Title I, Part C Under Construction: Building Monitoring Protocols and Effective Self-Assessment

001Welcome. Thank you so much for joining us. Uh this is our part of our statewide series training that uh federal prone compliance division has put together for you. Today I am going to be providing the title one part C under construction building monitoring protocols and effective self assessment. My name is Idalia Vanz. I'm the TA Title One Part C Deputy Program Director. Thank you so much for joining me today. And uh joining me are three wide initiatives contacts and they are from capacity building and curriculum Sherry Nunley. I also have from MEP Systems, Crystal Seymour, and from the Texas Migrant Interstate Program, Wendy Ford Velasquez. Thank you so much, ladies, for joining us. Um, these three individuals will be serving as panelists and are here to assist me with any questions you may have related

002to the work that they do as part of the initiatives. I'm going to go ahead and begin with the legal disclaimer. This presentation is intended forformational and guidance response um or purposes only. The content in this presentation reflects the Texas Education Agency's current understanding of statute and applicable federal guidance and is subject to change. This presentation does not constitute legal advice. Um for legal advice, consult your own legal counsel before taking any action based on the information and guidance provided herein. This presentation is also copyrighted by TEA and can only be used copy to reproduce or share for educational non-commercial use. Another disclaimer we have here is artificial intelligence. Um, TA prohibits third-party recordings of its grants related trainings. This prohibition includes the use of artificial intelligence, AI services, summary services, language models, applications, interfaces,

003or assistance to attend, review, or record the trainings. Uh, we'll have to remove you from the session if we see any uh use of AI. We apologize for that. TA further prohibits attendees from using the information in its grants related trainings to train AI technologies. Any attendees who violate the prohibitions may be removed from the trainings and barred from future grants related trainings. Here is our signin information. We are so glad to have you joining today. Uh but in order to be able to capture who is with us and who's partaking in our training, we'd like to ask you to please sign in uh when you either if you're using your phone and you get on there or the link that has been provided by one of the panelists, please go to the training that

004is on 51126. The title is title one part Cy under construction. Select the program, last name, first name. Enter your role, position, provide uh email address, and then also select whether you're an LEA, an ESC or other. So that will be on the chat if you want to go back and refer to that. We're going to go ahead and begin. So we have I have this great graphic that I want to show to you. And this is the way in which we're going to show the road to title one part C compliance. It's a lot of pieces that we need to look at. This graphic shows the overall process that shows the goal to title one parc compliance. We call this a title one part C compliance cycle. As you can see the first important

005parts of the cycle is of course a local needs assessment. You will do an assessment to determine what are the needs of the children that we serve. The very important part also is after that we do an evaluation to make sure that what we provided is actually having a positive impact on the children that are served. We have some resources that come along the way as we're looking at compliance. And first one you look at is title one part C program guide and also the ESSA consolidated federal grant application and then implementation of documentation of compliance which is a big part of what we're going to talk about today. We also have the program compliance selfch check guide and we have of course program monitoring validation that happens along the way and the ESSA compliance

006report PR200 and most importantly one very important tool we're going to talk about today is the program monitoring protocol. So let's take a look at what we are looking at for program compliance. The first thing and familiar thing for most of you would be the program compliance selfch check which is in the PR1200 title one part C. As a reminder, this document is intended to assist LEAs in completing the program compliance selfch check sections. It can also assist LEAs as they implement their programs. Documentation of overall compliance for a program requirement may require several forms of documentation to be maintained locally and available upon request uh in the event of uh TA and or an auditor is needing that the compliance items listed are a selection of program compliance requirements for compliance reporting purposes. It's

007not an all-inclusive listing of all the requirements. For that listing, you would have to look at the program specific and ESSA provisions and asurances. Additional guidance concerning program requirements can also be found in the title one part C program guide that I mentioned just a bit ago. So, where do we go to find resources? As I go through this session, I'm going to be talking about the different program requirements, but I'm also going to be providing you with an idea as to where we're going to find these resources. So, first of all, under federal compliance division, if you go in there, as you can see, you've got title one part C uh education program. But here specifically when you're wanting to know about compliance is for example the ESA compliance reports resources and also under

008division resources. The one document I really want to talk to you about today is the title one part C education of migratory children program monitoring validations protocol. What is this protocol? Um this protocol is what is going to show you what are the different requirements or the key requirements to title one part C. They are to be included in the five-year cycle of topics as part of the program monitoring validation. So if we were trying to think ahead of where would we possibly be monitored or what are some documentation we would have to provide in case we were selected for program monitoring validations. These are the topics. Now the FPC division administers that annual program monitoring validation process to ensure that school systems comply with the requirements of title one part C. uh and can

009be used or these are the documents that can be used as a guide to ensure compliance with the following statutory requirements. So these are the requirements we're looking at. We're looking at program coordination andor integration. We're looking at priority for service, local needs assessment, parent and family engagement, program evaluation, and program evaluation to improve services. In addition, you have the identification and recruitment. We're looking at quality control also interstate and intrastate coordination, the use of funds supplement not supplant and then records transfer uh looking at data quality. So where do we find these resources? I mentioned to you earlier the title one part C webpage. I encourage you if you are playing any role in title one part C that you be a part of um or that you go in and look at what

010is available in the title one part C web page um that we have at TEA and in there you will see the different resources that are available and there as you can see is a title one part C monitoring protocol In addition, we have resources. We have the Texas migrant education portal. And what I'm going to do at this point is I'm going to stop sharing for just a bit. I'm going to hand it over to Sher Nunley who's going to talk to you a little bit about what we have in the Texas Migrant Education M. My portal. Yes. Hello. Okay. Just give me one minute while I start sharing. >> Thank you so much, Sher. And I did ask Sher to share this and throughout um she may be sharing some of the information

011that is in here. >> Okay. So, this is the MEP portal. I did put the link in the chat in case you haven't been there. I we hope that you have. Um, the MEP staff section is where anything really that we're looking at today, you'll find it based off of this landing page. And most of the things will um like the ones she's talking about right now, you would find here in the ESSA section. And so um we have the program guidelines, non-regulatory guidance, program guide, things like that. So when you're on the team portal and you're looking for some information about program compliance or the continuous improvement cycle, um this would could be your first stop here. Did you want me to share some of the other things, Adalia? Like I know >> Sure.

012Yes, of course. Thank you. like related to the program compliance that she's going to talk about with the data control um uh quality control ID&R. You can see there's also different pages on here like we have a a page for TXNGs where you can request access where there's going to be resources. We have the IDNR page. Um and and I do encourage you to continue checking back because this portal is constantly evolving. Um like we already have some plans for updating um some of these pages with resources from Crystal's initiative, the MEP systems. Um they provide a lot of really great trainings and support and they've also sent some exemplars and things like that that you'll find linked on these pages. So if you don't find it immediately, please keep checking back because uh it's

013constantly evolving. Um but those are the main things that she when she has on her slides that you can find support for a specific um program compliance documentation. Uh this is the screen and then she'll have a little arrow usually pointing like if it was for PF the the parent and family engagement. It's all based off of this page. So, if you bookmark this page, it's a great jumping off point to almost anything you're going to look at today. Okay. Thank you so much, Sherry. Um, we're going to go ahead and move on now that we've kind of showed you where that is, some of the things we're going to be talking about. Um she also referred or showed you in there uh the assisting interstate and interstate mobile students portal. That's also going to

014have some very valuable information. For example, I'm going to talk about the selfch check guide and you will be able to locate that on there. We're very very pleased to announce an exemplar collection opportunity that we have going on right now. At this point, the way we have it is we have gotten a collection from our um initiatives and our contractors to be able to get that ready to share with you and also from the ESC's. So, what is this going to look like? Pretty much what this is is it's going to give access to the different examples or documentation that we have that's going to follow the the protocol and I'm going to talk to you a little bit more about that protocol and go through the different specifics on that. But um we

015understand that a lot of times what happens is you understand what the requirement is but you may not know how do I show that especially when it comes to processes and procedures. So we felt it was necessary to provide you examples of what some of things may look like. Now, that doesn't mean that it can only look like that because you have the opportunity at the level of the school system or at the ESC level to decide on what your protocols, your procedures can look like. But we want to just be able to have a way to give you a head start on those things. And of course, when we're collecting that and we're collecting samples from the ESC's as well. Um, and that's going to be our next phase. We're going to be collecting

016things on the key buckets, the key requirements that we're going to talk about today. So, how to use the compliance resources? So, first of all, here are three resources that will help navigate the process for compliance. You have the title one part C program guide. You have the program compliance selfch check guide. And then you have the program monitoring protocol. There you go. So let's talk about the program guide first of all and what is this? If you have not had an opportunity to go through the title one part C program guide, I encourage you to do that. This is a document that contains basic program information as well as direct links to related information and resources on the TEA website. It includes the following topics. We're looking at program overview, program description. It'll have

017information on general asurances, fiscal requirements, use of funds, carryover of funds, private nonprofit compliance monitoring, and Netflix. As you can see all the key things are here. Another document that you can use when it comes to compliance and understanding what is expected is the program compliance selfch check guide. And this is of course what's included in the PR1200 as far as the compliance selfch check information that you have there. It is intended to assist LEAs in completing the prone compliance subject sections of the compliance report, the ESSA compliance report. It can also be used as a guide to help you determine what documentation to retain as you implement the program. So, it includes the compliance selfch check items and the strongest documentation. But keep in mind that the compliance items listed are a selection of

018program compliance requirements for compliance and for compliance reporting purposes and it's not an all-inclusive list of all requirements. Now let's talk about the title one part C program monitoring protocol. And this is something that we also felt would be very important for you to be able to have because like I mentioned earlier, it's going to include what's going to be in that five-year cycle rotation of the different requirements we're going to select as part of the program monitoring validations. So this includes the ESSA statutory requirement citation. It's also going to have the T the ESAP program specific provisions and assurance that pertain to that requirement. It's going to have the TA compliance report program compliance selfch check item and it's going to include a selfch check assessment compliance question. So, it'll you'll have questions in

019there that you kind of ask yourself for probing to be able to determine what am I going to need to support that I'm in compliance with this requirement. It's going to have the requested documentation and the year of documentation requested, which is usually going to be the previous year. So, let's take a look at another item that we have for you. Here's a crosswalk to help you see at a glance the requirement topics and where those items can be found in the different requirements. I know it looks very busy, so we won't spend much time on it. All I can tell you is that we wanted to do a crosswalk to show you what is in this where is this requirement in the selfch check guide. What's the page number? What's the compliance item? And

020then also what is the page or the part in the PR1200 that's connected to that and then what is the part in the program monitoring protocol that is connected. So you see it all at a glance, but I can tell you this much. They're all going to be very aligned cuz we're intentionally doing that to make sure you understand um what is the expectation. What can this documentation look like? We're going to talk as we go through the different requirements as to what this documentation can look like, but just keep in mind that an LEA or a school system may have other documentation that potentially might show compliance. So, in the event of an audit, TA or an audit staff would make the final determination concerning whether the documentation is sufficient to demonstrate compliance with

021that program requirement. So the first requirement we're going to talk about is program coordination integration. So for this item we're looking at that the LEA the fiscal agent makes adequate provisions for serving the unmet educational needs of migratory children. This is including the preschool children and the migratory children who have dropped out of school are identified and addressed through a full range of services that are available for migratory children from appropriate local, state and federal education programs. We want to make sure that we understand the program is a supplemental program. So we should be working with other programs first. Another thing I want you to notice on this is that before we had a different requirement for the unmet net the unmet needs of the preschool children and then we had the others separate. We

022combined it all together to look at making sure we are addressing the needs of all children. This is what it looks like in the program monitoring protocol. So as you can see you have the self- assessment compliance questions. First question asks how does the school system verify which students are eligible for the MEP services. That's the question that you would ask. The requested documentation that you would have for that would be the unique student count report from TXNGS school system showing the number of children and of course the year of documentation would be the immediate prior year. You're going to see that as I go through the different protocol sections here. In this particular requirement, you're also looking at what documentation the school system maintain locally to demonstrate efforts to identify and or evaluate the

023full range of services that are available for migratory children from appropriate local, state, and federal education programs. You're also going to ask the question, what documentation does the school system maintain locally to demonstrate the coordination of services? What documentation does the school system maintain locally to verify which preschool children are eligible for the MEP? And how does the school system document the needs of eligible migratory preschool children are considered? Then you also look at what documentation does the school system maintain locally to verify the OSY the out of school youth and then how does the school system document the needs of the OSY are considered. So this is what this protocol looks like and so then you look at the strongest documentation from compliance 3.8 you're looking at the unique student count report from TXNGS.

024showing the number of preschool children or the number of children. You're looking for the documentation of efforts to provide services to migratory children not being served through other sources. The documentation showing service coordination with other local, state, and federal education programs. The documentation showing adequate provisions of services preschool children. And the documentation of efforts to provide services to out of school youth. So, here's an example of what it can look like. First of all, we want to remind you that a lot of the documentation you can locate or gather when it comes to showing who are the children that are eligible is of course your TXNGS report. This is a unique student count report from TXNGS. So you have here this is where you the unique student count report by state by district can be

025found. Now let's take a look at other documentation. So specifically the documentation of efforts to provide services to migratory children not being served through other sources. You can have the local needs assessment. You can have emails or even communication logs. When it comes to documentation showing services with other programs, you can have phone logs, emails, maybe you have event invites or coordinated meeting agendas, evidence of service outreach activities. These are the things that um will would support this requirement. Here's an example of documentation showing adequate provisions of services to preschool children. This is an example of a unique student count report from TXNGS and also the where it can be found. So the documentation of efforts to provide services to preschool children not being served through other sources. And of course, if you have no

026preschool migratory children identified, you're going to have something like what you see on the screen there that says no students found. Here's another kind of or source of documentation that you can have for this requirement and that is your early childhood program enrollment form. This is what probably most of you use. that's going to show um do they have access to services? Is it a a bright beginning? Is it maybe a Texas migrant Head Start or something else that's being uh utilized that they have access to? Maybe it's a centerbased or a homebased program. Now, when it comes to OSY, what's the documentation that we're looking for? We're looking for the OSY profile report from TXGS. maybe the OSY report from TXNGs showing we don't have any OSY. So if there's no OSY, we're going

027to be showing that. And if you do, it's going to show um which students or how many students you had. I just want to stop here to just kind of do a quick reminder that if you are selected to submit information that has student information, student identifiable information, please do not forget that that needs to be redacted before submitting. So, here we go. Out of school youth, that's where that's located. We have other resources as you can see. Um, I know Sher talked about the AIDS portal. The ACE portal has some information on the process for coordinating services. Okay. One of the things that I failed to mention at the beginning is that as we're going through these requirements, I want you to take the time and ask any questions that you may have. Now

028you're not able to or we would rather have the questions on the Q&A. So you have the chat feature there. You should be able to put your questions on the Q&A and the panelists will be looking at those and responding as appropriate. So please don't hesitate to do that. I thought I'd ask that at this point since we just finished that one requirement before we go into the next one. Now, let's talk about priority for service and what that requirement is. As you can see, this is compliance item one, and this is talking about the LEA, the fiscal agent given priority to migratory children who made a qualifying move within the previous one-year period and who are failing or most risk at risk of failing to meet the challenging state academic standards or have dropped

029out of school. As you can see, when I'm showing you the compliance items, I'm going to be showing you also the crosswalk for your reference. So, here is what the program monitoring protocol section for PFS looks like. We're looking at self assessment question. What does what documentation does the school system maintain locally to verify the eligible migratory children who should be given priority for service? How does the school system plan for identifying and addressing the needs of PFS? What documentation did the school system maintain locally to demonstrate the supplemental services being provided? What documentation does the school system maintain locally to demonstrate PFS students are given priority? Because we know that's a very important piece of that is that they get priority. And then of course you see the different documentation. So we're going to

030talk about what that documentation looks like. We're looking at the PFS report from TXNGS. We're looking at the school systems PFS action plan, the supplemental program count from TXNGS listing the supplemental services being provided to PFS children and also the documentation that the MEP funded services are provided to PFS first. This is what it can look like. So, here's a copy of a PFS report. And then if you have no children, then you would have a report that says um no students found. Here's where it can be located on TXNGS. Here of course is a very important um type of documentation that can be provided because we know that in order to be able to plan for services for PFS children and for any services in the migrant education program you must have some kind

031of plan in place of how are you going to do that. This is the PFS action plan. And of course, it does talk, it does show you there what is the criteria for PFS when it comes to who is going to be flagged on TXNGs. As you can see, if if for grades 3rd through 12th, ungraded out of school, you're looking at the children who have made a qualifying move within the previous one-year period and received a grade level of approaches or not meet on the state assessment. the star maybe they were absent, not tested or were not enrolled in Texas. You have the criteria for K through third uh the children who have not taken the assessment and then we also have the criteria for preK ages 3 to 5 not in kindergarten. So

032the other page to the PFS action plan gives you the opportunity to include in there like what um what is this what are we going to be doing for the PFS children and um who's going to be doing that. So it gives you a little bit of detail information on what um who's completing this the date of completion. This other page shows you, you know, the goal. As you can see here in this example, the goal was this to provide the best learning opportunities to increase achievement, close that academic gap, and increase academic growth. That's an example. An object is 100% of the students will have access to supplemental instructional services. 80% of the PFS will be on grade level. And then 80% of students will meet the state's academic achievement standards. This is just

