Jo Butler
850/245-0479
Maryjo.Butler@fldoe.org
Title I, Part C
Carolyn Mathews
850/245-0693
Carolyn.Mathews@fldoe.org
Title I, Part D
Kwaku Frempon
850/245-0681
Kwaku.Frempon@fldoe.org
Title II, Part A
Peggy Primicerio
850/245-0734
Peggy.Primicerio@fldoe.org
Title IV
Brooks Rumenik
850/245-0749
Brooks.Rumenik@fldoe.org
Title V, Part A
Tameka Thomas
850/245-0845
Tameka.Thomas@fldoe.org
Title VI
Roger Henry
850/245-9943
Roger.Henry@fldoe.org
Title X
Carolyn Mathews
850/245-0693
Carolyn.Mathews@fldoe.org
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Appendix C
System Improvement Plan Template and Instructions
No Child Left Behind (NCLB) Monitoring of Local Education Agency (LEA) Programs
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System Improvement Plan for 2006-2007
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____Self Evaluation
____Onsite Verification
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LEA: Date
Prepared:
Name of Program:
Criterion:
Finding:
Objective:
Evidence of Improvement:
Anticipated Date of Completion:
Person Responsible for Implementation of Plan:
Actions to be Taken
Person(s)Responsible
Timelines
This template is available online at:
http://www.firn.edu/doe/title1/doc/2006_2007sip.doc
Instructions
General: This table is created as a Word document and cells expand to provide as much
information as necessary.
LEA and Date Prepared: Enter the name of the LEA and the date the plan was prepared.
Name of Program: Enter the name of the Program for which this plan was prepared (e.g., Title
II, Part A – Teacher and Principal Training and Recruiting).
Criterion: Identify, using the numbers and text from the work papers, the criterion being
addressed by this plan.
Finding: Describe the LEA’s finding which requires the System Improvement Plan. For
example, “Private schools were not provided an opportunity for equitable participation.”
Objective: Specify the objective that the LEA will meet through implementation of the plan.
The objective must be “SMART” - Specific, Measurable, Achievable, Relevant, and Timely.
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Evidence of Improvement: Specify how the LEA will measure the improvement resulting from
implementation of the plan including the methodology that will be used and the data which will
support successful implementation.
Anticipated Date of Completion: Specify the date by which the LEA is committed to
successfully achieving the objective.
Person Responsible: Specify by name and title the LEA representative who is responsible for
implementation of the plan. Provide a telephone number and e-mail address for that individual.
Actions to be Taken, Person(s) Responsible, Timelines: In the appropriate columns, delineate
the actions to be taken, the persons responsible (by title only), and the timelines for
implementation of these actions. The actions need to be specific and directly related to
achievement of the objective. Timelines should be specified as a beginning date and a
completion date (month and year).
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Appendix D
Work Papers – Common Elements
(A)
Assessments
Has the agency implemented an assessment system that uses appropriate instruments, is
conducted according to the specified timelines, and covers the appropriate content areas to
determine instructional needs of students?
(B)
Student Identification and Program Placement
Has the agency followed procedures for student identification and placement into the program
according to the specified criteria?
(C)
Parent and Community Involvement
Has the agency ensured that parents are notified in the appropriate language and are involved in
decisions regarding their children’s programs and services? Where appropriate, does the agency
involve community representatives in shaping programs? Do parents have opportunities for
input on program needs, program implementation, and program evaluation and improvement?
(D)
Curriculum and Instruction
Does the agency hold all students to high expectations and standards? Are programs designed to
maximize student performance and students’ participation in the general curriculum? Is
curriculum throughout the agency’s programs aligned with challenging state and student
performance standards? Has the agency provided for coordination across program areas?
(E)
Program Evaluation
Does the agency evaluate its programs in accordance with applicable requirements? Does it use
the results of its evaluations to improve programs?
(F)
Record Keeping / Control of Funds
Does the agency maintain required records and documentation for each program area?
(G)
Private School Participation / Consultation
Can the agency show documentation of private school participation?
(H)
Tied to Standards
Can the agency verify that programs implemented were tied to challenging state and student
performance standards?
(I)
Scientifically Research Based
Can agency verify that programs implemented were scientifically research based?
(J)
Needs Assessment
Did the agency conduct a needs assessment? Can the agency describe the process and verify the
results?
(K)
Reading
Can the agency verify that the reading needs of students were addressed?
(L)
Dissemination
Can the agency show documentation and implementation of a marketing plan?
(M)
Supplement / Supplant
Will the funds received be used to supplement and, to the extent practical, increase the level of
funds that would be made available from nonfederal sources; and in no case will such funds be
used to supplant funds from nonfederal sources?
(N)
Implementation / Process
Has the agency executed the activities described in the approved project?
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(O)
Planning
Does the agency have documentation of required annual and multi-year plans? Is there evidence
that the plans are aligned with other local and state initiatives or other plans?
(P)
Technology Integration
Do project activities clearly support district efforts to address the long-term technology
integration expectations of the No Child Left Behind legislation?
(Q)
Professional Development
Has the agency provided professional development as called for in the project plan?
(R)
Performance Measures
Does the agency have documentations to support achievement of specified performance standards
or indicators and is progress measured regularly?
(S)
Maintenance of Effort
Has the agency met the requirements of maintenance of effort? Has at least the same amount of
state and local funds been expended for the program in the current fiscal year as in the previous
fiscal year?
(T)
Use of Funds
Can the agency show documentation of adherence to specified set aside limitations?
Have the funds been used according to the standards, regulations and approved project (as
authorized)?
(U)
Highly Qualified Teachers
Has the agency employed highly qualified teachers and notified parents according to the No
Child Left Behind legislation?
(V)
Reporting Outcomes and meeting all other reporting requirements
Did the agency file reports specified in the grant award and any applicable statute or regulation?
Are report outcomes consistent with state requirements?
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____________________________________________________
__________________________
Appendix E
2006-07 No Child Left Behind Monitoring
Self-Evaluation Certification
Local Education Agency: _____________________________________________
Programs Self-Evaluated, Contact Information, and Outcomes
For each of the program listed below, indicate with a check (
9
) the appropriate compliance status: In Compliance, System
Improvement Required or Not Applicable. For any program area where system improvements are required, a System
Improvement Plan must be attached. In the column headed, “Contact Information,” please provide the name, title, mailing
address (including room/office number if applicable), telephone and fax numbers (including area code), and e-mail address.
Program
Compliance Status
Contact Information
In Compliance
System
Improvement
Required
Not
Applicable
Title I, Part A (Basic)
Title I, Part A
(Choice)
Title I, Part C (Migrant)
Title I, Part D (N&D)
Title II, Part A
(Teacher & Principal Training)
Title II, Part D
(Enhancing Edu. Through
Technology)
Title IV, Part A
(Safe & Drug-Free)
Title V
(Innovative Programs)
Title VI, Part B
(Rural & Low-Income)
Title X (Homeless)
I, __________________________________________
(Type or Print Name of Superintendent)
do hereby certify that all facts,
figures, and representations reported herein are true, correct, and consistent with the requirements set forth in the No Child Left
Behind Act. Furthermore, all applicable statutes, regulations, procedures, and administrative requirements have been
implemented to ensure proper accountability for the expenditures of funds. All records necessary to substantiate these
requirements will be available for review by appropriate state and federal personnel.
Signature
of
Superintendent
Date
Submit this form with original signature and any required system improvement plan to:
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Florida Department of Education
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Bureau of Student Assistance
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Attn: Dr. Cheryl Sattler
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325 West Gaines Street Suite 352
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Tallahassee, FL 32399
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