Federal Director 101...DIP/CIP Please refer to these handouts… CNA/DIP/CIP Session #027619 Tues.,...

Federal Director 101

Access Handouts & Resources

Handouts for today’s session are posted here: http://www.esc15.net/Page/383

Some handouts and lots of additional resources are posted here: www.esc15.net/nclblivebinder

http://www.esc15.net/Page/383http://www.esc15.net/Page/383http://www.esc15.net/nclblivebinder

� Calendar of Events� District/Campus Improvement Plans� Title I, Part A� Parent Involvement� Homeless� Title II, Part A� Title I, Part C� Career & Technical Education� Title III� State Compensatory Education

agenda

NCLB LiveBinder Tour: www.esc15.net/nclblivebinder

http://www.esc15.net/nclblivebinderhttp://www.esc15.net/nclblivebinder

Calendar - Grants & Compliance

District/Campus Improvement Plans

Planning & Evaluation Cycle

DIP/CIPPlease refer to this handout…CNA/DIP/CIPSession #027619Tues., Feb. 28

DIP/CIPPlease refer to these handouts…CNA/DIP/CIPSession #027619Tues., Feb. 28

Title I, Part A - Intent & PurposeFund 211NCLB (ending with 2016-17): To ensure that all children have a fair, equal and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments.

ESSA (beginning 2017-18): To provide all children significant opportunity to receive a fair, equitable, and high-quality education, and to close educational achievement gaps.

Title I-A

+ Targeted Assistance: �40% low income or chooses not to operate SW: services only for identified children who are failing, or most at risk of failing to meet State academic standards

+ 8 Components for Campus Plan+ Must establish selection criteria and include in

District/Campus Plan

8 Targeted Assistance ComponentsPlease refer to this handout….

Title I-A

+ Schoolwide: ≥40% low-income: services to upgrade entire educational program to improve achievement for all students, particularly the lowest-achieving students+ 10 Components for Campus Plan+ More flexibility!

10 SchoolWide ComponentsPlease refer to these handouts…CNA/DIP/CIPSession #027619Tues., Feb. 28

Title I-A: Schoolwide

Clarification Letter from USDEClarifies:

+ How funds may be spent on SW campus

+ Supplement/Supplant rules for SW campus

ESEA and Civil Rights + ESEA was passed in 1965 to address enormous inequities

in educational opportunities to low-income students and minority children.

+ With the broadening of the intent/purpose, USDE is making requirements on distribution of funds claiming they are necessary to carry out the law and its legacy as civil rights issue.

+ Shifting importance to distribution of funds, not particular costs/services purchased by TIA.

+ Stay tuned!

http://tea.texas.gov/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=25769822650&libID=25769822749http://tea.texas.gov/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=25769822650&libID=25769822749http://tea.texas.gov/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=25769822650&libID=25769822749http://tea.texas.gov/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=25769822650&libID=25769822749

Supplement, Not Supplant

By December 2017, LEAs must demonstrate to State that each TIA school receives all state/local funds it would receive if it were not a TIA school.

There are four ways to demonstrate this...

Supplement, Not Supplant1. Weighted student funding formula (low-income, ELLs,

SpEd, etc. students may receive additional funding)2. Personnel formula - # of personnel x avg salary OR #

of students x avg per pupil expenditure3. Combo of above4. Methodology selected by LEA to ensure TIA per pupil is

≥ non-TIA per pupil

Title I-A: Schoolwide� Full Consolidation -

federal, state, local funds

� Federal Consolidation - only combining federal funds

� Title I Only - No Consolidation

NCLB Application� Planning Amount ~ May/June

http://tea.texas.gov/Finance_and_Grants/Grants/Applying_for_a_Grant/Entitlements,_Division_of_Grants_Administration/

http://tea.texas.gov/Finance_and_Grants/Grants/Applying_for_a_Grant/Entitlements,_Division_of_Grants_Administration/http://tea.texas.gov/Finance_and_Grants/Grants/Applying_for_a_Grant/Entitlements,_Division_of_Grants_Administration/

NCLB ApplicationDistrict Reservation - be sure to include in DIP! All funds that are not reserved will be allocated to your campuses. General rule: reservations

≥ 30% of entitlement will be questioned.

� Parent Inv. (Req’d sometimes)� Homeless (Req’d sometimes)� Neglected� Delinquent

� Preschool� Private NonProfit (Req’d)� Administration� Districtwide Prof Devel.� Other

Awareness Documents

Please refer to this handout...

