1 Planning Workshop for the 2011-12 School Year Office of Field Services.

1

Planning Workshop for the 2011-12

School Year

Office of Field Services

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Organization of Field Services

Office of Field Services

Regional ServicesUnit

Special PopulationsUnit

Financial Unit

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The Cycle of Planning

Title I SchoolSelection

ApplicationSubmitted

Consolidated Grant


Needs Assessment

School Improvement Plan Completed and LEA Planning Cycle submitted

1 2

34Comparability


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Managing Your Federal Programs

• Application sets the scope of Federal Programs

• Includes budget to implement Programs

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• MDE approves use of funds and program elements

• Administrative oversight requires:– Program Management– Fiscal Management

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Changes to any Program and Budget requires prior approval if you:

• Add staff or change FTEs + or –• Add a new Function Code• Move an amount greater than 10% of the

Budget subtotal– Retains applicable cost principles requiring

prior approval

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• Apply for balance of allocation• Any other substantive programmatic

changes to the Consolidated Application requires prior approval– Cumulative transfers– Programs, projects, and functions

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School Level Budgets

School Level Budgets are required in the Consolidated Application

for all schools receiving Title I, Part A funds

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Allocations• Estimated Allocations in mid-April

– Title I, Part A(based on Hold-Harmless)

• Other Programs (based on a percentage of previous year allocations)

• Final Allocations may require amending the application

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Obligation Dates Regular Carryover Earliest Date to obligate funds 7/ 1/ 11 Earliest availability of Final Expenditure Report(DS4044) 10/ 1/ 11 Deadline for filing the FER 11/ 29/ 11 Due date for applying for funds 11/ 01/ 11 1/ 15/ 12 Date on which districts that have not yet applied will receive an email notification that the funds will be recaptured and reallocated in 15 days

12/ 1/ 11 1/ 30/ 12

Date that funds will be recaptured and reallocated 12/ 15/ 11 2/ 15/ 12 Last day to obligate funds 9/ 30/ 12

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Parent Participation

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Parent/Guardian Participation

Definition – The participation of

parents/guardian in regular, two-way, and meaningful communication involving student academic learning and other school activities.

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• Planning• Annual consultation• Parent Involvement Policy• Parent/Teacher/Student Compact• Annual parent meeting• Parents Right-to-Know• Annual evaluation

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• Parent Information and Resource Center (PIRC) http://www.michigan.gov/documents/mde/09.01.2010_Title_I_Part_A_Parent_Information__Resource_Center_332642_7.pdf

http://www.michigan.gov/documents/mde/09.01.2010_Title_I_Part_A_Parent_Information__Resource_Center_332642_7.pdf




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School Improvement

Template

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School Improvement Template

The AdvancED Portal will include six templates for school improvement plans:

• Targeted Assistance (TA) Schools• Schoolwide (SW) Schools• Non-Title I Schools• One Building District TA Schools• One Building District SW Schools• One Building District Non-Title I Schools

All State and Federal Programs Require a Needs

Assessment

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Comprehensive Needs Assessment

• Begins Planning• Facilitates School Improvement• Identifies All Student and Program

Needs• Determines Use of All Resources• Required for All funding sources

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Needs Assessment Focus Areas Aligned with the School

Improvement Framework• Student Achievement• Curriculum and Instruction• High Quality Professional Staff• Family and Community Involvement• School Context and Organization

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Needs Assessment Relates to Funding Sources

Title I, Parts A, C and DTitle II, Parts A and DTitle IIITitle V-Rural Education Achievement Program REAP Flex onlyTitle VISection 31aSection 41

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Program Evaluation• Must conduct an annual

evaluation– Using data from site assessments

and other indicators of academic achievement

• Determine program effectiveness• Revise plan as necessary

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The LEA Planning Cycle Application

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LEA Planning Cycle ApplicationDefined as…

A summary of needs, goals, objectives, strategies and activities* derived from a comprehensive needs assessment by the Local Educational Agency. It is based on identified needs of the district after an analysis of achievement trends in its local schools.

* New for 2011-12

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LEA Planning Cycle Application

Purpose … Target goals, objectives, strategies and

activities* to address identified challenges for program design

*New for 2011-12

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LEA Planning Cycle ApplicationThe LEAPC Application is…• Required for districts seeking/receiving

Federal funds.• Located on the AdvancED website.• Available now.• Due on or before July 1, 2011 as part of

the Consolidated Application and Title I School Selection Application which still reside in MEGS (for a July 1 obligation date).

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LEA Planning Cycle ApplicationTo be completed in the AdvancED Portal uploaded as a PDF into the Consolidated Application* …• The LEAPC must have a minimum of three and a maximum of five goals • The source of data for determining the need must be indicated• Consolidated Application funds must clearly support stated needs*New for 2011-12

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LEA Planning Cycle Application

The LEAPC PDF shows resources which are for planning purposes only. The Consolidated Application (CA) approves the uses of federal funds.

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Equitable Access

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In federally funded programs for students, staff and beneficiaries with special needs, there must be a plan that outlines steps to ensure equitable access and participation in program services. Each description should reflect the local circumstances and specify how equitable access will be ensured in both programs and services for stakeholder groups included in the budget detail of the Consolidated Application.

Equitable Access

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Are there any barriers that prevent equitable access to services for students, staff and parents (gender, race, national origin, color, disability, or age)?

If there are barriers, state the barriers and provide a description of how the LEA is addressing those barriers for students, staff and parents?

(See the help screen for assistance)

Equitable Access

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Targeted and Schoolwide Title I Programs

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• A targeted assistance program provides supplementary services only to identified students failing to meet core curriculum standards

• Students are served based on a comprehensive student needs assessment

• Program services are research based• Supplementary services are provided in all

four core curriculum areas add targeted components

Targeted Assistance Program

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• Incorporation of planning for students served by Title I into existing school planning.

• Instructional strategies that give primary consideration to providing extended learning time, helping provide an accelerated, high-quality curriculum, and minimizing removal of children from the regular classroom.

• Coordination with and support for the regular education program.

• Instruction by highly qualified staff.


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• High quality professional development for administrators, teachers, and other staff who work with participating children, and, where appropriate, parents.

• Strategies to increase parent involvement in supporting their children’s learning.

• Coordination of Title I and other resources to enable participating children to meet the state core curriculum standards.

• Ongoing review of the progress of participating children and program revision, if needed, to provide additional assistance to children having difficulty meeting state standards.


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• A schoolwide program is a comprehensive school reform initiative

• The schoolwide model is designed to generate high levels of academic achievement in core academic areas for all students, especially those who are not meeting the State’s academic content and achievement standards

Schoolwide Program Requirements

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• Comprehensive needs assessment• Schoolwide reform strategies• Instruction by highly qualified

teachers• High quality professional

development• Attract highly qualified teachers to

high needs schools


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• Parent involvement• Transition plans• Teacher participation in assessment

decisions• Timely additional assistance• Coordination of services and

programs


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• Health, safety, civil rights• Student and parental participation and

involvement• Services to private school children• Maintenance of effort • Comparability of services

Schoolwide Program RequirementsSchoolwide programs are not relieved of requirements relating to:

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To Become Schoolwide, a School Must:• Meet a 40% poverty threshold• Participate in a one-year school

improvement planning process

Once a School is Schoolwide, It Must:• Conduct an annual evaluation of

program effectiveness

Schoolwide Planning

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• $3,000 planning grant available through MDE – June 2011

• Grant helps defray cost of one year planning with an MDE approved facilitator

• Application available at www.michigan.gov/ofsUnder the Office of Field ServicesClick Title I Schoolwide and Targeted

Assistance Planning

Schoolwide Planning Grants

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•Targeted and Schoolwide Plans are reviewed on a rotational basis

•All completed targeted and schoolwide plans must be approved by MDE

•Only schoolwide trainers, approved by MDE, can facilitate schoolwide training

Targeted and Schoolwide Plans

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How Title I Funds Support Special

Education

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• Title funded services can provide supplemental support for special education students

• Eligibility for services are based on the same criteria as all other Title funded students and delivered within design of the programs

Title I Funded Services and Special Education

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• Title funds may not be used to provide services that are required by law under general and other categorical funding

• Title services should not be written into an Individualized Educational Program (IEP)

• Title services cannot be used to meet the goals of the IEP

Title Funded Services and Special Education

Title funds must supplement not supplant services for special education students

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Targeted Assistance Programs:• Children are identified by the school as

failing or most at risk of failing to meet the State’s challenging student achievement standards

