““Federal Monitoring Federal Monitoring

& & Budget ExpendituresBudget Expenditures””

FY 2006 Title I Meeting

Dr. Samantha J. Ingram, Assistant Superintendent

Division of Federal & Special Programs

Change………………………………..“Change zealots tend to demonize resisters, but

they are not really bad people. Like all of us, they are a product of their history. They have had experiences that have led to the adoption

of certain deeply ingrained behaviors and habits……………………………………….

The best solution is usually honest dialogue.”-John Kotter, 1996, pp. 112-113

Pre Check1. List one Annual Measurable Objective for 2005-2006 SY in reading and mathematics for

student performance? Grade___________AMO________________ Grade___________AMO________________ 2. What is Safe Harbor? ______________________________________3. Based on the scenario below, determine the

Current Year status and complete the status box below.

Scenarios

Previous Year Current Year

Made AYPStatus Made

AYP Status

1 NoSchool

Improvement Year 2

Yes

2 Yes

School Improvement Year 2

(Delay)

Yes

Pre Check1. List one Annual Measurable Objective for 2005-2006 SY in reading and mathematics for

student performance? Grade-4th Reading AMO-73% Grade-

6th Reading AMO-48% 2. What is Safe Harbor? A 10% Reduction in the number of students in the

“not proficient” category-must satisfy participation and additional academic indicator

3. Based on the scenario below, determine the Current Year status and complete the status box below.

Scenarios

Previous Year Current Year

Made AYPStatus Made

AYP Status

1 NoSchool

Improvement Year 2

Yes

2 Yes

School Improvement Year 2

(Delay)

Yes

Today’s Focus………………..Purpose of Title IFederal Monitoring & Compliance Review – May 2006 by ASDE

Additional Academic AssistanceParental InvolvementStaff DevelopmentCoordination & Integration of Funds

Adequate Yearly Progress Updates

Binder Set-Up………………..

Section I……………………………Federal ProgramsSection II…………………...Additional Academic

AssistanceSection III…………………Parental InvolvementSection IV……………………..Staff DevelopmentSection V…………………Coordination &

Integration

-Title I Budget/Electronic Workbook/Requisitions (4110) -Title II Budget/Electronic Workbook/Requisitions (4130) -State Staff Development Budget/Electronic Workbook/Requisitions (1110-04) -State Technology Budget/Requisitions (1110-03) -State Library Enhancement Budget/Requisitions (1110-05)

Purpose………………………………

• All children meet at a minimum, proficiency on challenging State academic achievement standards and state academic assessments– Reading– