CONSOLIDATED PROGRAM REVIEW (CPR) 2015-2016 Report Below is this year’s report from OSPI’s Consolidated Program Review team. We have a total of 11 non- compliance findings. A couple of positive things to keep in mind: Many of the non-compliance findings seem to be easy fixes rather than more difficult structural fixes Our previous full review (2013-14) had 25 findings Out of several hundred items under review, 11 is a relatively small number 2/24/2016 TO: Larry L. Nyland, Superintendent Seattle Public Schools FROM: Paula Moore, Director Title I, Part A, Learning Assistance Program (LAP) & Consolidated Program Review (CPR) RE: Consolidated Program Review (CPR) 2015-2016 Report On 2/23/2016–2/24/2016, a team from the Office of Superintendent of Public Instruction (OSPI) conducted a review of federal and state programs in which your district participates. This report includes commendations, technical assistance, noncompliant items and actions required. Your district has 45 calendar days from the date of the exit review to follow up with any action that is required for noncompliant items. Your follow-up due date is 4/11/2016. Commendations: Program Commendation Note 3) Title I, C The district's Migrant Education Program appears to have enhanced its efforts to develop a strong parent advisory council and engage them in the planning, implementation, and evaluation of the local program. 6) Title II, A We so appreciate Seattle Public Schools response to meeting federal HQT compliance requirements, especially that of Amy Valenti. Given the number of teachers employed by SPS and the limited resources assigned to this task, the work done is just that much more amazing. The seriousness with which the district has addressed the NHQT issue to meet federal compliance
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CONSOLIDATED PROGRAM REVIEW (CPR) 2015-2016 Report
Below is this year’s report from OSPI’s Consolidated Program Review team. We have a total of 11 non-
compliance findings. A couple of positive things to keep in mind:
Many of the non-compliance findings seem to be easy fixes rather than more difficult structural fixes
Our previous full review (2013-14) had 25 findings
Out of several hundred items under review, 11 is a relatively small number
2/24/2016
TO: Larry L. Nyland, Superintendent Seattle Public Schools
FROM: Paula Moore, Director
Title I, Part A, Learning Assistance Program (LAP) & Consolidated Program Review (CPR)
RE: Consolidated Program Review (CPR) 2015-2016 Report On 2/23/2016–2/24/2016, a team from the Office of Superintendent of Public Instruction (OSPI) conducted a review of federal and state programs in which your district participates.
This report includes commendations, technical assistance, noncompliant items and actions required. Your district has 45 calendar days from the date of the exit review to follow up with any action that is required for noncompliant items. Your follow-up due date is 4/11/2016.
Commendations:
Program Commendation Note
3) Title
I, C
The district's Migrant Education Program appears to have
enhanced its efforts to develop a strong parent advisory
council and engage them in the planning, implementation, and
evaluation of the local program.
6) Title
II, A
We so appreciate Seattle Public Schools response to meeting
federal HQT compliance requirements, especially that of Amy
Valenti. Given the number of teachers employed by SPS and the
limited resources assigned to this task, the work done is just
that much more amazing. The seriousness with which the district
has addressed the NHQT issue to meet federal compliance
requirements, Amy Valenti's attention to detail, her methodical
approach, accurate documentation, easy access to records, and
the few number of teachers who are actually not HQ is a
testimony to district efforts and Amy's perseverance in what we
know has been a tedious and time consuming endeavor over the
past several years. We do commend the district and Amy for the
work that has been done.
7) Title
III-TBIP
7.1 and 7.5
I visited Orca K-8 and Bryant Elementary Schools, two schools
with new and growing ELL programs. Both buildings have invited
ELLs previously under a parent waiver into program and have
growing populations. The district has done an excellent job of
providing staffing to provide ELL services and training to ELL
students' classroom teachers. Four teachers at Bryant
Elementary have committed to 60 hours of intensive professional
development to support ELLs in their classrooms. Principals at
both buildings were able to articulately respond to questions
about their ELL program and are advocates for the ELLs in their
buildings. Evidence of support through Title III coaches was
provided. The district is to be commended for the quick ramp up
of ELL services in over 20 additional buildings and the level
of support and training provided. The district provided
evidence of staff training regarding supports to students under
parent waivers.