• Children with disabilities are eligible for services on the same basis as other children to receive services

Special Education

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Schoolwide Programs:• No school participating in a schoolwide

program shall be required to identify particular children as eligible to participate

• Must include strategies to address the needs of all children in the school but particularly the needs of all low-achieving children and those at risk of not meeting the state student academic achievement standards

Special Education

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Schoolwide Programs:• Must include activities to ensure that the

students who experience difficulty mastering the proficient or advanced levels of academic achievement standards shall be provided with effective, timely assistance

• Difficulties are identified and analyzed as a basis for effective assistance

Special Education

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Title II, Part A Funds

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Purposes:• Focus on recruiting and retaining highly-

qualified teachers and principals• Train teachers, paraprofessionals and

administrators• Recruiting and hiring supplementary staff (to

reduce the size of core instructional groups)• Reduce class size in grades K–3• Build “highly qualified” teachers who

demonstrate a high level of competency in each of the (core) academic subjects

Title II, Part A

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Description of Core Academic Subjects –The term “core academic subjects” means

English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts,

history and geography [Section 9101(11)]

Title II, Part AProfessional Development

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5 Required Days …

Funds can be utilized to facilitate speakers/consultants relative to

Title II, Part A topics

Professional Development

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• To improve the knowledge of teachers and principals (if appropriate, paraprofessionals) concerning one or more core academic subjects that the teachers teach

• Can focus on effective strategies, methods and skills, and use of state academic content standards and state assessments


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• How to teach and address the needs of students with different learning styles

• To provide training in improving student behavior

• To provide training to enable teachers and principals to involve parents in their child’s education

• How to understand and use data


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Guidelines:• The district is required to have new

teacher mentoring Assign a mentor At least 15 days of professional development over 3 years

• Some contracts require mentoring under certain circumstances

• Title II, Part A mentoring must be in addition to the legal requirements

Allowable Expenses for Teacher Mentoring

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Guidelines:Reasonable and necessarySubstitute services for Title II, Part A Class size reduction teachersSubstitute services for teachers who are participating in Title II, Part A funded professional development activities

Allowable Title II, Part A Expenses for Substitute Teachers

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MDE requirements:• CSR is identified in needs assessment• CSR is allowed:

Only in grades K-3 Where adding teacher reduces class

size to 17 or less When serving high risk students When sustained over multiple years When instructional strategies are

changed• Impact on achievement must be

measurable

Class Size Reduction

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Please refer to the Title II, Part A FAQs at www.michigan.gov/ofs regarding:

RecruitmentMerit pay

Retention BonusesTeacher Mentoring

Contracting ServicesTuition

Title II, Part A

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Title III

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What are the Title III – Limited English Proficient (LEP) Grant

andTitle III – Immigrant Children and

Youth Grant Programs?

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Grant funds are allocated for two programs:

English language instruction programs for LEP students

Programs to provide supplemental services to immigrant students

Title III, Part A

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Title III provides supplemental programs and services

The purpose of the program is to promote rapid acquisition of English

language proficiency

Title III, LEP

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Title III prohibits states from awarding sub-grants of less than $10,000

LEA must establish headcount based on students who took the English Language

Proficiency Assessment (ELPA) or the ELPA Screening

No more than 2% of the sub-grant allocation may be used for

administrative costs, which does include indirect costs

Title III, LEP

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Supplemental Title III, LEP funded student services are only allowed

for extended day or extended year programs

Title III, LEP

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• Grantee must also implement an effective means of outreach to parents

• Grantee must inform parents of right to have their child enrolled or removed from an LEP program

• The requirement for an annual assessment of students is a Title I requirement; the reporting requirements for the ELPA is a Title III requirement

Title III, LEP

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• Support for personnel, including paraprofessionals who have been specifically trained, or are being trained, to provide services to immigrant children and youth.

• Provision of tutorials, mentoring, and academic or career counseling for immigrant children and youth (career exploration and shadowing experiences, college visits, etc) throughout the day and before/after school.

• Identification and acquisition of bilingual curricular materials, bilingual educational software and technologies to be used in the program carried out with these funds.

Title III, Immigrant

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Districts with 20 or less immigrant students must join a consortium in order to receive funds. Funding continues only if there is an increase in students annually.

