2019-2020 FPM Final Report Wilder

2019-20 IDAHO ESEA FEDERAL PROGRAMS MONITORING TOOL
LEA Name and Number: Wilder School District #133
Date of Program Review: March 16-17th, 2020
LEA Superintendent/Administrator: Jeffrey Dillon
Federal Programs Director: Tom Farley
Business Manager: Wendy McGowan
ISDE Team: Brandy Diaz Scott, Tyson Carter, Title I-A Reviewers; Sarah Seamount, Title I-C Reviewer; Maria Puga, Molly Jo
Fuentealba, Title III-A Reviewers; Laurie Beebe, Fiscal Accountability (Desk Review); Kathy Gauby, Title II-A (Desk Review)
Note: The LEA is responsible for operating its categorical programs in compliance with all applicable laws and regulations. The monitoring process cannot produce an all-inclusive
assessment of items in this instrument. The Idaho State Department of Education monitoring includes a sampling of the federal programs being monitored.
FEDERAL PROGRAMS KEY
 Title I-A Improving Basic  Title I-C Migrant Education  Title II-A Supporting Effective  Title III-A English Language
Programs Program Instruction Acquisition & Immigrant
Students; OCR- Office for Civil
Rights
 Title IV-A Student Support &  Title V-B Rural Education  Title IX-A Homeless Children  Indicator applies to all LEAs
Academic Enrichment Initiative and Youths
Equitable Services to Private School Students Title I-D Neglected, Delinquent, or At-Risk McKinney-Vento Subgrant
REVISED 6/26/2019 2019-20 Federal Programs Monitoring Tool/ Federal Programs Department / SDE / 1
PROGRAM EFFECTIVENESS AND STUDENT ACHIEVEMENT
STUDENT IDENTIFICATION (SID)
Indicator/ Findings, Actions Needed,

Programs Citation Supporting Documents and Resources Y N NA Recommendations, Comments
SID 1 Targeted Assistance Schools (ESSA 1115) Copy of targeted rank order list which includes X
 I-A All children served by Title I in a Targeted multiple educational objective criteria used to
assistance building are identified as failing, identify students for services (Student
or most at risk of failing to meet the Identifiable information needs to be
challenging State academic standards on redacted.*)
the basis of multiple, educationally related,
objective criteria established by the LEA
and supplemented by the school. ESSA *In accordance with Senate Bill 1371, the LEA must
Section 1115(b) remove all personally identifiable data and/or
information before submitting documentation
In general, children who are economically
disadvantaged, children with disabilities,
migrant children or English learners, are
eligible for services under this part on the
same basis as other children selected to
receive services. Also, Head Start and
Preschool children, Neglected or
Delinquent Children, and Homeless
Children. ESSA Section 1115(c)(2)(A-E)
SID 2 The LEA accurately recruits and qualifies SDE Preparation (not necessary to upload): X
eligible children and youth based on the
 I-C Evidence of attending state and regional ID&R
requirements of the law and maintains
accurate records, including student trainings
summer/intercession participation. ESSA Evidence of the LEAs Re-Interviewing process
Section 1303(f)(1-4) and results (CFSGA and Re-Interviewing
Summary Report in MSIS)
Quality Control Plan (CFSGA)
Review number and severity of errors found on
Certificates of Eligibility (COEs) for the past
year
Onsite documentation review: Certificates of
Eligibility (active and expired) and Family Liaison
Record Keeping Logs
SID 3 The LEA provides educational continuity for TIMELY RECORDS TRANSFER X
migrant students through the timely
 I-C Evidence of communication with receiving
transfer of educational and health records.
(revised) ESSA Section 1304(b)(3) districts of migrant students (e.g.. email, family
liaison logs, SFTP records transfer)
Evidence of the use of move notices in MSIX
Onsite Cumulative file review: Review sample

of migrant students’ cumulative records for
COE copy.
SDE Preparation: Quarterly Data Verification

checklist for use of Migrant Student
Information System (MSIS) and move
notifications in Migrant Student Information
Exchange (MSIX).
SID 4 Applies to ALL Districts/Charters Current State-Approved Home Language X

 ALL LEAs The LEA accurately identifies all potential Surveys in all students’ cumulative files –
English Learners using the Statewide Home Qualified EL students and English –only
 III-A OCR students. Idaho EL and Title III Website >
Language Survey (HLS) for all newly
enrolling students. Title VI of the Civil Forms (HLS)
Rights Act of 1964; (Upload redacted form. Onsite file review
ESSA Section 3113(b)(2). also.)
LEA has current personnel assigned to the

ELMS.Editor (ISEE admin tool user role)
SID 5 The LEA uses the state approved English Onsite: X Finding:
language proficiency screener aligned to
 III-A OCR Completed screener forms documentation in The State did not find evidence that –
the State’s English language proficiency
standards and the State’s academic content student cumulative files (former IELA Screener, -The LEA has accurately completed and filed screener
standards. W-APT scoring Summary Sheets or WIDA placement tests in student cumulative records.
Online screener report).
Title VI of the Civil Rights Act of 1964. Action Needed:
SDE Preparation:
- The LEA will submit a written process and timeline
W-APTs and Online Screener scores are for accurately completing and filing screener
submitted in ELMS within two weeks of assessments in student cumulative records.
screener assessment administration.
LEA has certified Kindergarten W-APT and
Online Screener proctors administering
screener assessments.(WIDA AMS)
SID 6 The LEA accurately qualifies and places Written LEA processes and procedures are X Finding:
eligible EL students in a Language accessible, to anyone needing information
 III-A OCR The State did not find evidence that -
Instruction Educational Program (LIEP) about the LEA's LIEP and services (i.e. EL
within 30 days using the statewide program manual, flowchart, EL - The LEA has a written process and/or
standardized entrance criteria and process. role/responsibilities). procedures for identifying, assessing, and
placement of eligible students into an EL
Title VI of the Civil Rights Act of 1964;
program.
ESSA Section 3113(b)(2)
Action Needed:
The LEA will submit a written process and procedures
for identifying, accessing, and placing only eligible
students into an EL program.
SID 7 The LEA accurately exits eligible EL students Onsite: X Finding:

from a Language Instruction Education
 III-A Exit forms are in student cumulative files. The State did not find evidence that the LEA is
Program (LIEP) within the school year they
Idaho EL and Title III Website > Forms (Exit completing and filing exit forms for students who
have met using the statewide-standardized
Form) were exited from the program.
exit criteria and process. ESSA Section
3113(b)(2) Action Needed:
The LEA will submit the exit form being used and a
timeline for when exit forms will be placed in
cumulative files.
SID 8 The LEA shall describe the services Evidence of identification procedures: X Recommendation:
provided homeless children and youths, to - nighttime residency form (recommendation
 IX-A The State recommends administration of the
support the enrollment, attendance, and of at least 2 times per year – at the beginning nighttime residency form twice a year so families can
success of homeless children and youth, of year or during mid-year enrollment and one indicate a midyear change of residence.
and the coordination of services provided other time)
under the McKinney-Vento Homeless - staff referral process
Assistance Act; ESSA Section 722, Subtitle B - coordination activities with other entities
(g)(3); 42 USC 11432(g) and agencies
Evidence of coordinated services provided to

identified students and unaccompanied
homeless youth
Identified students are uploaded regularly to

ISEE
For examples/templates, please visit the Title IX-A:
Homeless Children & Youths webpage
SID 9 Any record ordinarily kept by the school, Enrollment and living situation documents are X
including immunization or medical records, kept in secure locked files (on site)
 IX-A
academic records, birth certificates,
(revised) guardianship records, and evaluations for Evidence of processes for data collection and
special services or programs, regarding monitoring student well-being, including:
each homeless child or youth shall be attendance tracking, services provided, and
maintained – academic progress
(i.) so that the records are available, in a
Personally Identifiable Information (PPI)
timely fashion, when a child or youth
regarding a student’s living situation should be
enters a new school or school district; and
shared and/or transferred via a secure means.
(ii.) in a manner consistent with section 444
of the General Education Provisions Act (20 Clarification: For students who transfer mid-year, a
U.S.C. 1232g). MV Eligibility Notification should be included with
the transfer of a student’s permanent file to ensure
continuation of services for the remainder of the
The LEA treats information about a year.
homeless child or youth’s living situation as
FERPA protects the privacy of educational records.
a student education record, and shall not
be deemed to be directory information. Schools must have written permission from a
parent before releasing any information from a
ESSA Section 722, Subtitle B (g)(3)(D)
child’s records. However, FERPA allows schools to
release records without a parent’s permission to
the following people:
-The student’s other parent—unless a restraining
order is in place or parental rights have been
suspended;
-Employees of the student’s school who truly need
the information;
-Another school, if the student is transferring there;
-Financial aid offices if the student has applied for
financial aid;
-Appropriate authorities if there is a health or safety
emergency and releasing the records is necessary to
protect the student’s safety or the safety of others.
For examples/templates, please visit the Title IX-A:
SID 10 The LEA prioritized the distribution of funds Sampling of data reviewed to determine X
to schools with the greatest needs as prioritization of funds
 IV-A
determined by the LEA and may include
schools with the highest percentage of Documentation reflecting distribution of funds.
children from families below the poverty
level, identified as neglected and
delinquent or in foster care.
ESSA Section 4106(e)(2)
SID 11 The LEA assists with identification of all Onsite Cumulative file review: X
potential migratory children and youth
NEW Current State-approved “Parent Employment
using the statewide “Parent Employment
 I-A Survey” (PES) for all newly enrolling Survey” in students’ cumulative files for all
students. newly enrolled students starting with the
 I-C 2019-2020 school year.
Note: This furthers the purpose under Title
I-A of “coordinating services under all parts For non-migrant funded districts ONLY:
of this title with each other, with other Evidence that required “Parent Employment
educational services” Surveys” are forwarded securely to the local
ESSA Section 1001 (11) Regional ID & R Coordinator within 2 weeks of
receipt. (Note: required surveys are those that
have a YES answer on either question 1 or 2 or
are incomplete.)
PROGRAM NEEDS ASSESSMENT, SERVICES, AND EVALUATION (PROG)
Indicator/ Supporting Documents and Findings, Actions Needed,

Programs Citation Resources Y N NA Recommendations, Comments
PROG 1 Schoolwide Program SDE Preparation: X Finding:

 I-A Implementation of a schoolwide program Reviewers review Schoolwide/ Improvement Plans The State did not find evidence that the Schoolwide
includes the following plan components (SWIP), as applicable. program adequately reflects the Schoolwide
(ESSA Schoolwide Plan to be completed components. There was no evidence of a professional
Onsite:
during the 2017-18 School Year): development calendar, or individual teacher goals,
Reviewers will look for evidence supporting the meeting agendas or sign-in sheets, or Title I-A
1. Schoolwide reform strategies
implementation of the Schoolwide components paraprofessional schedules
incorporated in the over-all instructional
through:
program: Action Needed:
Is based on a comprehensive needs Interview with teachers and principal at each The LEA will submit an action plan, including timeline,
assessment … school to identify changes that will be implemented to
adequately reflect the schoolwide components.
addresses the needs of all students in Classroom observations
school, particularly the needs of those
children who are failing, or are at-risk of Professional development calendar
failing, to meet the challenging State
academic standards Meeting agendas and sign in sheets
uses methods and instructional strategies Title I-A paid position staff schedules
that strengthen the academic program in
the school, increase the amount and quality Additional documentation, as applicable
of learning time, and help provide an
enriched and accelerated curriculum …
2. Instruction by qualified staff with
ongoing professional development:
Recruit and retain effective teachers,
particularly in high-need subjects
Professional development and other
activities for teachers, paraprofessionals,
and other school personnel to improve
instruction and use of data from academic
assessments.
3. Parental involvement:
Involve parents, in an organized, ongoing,
and timely way, in the planning, review, and
improvement of programs under this part,
including the school parent and family
engagement policy and joint development
of the schoolwide program plan.
4. Transition:
Strategies for assisting preschool children
in the transition from early childhood
education programs to local elementary
school programs.
5. Additional support:
Other activities may be included-
See ESSA Section 1114, 1116
PROG 2 Schoolwide program evaluation: A written Schoolwide Program evaluation X