Maximum carryover amount for Title I-A is 15% for LEAs receiving over $50,000 (no maximum carryover for entitlements below $50,000)

Campus Eligibility

+ Single Attendance District+ Total LEA enrollment of fewer than 1,000 OR+ LEA has only one campus per grade span

All campuses are eligible for TIA and LEA may serve any/all campuses without regard to low-income percentages.

Campus Eligibility

+ Multiple Attendance District+ Total LEA enrollment of more than 1,000 OR+ LEA has more than one campus per grade

spanLEA must rank campuses by low-income % and serve, in rank order, all campuses exceeding 75%. With the funds remaining, rank and serve other eligible campuses.

Does Your Expenditure Meet these criteria?+ Intent & Purpose of the fund?+ Reasonable?

+ Do you really need it?+ Do you have the capacity to use it?+ Did you pay a fair rate?+ Can you defend the purchase (is it essential,

or just nice to have?)

Does Your Expenditure Meet these criteria?+ Necessary?

+ Is it identified in the DIP/CIP?+ Did you plan for the expense?

+ Allowable?+ Complies with policies/procedures set forth by

EDGAR, etc.+ Allocable?

+ Can it be charged to this grant?+ Is it within the grant begin/end dates?

Allowable/Unallowable+ The further away the expense is from the

classroom, the more likely it will be questioned by auditors.

+ Maintain documentation (sign-in sheets, agendas, minutes of budget planning and stakeholder input)

+ Aligned to CNA/CIP+ How did zoo field trip improve achievement?+ Why do you want to buy novels when math scores are low,

but reading scores are high?

Federally-Funded Employee Records

Time & Effort

All federally funded staff must document time & effort after the work is performed

Personal Activity Report (PAR)+ All federal staff not meeting either of above must complete a

monthly PAR

Types of Time & EffortSemi-Annual

+ Work 100% under single grant program OR

+ Work 100% under Single Cost Objective

+ Certified at least 2x per year (signed by employee)

Substitute System+ Work on set schedule+ Work under multiple

grants/cost objectives (but never at the same time)

+ Superintendent must apply annually!

Job Descriptions

A description of duty is required for all grant employees (full/part time and extra duty pay):

+ Describe work being done+ Employee’s responsibilities+ Funding Source+ Revised (if needed) and signed annually

+

Parent Involvement

Parent Involvement PolicyDistrict

Public Law (P.L.) 107-110, Section 1118 (a)(2)

The LEA shall develop jointly with, agree on with, and distribute to, parents of participating children a written parent involvement policy that shall be incorporated into the LEA’s plan developed under section 1112 and establishes the expectations for parents involvement.

Campus

Public Law (P.L.) 107-110, Section 1118 (b)(1)

Each school served under Title I, Part A shall jointly develop with, and distribute to , parents of participating children a written parental involvement policy, agreed upon by such parents, that shall describe the means for carrying out the (parental involvement) requirements....

Parent InvolvementNCLB Requirements

Please refer to this handout…

Parent Involvement - NCLB/ESSA Requirements

Session #027617

Wed., Feb. 15

http://www.esc16.net/preview.aspx?name=title1swi.3_publications2

http://www.esc16.net/preview.aspx?name=title1swi.3_publications2http://www.esc16.net/preview.aspx?name=title1swi.3_publications2http://www.esc16.net/preview.aspx?name=title1swi.3_publications2

BOTH theDistrict and Campus Requirements


DistrictAdditional RequirementsANDCampusAdditional Requirements


School-Parent Compact

● Required at the campus level only

● Developed jointly with school administrators, teachers, and parents

● Teacher/Parent conferences are required at the elementary school where the compact is discussed

● Stakeholders must be involved● Board Approval - Required/Not

Required?

http://www.esc16.net/preview.aspx?name=title1swi.compliance

Homeless: McKinney-Vento

http://www.esc16.net/preview.aspx?name=title1swi.compliancehttp://www.esc16.net/preview.aspx?name=title1swi.compliance

https://www.theotx.org/

http://center.serve.org/nche/

http://tea.texas.gov/Texas_Schools/Support_for_At-Risk_Schools_and_Students/Education_of_Homeless_Students/

Requirements and Possible Services● Enrollment

● Transportation

● Nutrition

● Tutoring

● Preschool

● Pregnancy

● Counseling

● Other Services


Identifying & Educating The Homeless Student

Session #027585

Mon.,Sept. 26

https://www.theotx.org/https://www.theotx.org/http://center.serve.org/nche/http://center.serve.org/nche/http://tea.texas.gov/Texas_Schools/Support_for_At-Risk_Schools_and_Students/Education_of_Homeless_Students/http://tea.texas.gov/Texas_Schools/Support_for_At-Risk_Schools_and_Students/Education_of_Homeless_Students/

Homeless Liaison

Every LEA, whether or not it has a McKinney-Vento subgrant, is required to carry out the provisions of the McKinney-Vento Act. LEAs must appoint a local liaison.The LEA should have a :

● formal process to consider/document the appropriateness of the candidate. Encour

● job description that includes qualifications, required duties, and time allocated to the position.

The local liaison position should be considered a professional administrative position, and the person who fills the position should have the appropriate qualifications, time, and desire to carry out the required responsibilities.

https://www.theotx.org/wp-content/uploads/2016/02/liaison-selection.pdf

Homeless Liaison


http://center.serve.org/nche/pr/liaison_toolkit.php

https://www.theotx.org/wp-content/uploads/2016/02/liaison-selection.pdfhttps://www.theotx.org/wp-content/uploads/2016/02/liaison-selection.pdfhttp://center.serve.org/nche/pr/liaison_toolkit.phphttp://center.serve.org/nche/pr/liaison_toolkit.php

Identification and SRQ Sample● Evaluate the Housing of All Students

at a Regular Interval○ Use an SRQ○ Maintain SRQs (both homeless

and non-homeless) for 5 years with other student documents

○ Sample SRQ language on the THEO website

○ Cannot require proof of residency

○ Reasonable Contact Information should be Solicited


Required PostingsHB 1559 –TEC §33.906● Each school campus that maintains a website is required to include

information for homeless students about local programs and services, including charitable programs, available to assist homeless students, on their school’s website .

● Schools need to make a good faith effort to compile information in a format and style that easily understandable by students and parents, and appropriate based on the grade of the school.

● Local programs and services may request to have information added to the school’s website and the school may decide what information to include.School district not responsible for any harm that occours as a result of connection to a local program.

● This bill does not apply to districts with an enrollment of less than 3,000 students and located in a county with a population less than 50,000.

● Takes effect beginning of 2015-16 school year.

PEIMS Data

McKinney-VentoHomeless Status Code


Foster Care and Substitute Care


Foster Care Guidance


http://tea.texas.gov/FosterCareStudentSuccess/

Title II

http://tea.texas.gov/FosterCareStudentSuccess/http://tea.texas.gov/FosterCareStudentSuccess/

Title II, Part A - Intent & PurposeFund 255NCLB (ending with 2016-17):

Teacher & Principal Training & Recruiting FundTo increase student academic achievement thru strategies such as improving teacher & principal quality and increasing the number of Highly Qualified teachers and principals and to hold LEAs and schools accountable for improvements in student academic achievement

Title II, Part A - Intent & PurposeESSA (beginning 2017-18):

Preparing, Training & Recruiting High-Quality Teachers, Principals or Other School Leaders

+ Increase student achievement consistent with challenging State academic standards

+ Improve the quality & effectiveness of teachers, principals and other school leaders

+ Increase the number of teachers, principals, and other school leaders who are effective in improving student academic achievement in schools and

+ Provide low-income and minority students greater access to effective teachers, principals, and other school leaders

Title II, Part A

+ Compliance Checklist @ NCLB LiveBinder+ Overview of Title II Pamphlet @ NCLB LiveBinder

*Carryover - at this time, there is no “written in stone” rule for

carryover threshold for Title II-A.General rule of thumb is a maximum

carryover of 25%.

Title VI, Part B - Rural Education Achievement Program (REAP)

+ Subpart 1 - Small, Rural School Achievement Program+ LEA’s Avg Daily Attendance is less than 600 or+ Each county in the LEA has population density of fewer

than 10 persons per sq. mile+ LEA must be designated with School Locale Code of 7 or 8


+ Subpart 1 - Small, Rural School Achievement Program+ Purpose = help eligible LEAs address local academic needs

more effectively by giving them greater flexibility in the use of limited federal resources.

+ It is designed to meet unique needs of rural schools who 1) lack personnel/resources to compete for federal competitive grants and 2) receive allocations too small to meet intended purpose

Title VI, Part B - Rural Education Achievement Program (REAP)+ Subpart 1 - Small, Rural School Achievement Program

+ SRSA Grants (Fund 270) - USDE awards grants directly to LEAs on a formula basis.

+ REAP-Flex: LEA may redirect use of any/all funds received under:+ Title II-A: Teacher/Principal Training & Recruiting+ Title II-D: Enhancing Education thru Technology+ Title IV-A: Safe & Drug-Free Schools & Communities+ Title V-A: Innovative Programs

Funds redirected into different fund (usually Title I-A) must be operated under rules of program into which they are being redirected.


+ Subpart 2 - Rural & Low-Income School Program (RLIS) Fund 270

+ 20% or more children are from low-income families+ Designated with School Locale Code of 6, 7, or 8

RLIS funds are available only to LEAs that do not qualify for SRSA funds. Districts must complete application and compliance reports.

Title I-C Migrant

Title 1-C MigrantDistrict Responsibilities/ Education Service Center for SSAs

� Complete the NCLB consolidated application PS3103 /Compliance Report PR 1200� Develop a Priority Service Plan & provide services to Priority for Services students� Complete a Local Needs Assessment (LNA)� Establishment of Parental Advisory Councils (PAC) � Conduct at minimum 2 Parent Advisory Council Meetings per year� Develop and implement Identification and Recruitment (ID&R) Plan� Meet all requirements for New Generation System (NGS)

Title 1- C cont.� Distribute surveys to all students at the beginning of the school year� Identify a district MEP contact person� Complete Certificates Of Eligibility for families that qualify for the Migrant program� Provide an Early Childhood/School Readiness Program to serve 3 and 4 year olds: A

Bright Beginning� Eligibility Validation

Title 1-C cont...Identification and Recruitment (ID&R) Requirements

Who qualifies for the Migrant Program?

•Children under the age of 22 and lacks of a U.S. high school diploma or GED.•Children and family that move due to economic necessity from one school to another• Migrant move within the last 3 years•Purpose of the move to seek or obtain qualifying agriculture work

** additional educations services will be provided to those students who qualify

Title 1-C cont...

New Generation SystemThe New Generation System (NGS) database for migrant student information is dependent upon PEIMS staff and your NGS data specialist to remain current and accurate.

***grades, immunizations, test scores, graduation plans***

Career & Technical Education (CTE)

Career & Technical Education

Two funding sources for CTE:● State CTE Funds

○ Based on student FTEs○ V Codes○ Advanced Courses

● Perkins Federal Funds○ Federal formula - calculates census data, etc○ CTE coherent sequence

CTE - Coding of CTE Students

● CTE Coding of Students - based on PGP (4 year plan)○ Counselor○ Snapshot day - last Friday in October.○ Need to have a system to check CTE codes

throughout year.○ Coherent Sequence of Courses - TEA Decision Chart

CTE Resources

Region 15 CTE Webpage● http://www.netxv.net/Page/128 ● Federal Program Calendar

Traci Terrill - CTE [email protected] 325-481-4074

http://www.netxv.net/Page/128http://www.netxv.net/Page/128mailto:[email protected]:[email protected]

Title III

Intent and PurposeTitle III, Part A, provides supplemental resources to LEAs

to help ensure that children who are limited English proficient (LEP) attain English proficiency at high levels

in core academic subjects and can meet state mandated achievement performance standards.

Grant Requirements● Assist all LEP and immigrant students to achieve at high levels in

the core academic subjects and achieve standards required in Title I, Section 1111(b)(1).

● Develop high-quality language instruction educational programs designed to assist in teaching LEP and immigrant students.

● Provide high-quality instructional programs designed to prepare LEP and immigrant students to enter all-English instruction settings.

Grant Requirements● Establish, implement, and sustain language instruction

educational programs and programs of English language development for LEP students.

● Promote parental and community participation in language instruction educational programs for LEP students.

● Streamline language instruction educational programs to help LEP and immigrant students develop proficiency in English while meeting challenging state academic content and student academic achievement standards.

Grant Requirements● Be accountable for increases in English proficiency and core

academic content knowledge of LEP students.

● Implement language instructional programs that are the most effective based on scientifically based research on teaching LEP students.

Funding● When applying for Title III, Part A-LEP, LEAs are required to join a

SSA if their entitlement is less than $10,000.

● Title III, Part A, funds shall be used to supplement and not supplant any other federal, state, or local funds.

● To avoid supplanting funds, the LEA would have to demonstrate that any LEP services provided with Title III, Part A, funds are above and beyond any LEP services provided with state funds.

Allowable Activities● Increase the English proficiency of LEP children by providing

high-quality language-instruction educational programs that are based on scientifically based research demonstrating the effectiveness of the programs in increasing English proficiency and student academic achievement in the core academic subjects.