Title III, Immigrant

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Section 31a

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Section 31a At-RiskProgram Description

- It is the expectation of the State that the Section 31a Funds be used as SUPPLEMENTARY funds not to SUPPLANT other funds

- "to supplant another program" means to take the place of a previously existing instructional program or direct non-instructional services funded from a funding source other than funding under this section

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Allowable UsesInstructional Services

• Tutorial Services• Early Childhood

Programs• Reduced Class Size• Adult Education

• K-3 Early Intervening Programs

• Reading Programs• Credit Recovery• Alternative Education

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Allowable UsesNon-instructional

•Early Childhood Programs

•Medical and Counseling Services

•School Health Clinics

•Security•School Breakfast

Programs•Special Grants•Hearing and Vision

Screenings

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Supplement, Not Supplant

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Fiscal Requirements• Supplement, not Supplant

–http://www.ed.gov/programs/titleiparta/fiscalguid.doc

• Maintenance of Effort- www.michigan.gov/mde

• Under Offices, click on State Aid & School Finance

• See Publications (Procedures for Determining Maintenance of Effort)

• Districts must demonstrate that the level of state and local funding is maintained from year to year

• Title I Comparability

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Supplementing

• Categorical funds are additional resources to provide targeted services beyond the basic educational program

• Categorical funds do not replace, nor are they a substitute for foundation dollar expenditures

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Supplanting[Title I, Part A Section 1120 A (b)]

• Substituting or replacing funds from non-federal sources (state/local) for existing or previously existing instructional programs or non-instructional services

• Substituting or replacing funds from other federal/state programs required by law for specific categories of students

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Supplement, Not Supplant

• State and local funds must be used for all activities that are a district responsibility

• A district is responsible for all school operating requirements under state and local laws or policy

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District Responsibilities

This includes, but is not limited to:• Basic education classroom teacher

salaries• Support personnel salaries• Administrator salaries• Basic classroom supplies and

materials• Operation and maintenance

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District Responsibilities• Contractual agreements with employees• Transportation• Required state assessments• Training and mentoring new teachers

- District/School accreditation- School improvement planning- Planning and writing the district’s core

curriculum- Complying with P.A. 25 requirements- Training and mentoring new teachers- Professional development for teachers

(minimum 5 day requirement)

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Carryover

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Definition of Carryover

Funds not expended during initial year of availability

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Identifying Available Carryover Funds

2010-11 funds that were approved but not spent may be made available as carryover after certification of the Final Expenditure Report through the amendment process

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Title I Carryover 15% Limit• Applies to districts with allocations of

$50,000 or more• Carryover may not exceed 15% of the

initial year’s allocation• All unspent set-asides are included in

the 15% carryover limit• May be waived once every three years

– Request must be “reasonable and necessary”

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Distribution of Carryover Within the District

District has considerable discretionOptions include:• Pay part of the cost of district level Title I activities• Provide additional funds to support required set-

aside activities• Reallocate funds to schools in accordance with

Title I allocation procedures as required through Title I School Selection

• Return carryover to schools of origin

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Carryover Funds from 2010-11 Set-Asides

Set-asides that must be used for their original purpose include:

• 10% professional development for schools & districts identified for improvement

• 1% parental involvement(if allocation is > $500,000)

• 25% professional development forTitle II, Part D (transferability)

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Carryover Funds from 2010-11 Set-Asides, continued• Choice/transfer, supplemental

educational services (SES), and highly qualified set-aside carryover funds may be used for other purposes

• 2010-11Title I regular fund required set-aside amounts cannot be decreased by carryover fund use

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Carryover and Private Schools

• If carryover results from lack of full participation by the private school, then carryover fund use may be determined by the district

• If carryover results from circumstances under the control of the district, then the carryover funds must be reserved for services to the private school

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Final Expenditure Report

One expenditure report includes both regular budgets and carryover amendments

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Title I School Selection

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Title I School Selection and Allocation Application

• Ensures that Title I resources are provided to schools with highest concentrations of low-income children

• Ensures the district has some flexibility to determine where there is the greatest need for service

• Provides MDE with schoolwide or targeted assistance designation

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Implications for Planning• Identifies the schools to receive