 I-A The plan and its implementation shall be which includes the following:
regularly monitored and revised as
necessary based on student needs to who is involved in the program
ensure that all students are provided evaluation process and how often the
opportunities to meet the challenging State team meets
academic standards. data from which information is gathered
and analyzed for evaluating the
The plan is available to the local educational
effectiveness of the schoolwide program
agency, parents, and the public, and the
information contained in such plan shall be what changes have occurred in the
in an understandable and uniform format school since last year. Consider the
and, to the extent practicable, provided in a school population, instructional staff,
language that the parents can understand. school climate, etc.
ESSA Section 1114 (b)(1)(B)(3) the effectiveness of core instruction
state and LEA assessment data
the process for implementing
instructional and programmatic changes
based on data
NOTE: The schoolwide program evaluation
requirement is critical. A formal evaluation
process must be in place and documented.
SWIP app is located at the
Schoolwide/Improvement Plan Application
webpage
PROG 3 Targeted Assistance Schools X

 I-A Documentation supports the components of Evidence that the Targeted Assistance
a Targeted Assistance School Program: program includes the required components,
• Use Title I resources to help including evaluating the effectiveness of the
participating children meet the targeted assistance program
challenging State academic standards
ESSA Section 1115 Program Observation
• Uses methods and instructional Teacher and principal interviews

strategies to strengthen the academic
program of the school ESSA Section Professional Development calendar
1115
Detailed meeting agendas and sign in sheets
• Coordinates and supports the regular
education program, which may include Title I-A paid position staff schedules
assisting preschool children in the
Onsite:
transition from early childhood
programs such as Head Start, the File review of personnel working in the Title I-
literacy program under subpart 2 of part
A funded targeted assistance program
B of title II, or State-run preschool
programs to elementary school
programs ESSA Section 1115 Activities may include:
• Helps provide an accelerated, high- • expanded learning time
quality curriculum ESSA Section 1115 • before and after school programs
• summer programs and opportunities
• Minimizes the removal of children from
• a schoolwide tiered model to prevent
the regular classroom during regular
and address behavior problems
school hours for instruction ESSA
Section 1115 • early intervening services, coordinated
with similar activities and services
• Provides professional development to carried out under IDEA
teachers, principals, other school
leaders, paraprofessionals, and if
appropriate, specialized instructional
support personnel, and other school
personnel who work with participating
children or in the regular education
program ESSA Section 1115
• Provides strategies to increase the
involvement of parents ESSA Section
1116
• If appropriate and applicable,
coordinates and integrates Federal,
State, and local services and programs
ESSA Section 1111(d)
• On an ongoing basis, reviews the
progress of eligible children and revises
the targeted assistance program, if
necessary, to provide additional
assistance to enable participating
children to meet the challenging State
academic standards ESSA Section
1115(b)(2)(A-G)
• Public school personnel who are paid
with Title I-A funds may participate in
general professional development and
school planning activities and assume
limited duties that are assigned to
similar personnel who are not so paid
ESSA Section 1115 (d)(1-2)
Responsibilities include: Finding:
PROG 4 FOSTER CARE X
Coordinating with local CWAs to develop a The State did not find evidence that the LEA has a
 I-A LEAs will: process for implementing ESSA provisions developed process for Best Interest Determination
for children in foster care.
(revised) Designate a Point of Contact (POC) for Leading development of best interest
Foster Care Liaison to the Health & Welfare determination process Action Needed:
Department (and notify State Department Facilitating the transfer of records and The LEA will submit an outline of developed
of Education). The LEA POC may be the LEA immediate enrollment and data sharing with processes that staff uses to determine the best
McKinney-Vento Liaison. CWAs interest for students in foster care.
ESSA Section 1112 (c)(5)(A) Written protocol for the foster care liaison
role in the district Finding:
Developed a current working Best Interest
Determination process that evaluates the
appropriateness of the current educational Developing and coordinating local The State did not find evidence of a written protocol
setting. ESSA sections 1111(g)(1)(E)(i) and transportation procedures for the foster care liaison role which includes a
1112 (c)(5) transportation protocol or procedure for foster care
students.
Ensure that children in foster care who are
in need of transportation to and from their Resources are available on the
Action Needed:
schools of origin promptly receive such
Foster Care webpage. The LEA will submit a protocol for the foster care
transportation using effective policies and
liaison role that will include the transportation
procedures. ESSA section 1112 (c)(5)(B)(i)
protocol or procedures for foster care students.
PROG 5 Description of the activities to be carried CFSGA (Activities Tab) X

out by the local educational agency
 II-A
under this section and how these Interview (as needed)
activities will be aligned with challenging
State academic standards. ESSA Section
2102 (b)(2)(A)
PROG 6 Description of the local educational agency’s CFSGA (Program Description #1) X
systems of professional growth and
 II-A
improvement, such as induction for Interview (as needed)
teachers, principals, or other school leaders
and opportunities for building the capacity
of teachers and opportunities to develop
meaningful teacher leadership. ESSA Section
2102 (b)(2)(B)
PROG 7 Description of how the local educational CFSGA (Program Description #2) X
agency will prioritize funds to schools served
 II-A
by the agency that are implementing Interview (as needed)
comprehensive support and improvement
activities and targeted support and
improvement activities under section
1111(d) and have the highest percentage of
children counted under section 1124(c).
ESSA Section 2102 (b)(2)(C)
PROG 8 Description of how the local educational CFSGA (Program Description #3) X
agency will use data and ongoing
 II-A
consultation described in paragraph (3) to Interview (as needed)
continually update and improve activities
supported under this part. ESSA Section
2102 (b)(2)(D)
PROG 9 (A) Consult with teachers, principals, other Documentation explaining how the LEA meets X
school leaders, paraprofessionals (including these consultation and coordination
 II-A
organizations representing such individuals), requirements. (This may be an LEA
specialized instructional support personnel, professional development plan, meeting
charter school leaders (in a local educational agendas, meeting minutes, strategic plan,
agency that has charter schools), parents, and/or a narrative that addresses each of
community partners, and other these requirements.)
organizations or partners with relevant and
demonstrated expertise in programs and Interview (as needed)
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 local
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) X

 II-A (1) Shall be in accordance with the purpose
of this title; Interview (as needed)
(2) Shall address the learning needs of all

students; and
(3) May include, (A)-(P)
ESSA Section 2103(b) Types of Activities
PROG 11 Rural and Low-Income evaluation: Identify who is involved in the evaluation X
 V-B Grant funds are used to support measurable process
goals and objectives that increase student
academic achievement and/or decrease Documentation of Measureable goals to be
student dropout rates. achieved stated in the RLIS plan in the CFSGA
ESSA Section. 5224. [20 U.S.C. 7351c] Documents for academic achievement, identify
data from which information is gathered and
analyzed for evaluating the effectiveness of the
RLIS program
PROG 12 The LEA identifies the unique educational COMPREHENSIVE NEEDS ASSESSMENT (CNA) X Finding:
needs of all migrant children, including PROCESS:
 I-C The State found evidence of an incomplete migrant
preschool children and children who have
Documentation of the LEA CNA, including: comprehensive needs assessment
dropped out of school; The LEA measures
migrant student progress against the • CNA team members Action Needed:
desired outcomes of the migrant education • CNA Timeline
program and state academic content • Agenda/Minutes of meetings Submit to the State a detailed timeline outlining the
standards. ESSA Sections 1306(a)(1) • Documentation of analysis of completed district’s plan for completing a migrant needs
parent, student, staff surveys and focus assessment. Include in this timeline dates, who will
group findings be involved, and the specific purpose of each
meeting, etc. (Refer to Idaho’s District
SDE Preparation: Comprehensive Needs Assessment Toolkit) Found on
the Migrant Education Program webpage.
Comparison of migrant students vs. all
students on state assessments (IRI, ISAT,
ACCESS 2.0) from the LEA report card
PROG 13 As part of the comprehensive needs COORDINATION OF SERVICES X Finding:
assessment, the LEA identifies and
 I-C Evidence of joint planning among programs The State did not find evidence that migrant and
addresses the unique educational needs of
funded by local state and federal sources other Title Programs collaborated to ensure the
migrant children in coordination with other
(including Title 1-A, early childhood, and academic needs of migrant students were addressed.
local, state, and federal programs and
encompasses the full range of services language instruction under Title III-A) in Action Needed:
available to migrant children and provides providing services to migrant students,
for the integration of MEP services with including to preschool children and children Submit to the State a plan and timeline for ensuring
those provided by other programs. ESSA who have dropped out of school (e.g. regular collaboration between migrant and other
Section 1306(a)(1)(E)(F)(G) agendas, meeting minutes, email Title programs.
correspondence, collaboration logs)
List of migrant students receiving other
program services including interventions and
any other academically related programs (e.g.
Title 1-A, EL, special education, reading
interventions, McKinney Vento, gifted
programs, and college readiness programs)
PROG 14 LEA programs will provide for advocacy and Onsite: X
outreach activities for migratory children
 I-C Migrant Family Liaison Recordkeeping Log
and their families to inform such children
and families of other education, health, SDE Preparation:
nutrition, and social services to help connect
them to such services. ESSA Section Evidence of referred services entered in MSIS
1304(c)(6), 1304(c)(7)(A)
PROG 15 State and local agencies must address MEASURABLE PROGRAM OUTCOMES (MPOS) X
students’ unique needs with a plan that
 I-C Evidence of data collection to measure
specifies measurable program objectives
and outcomes. ESSA Section 1306(a)(1)(D) progress toward current year MPOs
SDE Preparation:
Measurable Program Outcomes Program

Evaluation completed in MSIS for prior year
PROG 16 The LEA gives priority to migratory children PRIORITY FOR SERVICES X
who are failing, or most at risk of failing to
 I-C SDE Preparation:
meet challenging State academic standards,
and whose education has been interrupted
Evidence that Priority for Services (PFS)
by a qualifying move during the previous
students are identified (MSIS)
year. ESSA Section 1304(d)
Written procedures that PFS migrant students
are being served on a priority basis through
the migrant program (CFSGA)
Evidence that PFS students are receiving

services (MSIS)
PROG 17 The law also allows for continuation of CONTINUATION OF SERVICES X

services to a child who ceases to be a
 I-C Written procedures for the identification
migratory child for 1 term, 1 additional
school year, or until graduation if process and services provided to COS
comparable services are not available students, including how students with long-
term COS are re-evaluated periodically
through other programs. ESSA Section SDE Preparation:
1304(e)
Evidence that Continuation of Services (COS)
students are identified and served (MSIS)
PROG 18 The LEA provides professional development Current year agendas and sign-in sheets for X Recommendation:
on meeting the unique needs of migrant annual migrant specific professional
 I-C Ensure when training takes place that the sign-in
students to administrators, teachers, development/trainings during the regular sheets include the date and purpose of the training.
paraprofessionals, and other program staff. school year and, if applicable, for summer
ESSA Section 1304(c)(7)(B) school. Include participants’ roles (e.g.
teacher, paraprofessional, administrator)
Presentations or other supporting materials

associated with the training.
PROG 19 Each student identified for the CORE EL Schedule(s) for all EL services provided X Finding:
program receives a high-quality program of detailing specific staff providing such services.
 III-A OCR The state found inconsistencies in the approaches
instruction that uses approaches,
and methodologies used for the English language
methodologies, and curricular Descriptions for EL/Bilingual service(s) development (ELD) programs. According to the
materials/resources that are based on
provided by the Language Instruction Castañeda standard, schools must:
scientific research and proven effective with
Educational Program (LIEP) (e.g. course
English Learners. EL programming and 1) Base their program on educational theory
descriptions, curriculum map, scope and
services are provided in comparable recognized as sound or considered to be a
facilities that do not unreasonably segregate sequence)
legitimate experimental strategy;
EL students. Title VI of the Civil Rights Act of
1964; Castañeda v Pickard {648 F.2d 989 List of curricular resources/materials used for 2) Implement the program with resources and
(5th Cir. 1981)}. providing core EL instruction. personnel necessary to put the theory into
practice; and
Onsite:
3) Evaluate programs and adjust where necessary
ELPs are completed for ELs in ELMS and to ensure that adequate progress is being made.
copies of ELPs in cumulative files. [648 F. 2d 989 (5th Circuit, 1981)].
The state did not find evidence
Approved State EL Plan (CFSGA) and
observable evidence of implementation. - that ELPs are completed for ELPs in ELMS and copies
of ELPs in cumulative files.
-of materials or resources used for providing core EL
instruction
Action Needed:
The LEA will create a plan that highlights EL program
strengths and addresses specific areas for
improvement. The plan shall include focused,
comprehensive and on-going professional
development specific to meeting the linguistic needs
of English learners across all grade levels (K-12). In
addition, the plan shall include how the district will
ensure effective implementation of professional
development in some format (i.e., teacher
evaluations, walk-throughs, etc.) to ensure English
learners are receiving effective and equitable
instructional methods.
The plan shall be sent to the state Title III-A-EL
Programs Coordinator for final approval.
The LEA will complete ELPs for student who need
them for this school year in the ELMS and file them in
the student cumulative folder.
The LEA will provide a list of resources used for
providing EL instruction and will
maintain/update/revise this list moving forward.
PROG 20 Academic/Content instruction for English Onsite: X Finding:

Learners is designed and implemented,
 III-A OCR Evidence that instruction that has been The State found inconsistencies in the approaches
fitting with an effective language instruction
designed for meeting the needs of ELs. (e.g. and methodologies used for serving English learners
educational program that assists English
lesson plans detailing EL differentiation in the general education/content area classrooms.
learners in meeting challenging State
academic standards. Lau v. Nichols (1974). and/or use of EL strategies in classroom Action Needed:
instruction).
SDE Preparation: strengths and addresses specific areas for
improvement.
Graduation data for English Learners (check
LEA report card) The plan shall include focused, comprehensive and
on-going professional development specific to
meeting the academic needs of English learners
across all grade levels (K-12).
In addition, the plan shall include how the district will
Program Coordinator for final approval.
PROG 21 The LEA demonstrates that the Core EL Sample of current class rosters with letter X Finding:
program and academic courses indicate that grades (or comparable for LEAs using
 III-A OCR The State found that ELs are significantly not
English Learners are achieving and standards based report cards) for ELD and achieving and sustaining parity of linguistic and
sustaining parity of linguistic and academic Academic/ Content courses. Label English academic achievement as English proficient peers.
achievement with students who entered the Learners on class rosters.
LEA’s school system already proficient in Action Needed:
English. SDE Preparation:
Title VI of the Civil Rights Act of 1964, [648 Check ELMS for list (# and %) of Long Term strengths and addresses specific areas for
F. 2d 989 (5th Circuit, 1981)] ELs (ELs in the program 5+ years). improvement.
Longitudinal academic accountability data for The plan shall include focused, comprehensive and
on-going professional development specific to
English Learner subgroup (Report Card).
meeting the academic needs of English learners
across all grade levels (K-12).
In addition, the plan shall include how the district will
Program Coordinator for final approval.
PROG 22 The LEA has created a Title III-A Plan to Evidence and/or documentation of meeting X Finding:
increase the English proficiency levels of EL previous school year’s CFSGA Title III Goals (in
 III-A OCR The State did not find evidence that
students by providing effective language Goals Matrix).
instruction educational program meets the - the LEA is implementing and/or communicating with
needs of ELs and demonstrate success in Onsite others regarding the Title III-A plan and the required
increasing (A) English language proficiency activities to increase the English proficiency and
(B) student academic achievement. ESSA The LEA has an approved Title III Plan (CFSGA) academic achievement of EL students.
Section 3115(c)(1); 3116(b)(1)-(2) and observable evidence of implementation.
-the LEA is meeting previous school year’s goals.
(NA for LEAs participating in the TIII
Consortium) Action Needed:
The LEA will submit a revised Title III-A Plan and/or a
timeline for implementation.
The LEA will submit a revised Title III-A Plan with
feasibly achievable goals and/or provide a plan on
how to specifically address the achievement of the
current year’s goals.
PROG 23 EL students are identified and qualified for Documentation of joint planning among X Finding
special programs (Title I, Special Ed, Gifted programs funded by local, state, and federal
 III-A OCR The State found that EL students are denied
and Talented) in a timely manner as sources in providing services to English participation to coordinated services and/or
compared with their English-only peers. EL Learners. activities.
staff are involved in the
placement/programming for ELs List of ELs placed in and participating in The state did not find evidence:
participating in special programs. Title VI of coordinated services/activities. Including, but
the Civil Rights Act of 1964 -that EL personnel are invited to meeting regarding
not limited to, Special Education, Gifted and
ELs’ participation in special programs.
Talented, Advanced Placement courses, Title-I
services, Title I-C Migrant, extracurricular - of collaboration between programs serving ELs.
activities. Label English Learners on class or
Action Needed:
activity rosters.
The LEA will submit to the State a detailed
Onsite:
description of the district’s plan to ensure that EL
Documentation in IEP cumulative files that EL students are placed in and participate in coordinated
personnel were invited to participate in IEP services/activities as all students.
meetings for EL students who are also The LEA will submit to the State a detailed
qualified as Special Education. description of the district’s plan to ensure that EL
students are appropriately referred and evaluated for
Special Education services.
The LEA will submit evidence that EL personnel are
invited to meeting regarding ELs’ participation in
special programs.
The LEA will submit evident of a plan and/or timeline
showing collaboration of programs serving ELs.
PROG 24 The LEA monitors, for a minimum of two Submit LEA Monitoring Form. LEA Monitoring X Finding:
years, the progress of students exited from Form includes multiple data sources such as
 III-A OCR The State found inconsistent or no evidence of a
the program to ensure correct classification, state assessment scores, district assessment district-wide process for timely and effectively
placement, and additional support if scores, grades, teacher feedback, attendance,
needed, etc.
Title VI of the Civil Rights Act of 1964 Onsite: monitoring English learners and keeping such
information in the student cumulative file.
The LEA has an approved Title III Plan (CFSGA)
and observable evidence of implementation. Action Needed:
The LEA will establish a written policy or procedure
Sampling of Monitoring Forms for X1 & X2 for monitoring English Learners from the EL program.
students in cumulative records.
PROG 25 The LEA has a process for entering and Submit LEA’s written policy or procedure for X Finding
verifying ISEE, ELMS, and IDCI data for timely and effectively entering and verifying
 III-A The State found inconsistent or no evidence of a
English Learners. ESSA Section 3121 data for English Learners. district-wide process for timely and effectively
SDE Preparation: entering and verifying ISEE. ELMS, and IDCI data for
English Learners.
Annual Data Collection in ELMS was Action Needed:
submitted on or before June 30th of the prior
year. The LEA will establish a written policy or procedure
for entering and verifying ISEE, ELMS, and IDCI data
ELPs and Erroneous Identification Application for English Learners.
(if applicable), and parental waiver of services
forms are submitted in ELMS in a timely
manner.
Review most current ISEE upload for

Immigrant data accuracy (e.g. language,
country of origin, date of entry to the US).
Review ELMS for EL data accuracy
LEA has current personnel assigned to these

roles:
1. Title III EL Programs Coordinator (IDCI)
ID English Language Proficiency Assessment
Coordinator (IDCI)
PROG 26 LEAs must use Title III funds to provide Agendas and sign-in sheets for EL specific X Finding:
effective professional development for professional development including
 III-A The State did not find sufficient evidence of
teachers and principals of ELs that is: participants’ roles (e.g. teacher, centralized professional development opportunities
paraprofessional, administrator) for ALL staff specific to meeting the unique needs of
• Designed to improve the instruction
and assessment of ELs; migrant students and English learners.
• Designed to enhance the ability of Presentations or other supporting materials The State did not find evidence that there was proper
teachers and principals to understand associated with the training. documentation of PD provided.
and implement curricula, assessment Action Needed:
measures and practices, and Training evaluations/surveys from staff.
instructional strategies for ELs; The LEA will submit a plan for providing high-quality
SDE Preparation: professional development based on a needs
• Effective in increasing children’s English
assessment to classroom teachers (including teachers
language proficiency or substantially Attendance of district personnel attending
in classroom settings that are not the settings of
increasing the subject matter State/Regional training(s).
language instruction educational programs),
knowledge, teaching knowledge, and
principals, administrators, and other school or
teaching skills of teachers of ELs; and
community-based organizational personnel, that is —
• Of sufficient intensity and duration to
have a positive and lasting impact on A) designed to improve the instruction and
the teachers’ performance in the assessment of English Learner children;
classroom. This does not include one- B) designed to enhance the ability of such teachers to
day or short-term events, unless as understand and use curricula, assessment measures,
part of a teacher’s comprehensive and instruction strategies for English learners;
professional development plan that is
based on a needs assessment. C) based on scientifically based research
demonstrating the effectiveness of the professional
ESSA Section 3115(c)(2) development in increasing children's English
proficiency or substantially increasing the subject
matter knowledge, teaching knowledge, and teaching
skills of such teachers; and of sufficient intensity and
duration (which shall not include activities such as
one-day or short-term workshops and conferences)
to have a positive and lasting impact on the teachers'
performance in the classroom, except that this
subparagraph shall not apply to an activity that is one
component of a long-term, comprehensive
professional development plan established by a
teacher and the teacher's supervisor based on an
assessment of the needs of the teacher, the
supervisor, the students of the teacher, and any local
educational agency employing the teacher.
PROG 27 Immigrant Grant Recipients Only Evidence and/or documentation of meeting X

 III-A The LEA uses Immigrant funds to serve previous school year’s CFSGA Title III
immigrant children and youth as required by Immigrant Goals (in Goals Matrix).
Section 3115(e)
The term “immigrant children and youth” as Revenue and Expense Report or General
defined in section 3201(5) of Elementary Ledger - to include revenue, expenditures and
and Secondary Education Act (ESEA), means remaining balance
individuals who-
1) Are aged 3 through 21; Budget Report – to include budgets and may
also include actual expenses
2) Were not born in any State; and
Gross Pay by Code Report – to include
3) Have not been attending one or more
positions, names, and amounts
schools in any one or more States for
more than 3 full academic years. Detailed Ledger Report – to include detailed
expenditure transactions: type of expense,
vendor name, date, and amount
*An immigrant student may or may not
also be EL, and an EL student may or may Budget Report for previous year if the LEA is
not also be immigrant. reporting carryover in the current year
Accounting report identifying positions paid

in Salaries & Benefits for Immigrant Grant.
List of all staff, including FTEs and funding

sources
Onsite:
Business Manager interview
Program Staff interview, if applicable
Cumulative file review: ELPs for immigrant

students (if applicable)
The LEA has an approved Title III Immigrant

Plan (CFSGA) and observable evidence of
implementation.
SDE Preparation:
List of immigrant students
Approved Title III Immigrant Grant Plan
Observable evidence of the LEA’s Title III Plan
program and services serving immigrant
students.
PROG 28 The LEA has designated an appropriate staff An appropriate person is designated as X
person as a Homeless Coordinator/Liaison liaison. The district liaison should be someone
 IX-A
who can fulfill the 10 liaison duties as listed who has the time/capacity to carry out the
(revised) in ESSA, Subtitle B, Section 722 assigned duties described in the law.
(g)(6)(A)(B)(C), [42 U.S.C. § 11432(g)(6)(A)]
Districts may designate a school-level point of
contact at each school who can assist with
school-level tasks and refer issues that need
further attending to the district liaison.
One person in the district should be listed in

the Idaho District Contact Information (IDCI)
as the Title IX-A MV Liaison.
Others involved in the Homeless Education