033an example. Of course, the template includes different elements. This element we're going to look at here as a required strategy is monitoring. So, the template includes the basics on on a monthly basis. You're going to run the PFS report to identify the children. Before the first day of school, you're going to have a PFS action plan. What we look for in a submission of an action plan, a PFS action plan, is that we see the customization of it to what is done at your uh school system? What does it look like? What maybe here? What are the timelines look like? Who's responsible for that? And then what documentation are you going to have to support that? This type of information is very helpful for internal as far as internal processes so that people that are

034working on it or are looking at this PFS action plan know exactly what the expectations are and that ensures continuity when it comes to serving the PFS children. You also have additional activities in there. So you have an opportunity again to customize it to the school system level to include what other activities are we going to do? What's the timeline? Who's going to do it? And how are we going to show documentation of that communication is also included in there. How you going to communicate? And then additional activities. So for PFS supplemental program count report from TXNGS listing those supplemental services you're going to look for the supplemental program count report listing the supplemental services you're also going to be looking at documentation that meth funded services are provided to the PFS children first. So

035maybe the school system has procedures for prioritizing services to PFS. This is one area where we hope to get some exemplars to provide for you in case you need that school systems documenting or documentation that shows services were provided to PFS students first. Here is an example of how we have resources available to you as Sher mentioned to you. In this case, we're going to look at priority for service. You're going to find that under ESSA title and parc grant requirements and compliance. And you see there the little arrow shows PFS. And then of course if you go in there you'll be able to see the dropdown that shows you the PFS implementation process. You've got a copy there the template of the PFS action plan the progress review form and then the Ames PFS

036action plan um section. Okay. Do we have any questions that need to be addressed? Panelists? >> No. >> Okay, we good. We're good. Thank you. Local needs assessment. So for the local needs assessment, what we're looking at is that the LEA fiscal agent identifies and addresses the unique educational needs of migratory children through a needs assessment and outlines a comprehensive plan for the delivery of services. We have to be able to identify what it is that is needed by the children that are located within the area that you serve. So what better way to do that than a local needs assessment? So that's why we include that as an important requirement to ensure that we are actually identifying what those needs are. Now as you can see in the screenshot here on the self assessment

037compliance questions and I want to show something to you when you're looking at this and how that's going to be outlined in some of the sections. You've got the self assessment compliance questions. In this case, we have how does a school system identify the unique educational and educationally related needs of eligible migratory children. Now, if you look to the right of that, you see the requested documentation here is going to be a completed version of the Texas local needs assessment tool. But notice that what does that include? It's going to be a completed version of the LNA tool that includes the MEP student profile and local needs assessment action plan or this is one place where you have an or. In some sections you're going to have an and in the protocol. Here you have

038an or because you may also have that in your school systems. What you're doing is you're doing the collaborative comprehensive needs assessment. For the next question, how does a school system document that the service delivery plan strategies are considered when completing that needs assessment? We have an STP, a service delivery plan. It includes strategies. Are they being incorporated in there? Are they being considered? How does the school system ensure that the plan for addressing the needs, the identified needs of migratory children is incorporated as part of the school systems district improvement plan. So let's take a look at that documentation and the recommendations. I mentioned those three items, the LNA tool, the strategy implementation plan, and the district improvement plan describing those MEP activities. So what does this look like? So here's a copy of

039the toolkit. And yes, that is located in the team portal as I mentioned to you earlier. So, you're wanting to have a completed version of the tool that includes the profile, the action plan, or the CCNA if it's included or if it includes the MEP. Here's another template. Here's another source of documentation you can use for that. Um, and that is the LNA migratory student profile template. This is what it looks like. And this is what the comprehensive the collaborative comprehensive needs assessment tool looks like. The implementation plan that includes the strategies, it's tool 3-1. It's included as part of the LNA and the district improvement plan describing MEP funded activities. Now in the protocol if you note what it will say is that the district improvement plan pages let me try that again. The

040district improvement plan pages that describe the MEPF funded activities according to the strategies in the service delivery plan to meet the measurable program outcomes. We do not need to have you submit all of the DIP according to what you are um being asked for. If you are selected for program monitoring validation, you will select and you will only submit that piece. In this case, we're asking for only the pages that do that. Here's where you can find the resources and or guide in the team at portal related to the local needs assessment. you will look at um the Texas MEP LNA toolkit and there you'll be able to to locate that. Let's talk about parent and family engagement or PF. This requirement that I'm going to talk about next is so important because we all

041understand it's such an important component of the work that we do. the work that we do with the families and how we provide access to resources to them and how we work to assist them. So the compliance item for this says that the LEA and or fiscal agent has established a parent advisory council for title one part C and provides an opportunity for appropriate consultation in the planning, the implementation and evaluation of the school systems migratory program. The monitoring protocol here tells us or asks what documentation does the school system maintain locally to demonstrate that a parent advisory council has been established and if not why. Now, as you can see here, when it looks when we're looking for evidence of this, the requested documentation 1.1 is asking for evidence of migratory parent advisory council

042meetings occurred and allowed for meaningful consultation with and input from parents of migratory children concerning the planning, implementation, and evaluation of the program. Now the specifics on this documentation is a maximum of two meetings and in includes meeting agendas that clearly outline the time for the meeting consultation took place. We're looking for meeting notes or minutes and or minutes that show meaningful consultation and input from migratory parents and attendance sheets. This one has an and so it would have to be all three things here or documentation showing that efforts were made to establish a pack but due to factors such as extreme geographical distances no low numbers of identified migratory families within the school system uh and or fiscal agent uh for example pack was not established um and maybe there's a unique TXGS unique

043student count report This shows there were there were no students. Apologies. What documentation does the school system maintain locally to demonstrate where and when a pack meeting will occur? What documentation does the school system maintain locally that shows the announcements um of offers for options on meeting times and dates? and are meetings held in a language parents understand or maybe translation was offered. So what does this compliance documentation look like? Again, we're looking for evidence that the meetings occurred and allowed for meaningful consultation and that they were offered at times the parents of migratory children could attend and conducted in a language that the parents could understand or maybe translation was offered. In more detail, we're looking again for meeting agendas, notes, minutes, attendance, and if no pack was established due to maybe no participation,