Title I, Part A funds• Determines the amount of

resources for each school• Determines appropriate district

level set asides– Required– Discretionary

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TISS Requirements

• Required by Elementary and Secondary Education Act legislation

• Must be completed annually

• Must complete the Title I School Selection Application for 2011-12

• Will be available in MEGS by mid April

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District Responsibility to Private Schools

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District Responsibility•Program Responsibility•Consultation•Equitable participation in:

–Title I, Part A–Title I, Part C–Title II, Part A–Title III, Part A

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General Requirements• Joint planning and consultation

– Documentation– Opportunities for participation

• Equity– Provide equitable services and

benefits in comparison to public school students

– Provide in a timely manner

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Program Responsibility

• The LEA is responsible for designing and implementing Title programs for its resident children attending private schools, their parents and instructional staff

• The LEA cannot delegate the responsibility of the design of Title services to private school officials.

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Consultation Discussion• Discussion must include at a minimum:

– How the LEA will identify the needs of eligible children

– What services the LEA will offer– How and when the LEA will make decisions– How, where, and by whom the LEA will provide

services– How the LEA will assess the Title I Program and

the results to improve Title I Services– The size and scope of equitable services and

the proportion of funds the LEA will allocate for services

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Consultation Discussion• Discussion must include at minimum,

continued…– Thorough consideration and analysis of the

views of private schools officials services through a contract with a third-party provider

– Private school officials have the right to complain to the SEA if the LEA fails to engage in timely and meaningful consultation, does not give adequate consideration to the views of the private schools officials, or if they dispute the low income data

– The SEA handles the complaint

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General RequirementsSuggested Timeline• February/March

– Mail letter (See sample of letter)• April

– Conduct initial meeting (See sample of documentation)

– Review demographics– Plan program

• May-July – Await allocations – Meet to confirm – Submit application

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Private School Allocations

• Student number for the allocation process uses prior year data collection count

• Districts that do not use Title I School Selection to calculate the amount of funding per school must calculate amount for the private school

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Determining Private School Participation—Student Numbers

Private School Students Residing Within District Boundaries (who attend a private school within or outside of district boundaries)

Students Attending Private School Within District Boundaries (regardless of their residency)

Title I, Part A

Funding Generated By:• Low-income students who reside in a Title I school attendance area

Students Eligible to be Served:• Identified by a Needs Assessment for achievement below standard and reside in a Title I school attendance area*

Title I, Part C• Meet criteria for migrant?• Meet priority for services?

Title II, Part A

Title III, Part A• Meet criteria for LEP/Immigrant?• Completes Home Language Survey?

* Eligible student not required to be low- income

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Allowable Uses of Funds forPrivate Schools

LEA for Private Schools Title I Part A

Title IPart C

Title IIPart A

Title IIIPart A

Salaries for Private School personnel No No No No

Salaries of LEA staff who service Private Schools

Yes Yes Yes, if providing PD Yes

Substitutes for ANY reason No No No No

Stipends• Professional Development in core, academic areas—secular content only• Reasonable & Necessary• Outside of school day • Paid directly to teacher by LEA

Yes Yes Yes

Yes

Purchase of Computers Yes, for ELIGIBLE students

Yes, for ELIGIBLE students

No Yes, for ELIGIBLE students

Supplies Yes, for

Title I students

Yes, for Migrant students

Yes for PD Yes, for Eligible Students

Class Size Reduction No No No No

Support for Private School staff to become HQ

No No No NoYes, for

ESL/bilingual endorsement

Professional Development Yes, for helping Title I students

Yes Yes Yes

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What Happens When a Private School Closes or the Program

Ends?If a program is terminated or if the private school closes, the non-consumable materials and equipment must be returned to the district

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District Fiscal Responsibilities• Write a check?

NO!• Generate a purchase order• Pay for professional development registrations• Pay wages of district employees who serve

the private school• Pay for services of third party employees who

serve the private schools (“purchased services”)

YES!