Program are encouraged to be assigned the
role of Title IX-A Homeless Coordinator to
receive information from the SDE Homeless
Coordinator regarding Homeless issues.
These roles can be assigned via the ISEE tool.
Please contact your regional ISEE support for more
information about how to update roles.
support@sde.idaho.gov
Visit the Title IX-A: Homeless Children &
Youths webpage for Homeless Liaison
checklist of duties, professional development
opportunities & sample calendar
PROG 29 The LEA has policies and practices to ensure Evidence of liaison participation in approved X
that the liaison participates in professional SDE trainings, webinars and other on-line
 IX-A
development and other technical assistance opportunities.
activities as determined appropriate by the
State Coordinator. ESSA Subtitle B, Section
722 (f)(5)(C) & (6), [42 U.S.C. §
11432(g)(1)(J)(iv)]
For a list of homeless liaison professional
development opportunities, please visit: the Title
IX-A: Homeless Children & Youths webpage
PROG 30 The LEA shall inform school personnel, Liaison shall ensure that school personnel X Finding:
service providers, and advocates working providing services under this subtitle receive The State did not find sufficient evidence that the LEA
 IX-A
with homeless families of the duties of the professional development to effectively ensures that all personnel have been trained on the
(Revised) local educational agency liaisons. ESSA identify and support students experiencing duties of the District Homeless Liaison including the
Subtitle B, Section 722 (g)(6)(B) homelessness definition of homeless and the requirements of Title
IX-A
Evidence (trainings dates, agendas, sign-in Action Needed:
Liaison shall coordinate and collaborate with sheets, etc.) that school personnel have been The LEA will submit evidence for developing and
State coordinator and community and informed of the liaison’s duties and the implementing a training for all staff, including a
school personnel. ESSA Section 722, Subpart requirements of Title IX-A Homeless timeline, on the duties of the Liaison and the
B (g)(6)(C) Education. requirements of Title IX-A
Evidence of homeless education training for
staff in non-Title I-A schools, transportation
staff, child-nutrition staff, and local shelters, if
applicable.
Visit the Title IX-A: Homeless Children & Youths
webpage for sample MV homeless training
materials & links to resources.
PROG 31 The LEA has a current Homeless Education Policy must reflect the new ESSA language X Recommendation:
policy that ensures homeless children and
 IX-A The State recommends that the policy be revised to
youth have equal access to the same free, Policy adopted by governing board that ensure that it reflects current ESSA language.
(Revised) appropriate public education and support describes rights of homeless students and the
services, including a public preschool requirements of the LEA in serving these
education (if available), as provided to other students.
children and youths in the state. ESSA
Subtitle B, Section 721 (1) Policy should address:
-Rights of Homeless children and youth
The LEA policy must meet all of the - Definitions
requirements included in ESSA Subtitle B, - District homeless liaison
Section 722 (g)(3) - Liaison receives training
- Liaison provides training for district staff
The LEA shall review and revise policies that
- Coordination with other local and state
may act as barriers to the enrollment of
agencies/programs
homeless children and youth.
- Dissemination of education rights
Considerations shall be given to issues
- Identification process
concerning transportation, immunization, - Immediate Enrollment process
residency, birth certificates, school records - School Selection determination
and other documentation, and - Dispute Resolution (eligibility and placement)
guardianship. Special attention shall be - Services available/comparable
given to ensuring the enrollment and - Provisions for awarding of full or partial credit for
attendance of homeless children and youth full or partial coursework
who are not currently attending school. - Elimination of barriers for full participation
ESSA Subtitle B, Section 722 (g)(7)(A)(B)(C) (including attendance)
- Transportation services coordination
- Providing free meals
- Preschool (if available)
Evidence of Review and Revision of policies

that barrier to enrollment and retention.
For a sample LEA Homeless Education Policy and
Policy Checklist, please visit the Title IX-A:
PROG 32 The LEA has a procedure that ensures Written procedures that remove barriers to X
homeless children and youths who meet the accessing academic and/or extracurricular
 IX-A
relevant eligibility criteria do not face activities.
barriers to accessing academic and
extracurricular activities, including magnet For examples/templates, please visit the Title IX-A:
schools, summer school, career and Homeless Children & Youths webpage
technical education programs, advanced
placement, on-line learning, and charter
school programs, if such programs are
available at the State and local levels. 42
U.S.C. § 11432(g)(1)(F)(iii)]
PROG 33 Public notice of the educational rights of Evidence of public notice of education rights X
homeless children and youths is and contact information
 IX-A
disseminated in locations frequented by -List of locations of posters and/or brochures
parents or guardians of such children and -Update contact information
youths, and unaccompanied youths,
including schools, shelters, public libraries, Visual verification of non-school locations
and soup kitchens, in a manner and form
understandable to the parents and For templates, please visit the Title IX-A: Homeless
guardians of homeless children and youths, Children & Youths webpage
and unaccompanied youths. 42 U.S.C. § Link to order free Posters & materials (Spanish &
11432(g)(6)(A)(viii)] English):
National Center for Homeless Education
PROG 34 SCHOOL STABILITY- in determining the best Written student-centered factors related to X Finding:
interest of the child or youth the LEA shall-- determining the child or youth’s best interest
 IX-A The State did not find evidence of student-centered
(i) to the extent feasible presume that
factors related to determining the child or youth’s
keeping the child or youth in the school of Written Notification Of Eligibility & School best interest related to the school of origin.
origin is in the child’s or youth’s best placement letter
interest, except when doing so is contrary to Action Needed:
the request of the child's or youth's parent For examples/templates, please visit: the Title IX-
or guardian, or (in the case of an A: Homeless Children & Youths webpage The LEA will provide evidence of a student-centered
unaccompanied youth) the youth. determination process for the child or youth’s best
interest related to the school of origin.
(ii) consider student-centered factors
related to the child’s or youth’s best
interest, including factors related to the
impact of mobility on achievement,
education, health, and safety of homeless
children and youth, giving priority to the
request of the child’s or youth’s parent or
guardian or (in the case of an
unaccompanied youth) the youth.” 42 U.S.C.
§ 11432 (3)(B)(i), (ii)
PROG 35 If after conduction the best interest Written dispute resolution processes for both X Finding:
determination the LEA determines that it is MV eligibility and enrollment/placement The State did not find evidence of a process for
 IX-A
not in the child’s or youth’s best interest to situations. resolving disputes and includes procedures for
attend the school of origin or the school homeless families and youth to appeal school
requested by the parent or guardian, or Written Notification of Eligibility and placement decisions made by the LEA, including
unaccompanied youth. The LEA must Placement letter – must include procedures written explanation, dispute resolution process, and
provide a written explanation of the reasons for homeless families and youth to appeal provision of services during the appeal process that
for it determination and has a process for school placement decisions and a copy of aligns with the State’s process
the resolution of disagreements, including their educational rights.
procedures for homeless families and youth Action Needed:
to appeal school placement decisions made Provision of services during appeal process. The LEA will submit an action plan, including timeline,
by the LEA. 42 U.S.C. § 11432 (3)(B)(iii) for developing and implementing a dispute resolution
Process needs to align with the State’s process that aligns with the State’s process and
process. includes a written determination explanation,
NOTE: Even if placement disputes have not describes the dispute process, and describes the
occurred before, the LEA is required to have a provision of services during the appeal process.
written plan and procedures describing how to
proceed in the event resolution/appeal is sought
NOTE: Students must be immediately enrolled in
the school of origin or the local attendance area
during the dispute process.
For examples/templates & state dispute process,
please visit: the Title IX-A: Homeless Children &
Youths webpage
PROG 36 The LEA shall coordinate the provision of Evidence of coordination/ collaboration with X Finding:
services for students experiencing social services agencies, local community
 IX-A The State did not find sufficient evidence of the
homelessness with local social services action partners, H&W navigator, etc. coordination of McKinney-Vento services with local
agencies and shall ensure that… (i)
social services agencies and other local educational
Homeless families and homeless children Evidence of coordination/ collaboration with agencies on inter-district issues, and between
and youths receive referrals to health care other LEAs on inter-district issues; departments within the LEA.
services, dental services, mental health and
substance abuse services, housing services, Evidence of coordination/ collaboration with Action Needed:
and other appropriate services; and (ii) other departments within district, such as
Transportation, transfer of school records, The LEA will submit an action plan, including timeline,
Title I-A and other federal programs,
and other inter-district activities, with other and list of agencies/ departments for collaborating
transportation, etc.
local agencies. with social services, other LEAs, and within the
district to coordinate services for students.
ESSA Subtitle B, Section 722 (g)(5)(A)
PROG 37 Homeless Youth (HY) and Unaccompanied Evidence that HY and UHY have been X Finding:
homeless youth (UHY) are informed of their informed of their independent student status
 IX-A The State did not find sufficient evidence that HY and
educational rights as homeless students and for the purposes of the Free Application for UHY are informed of their status as independent
their status as independent students under Federal Student Aid (FAFSA). students and educational rights.
section 480 of the Higher Education Act of
1965 (20 U.S.C. 1087vv) and that the youths Evidence that HY and UHY have received Action Needed:
may obtain assistance from the liaison to college and career counseling. Coordination
receive verification of such status for The LEA will submit an action plan, including a
with post-secondary educational and
purposes of the Free Application for Federal timeline for informing HY and UHY of their status as
employment agencies.
Student Aid described in section 483 of such independent students and educational rights.
Act (20 U.S.C. 1090). ESSA Subtitle B, Section Evidence of written Eligibility of Independent Finding:
722 (g)(6)(A)(x)(III) Student Status provided to HY and UHY
signed by the homeless liaison. The State did not find sufficient evidence that HY and
UHY were provided college and career counseling.
UHY receive assistance from counselors to Evidence of student-friendly education rights Action Needed:
advise such youths, and prepare and of homeless student information.
improve the readiness of such youths for Evidence of coordination with post- The LEA will submit an action plan, including a
career and college. ESSA Subtitle B, Section secondary agencies for the purpose of timeline for providing HY and UHY college and career
722 (g)(1)(K) verifying independent student status. counseling.
For examples/templates and links to resources,