044evidence that shows the efforts. Evidence that meetings are offered at times of parents could attend. We're looking for communication regarding the options for times, the dates, the modality, and the meeting invitations. Here's an example of what how you could show that. Here's an example of an agenda for the parent advisory council. As you can see, meaningful consultation has to be included in there. And also, here's a template of how to capture those packed minutes. And this can be found in the team portal. The next compliance item when it comes to parent and family engagement is also the LEA, the fiscal agent coordinating and providing training and or resources to parents of migratory children on reading strategies, mathematics strategies, developmentally appropriate school readiness resources and strategies and information resources about college and or career opportunities. We

045want to make sure that we're giving parents access to that type of information. Now, what does the self assessment for this tell us? We're asking ourselves, what documentation does the school system maintain locally to demonstrate coordination with other programs and training and resources? You may not be the one to be able to provide that training, but you can coordinate with other programs to do that. What documentation does the school system maintain locally to demonstrate the communication on coordination of efforts, training, resources with other programs? And then what documentation does the school system maintain locally to demonstrate the coordination with other programs occurred focusing on migratory children and their families? And then the documentation uh may maintain locally to demonstrate that training is offered and provided to migratory parents and families. If none were offered, why?

046So, as you can see in the requested documentation there, you're going to see some ants and you're going to see some more. So, just just keep that in mind as far as the requested documentation. What is the evidence of coordination with other programs? What is the evidence of coordination with other programs that can benefit migratory children and their families? And then uh evidence of training. They kind of look the same when you're looking at these three types of evidence, but the first one is with other school system programs for training and resources. The next one is with other programs that can benefit migratory children. And then the other one has to do with training. So here you're also looking at meeting agendas and minutes between the MEP school system staff and other staff communication um

047with other programs requesting and coordinating training and resources. And then when it comes to evidence of coordination with other programs you we are looking here at coordination meeting agendas and minutes between the MEP school staff and the other programs. uh when you're sitting down and sharing the needs and the resources, the training, you're you're going to want to show training agendas, the documentation of attendance, the sample material presented. We don't need to see everything, just a sample. And then if no migratory children, the unique report from TXNGS showing no children were identified. Here's where you locate this in the team portal. Of course, in the PFE section. Any questions that I need to address at this point? Okay. Program evaluation. So, when it comes to program evaluation, like I mentioned earlier, it is important to

048always look at what have we done and where do we want to go to keep moving the program forward. So first of all, the LEA the fiscal agent evaluates and improves the effectiveness of title one parc program to enable all migratory children to meet the same challenging state academic standards that all Texas children are expected to meet. So for this we're looking at how does the school system verify that a program evaluation is conducted. Of course, we're going to want to see a copy of the school system's title and parc evaluation. What documentation does the school system maintain locally to demonstrate the coordination of the efforts to evaluate the effectiveness? Here we're looking at documentation of evaluation planning meetings and what documentation shows which stakeholders participated in the planning meeting. So the evidence that it

049was conducted, that the evaluation was conducted, and the evidence of the meeting is what we're looking for. So if we want to show it was conducted, of course, we're going to show a copy of the evaluation, like I mentioned before. And if we're wanting to show the evidence that a planning meeting took place, we're looking for an agenda. We're looking for minutes and attendance. or maybe you have other supporting documentation to provide evidence of the title one part C evaluation planning meeting. This one gives you an option. The next part to this is a little different. It's taking it a step further. So, we've done the evaluation. Now, the requirement is the LEA and or fiscal agent uses the program evaluation results to improve services to its migratory students. So now we're looking at how

050were the results used. So we're not just taking the evaluation and putting it aside. We're looking to see, okay, what do we need to do? What does it look like? Where are we at? Where are our children at? So the questions we're asking here is how does the school system use the results of the MEP evaluation to improve services for migratory children? And then we're looking at what documentation does the school system maintain locally to demonstrate the review of the MEP evaluation with vested stakeholders. And I I know I'm going to go through those in just a minute, but I want to I want to be able to show you the requested documentation here and take a look at it very very carefully. So the first one that we're going to show as documentation is

051district improvement plan pages addressing additional services offered to migratory children based on the school systems evaluation. If you have that, you're going to provide it or a list of improved services offered to the migratory students or other documentation showing how the results were used to improve the services. So you've got some options here. The next question, what documentation does the school system maintain locally to demonstrate the review of MEP evaluation with vested stakeholders? For this, we want to look at documentation for a maximum of two title one part C planning evaluation planning meets took place. We're looking for meeting agenda, meeting minutes, and attendance or other supporting documentation to provide evidence that the evaluation planning meeting took place. But I want you to keep in mind that I've mentioned the planning meeting in conducting the

052evaluation and I'm mentioning it now on to improve the services. So what we're talking about here is there's a meeting where we say this is what we're going to evaluate. These are the surveys we're going to conduct. uh the FSI and how we're going to complete the FSI. Then the next step is to improve the services you'd have to meet to look at the data to look at the results of the surveys to find out okay now now what what do we need to do to keep improving the service the services to migratory children. So, the evidence that evaluation results were considered to improve the services and the evidence that the planning meeting took place is what we're looking for. Here's an example. So, here's an example of what it can look like when it

053comes to maybe writing something in the district improvement plan. But keep in mind, this is just an example and a snippet of a sample. So the DIP pages addressing additional services offered to migratory students based on the LEA MEP evaluation or a list of improved services offered to the migratory children or other documentation showing how the results were used to improve the services. In this case, as you can see, the objective was to support migratory students through the migrant education program. the expected results and impact that's showing, okay, this is what we're expecting would happen if they receive the supplemental academic support that they need. It's going to reduce the barriers caused by mobility and improve the academic progress and attendance and graduation readiness. And then the staff responsible. So, this is an example. Here's