7.7
The district has a high completion rate (approx. 90%) for its
intensive, 60-hour MOOC training, with approximately 400
teachers trained. This is accomplished in part due to the high
quality of the training, the support for collaboration provided
by Title III coaches, and the stipend to teachers who
participate.
10)
Homeless
SPS transportation department should be commended for the
services they provide to homeless students and their
families. Staff are well trained, and the department as a
whole works well with McKinney-Vento program staff to ensure
timely and professional services.
11)
Highly
Capable
Item 11.5: Program Service Evaluation: The district and
Advanced Learning Department staff are commended for outreach
to students in Title I-served schools through screening
instrument. Your Program Evaluation indicates significantly
more students were referred and assessed based on screening
results. This is established best practice for identifying
students who may be overlooked through traditional referral
processes.
13)
Private
Schools
The district does a very good job of ensuring information on
all eligible programs is provided to the private schools to
assist them in determining the services to be accessed for
students and staff.
Technical Assistance:
Program Technical Assistance Note
3) Title I,
C
It is recommended MEP staff complete Identification and
Recruitment activities to complete a Certificate of
Eligibility and enroll migrant students on a more timely
basis. The recommended guidance is to complete recruitment
activities within three-months of student and family
enrolling in school programs.
4) Title I,
D
Items of evidence seem to be targeting Interagency Intake
Center grant 209 activities, but Detention Center grant 208
is missing too many items to be compliant. Advise grantee to
review previous year's CPR documentations that were in
compliance for examples.
7) Title
III-TBIP
7.3
Title III cannot fully fund high school credit retrieval or
high school credit retrieval summer school for Title III
eligible Native American students, but it can provide
additional support for eligible students within credit
retrieval programs.
10)
Homeless
The district needs to address current systemic challenges
related to the immediate enrollment (defined as enrolling and
participating fully in all school activities) and provision
of service for eligible homeless students according to the
federal McKinney-Vento Act.
SPS policies and procedures - particularly regarding
enrollment - should be reviewed and revised in a manner to
effectively remove barriers to the immediate enrollment and
participation of homeless students.
The McKinney-Vento dispute process should be implemented in a
manner that is consistent with district policy federal
law/state policy.
Any systems developed or revised by the district should
support the Liaison's responsibilities as defined by federal
law.
Training for district administrative staff is strongly
encouraged, as well as continued technical assistance through
OSPI and NCHE as appropriate.
12)
Perkins/CTE
12.4.The Special populations document shows that the Health
and Human Services courses have higher enrollments then other
pathways. The district may wish to disaggregate the data to
be sure programs are not impacted disproportionally.
12.4 Though the district has added ELL and IA supports in
class rooms teachers report the need for PD and coordination
to make these models more effective.
12.8 Health and Human services shows strong leadership but it
could be strengthened in other pathways especially with the
Instructors' that are coming out of business and industry.
14) Civil
Rights
14.1 - Staff Training: In its upcoming discrimination complaint procedure training, the district should make it clear to building principals that the district's formal complaint procedure is required for all written complaints alleging potential discrimination.
14.6 - Pregnant and Parenting Students: The district should ensure it is protecting its pregnant and parenting students from discriminatory harassment. This could include additional training or notification to students, families, and staff that harassing a student based on their status as pregnant or as a parent is discriminatory harassment and will be treated as such under district policies and procedures. More information about protections for pregnant and parenting students is available at: http://www.k12.wa.us/Equity/Trainings.aspx .
14.10 - Course and Program Enrollment: While it appears that the district reviews enrollment data for Advanced Learning programs and CTE—with additional reviews being conducted by individual buildings—it does not appear the district has a comprehensive system in place to make sure that disaggregated course and program enrollment data is reviewed annually to identify and address disparities. Please take steps to make sure this review takes place each year and includes honors and AP courses, CTE programs, highly capable programs, and online or ALE programs.
16) OSSS OSSS issued a CPR desk review. The district team has
uploaded a current DIP into Indistar and has maintained
ongoing "limited" development of required objectives.
By May 30th submission all 14 assessed district level
indicators will have goals and tasks that reflect the current
DIP. Please contact district OSSS leadership coach or myself