please visit: the Title IX-A: Homeless Children &
Youths webpage
PROG 38 The LEA is using Title V-B funds as approved CFSGA application has been approved. X
in their CFSGA application; can include any
 V-B
or all of the following: Documentation that supports the
(Former PROG implemented of activities selected by the LEA
1. Teacher recruitment and
37) to support with RLIS funding.
retention, including the use of
signing bonuses and other
Expenditure reports.
financial incentives.
2. Teacher professional
development, including programs
that train teachers to utilize
technology to improve teaching
and to train special needs
teachers.
3. Educational technology, including
software and hardware, as
described in Part D of title II.
4. Parental involvement activities.
5. Activities authorized under the
Safe and Drug-Free Schools
program under Part A of Title IV.
6. Activities authorized under Part A
of Title I.
7. Activities authorized under Title III.
ESSA Section 5222 (a)
PROG 39 LEAs receiving more than $30,000 in Title IV- Evidence that a needs assessment* was X
A funds shall conduct a comprehensive conducted, which may include the assessment
 IV-A
needs assessment* in order to examine itself or documentation that contributed to the
(Former PROG needs for improvement of: needs assessment (survey results, disciplinary
38) records, course offerings, professional
development schedules, etc…).
1. Access to, and opportunities for, a
well-rounded education for all
(*to occur every three years)
students;
2. School conditions for student
learning in order to create a
healthy and safe school
environment; and
3. Access to personalized learning
experiences supported by
technology and professional
development for the effective use
of data and technology
ESSA Section 4106(d)
(*to occur every three years)
PROG 40 LEAs receiving more than $30,000 in Title IV- Evidence of programmatic efforts reflective of the X
A funds shall: listed priorities (special programs, new / expanded
 IV-A
course offerings, curriculum development, content
1. Use not less than 20% of their
(Former PROG alignment to standards, field trips, lesson plans,
allocation to develop and
39) professional development, etc.) are present.
implement programs and activities
that support access to a well-
rounded education;
2. Use not less than 20% of their
allocation to foster safe, healthy,
supportive and drug-free
environments that support
academic achievement;
3. Use a portion of their allocation to
improve the use of technology
and / or data to improve the
academic achievement, academic
growth and digital literacy of all
students.
ESSA Sections 4107, 4108 & 4109
PROG 41 Programming funded by Title IV-A are Evidence of collaboration with other schools and X
coordinated with other schools and community-based services and programs
 IV-A
community-based services and programs. (memorandums of understanding, advisory board
(Former PROG / coalition membership and meeting notes,
ESSA Sections 4107, 4108 & 4109
40) resource-sharing among multiple schools, etc…)
PROG 42 All qualified EL students are annually LEA’s written policy or procedure for verifying X Finding:
assessed for ELP using the state approved number and percentage of ELs tested on ELP
 I-A The State did not find evidence that the LEA has a
English language proficiency assessment assessments including how the LEA provides written policy or procedure for annually assessing all
 III-A aligned to the state’s English language appropriate accommodations for ELs with an English learners in grades K-12 and/or for maintaining
proficiency standards and the State’s active IEP on the ELP assessment. records of all English learners who were not assessed
academic content standards.
on the ACCESS English Language Proficiency
ESSA Section 1111(b)(2)(G) List of certified ACCESS 2.0 and Alternate assessment.
ACCESS proctors with corresponding WIDA
ESSA Section 3113(b)(3)(B) assessment certificates. Action Needed:
Onsite: The LEA will submit a written process and timeline for
training and certifying WIDA testing administrators
English language proficiency assessment for the annual English Language Proficiency
score reports are placed in students’ assessment (ACCESS2.0). Additional SDE data
cumulative files annually. correction(s) may be required.
SDE Preparation: The LEA will submit a protocol for how it will ensure
that all English learners in grades K-12 are annually
Review prior year’s ACCESS participation in tested on the ACCESS English Language Proficiency
ACCESS appeals site. (Review for students assessment, for maintaining records of all English
who were tested and shouldn’t have been; learners who are not assessed on the annual ACCESS
students who should have been tested and English Language Proficiency assessment, and/or for
weren’t; check to see if Do Not Score codes ensuring only student participating in Alternate
were used). ACCESS are also participating in alternate academic
assessments.
Evidence that LEA only administers Alternate
ACCESS to ELs also participating in other
alternate assessments. (SDE will check ELMS
and ISEE).
Note: Written procedure applies to all Title I-A
programs even if there are no enrolled English
Learners.
PROG 43 The LEA assesses all qualified ELs on annual LEA’s written policy or procedure for verifying X Finding:
academic achievement assessments (in Recently Arrived English Learners (L1) are
 I-A appropriate grades), and exempts first year exempt from participation in the English The state did not find evidence that all qualified ELs
ELs from the English Language Arts portion Language Art portion of the academic are assessed on annual academic achievement
of the annual academic achievement achievement assessment. assessments and first year ELs are exempt from the
assessment. ESSA Section ELA portion of the assessment.
1111(b)(2)(B)(vii)(III); 1111(b)(3) Evidence that ELs are participating in
academic achievements. Action Needed:
Note: Written procedure applies to all Title I-A The LEA will submit an action plan, including timeline,
programs even if there are no enrolled English for completing the policy or procedure verifying L1
Learners. students are exempt from participation in the ELA
portion of the academic achievement assessment.
PROG 44 Paraprofessional- an individual who is Paraprofessional schedule, including where X

employed in a preschool, elementary instruction is provided and the name of the
 I-A
school, or secondary school under the supervisor.
 I-C supervision of a certified or licensed
teacher, including individuals employed in Note: Each paraprofessional schedule, LEA budget
 III-A language instruction educational programs, & expenditures, and time and effort should align
 V-B special education, and migrant education. for all Title programs. Ex: 50% TI-A, 20% TII-A, 30%
ESSA Section 1112 (c )(6) General Funds
Paraprofessional, also known as a

(revised) ‘paraeducator’ includes an education
assistant and instructional assistant. ESSA
Section 8101(37)
FAMILY AND COMMUNITY ENGAGEMENT (FACE)

Family & Community Engagement webpage
FACE 1 At the beginning of each school year, the Samples of family/parent notification for each X
local educational agency (LEA) notified Title I-A building, in multiple languages as
 I-A
families/ parents in all Title I-A served practicable.
buildings that they may request information
regarding the professional qualifications of Sample Parent Notification for Teacher
students’ classroom teachers. ESSA Section Qualifications is located under Files for Parent
1112(e) Involvement on the Title I-A webpage
*A second notice requirement for a child
who is assigned/taught by a teacher over
four or more consecutive weeks that does
not meet state licensure requirements at
grade/subject level. ESSA Section
1112(e)(1)(B)(ii)
FACE 2 The LEA ensures that each participating Sample of redacted individual student reports X Finding:
school provides to individual
 I-A The State did not find evidence that the LEA ensured
families/parents information on the level of Dated cover letter sent with the report OR that each participating school provides information to
achievement of the parent’s child in each of DRC Parent Brochure and Report individual families/parents on the level of
the State’s academic assessments as
achievement of the parent’s child in each of the
required. ESSA Section 1111(c)(4)(A)
State’s academic assessments.
Action Needed:
The LEA will provide evidence for providing
information to families/ parents on their children’s
level of achievement from the State assessment OR
will provide a written plan for doing so.
FACE 3 The LEA family engagement policy is Copy of policy X Finding:

developed with families/ parents, agreed
 I-A The State did not find evidence that the LEA
upon by families/ parents, and distributed Evidence of an annual review with family/parent engagement policy is reviewed
(revised) to all families/parents. The policy must family/parent engagement such as: annually with input from parents.
describe how the LEA will: notification of meetings, list of attendees,
Action Needed:
The LEA will submit an action plan, including timeline,
for annually reviewing the policy with input from
parents.
• Develop a Title I Plan minutes of meetings, agendas, and parent
• Build capacity to improve comments
academic achievement
• Coordinate with other programs The policy reflects an annual review date by
• Include evidence based strategies the LEA board (Board minutes or current
• The policy has been reviewed review date on policy.)
annually
Evidence that the policy is distributed to
ESSA Section 1116 (a) parents (LEA website, newsletter, handbook,
etc.)
FACE 4 Each school building has a parent and Copy of building parent/family engagement X Finding:
family engagement policy (plan). The policy (plan) that will provide families/parents
 I-A The State did not find evidence that participating
written policy (plan) must describe how the with all of the following required components: schools have a building family engagement policy
(revised) school will carry out the parent/family timely information about programs, shared (plan) with all the required elements, including
engagement activities. The plan is made responsibilities for high student academic parent input and dissemination to the local
available to the local community and is achievement, address the importance of community.
updated periodically to meet the changing communication between teachers and
needs of parents and the school ESSA parents, frequent reports to parents on their Action Needed:
Section 1116 (b) child’s progress, and provide materials and The district will submit an action plan and
training to help parents work with their child implementation timeline for the required building
level parental involvement policy (plan) with all the
Evidence of dissemination to families and
required elements, including parent involvement and
communities
dissemination to the local community.
Evidence of plan review process taking place Finding:
(recommend annual review) with families and
parents playing an active participant role The State did not find evidence that each
participating school reviews its school level
family/parent engagement plan periodically
(recommend annual review) with input from parents.
Action Needed:
The district will submit an action plan and timeline for
ensuring that each participating school periodically
reviews and updates its family/parent engagement
plan (recommend annual review) and includes input
from parents.
FACE 5 Each Title I school jointly develops with Evidence that the Compact contains required X
families/parents for all children served elements and is collaboratively written and
 I-A
under Title I, a school - parent compact. distributed annually
School distributes compact to parents
annually. ESSA Section 1116 (d) School-Parent Compact Template is located
under Files on the Family & Community
Engagement webpage
FACE 6 An annual meeting is convened to which all Provide a copy of meeting notification(s), X Finding:
parents of students in a schoolwide agenda, meeting notes/minutes, and sign-
 I-A The State did not find evidence that each
program and participating students in a in/attendance list. Include parental comment participating Title I-A school(s) convenes an annual
targeted assistance program are invited to and input to meeting notes. meeting to inform families/parents of the school’s
inform parents of their school’s
participation in Title I and to explain Title I
participation in Title I and to explain Title I
requirements and the right of parents to be involved.
requirements and the right of parents to be
involved. ESSA Section 1116 (c) Action Needed:
The LEA will submit an agenda or flyer inviting all
families/parents of students in a schoolwide program
and participating students in a targeted assistance
program for the purpose of informing parents of their
school’s participation in Title I and to explain Title I
requirements and the right of parents to be involved.
FACE 7 Assistance, materials, and training have Description and timeline of activities including X Finding:
been provided specifically to Title I-A copies of materials, training agendas, sign-in
 I-A Although there was some anecdotal evidence of
families to help build capacity for their sheets, etc. assistance to Title I-A parents to help build capacity
engagement. ESSA Section 1116 (a)(3)(B)
for their involvement, there was no consistent
Evidence that schools provide assistance to evidence that every school has a timeline of activities
families/ parents in understanding content to assist parents.
and achievement standards, assessments,
and how to monitor their child’s progress Action Needed:
Evidence that parents and families are The LEA will provide an action plan and timeline for
provided materials and training to help their the implementation of capacity building activities,
children succeed in school, such as literacy such as assistance, materials, and training for parents
training and using technology as described in ESSA Section 1118(e).
FACE 8 The LEA reserves no less than 1% of its Title CFSGA Budget Page X
I-A allocation (if ≥ $500,000) for parent and
 I-A
family engagement activities, including Evidence that funds are used to promote
promoting family literacy and parenting parent and family engagement
skills. ESSA Section 1116(a)(3)(A)
Title I-A set aside and budget pages
Note- Must include at least one of the following
activities:
Providing professional development regarding
parent and family engagement strategies
Supporting programs that reach parents and
families
Disseminating information on best practices
focused on parent and family engagement
Collaborating with organizations with a record of
success in improving parent and family
engagement
Engaging in other activities and strategies that are
appropriate and consistent with the LEA parent
and family engagement policy
(Not applicable if allocation is ≥ and no Parent and
Family Engagement Set-Aside.)
FACE 9 The LEA distributes at least 90% of School level budget report for each participating X Finding:
family/parental engagement funds to school indicates an allocation from the LEA for
 I-A The State did not find evidence that at least 90% of
participating schools. ESSA Section family/parent engagement activities.
family/parental engagement funds are distributed to
1118(a)(3)(C)
participating schools.
(Not applicable if no Parent and Family Action Needed:
Engagement Set-Aside.)
The LEA will submit a school level budget report for
each participating school indicating an allocation
from the LEA for family/parent engagement activities.
FACE 10 Parents of children receiving services are Meeting agenda, notes/minutes, and sign-in/ X Finding:
involved in the decisions regarding how attendance sheet.
 I-A The State did not find evidence that participating
parent and family engagement funds are
buildings maintain evidence of family/parental
allotted for parent and family engagement Copy of survey, if applicable involvement in the decisions regarding how funds are
activities. ESSA Section 1116 (a)(3)(B)
allotted for parental involvement activities.
(Not applicable if no Parent and Family Action Needed:

Engagement Set-Aside.) The LEA will submit evidence from participating
buildings, such as meeting agenda, notes/minutes,
and sign-in/attendance sheet or a survey of
family/parental input regarding how funds are
allotted for family/parental engagement activities.
FACE 11 District and regional parent advisory Evidence that migrant parents are involved in X
councils (PACs) fulfill their responsibilities the planning, implementation and evaluation
 I-C
by: of the program:
• Establishing migrant education program
goals, objectives, and priorities based on List of PAC members
reviewing the comprehensive needs
Notices of meetings, invitations and
assessment, service delivery plan, and
correspondence in English and Spanish
district MEP activities
Advise district in planning district program Agenda & Minutes of PAC meetings in English
activities, 1304(c)(3) and 1306(a)(1)(B)(ii) and Spanish
Sign-in/attendance list of PAC members
FACE 12 Parents have been informed of their child’s LIEP waiver form in cumulative files for English X Finding:
placement into an Language Instruction Waived (EW) students (as applicable).
 I-A The State did not find evidence that
Educational Program (LIEP) within 30 days if
enrolling at the beginning of the school or 2 (Upload template or redacted form. Onsite file - Parents have been informed, within the required
weeks in the middle of the school year. review also.) timeframe, of their child’s initial or continuing
Parents have been informed regarding their placement into the LEA’s English language
right to withdraw the child from a program development (EL) program, which includes their right
upon their request, and to decline Parent Notifications are in student cumulative to waive services.
enrollment or choose another program or folders and contain all required components:
method of instruction. o Reason for identification -The LEA has an EL program placement form.
o Current ELP level and how it was
ESSA Section 1112(e)(3)(A-B) -The LEA has a waiver form for parents who wish to
assessed
decline EL services.
o Current academic achievement
scores
o Method of EL instruction and how it Action Needed:
will meet the educational strengths
The LEA shall notify parents of their child’s initial or
of the child to meet EL and
continuing placement into the EL program.
academic proficiency
o Exit requirements & graduation year The LEA shall submit a revised parent notification
o Coordinate supports if also on an IEP letter for initial and continuing placement into the EL
program. The letter shall be sent to parents in a
(Upload template or redacted form. Onsite file
language they understand, to the extent practicable.
review also.)
The letter contains all required components.
Note: This indicator applies to all Title I-A programs
The LEA shall submit a waiver form allowing parents
even if there are no enrolled English Learners.
to waive district ELD services.
FACE 13 The LEA ensures that the notifications sent Copies of letters sent to parents in English and X
to parents are in an understandable and other applicable language(s) (i.e
 I-A
uniform format and, to the extent district/school/classroom policy/procedures,
practicable, provided in a language the newsletters, permission forms).
parents can understand. ESSA Section
1112(e)(4) Copies of Interpreter Confidentiality
Agreements (if available).
FACE 14 The LEA ensures that it implements an Evidence of LEA’s commitment to involving X
effective means of outreach to parents of parents of English Learners (i.e. district policy,
 I-A
English Learners regarding their education. family/parent engagement policy, mission
ESSA Section 1112(e)(3)(C) statements).
Evidence of outreach invitations:

Signed attendance sheets with parents of English
Learners clearly identified/highlighted.
Other examples of evidence outreach may include
meeting minutes, PowerPoint presentations,
survey samples and overall results, copies of call
logs, home visits and notes from these
interactions.
FACE 15 LEAs are required to provide or strengthen Evidence of outreach invitations (e.g. copies X Finding:
and increase parent, family, and community of call logs, home visits, invitations, flyers)
 III-A The State found insufficient or no evidence that the
engagement in programs that serve ELs
LEA has strengthened or increased their means of
using Title III funds. ESSA Section Signed attendance sheets with parents of parent, family, and community engagement.
3111(b)(2)(D)(iv) English Learners clearly identified/highlighted.
Action Needed:
Meeting agenda and minutes.
The LEA will provide documentation of the outreach
Observable evidence of the LEA’s Title III Plan it has and/or is providing to parents, families, and
(CFSGA). community stakeholders. Documentation can
include, but is not limited to, parent training sign-in
sheets and handouts, parent meeting agendas and
sign-in sheets, parent volunteer logs, etc.
FACE 16 Parents, LEA and higher education staff, and Evidence of outreach invitations (e.g. email X Finding:
community agencies/groups participate in invitations, flyers)
 III-A The State did not find evidence that the LEA is
developing and implementing ELD program
involving parents of English learners, Parents, LEA
plan. If applicable, coordinate with local Meeting agendas and minutes. and higher education staff, and community
Head Start and Early Head Start agencies,
Signed attendance sheets with participant names agencies/groups in the development and
including migrant and seasonal Head Start,
and roles/affiliations. implementation of the EL Program.
and other early childhood education
providers. ESSA Section 3116(b)(2)(C)(D) Action Needed:
The LEA will submit evidence of parent, LEA and
higher education staff, and community
agencies/groups involvement in the development
and implementation of the EL program. Such
documentation can include: sign-in sheets, meeting
minutes, agendas, PowerPoint presentations,
surveys, and overall results, copies of logs of calls and
home visits and notes from these interactions.
Involvement can be conducted via meetings, surveys,
home visits, phone calls, etc.
SCHOOL IMPROVEMENT (SI)
Indicator/ Findings, Actions Needed, Recommendations,
Programs Citation Supporting Documents and Resources Y N NA Comments
SI 1 (NEW The LEA complies with the requirements for Onsite: X

School Improvement. ESSA Section 1003
 I-A Principal interview
Comprehensive Support and Improvement
(CSI) schools were identified during the
2018-19 School Year. (CSI Up and CSI Grad)
Documentation for all of the following is required:
Targeted Support and Improvement (TSI)
Evidence of a School Improvement Plan for all CSI
and Additional Targeted Support and
Up, CSI Grad, TSI and ATSI schools.
Improvement (ATSI) schools are identified
annually.
CSI Up and CSI Grad plans submitted by the
Note: Any and all remaining SIG funds need LEA and approved by the SDE through the
to be obligated no later than September 30, Schoolwide/Improvement Plan app (SWIP).
2019. TSI and ATSI plans submitted to the LEA and
monitored by the LEA. (May use SWIP or LEA
approved document.)
Note:
An approved SWIP for CSI Up and/or CSI Grad meet
the School Improvement Plan requirements. TSI
and ATSI plans must meet ESSA School
Improvement requirements.
ATSI/TSI Plan Requirements:
1. Develop and implement a plan (can use SWIP
Tool, but not required) involving stakeholders
that include principals and other school
leaders, teachers and parents.
2. Improve student outcomes based on
indicators in the statewide accountability
system for each subgroup of students that
was the subject of notification
3. Is informed by all indicators, including
performance against long-term goals
4. Includes evidence-based interventions
5. Identify resource inequities (ATSI only)
6. Is monitored, upon submission and

implementation, by the LEA
7. Results in additional action following
unsuccessful implementation after a number
of years determined by the LEA
ESEA Section 1111(d)(2)(B-C)
QUALIFICATIONS- TEACHER & PARAPROFESSIONAL (Q)

Q1 The LEA will ensure that all teachers and Schoolwide: List of all instructional X
paraprofessionals working in a program paraprofessionals, regardless of funding
 I-A
supported with Title I funds meet applicable source, noting how the paraprofessionals
 I-C State certification and licensure meet the paraprofessional requirements.
requirements, including any requirements
 III-A OCR for certification obtained through Targeted Assistance: List of all teachers and
 V-B alternative routes to certification. ESSA paraprofessionals working in a Title I Targeted
Section 1111 (g)(2)(J) Assistance program, noting how the staff
Idaho Code 33-1201 members meet the state qualifications,
certification and licensure requirements.
NOTE: This is applicable to all Schoolwide Programs
This also includes teachers qualified and and Targeted Assistance Schools. All teachers and
certified to teach ELs: paraprofessionals must meet applicable state
certification and licensure requirements.
LEAs must hire teachers qualified and
certified to teach ELs, or support For information on teacher certification, visit the
unqualified staff as they work towards Certification & Professional Standards webpage
obtaining the qualifications within a
reasonable period of time. For information on paraprofessional requirements,
visit the Title I-A: Improving Basic Programs
Title VI of the Civil Rights Act of 1964 webpage under files> Professional Qualifications
for Paraprofessionals
EL Program:
Evidence of funding source.
Bilingual or ESL endorsement, or university

transcripts for educators earning their EL
endorsement, who are providing Language
Instruction Educational Program (LIEP)
services.
Evidence that a certified EL Teacher oversees
paraprofessionals’ instruction. (e.g. meeting logs
for co-planning time).
Begin monitoring EL requirements during the

2019-20 school year.
SDE Preparation:
Teacher Certification review

Onsite:
Paraprofessionals file review
Q 2 The LEA ensures that low income and SDE preparation: X

minority students are not taught at higher
 I-A SDE will run a report by school of ineffective,
rates than other students by ineffective,
inexperienced, or out-of-field teachers. inexperienced, and out-of-field teachers.
ESSA Section 1112(b)(2)
Evidence of incentives for voluntary transfers,
provision of professional development,
recruitment programs and other effective
strategies that are used to address any gaps
where low-income students and minority
students are taught at higher rates than other
students by ineffective, inexperienced, or out-
of-field teachers.
TRANSPARENT ACCOUNTABILITY
FISCAL ACCOUNTABILITY (FA)

FA 1 Written Policies and Procedures Evidence that the LEA has a manual that sets forth X Finding:
the policies and procedures used by the LEA to
 I-A Pursuant to EDGAR, some of the policies The State found insufficient or no evidence that the
administer federal funds.
and procedures MUST be in writing: LEA has written policies and procedures for cash
 I-C
• Cash Management and Payment management and payment systems and internal
 II-A Systems: control, allowable costs, procurement, record
• Cash Management and Payment The LEA has internal controls in place retention, and privacy protection requirements.
 III-A that identify in writing: 1) who tracks
Systems and Internal Control
Action Needed:
 IV-A expenditures; 2) who draws down funds
• Allowable Costs from the GRA; 3) who deposits the The LEA will submit a timeline for developing written
 V-B checks. The LEA has an internal policies and procedures for cash management and
• Time and Effort accounting system process that identifies payment systems and internal control, allowable
obligations, unobligated balances and costs, procurement, record retention, and privacy
• Procurement interest earned, and how these are protection.
tracked (e.g., excel or carryover
calculator). For all grants, source (original A user manual policy template can be found at the
• Record Retention and Privacy Funding & Fiscal Accountability webpage under New
source) documents are kept: Federal
Protection Uniform Grant Guidance tab.
Awards CFDA;
Federal Award ID number;
Uniform Guidance (2 C.F.R.
Authorization (the process of giving
200.302 (6), 200.302 (7), 200.430,
someone permission to do or have
200.318)
something); Important Note: Generally,
an LEA should not earn interest because
LEAs receive payments from the SDE on a
reimbursement basis.
• Allowable Costs, including employees’
travel reimbursement process (manuals).
• Time and Effort requirements: All

employees who are paid in full or in part
with federal funds must keep specific
documents to demonstrate the amount
of time they spent on grant activities.
Types of Documents: 1) Semi-annual
certification (single cost objective 100%);
2)
Personnel Activity Reports (PARs)
(multiple cost objectives); 3) Substitute
system (multiple cost objectives with
predetermined, set schedule). Payroll
charges must match the actual
distribution of time recorded.
• Procurement and Inventory:

Management and disposition of
equipment and supplies purchased using
Federal funds. For example, 1) process
preformed when inventory is received; 2)
process describing what type of property
is tagged and what position/office
performs the tagging; 3) process to
adjust the inventory records in the event
the property is sold, lost, or stolen, or
cannot be repaired; and 4) process
describing how the physical inventory is
performed.
• Record Retention and Privacy

Protection: Both paper and electronic.
The procedure includes reasonable
safeguards for ensuring that the records
are not altered and stored for at least 6
years.
• (2 C.F.R. § 200.302 (6)), (2 C.F.R. §