054um the evidence that the title one parts evaluation planning meeting took place. Here we're going to have the meeting agenda, the minutes, the attendance or other supporting documentation. In this example, you have that evaluation consultation took place. As you can see in this particular example for an agenda, this included the pack. So this is during the pack and they utilize the parent advisory council to be able to to talk about the evaluation maybe the evaluation planning or the results of it. Of course a very important part of the evaluation is the fidelity of strategy implementation and you can find in the team portal the FSI template. Keep in mind that the FSI is an important step in the program evaluation. And um note that what we're looking at is that the FSI now is going

055to be included in the ESA compliance report, the PR1200. Here's the quality control piece. And for the quality, >> you you do have a question in the chat asking for a who would be the required participants for that title one part C evaluation meeting. It would be it would be up to you like who would you could include. Let's say you're a team of one and it's just you. You can always include you know maybe you can have a counselor um be there for you or maybe um somebody from assessment. It would be completely up to you as to who do you think would be the stakeholders. And as you can see the sample that was provided there they they brought in the the parents the parent advisory council. uh one one important if if

056you have in within your program let's say you have a recruiter and you have a TXNGS staff you can bring them in too as well because we also want to talk about you know where's the data for this what is it telling us and ensuring that the data is accurate and it is showing us the true picture of where we are with the program that's a very good question thank you so for identification >> I was going to You also have another question. I'm sorry. Um from the from the chat you have the question for that evaluation. We the question is we are required to survey the staff and the parents. Correct. >> That's correct. >> Okay. And I I believe that's referring to the FSI. >> Um it's for the evaluation that is done.

057remember that um we're doing the the staff survey through the work app and then the parents that's that's done differently. We're not we don't evaluate the students >> and the stu Okay. Yes, that was the next comment. Students are no longer required. >> Correct. Thank you. >> Thank you. >> All right. So, we're going to talk about identification and recruitment. Um and notice what we added to this for identification and recruitment is that we added quality control because we feel it is so important that we're not just looking at identification and recruitment but ensuring that only children that are eligible for the program are identified. So for this we say the LEA the fiscal agent identifies and recruits migratory children and youth including OSY according to the specific timelines and guidance outlined in the Texas

058manual for the identification and recruitment of migratory children to ensure the accuracy of such information. We want to make sure that the information is indeed accurate. So that's why when you look at the protocol, you're looking at asking yourself, what documentation does the school system maintain locally to demonstrate how identification and recruitment activities are conducted with fidelity? And that is such an important word. How does the school system document how the IDNR activities are conducted effectively year round and throughout the geographical area and then what is the school systems process for ensuring quality control and that's one thing that you're going to see a lot through compliance is what are the processes what are the procedures do you have them written down because one thing to always consider is in order to have that continuity

059uh within your program, you want to have things in place written to where somebody that picks up on that is able to just take it and run with it. Okay. The other thing is, of course, it's going to show that you have something in place and you're not just going to try to do things as they happen. Even if you don't have any children in the school system currently and you you for some reason are getting funded because you had children before, you want to have processes in place for this in the event that you do get uh children identified. It's a very important piece here. So as you can see when it comes to maintaining locally the demonstration of how IDNR is conducted with fidelity we're looking at a maximum two samples of documentation

060of recruiter logs outlining the dates times of specific IDNR activities reviewer logs or maybe you have other forms of supporting documentation when it comes to documenting how they're conducted. how the IDNR activities are conducted effectively. Of course, we're looking for an IDNR plan that's really going to show what you are doing and how you are addressing the different pieces of identification and recruitment. Another reason why you want to have this type of documentation and you want to have processes in place is also because you know that the population we work with is mobile and they're going to move before you get to even trying to or identifying them. So you want to make sure that you're not missing that opportunity that you have something in place to be able to do that in an expedient

061yet quality control manner. And then of course the procedures. When it comes to 1.3, the school systems procedures, we're looking for a copy of the school systems procedures outlining the quality control processes for recruiters and also for reviewers. So here's evidence of what it can look like. Um here you have the IDNR action plan that includes a quality control. And basically we say the template says readen written quality control procedures eligibility review monitoring and addressing training needs of IDNR and then maintaining up-to-date records. It's important to have those processes in place and not just including it in the quality control action plan that we have procedures but actually having those procedures in place. Here's a sample recruiter log. And of course, this is a log that we've had for a bit. So, if you have

062something um a little bit more um or different than that, that is fine. But we're looking for a log that outlines the dates, the times of the specified IDNR activities that were conducted by the recruiter and also reviewer logs showing that quality control was happening or other forms of supporting documentation. So, what I'm going to do at this point is I'm going to go ahead and pass it over to Crystal um in just a minute, but let me go ahead and just go quickly through this. Here's a copy of the school systems IDR action plan showing IDNR is taking place and then quality control. So, at this point, what I'm going to do is I'm going to go ahead and pass it over to Crystal that's going to talk to you about quality control process.

063Thank you, Crystal. You're welcome, Adalia. Hold on just a second. Let me get that pulled that our presentation pulled back up. Sorry, it disappeared. I don't know where it went. So I do want to talk to you today about our quality control process. This is something new that TextMap systems will be conducting uh now on a monthly basis in order to help assist with the um ongoing improvement in quality control um for the state migrant education program. Let me get this now share Sorry. Thank you, Crystal, for giving me an opportunity to take a sip of water. Um, very excited to be able to share this with you. Okay. Sorry, it's in a funky little spot, but here's um what we're starting to do. Um and actually um we gave a little preview of this

064um when we talked with our ESC's um at GCA in March, but now what we're going to be doing is um every month um we will be doing a sample quality control for any um Texas um COE's that are completed and filled out and are within the Texas NGS database system. One of the things that this will allow us to do is to ensure that there are accurate eligibility reviews um on an ongoing basis throughout the year um so that we can ensure that we do have eligible migratory children identified and to receive services. But it also improves our program integrity and then also ensures that the data that is being entered into Texas NGS is um being uploaded into M6 appropriately as well. This new statewide collaborative scope will um involve both TEA and