Allowable Activities● Provide high-quality professional development to classroom teachers

(including teachers in classroom settings that are not the settings of language-instruction educational programs), principals, administrators, and other school or community-based organizational personnel, that meets the following:

○ Is designed to improve the instruction and assessment of LEP children○ Is designed to enhance the ability of such teachers to understand and to use

curricula, assessment measures, and instructional strategies for LEP children

Allowable Activities○ Is based on documented research demonstrating the effectiveness of the

professional development in increasing children’s English proficiency or substantially increasing the subject matter knowledge, teaching knowledge, and teaching skills of such teachers

○ Is of sufficient intensity and duration to have a positive and lasting impact on teachers’ performance in the classroom

Title III ESC ContactMary T. Castanuela

[email protected]

State Comp Ed


State Compensatory

Education

Session #

Thurs., July 13

State Compensatory Education



● https://wfspcprdap1b16.tea.state.tx.us/Fsp/Reports/ReportSelection.aspx

● OR go to: http://tea.texas.gov/○ Click on: Finance & Grants○ Select: State Funding○ Click on: Summary of Finances

● Then scroll down to the Links and select Summary of Finances (link to report page)○ Select Report (drop down)○ Summary of Finances○ Select School Year○ Input District Name or CDN○ Select the report (HTML, PDF, or Excel)

What is my SCE allocation?

https://wfspcprdap1b16.tea.state.tx.us/Fsp/Reports/ReportSelection.aspxhttps://wfspcprdap1b16.tea.state.tx.us/Fsp/Reports/ReportSelection.aspxhttps://wfspcprdap1b16.tea.state.tx.us/Fsp/Reports/ReportSelection.aspxhttp://tea.texas.gov/

(for State Comp Ed funds) ● Summary of Finances● Scroll Down to Tier I

What is my allocation

Community Eligibility Provision (CEP)TEA Correspondence – April 4, 2014

http://www.tea.state.tx.us/taa_letters.aspx

● Texas implemented CEP in 2015-2016. CEP is related to child nutrition programs and was created to:○ Improve access to free meals in eligible

high poverty local education agencies and schools and

○ Eliminate the administrative burden of collecting household applications for free and reduced-price meals (these apps are not collected for participating campuses)

http://www.tea.state.tx.us/taa_letters.aspxhttp://www.tea.state.tx.us/taa_letters.aspx

Community Eligibility Provision (CEP)● If a district chose to use CEP for the 2014-15 school year, the CEP data the

district reports to the Texas Dept. of Agriculture (TDA) impacted SCE funding for the 2015-16 school year.

● TEA will use the count of students eligible for meals fully reimbursed by the TDA in the calculation of students eligible for SCE funding.

● For campuses not using the CEP, TEA will continue to determine the SCE funding using the TDA-provided prior-year counts of students eligible for free or reduced price lunches.

● For more information about CEP on the TDA website:

Community Eligibility Provision (CEP)

● Question: How will CEP impact State Compensatory Education (SCE) funding?○ Answer: The Texas Education Agency will use the count of students

eligible for meals reimbursed by the TDA at the free rate in the calculation of students eligible for SCE funding.■ As an example, if schools participating in CEP have an

identified student percentage of 40%, the number of students that count towards SCE funding would be 64% of total enrollment (.40*1.6).

SCE Frequently Asked Questions

http://tea.texas.gov/index4.aspx?id=4082


Frequently Asked Questions

School Year 2013-2014

Revised 10/1/13

A comprehensive review of State Compensatory Education is scheduled for Thursday, July 13, 2017.

October 20-21 (Th-Fr)Sheraton Hotel @ DallasRegistration: $365 ($395 after 9/22)

http://tea.texas.gov/index4.aspx?id=4082http://tea.texas.gov/index4.aspx?id=4082

How to Contact UsNCLB/Title I-A: Tami [email protected] 325-481-4067

NCLB/Title I-A: Carol [email protected]

CTE/Perkins: Traci [email protected]

Title I-C: Elizabeth [email protected] 325-481-4069

Title I-C OSY: Monica [email protected]

Title III: Mary [email protected]
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]

Federal Director 101...DIP/CIP Please refer to these handouts… CNA/DIP/CIP Session #027619 Tues.,...

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Transcript of Federal Director 101...DIP/CIP Please refer to these handouts… CNA/DIP/CIP Session #027619 Tues.,...