200.302 (7)), Uniform Guidance 2 CFR
Part 200.430. (2 C.F.R. § 200.318)
Suggested template is available at
the Funding & Fiscal Accountability webpage under
Time and Effort Certification.
FA 2 Budget and Accounting Systems: Attach: X
 I-A The LEA’s accounting systems must track Most Current School Year:
and report all Federal grants allocations
(SI-CSI ) Detailed Budget Report or Revenue &
(budgets) and expenditures separate from
 I-C State and Local Funds. Each Federal Expenditures Report. Revenue/budget has to
program must have its own proper IFARM match the CFSGA’s allocation for that year.
 II-A (function) code and each programs’ actual This report should also include categories
 III-A allocation must align to the CFSGA. (salaries, operating costs).
 IV-A ESSA Section 1113 (a) (3). Uniform

Guidance 2 C.F.R. 200.302. Title I-A Only: Budget report by building.
 V-B Note: This is to review the Title I-A allocations
 IX-A to schools ranking order. The LEA’s budget
breakdown per school must be consistent
with the CFSGA, Title I-A allocation to schools’
tab.
FA 3 Cost Principles and Allowable Use of Attach the following: X Finding:

Funds:
 I-A Detailed Ledger Report. This report should The State found evidence that Title I-A funds are
Expenditures maintained at the LEA for include detailed expenditure transactions: being used for activities that are not allowable and
 I-C
each Federal program are- type of expense, vendor name, date and approved and do not supplement state, local, and
 II-A amount. other federal funds. The State is seeking clarification
• Allowable and approved
on some expenditures from the LEA.
 III-A activities.
Gross Pay by Code Report. This report should Action Needed:
• Supplement Not Supplant state
 IV-A include positions, names, and amounts.
and local funds. Note:
The LEA will remove non-allowable expenses from
 V-B Supplement/not supplant for Title
List of all staff, including FTEs and funding after the State receives clarification on expenditures
I-A has its own indicator (FA 6)
 IX-A sources. Required: Copy of staff breakdown- and submit a revised expenditure report reflecting
• Necessary, reasonable and available at the the changes.
allocable
• Conform with the Federal law and Federal Programs Monitoring webpage.
grant terms, consistent with State
and local policies, consistently For Title III: Assurance (statement or evidence)
treated as either direct cost or an that no more than 2% of current year’s
indirect cost, in accordance with allocation is used for administrative purposes,
GAAP includes both direct and indirect costs
ESSA Sections 1003, 1112,1118(b), 2103, Onsite Interview:

2301, 3116. Uniform Guidance 2 CFR Part
200, Subpart E. Onsite interview with the business manager.
State EL: Onsite interview with the program staff if

applicable.
The core ELD instructional program *Important Notes:
provided to English Learners is paid for with
1. If a school in the district has a School
State and local funds in order to meet
Improvement Grant (SIG), include a
Castañeda and Lau
budget with expenditures related to the
requirements,(Identification, screening,
grant.
placement). Idaho Code 33-1617; ESSA
Section 3115(g) 2. For Title III-A, an LEA may use no more
than 2% of its Title III funding for only
Title III
direct administrative costs, ESSA Section
The LEA has reserved not more than two 3115(b).
percent of its allocation for the direct
administration of the Title III-A. ESSA
Section 3115(b)
Migrant:
If the LEA houses a Migrant Regional ID&R
Coordinator, also include all budget
information for this position.
FA 4 Title I-C Allowable Use of Funds Detailed schedule(s) for migrant funded staff, X Recommendations:
 I-C The LEA uses Title I-C funds only to support including time designated for migrant duties. The state strongly recommends that the migrant
programs and projects outlined in the State Job description(s) for migrant funded staff. liaison use the migrant log to track migrant activities
Service Delivery Plan. ESSA Section and ensure that 50% of her time is spent on migrant.
1304(c)(1)
The state further recommends that the district
establish a method for tracking hours outside of the
regular day, allowing the liaison flexibility to meet
family needs and conduct parent involvement as
approved by the district.
FA 5 Title III-A Allowable Use of Funds Records/evidence that materials, and X

 III-A The LEA uses only State or local funds for equipment related to initial identification,
costs of staff, materials or equipment placement, and annual ACCESS 2.0
related to initial identification, screening, administration for English Learners are paid
placement, and annual English Language for with State EL & local funding.
Proficiency assessment of English Learners *Federal funds may not be used for initial
in a core Language Instruction Educational identification and placement and annual
Program (LIEP). ESSA Section 3115(g). English language proficiency assessment
administration of English Learners in a core
ELD program.
FA 6 Title I-A Supplement Not Supplant Test: The LEA’s methodology will have to describe how X Finding:
the distribution of its general state and local funds
 I-A The new Title I-A supplanting test focuses The State did not find sufficient evidence that the LEA
to each school is neutrally determined. It may be-
on methodology rather than identification has a methodology/practice to ensure that all schools
of individual costs. Under ESSA, LEAs must • methodology based on enrollment and receive all of the state and local funds they would
demonstrate that the methodology used to grades, or otherwise receive if they were not receiving Title I-A
allocate state and local funds to each school • methodology based on enrollment and funds.
receiving Title I funds ensures that each subgroups of students, or
Action Needed:
school receives all of the state and local • other - please describe (i.e., based on
funds it would otherwise receive if it were FTE’s, combination of grades and The LEA will submit a plan, including a timeline for
not receiving Title I funds. subgroups of students) the written methodology practices. The LEA’s
methodology will have to describe how the
ESSA Section 1118 (b) (2). The State Department of Education (SDE) cannot
distribution of its general state and local funds to
prescribe a particular methodology (process,
each school is determined regardless of each schools’
method, logic, etc.). However, several Idaho LEAs
Title I-A status.
have shared their methodology with the SDE. We
are sharing the examples as suggested approaches, • methodology based on enrollment and
but are not mandating that LEAs implement either grades, or
sample methodology. • methodology based on enrollment and
subgroups of students, or
Note: This indicator does not apply to LEAs with
only one school. other - please describe (i.e., based on FTE’s,
combination of grades and subgroups of students)
FA 7 CPA Audit: Copy of “Schedule of Findings and Questioned X Finding:

 I-A The LEA has had an audit of federal Costs” section from district audit for last two The State did not find evidence of an independent
programs and audit findings have been years (Reviewer: Pay particular attention to financial audit for the last two years, only one year
 I-C Section III Federal Award Program Audit).
addressed. (2019) was submitted.
 II-A
Uniform Guidance 2 CFR Part 200 Subpart F Evidence that Section III, Federal Award Action Needed:
 III-A (Former OMB A-133) Program Audit findings have been addressed.
The LEA will submit a copy of the independent
 IV-A Evidence that reasonable controls are in place (i.e. financial audit from the last two years.
more than one signature for the purchase order
 V-B
process; general ledger & journal entry functions
are prepared by someone different than the
person who reconciles and deposits revenues, etc.)
for any Federal Award Program.
FA 8 Physical Inventory LEAs that use Federal funds to purchase X Finding:

equipment and electronics:
 I-A A physical inventory of the property must For LEAs that use Federal funds to purchase
be taken annually. Attach the following: equipment and electronics:
 I-C
The LEA has a current inventory process of Evidence that the LEA performed an The State did not find evidence of a physical
 II-A
any equipment and electronics purchased annual physical inventory of the property inventory of equipment purchased with Federal
 III-A with Federal funds purchased with Federal funds. funds.
 IV-A Definitions: Action Needed:
• Evidence showing that each equipment
 V-B Equipment: tangible personal property and computing device purchased with The LEA will submit an action plan with a timeline for
(including information technology systems) Federal funds includes the following conducting a physical inventory of equipment.
having a useful life of more than one year information:
Finding:
and a per-unit acquisition cost which equals
or exceeds the lesser of the capitalization • Serial number or other identification For LEAs that use Federal funds to purchase
level established by the District for financial number; equipment and electronics:
statement purposes or $5000.
• Source of funding for the property; The State did not find evidence that all the required
information was documented for each equipment
• Who holds title;
and computing device purchased with Federal funds.
Supplies: tangible personal property other • Acquisition date and cost of the property;
than those described in Uniform Guidance 2 Action Needed:
CFR Part 200.33 Equipment. A computing • Percentage of Federal participation in the
device is a supply if the acquisition cost is projects costs for the Federal award The LEA will provide evidence of the required
less than the lesser of the capitalization under which the property was acquired; information that must be on file for equipment and
level established by the District for financial • Location, use and condition of the computing devices purchased with Federal funds OR
statement purposes or $5000, regardless of property; and the LEA will submit an action plan, with date, for
the length of its useful life. keeping required information.
• Any ultimate disposition data including
the date of disposal and sale price of the
property
Computing devices: machines used to • (Migrant Only) Migrant inventory to
acquire, store, analyze, process, and publish include device purchased for eCOE.
data and other information electronically,
including accessories for printing,
transmitting and receiving, or storing LEAs that don’t use Federal funds to purchase
electronic information equipment and electronics:
Uniform Guidance 2 CFR Parts 200.33, Note: Even if an LEA did not purchase equipment
200.94; and 200.20. with Federal funds, a sample of the most current
inventory list (State or other funds) must be
provided, unless the LEA has a written policy
restricting the use of Federal funds for equipment
or electronics.
All LEAs
Note: The State Department of Education hereby
recommends that the LEAs maintain five years and
one audit year to comply for their record retention
schedule for all federal fiscal and programmatic
records, which is a total of six (6) years.
FA 9 Comparability SDE Preparation X

 I-A The LEA meets comparability requirements. Copy of Comparability Report sent to SDE (no
ESSA Section 1118(c) upload needed for Federal Programs
Monitoring)
See Comparability resources under Files> Fiscal
Compliance at
http://sde.idaho.gov/federal-
programs/funding/
FA 10 Time and Effort REVIEWERS: Look for documentation that X Finding:

includes/supports all of the following components:
 I-A Charges to Federal awards for salaries and Although the LEA’s employee template was
wages, including stipends, must be based LEAs: Attach the following: uploaded, the State found insufficient or no evidence
 I-C
on records that accurately reflect the work that the LEA requires all employees, supported
Actual signed (after the fact) Time and Effort
 II-A performed. wholly or in part with Federal programs, to complete
documentation for salaries and wages, including
time and effort documents that accurately reflect
 III-A All employees who are paid in full or in part stipends.
time worked.
with federal funds must keep documents
 IV-A These documents (time and effort certifications)
(known as time and effort records) to Action Needed:
must be signed after the fact.
 V-B demonstrate the amount of time they spent
The LEA will submit evidence of time and effort
on grant activities. Semi-annual certification: (single cost documentation for all employees paid wholly or in
Uniform Guidance 2 CFR Part 200.430, objective 100%). Good practice: Twice a year. part with Federal funds OR the LEA will submit its
200.403(a). Personnel Activity Reports (PARs) (multiple action plan and timeline for implementing time and
cost objectives). At least quarterly. effort requirements.
Substitute system (similar to semi-annuals but
for multiple cost objectives with
predetermined, set schedule). Good practice:
twice a year.
Note for PARs only: After the Time & Effort

certifications are collected, it is critical for the
LEA to reconcile budgeted hours
(percentages) vs actual hours and perform
journal entries, if necessary.
See Time and Effort resources under Files> Fiscal