065TechMap systems working together to review these um standard uh fully submitted certificates of eligibility. >> Um this helps to provide that ongoing feedback in real time. So instead of filling out a COE, let's say for example, in um November, and it then isn't picked by the state for review for eligibility validation until that following February and get reviewed, during which time a recruiter could continue to make the same um mistake over and over again. What we're hoping to do is to really then be able to hone in um on real time within 30 days of a COE actually being um written and submitted and fully approved. That way we can provide some ongoing um very structured feedback and some um like one-on-one assistance to be able to improve our eligibility determinations across the state. And

066this clinical um model review will allow um this to not only strengthen staff capacity, but it will also allow um all individuals to promote consistency and um great resource allocation um for all of our migratory students. So super excited about being able to do this. This did begin May 1st and so we have downloaded um the very first group of COE's that were completed across the state for the month of April and we are starting our selection and review process. And so here's kind of the timeline for that. on a regular basis just throughout the month as new families move into your area and those interviews are conducted by recruiters and then those recruiters sign off on those COE's. They're reviewed by the SEA reviewers. Those certificates of eligibility are then fully um identified into

067the Texas NGS database as being completed for that month. when that month then ends that following month. So here we are in May. We are looking at all COE's that were completed from April 1st to April 30th. Once we then randomly select um a certain percentage of the COE's from every region that had COE submitted. We'll then turn around and do a review not only with the Text Map system staff, myself, Kimberly Chapa or Christina Valerio, but then we'll also share those um findings with um Eidalia at the TEA. At that point in time, we'll then turn around and we'll provide a feedback form directly to the regional contact at our ESC's and let them know whether there um are no further concerns or questions about that selected certificate of eligibility or if corre corrections

068are needing to be made at the LEA um school system level or they're at the regional level or if there need to be corrections made at the Texas and GS level because this will allow us to not only be able to look at those COE's but also those history lines in um Texas and GS to be able to alert if there are um concerns that things are not aligning or information is missing things like that. When we then reach out directly to those ESC's, um they will have five business days to ensure compliance and data accuracy um and that things are updated on those selected COE's. And then um by the 30th of the following month, all of our quality control findings and corrections will be documented in a report that we'll then we'll be

069able to use to provide further um guidance and training. Whether those are trainings across the state, whether they're going to be recorded videos that'll be available up in the um team portal on our web page. Thanks Sherry for the amazing work you do on that for us. or if they will be um information that is provided on our FAQ documents so that we can ensure that across the state we're providing that information. >> Crystal, my apologies. I'm going to take over the screen and share on your behalf. >> Oh, thank you. >> Thank you. There you go. Thank you. >> Oh, bless you. I appreciate it. Um so what this will allow us to do is that um by looking at these selected COE's we'll be have able to have a thorough review focusing on

070our data accuracy our completeness and adherence to ID&R procedures because we're doing a great job as a state in identifying our migratory children but there are times where we are not fully aligned as a state or there are some inconsistencies in either how the information is being collected or entered into Texas NGS or even communicated. And by going through these very um real time within 30 days of a COE being written and being able to provide that feedback that will really help to um give them timely responses and in corrections um so that um we can then address any additional training or um ne any other necessary support that needs to be provided at the recruiter level. So super excited about this opportunity to continue working with that. Um we are finalizing our review of

071the COE's that um were selected across the state for the month of April and we will be reaching out to our ESC's um to provide some guidance. The interesting um aspect about this is I did see a question I think it was for this in regards to um what if the ESC recruits on the behalf of the um shared service arrangement. Um the ESC's will be notified only. We will not be notifying down at the district level. Um so ESC's will be notified. All of our contacts will receive that information and then it will be the ESC's responsibility to reach out to that recruiter whether that recruiter is at the ESC level or at the LEA level for an independent district and they'll then work together with that recruiter in order to get those corrections

072if they're necessary made either to the certificate of eligibility or to that Texas NGS line. >> Thank you Crystal. This is great. Yeah, we are super excited about that. We we know that um this is going to be um an extra step for us, but we are all ensuring that we are we're confident that we're only identifying children as they should and also because it helps us to move forward when it comes to training and and more quality uh review of COE. So, thank you. Um she does have other information here regarding the continuous improvement focus like I mentioned training technical assistance tailored based on the findings that are addressed from from this process and then additional support that includes increased reviews individualized assistant monitoring to ensure that and of course that the cycle enhances

073statewide IDNR consistency uphold standard supports staff and issue services to migratory children. Here's where you can find the information on identification and recruitment in the team portal. And now we're going to move on to interstate interstate. Thank you, Crystal. Great job. So glad to have you on our statewide team. Um so let's go ahead and look at um interstate interstate coordination. This has to do with ensuring interstate coordination of services for migratory children to provide that continuity. And like I mentioned earlier, this is one of the very important pieces to the work that we do that we can be efficient and be able to have a way that's going to help as the students are moving from within the state or out of state. That's why we have interstate and intrastate. for the monitoring protocol.

074Here we have what is the school systems procedures for sharing and or obtaining migratory student records through M6 and the school system respond to the M6 notices? If yes, what documentation does the school system maintain locally to demonstrate the responses to M6 notices? Did the school system respond to the data requests? We're talking two different things here. We're talking moon notifications and we're talking data requests. And in and yes, if yes, what documentation does the school system maintain locally to demonstrate the response to the M6 notices? And as you can see for the first question, what are the procedures? We're looking for a copy of procedures for utilizing M6. And we're going to be providing examples of that for you when it comes to the compilation of all the examples we're collecting. And for the

075utilization, you're looking for response of to the M6 move notices or a statement that no migratory students move or and responses to M6 data requests or a statement that no students um records were requested. So you've got some options in there. So take a look at your ORS and your ends very carefully. So here's the compliance item. making sure that procedures for transferring or obtaining information includes the data process for data accuracy as well. So, not just doing that, but making sure there's accurate. And then school systems procedures for transferring and maintaining student records via M6. We're looking for responses to M6 notices. We're looking for statements that no migratory students move notices were received and also response to the data request or that no requests were received. Here's an example of what that interstate