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Other Budget Considerations

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General Budget Review Considerations

• All activities must be linked to the stated needs and plan

• Items included in the budget must connect with the needs, goals, objectives, strategies and activities in the LEA Planning Cycle

• Budget items must have sufficient description to determine if they are supplemental in nature, necessary, reasonable and allowable according to funding sources. Items included in the budget for supplies and materials must be descriptive

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• Title I, Part A legislation requires that services for homeless students in its non-Title I schools are comparable to services provided to its homeless students in Title I

Services to Homeless Students

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Services to Homeless Students

• Services to homeless students are to be coordinated with the district’s designated homeless liaison

• If the federal programs coordinator and the homeless liaison are the same person, then collaboration must take place with additional stakeholders

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Title I and HomelessAppropriate Reservation

• Collaborate with district homeless liaison or additional stakeholders, if appropriate

• Identify the homeless students and their academic or additional needs

• Determine a reasonable amount

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Homeless StudentsSet Aside - Reservation

Four Methods1. Determine a reasonable amount in

collaboration with HL based upon number of homeless and academic and/or educationally related academic needs

2. Count of homeless, identify academic needs or additional educationally related needs and multiply by district’s Title I, Part A per pupil allocation or by average per pupil allocation

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Homeless StudentsSet Aside, Continued

3. Reserve an amount of funds greater than or equal to the amount of an LEA’s McKinney-Vento sub-grant total, if applicable

4. Reserve a specific percentage based on your district’s poverty level or total Title I, Part A allocation

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Homeless Services TemplateUpload into Consolidated

Application• All districts: Obtain the interactive

document from the OFS website:• www.michigan.gov/ofs under “Current

Topics”• Complete the template and upload

according to directions

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• Professional development items must meet the criteria of sustained, ongoing and research based

• Items included in the budget for supplies and materials must be descriptive


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• Professional development budget item detail description includes the professional development topic(s), approximate number of staff, number of days planned, costs per day for staff and/or contracted consultants, supplies and materials or other related expenses; and/or a detailed description that links to the School Improvement Plan or AYP status or a separate Professional Development Plan


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Contract Requirements for Services

• Clearly-defined deliverables• Description of services to be performed

or goods to be delivered• Description of dates when services will

be performed or goods delivered• Description of locations where services

will be performed or goods delivered

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Contract Requirements for Services

• Description of number of staff/parents (if appropriate) to be served

• Description of how the contract services will be evaluated

• An assurance that the contractor is not on the suspension or debarment list

• An assurance that there is not a conflict of interest

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Allowable Expenses for Curriculum Development Activities

Examples:Allowable Not Allowable

Training on how to do curriculum mapping – Title II, Part A

Funding to write curriculum maps

An overview workshop on the International Baccalaureate Program or other school improvement model, Title II, Part A

Funding activities for developing and implementing the SIP model in the district

Training on how to do MEAP analysis –Title II, Part A

Conducting a training that includes the completion of the district’s MEAP analysis

Paying for registration to attend one of the MDE school improvement frameworks conferences –Title I, Part A or Title II, Part A

Funding a workshop in the local district that includes planning the district’s core curriculum around the school improvement frameworks

118

OMB Circular A 87

• Co-funded Staff– Written schedules supported by personnel

activity reports (PARS)– PARS

• Prepared monthly• Signed and dated by employee accounting for

total activity

– Time sheets, etc., completed after the fact

119

OMB Circular A 87

• Certification-solely on a single federal award or cost objective – Prepared semi-annually– Signed by the employee or a

supervisor with first-hand knowledge of the work performed by the employee

120

Evaluation

Evaluation procedures for Federally-funded programs are in

development and will be available in the AdvancED Portal

121

Further Assistance• U.S. Department of Education

– Guidance Documentshttp://www.ed.gov/policy/elsec/guid/edpicks.jhtml?src=ln

– Office of Nonpublic Educationhttp://www.ed.gov/about/offices/list/oii/nonpublic/index.html

• Michigan Department of Education– Office of Field Services– Technical Assistance packets on each grant

source– Call your Field Services Consultant

122

The Cycle of Planning

Title I SchoolSelection


Consolidated Grant


Needs Assessment

School Improvement Plan Completed and LEA Planning Cycle submitted

1 2

34Comparability


123

Questions and AnswersContact your Regional Office of Field

Services Consultant:

• Region 1…………………….517-373-4009

• Region 2……….……………517-373-0161

• Region 3…………………….517-373-6341

• Region 4…………………….517-373-4004

• Region 5…………………….517-373-4212

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MEGS 101Training Podcasts

Available March 4, 2011

http://megs.mde.state.mi.us/megs/

1 Planning Workshop for the 2011-12 School Year Office of Field Services.

Documents

Transcript of 1 Planning Workshop for the 2011-12 School Year Office of Field Services.