Compliance at
http://sde.idaho.gov/federal-
programs/funding/
FA 11 Record Retention Evidence that the LEA maintains all records related X
to grants as required for a period of six years (5
 I-A The LEA maintains original records for a
plus 1 audit year).
period of 6 years. If records are electronic,
 I-C
there is no need to create and retain paper Attach: The LEA has the GAN (Grant
 II-A copies. Both types of records may be Acknowledgement Notification) on file or
subject to periodic quality control reviews. knows where to access it in the GRA.
 III-A Uniform Guidance 2 CFR 200.335.
 IV-A Definition: The original record is the Attach: A sample of any record (invoice, PO
record that remains in the same content, etc..) from 6 fiscal years ago. For example,
 V-B
context, and structure that it was created 2018-19 monitoring: attach 2012-2013
the day it was used, based on the LEA’s invoice)
policy. If an LEA’s policy is to obtain actual
signatures on all Purchase Orders (POs),
then all documents with original signatures
must be filed and stored. If the policy allows
electronic POs with digital signatures, then
all electronic POs must be saved on a
shared drive.
FA 12 The LEA shall reserve Title I-A funds as are Two principles govern the usage of homeless X
necessary to provide services comparable set-aside funds:
 IX-A
to those provided to children in public
funded schools to homeless children and - Services must be reasonable and
youths to assist them to effectively take necessary to assist student experiencing
advantage of educational opportunities. homelessness to take advantage of
educational opportunities, and
This reservation requirement is not formula - The funds must be used only as a last
driven. The method of determination of resort when funds or services are not
such funds shall be determined; available from other public or private
sources.
a. based on the total Title I-A

allocation received by the LEA; Title I-A Budget page – Homeless Education
and set-aside amount must be sufficient to
b. prior to any allowable provide services to homeless child and youth.
expenditure or transfers by the
LEA. Possible methods for calculating the set-aside
amount include:
Funds may be used to provide homeless -completing a needs assessment;
children and youth, who attend Title I and
non-Title I, schools services not ordinarily -determining a percentage of the district’s
provided to other students, i.e. funding for Title I,Part A fund;
Homeless liaison, transportation, fees, etc. -multiplying the number of students identified
ESSA 1113(c)(3)(A)&(C) by the district Title IA per-pupil allocation;
-matching the amount of the MV Homeless
subgrant dollars, if applicable; or
-adjusting previous set-aside amounts based
on past set-aside expenditure and trend data.
Evidence of agreement that the set-aside

amount by Title I director and Homeless
Liaison to meet the Homeless ed. program
needs
Evidence of budget expenditures to provide

educationally related support services to
children in non-Title I-A schools.
Optional: Evidence of alternative funding sources
and/or donations to support the needs of the LEA’s
Homeless Ed. Program. i.e. “Angel” fund, Ed.
Foundation, Donor lists, etc.
For examples& links to resources, go to the Title IX-
A: Homeless Children & Youth webpage
FA 13 LEAs receiving more than $30,000 Ledgers, budget reports or other reflections of X
demonstrate that not less than 20 percent expenditures and/or anticipated expenditures
 IV-A
of Title IV-A funds are used to: categorized by priority.
1. Support well-rounded educational
opportunities
2. Implement activities to support
safe and healthy students
Sec 4107 & 4108
The LEA demonstrates that at least a
portion of Title IV-A funds are used to:
3. Implement activities to support
the effective use of technology
Sec 4109
LEAs shall not use more than 15 percent of
Title IV-A funds for the purchase of
technology infrastructure (hardware /
software). ESSA Section 4109(b)
DIRECTORY INFORMATION (DI)

DI 1 Board adopted policy is in place and is X Finding:

 I-A The LEA provides, upon a request made by implemented. The State did not find evidence that the LEA gives
a military recruiter or an institution of Visit the Federal Programs Monitoring webpage for military recruiters and/or institutions of higher
higher education, access to the name, a sample Directory Information policy under education access to student directory information
address, and telephone listing of each Files>Technical Assistance Resources upon request.
secondary school student, unless the parent
Action Needed:
has submitted a prior consent request. ESSA
Section 8528 [20 U.S.C. 7908] The LEA will submit an action plan, including timeline,
for developing a board adopted policy or a procedure
to provide military recruiters and/or institutions of
higher education access to student directory
information upon request.
REPORT CARD REPORTING (RC)
RC 1 (2) ANNUAL LOCAL EDUCATIONAL AGENCY Evidence that the LEA and each school links X
REPORT CARDS.— (A) PREPARATION AND directly to SDE’s report card website for the
 I-A
DISSEMINATION.—A local educational LEA and for each school. In the case that the
agency that receives assistance under this LEA does not operate a website, provide the
part shall prepare and disseminate an information to the public in another manner
annual local educational agency report card determined by the LEA.
that includes information on such agency as
a whole and each school served by the Idaho schools report
agency. (B) IMPLEMENTATION.—Each local
educational agency report card shall be— (i)
concise; (ii) presented in an understandable
and uniform format, and to the extent
practicable, in a language that parents can
understand; and (iii) accessible to the
public, which shall include— (I) placing such
report card on the website of the local
educational agency; and (II) in any case in
which a local educational agency does not
operate a website, providing the
information to the public in another
manner determined by the local
educational agency.
ESSA Section 1111 (h)(2)
SDE OVERALL COMMENTS:
The SDE Staff appreciates the warm, welcoming nature of the staff in the Wilder School District. While on-site the staff was responsive in
providing the documentation needed.
Parents very much appreciate the support that Yukari provides in referred services, including access to clothing, food baskets, and medical
referrals. She has also strengthened the district’s recruiting efforts which is reflected in increasing numbers of identified and served migrant
students. Almost every migrant student has received either a referred or support service from Yukari.
The Title III Review team is optimistic for the development of the English learner program based on the staff willingness, passion, and
foundational framework in progress. Students feel welcomed and supported by their teachers and that their language and culture are valued.
March 17, 2020
Dear Superintendent Dillon:
Thank you for assisting the Idaho State Department of Education (SDE) in the Federal Programs Monitoring process for the Wilder School District. This visit was
conducted on March 16th- 17th, 2020. The following Federal Programs were monitored: Title I-A, Title I-C, Title II-A, Title III-A, Title IV-A, and Title IX-A.
The Final Report reflects information gathered from a review of program documentation, district staff interviews, school staff and parent interviews, and classroom
observations. Recommendations and findings are included in the report. Technical Assistance, such as contact information for a resource or a link to a sample, is
offered where there are findings. Although the district is not required to formally respond to the recommendations, it is important to consider them.
Please respond, in writing, to the Findings and send the District’s Response Report to Brandy Diaz Scott, Title I Coordinator, by May 20th. For the LEA Response Report,
identify each finding and include specific documentation to satisfy the finding OR submit a Corrective Action Plan that includes 1) reference to the finding; 2) a specific
measurable objective for satisfying the finding; 3) timeline(s); and 4) clear lines of responsibility. Please do not hesitate to contact any of the program coordinators
(see below) with questions as the District’s Response Report is prepared.
If the LEA has comments about the monitoring process, the LEA is encouraged to contact Karen Seay, Federal Programs Director, at kseay@sde.idaho.gov or at
208.332.6978.
Thank you for the cooperation and assistance your district provided the reviewers during the program monitoring. It is in this spirit of support that SDE submits this
Final Report. It is our sincere desire that through cooperative assessment of the federal programs, the quality of services to academically at-risk students is
strengthened.
Sincerely,
Brandy Diaz Scott
Cc: Tom Farley
Program Coordinators and Resources:
Federal Programs Monitoring - Brandy Diaz Scott: 208.332.6891 or bdiazscott@sde.idaho.gov
Title I-A Improving Basic Programs - Brandy Diaz Scott: 208.332.6891 or bdiazscott@sde.idaho.gov
School Improvement & Support - Tyson Carter: 208.332.6917 or tcarter@sde.idaho.gov
Family & Community Engagement - Jill Mathews: 208.332.6855 or jmathews@sde.idaho.gov
Foster Care Liaison- Jill Mathews: 208.332.6855 or jmathews@sde.idaho.gov
Title I-C Migrant Education Program - Sarah Seamount: 208.332.6958 or sseamount@sde.idaho.gov
Title I-D Neglected, Delinquent, or At-Risk - Suzanne Peck: 208.332.6904 or speck@sde.idaho.gov
Title II-A Supporting Effective Instruction - Kathy Gauby: 208.332.6889 or kgauby@sde.idaho.gov
Educator Effectiveness - Kathy Gauby: 208.332.6889 or kgauby@sde.idaho.gov
Title III-A English Learner Program - Maria Puga: 208.332.6905 or mpuga@sde.idaho.gov
Title IV-A Student Support & Academic Enrichment Program – Brandy Diaz Scott: 208.332.6891 or bdiazscott@sde.idaho.gov
Title V-B Rural Education initiative - Lisa English: 208.332.6911 or lenglish@sde.idaho.gov
Title IX-A Homeless Children & Youths - Suzanne Peck: 208.332.6904 or speck@sde.idaho.gov
Funding & Fiscal Accountability - Alexandra McCann: 208.332.6900 or amccann@sde.idaho.gov
Equitable Services to Private Schools Ombudsman- Michelle Clement Taylor: 208.332.6963 or mtaylor@sde.idaho.gov
School Choice- Michelle Clement Taylor: 208.332.6963 or mtaylor@sde.idaho.gov
Director:
Federal Programs- Karen Seay: 208.332.6978 or kseay@sde.idaho.gov

2019-2020 FPM Final Report Wilder

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2019-2020 FPM Final Report Wilder

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2019-20 IDAHO ESEA FEDERAL PROGRAMS MONITORING TOOL

LEA Name and Number: Wilder School District #133

Date of Program Review: March 16-17th, 2020

LEA Superintendent/Administrator: Jeffrey Dillon

Federal Programs Director: Tom Farley

Business Manager: Wendy McGowan

FEDERAL PROGRAMS KEY

STUDENT IDENTIFICATION (SID)

Indicator/ Findings, Actions Needed,

Evidence of the use of move notices in MSIX

Onsite Cumulative file review: Review sample

SDE Preparation: Quarterly Data Verification

SID 4 Applies to ALL Districts/Charters Current State-Approved Home Language X

LEA has current personnel assigned to the

SID 7 The LEA accurately exits eligible EL students Onsite: X Finding:

Evidence of coordinated services provided to

Identified students are uploaded regularly to

Indicator/ Supporting Documents and Findings, Actions Needed,

PROG 1 Schoolwide Program SDE Preparation: X Finding:

PROG 2 Schoolwide program evaluation: A written Schoolwide Program evaluation X

PROG 3 Targeted Assistance Schools X

• Uses methods and instructional Teacher and principal interviews

PROG 5 Description of the activities to be carried CFSGA (Activities Tab) X

PROG 10 Activities: CFSGA (Activities Tab) X

(2) Shall address the learning needs of all

Measurable Program Outcomes Program

Evidence that PFS students are receiving

PROG 17 The law also allows for continuation of CONTINUATION OF SERVICES X

Presentations or other supporting materials

PROG 20 Academic/Content instruction for English Onsite: X Finding:

Review most current ISEE upload for

Review ELMS for EL data accuracy

LEA has current personnel assigned to these

PROG 27 Immigrant Grant Recipients Only Evidence and/or documentation of meeting X

Accounting report identifying positions paid

List of all staff, including FTEs and funding

Business Manager interview

Program Staff interview, if applicable

Cumulative file review: ELPs for immigrant

The LEA has an approved Title III Immigrant

List of immigrant students

Approved Title III Immigrant Grant Plan

One person in the district should be listed in

Others involved in the Homeless Education

Evidence of Review and Revision of policies

For examples/templates and links to resources,

PROG 44 Paraprofessional- an individual who is Paraprofessional schedule, including where X

Paraprofessional, also known as a

FAMILY AND COMMUNITY ENGAGEMENT (FACE)

FACE 3 The LEA family engagement policy is Copy of policy X Finding:

(Not applicable if no Parent and Family Action Needed:

Evidence of outreach invitations:

SI 1 (NEW The LEA complies with the requirements for Onsite: X

6. Is monitored, upon submission and

QUALIFICATIONS- TEACHER & PARAPROFESSIONAL (Q)

Evidence of funding source.

Bilingual or ESL endorsement, or university

Begin monitoring EL requirements during the

Teacher Certification review

Paraprofessionals file review

Q 2 The LEA ensures that low income and SDE preparation: X

FISCAL ACCOUNTABILITY (FA)

• Time and Effort requirements: All