076coordination looks like and I'm going to give the opportunity to Wendy to see if she wants to add anything to this or the sample that we're seeing here. Thank you, Adelia. Okay, just a couple of things that I will say on this that your documentation is key. So if you have emails, you're hanging on to those so that you and I would suggest if it's a group thing, you have several people working in M6, you have a shared folder that you put your emails in. You need a tracking log like Adalia mentioned so that you can see who was the student and what was the outcome. especially if it's involving a data request, that information on how you got whatever was requested to whomever requested it. And I would also say this would be a

077good time to work with your counselors because oftent times, especially if they're working with T-Rex, they have a great internal system for transferring records within the state of Texas. But remember that M6 is also for our students who are leaving and we have a lot of them migrating right now out of state. And so it goes back also to what did what process do you have in place when something is requested from out of state on a migratory student and the turnaround is very very quick. So working with your counselor to see what they might already have in place through your local district policy is also a good idea. So, it comes down to that documentation and having those written procedures like Adalia said. And that's it, Miss Adalia. >> Yes. And just making sure

078that if you are selected for pro program monitoring validation that you it does mention M6 in there. So, if you're going to include your district policies, make sure you incorporate something pertaining to M6 as well. But very good information. Thank you, Wendy. Excellent job. Here again, there's a sample that you can always go back and look at. And here's where you can find the information. You can either go through the M6 section that you have there in the T-Itep portal. And there is a TMIP section, too. You can go in there and and see what they have that can assist you. We're going to talk about use of funds. So for use of funds wanting to make sure that all MEP funded supplies, materials and equipment are used only for MEP activities and to benefit

079the MEP or the eligible migratory children. Here is the compliance monitoring protocol that we have. And so you're looking at how does the school system document MEP funded activities? What documentation does the school system maintain locally to demonstrate the inventory of all MET funded activities? And what documentation does the school system maintain locally to track the migratory children that benefit from MET funded activities? You've got some or in there. You can have logs or you can have other supporting documentation or you can have a statement that MEP fund is uh MEP funds were not used for purchase of equipment. Here is the compliance item uh for this. And so we're looking for district improvement plan pages showing the met funded activity section, the documentation of use of equipment and the evidence that only migratory children

080are the beneficiaries. Specifically, when it comes to the documentation on the use of equipment, you can have logs on the use of equipment or other supporting documentation showing the use of equipment and also documentation that MET funds were not used for the purchase of equipment. If that's the case, you can also have a TXNGS program count report to show the evidence of the beneficiaries because it can also show that you didn't do that because you didn't have any any children at the time, right? Documentation that MEP funds were not used to purchase supplies is also acceptable. Here's some information. I shared with you the program guide and general information on the use of funds. We also want to just remind you in case you are not aware but under the title one part CTA TEA

081web page we also have a use of funds one one pager for your reference records transfer data quality sounds like we talked about this before right but the requirement that we're talking about here is the transfer and also including the data quality this has to do with the records transfer quality quality control. I know that Crystal talked about quality control when it came to the COE's and all. They kind of all come together because you've got to have the information accurate on the ECOEs and also to be able to have it accurate on the system. For this requirement, we're talking about having policies and procedures in place to ensure that migratory student records are requested and transferred in a timely manner. The timely manner is such an important part here. So then, how do you

082do that? You do that by ensuring that that there's written procedures followed for sharing and or obtaining migratory student records from the school system and the states. That's a copy of the school systems procedures for utilizing M6 when requesting or transferring migratory student records. Following the guidelines outlined in the TXNGS manual. When it comes to quality control, you're looking for a copy of the school systems quality control procedures outlining the process to ensure migratory student data fidelity and accuracy and also a copy of the TXNGS quality control checklist that's completed by your ESC. So, here's just a reminder of what that evidence is going to look like and then I'm going to show you specifically what it is. You're looking for procedures for utilizing M6. You're looking for evidence of quality control. So, here's an

083example, a screenshot of the TX NGS and M6 data quality control checklist. Here's where you would find information. Oops. Information regarded the TXMGS resources. And I know we've gone through a lot of information and a lot for you to really think about, but please know that you have access to all of these resources and not only the the resources that are available on TIP, the re sources that are available in the TA website on our Title One Part C web page on on um TEA, but also the wonderful ful resources as far as the people that we have, the panelists you had here today, Miss Wendy Ford Velasquez, Miss Crystal Seymour, and also Miss Sher Nunley, plus the teams that work with them. So reach out to us if you have any questions, if you

084ever need any assistance or guidance as to how do I get to that or maybe you mention something during the training. How do I um can you better explain that to me or how do I get more resources to understand that a little better? We're very glad to have had the opportunity to provide this training for you and know that as we were going through we were answering the questions but want to give you the opportunity if there are any unanswered questions. Adalia you do have a question about the recording and when and where it will be available. So, um, the recording is going to be available in the it's going to be available in the statewide training series web page where you went in and registered for this training. We're going to have the

085slides and we're going to have the recordings. Um, just give it a little bit of time because it'll be at a later date. Any other questions? Thank you again. We appreciate you being here today. Want to give you an opportunity to please give us feedback as to what you thought about this training. And just keep in mind if you're thinking, "Oh, wow. That was a lot of information that was provided to us in it in in an hour and a half. it was a challenge to really determine what is the type of information that would be most valuable to you when it comes to understanding compliance. So, I hope that you will find it very beneficial and they you'll continue to reach out to us if you have any questions or even any recommendations that

086you may have about the resources we shared or any of the things we talked about today. You'll have a wonderful day. Thank you so much. Give us your feedback. Here is our contact information. My name is Idali Bayas, deputy program management director for title one part C and our division director title one part C USD contact is Mr. Hai Mewerta. Thank you all very much.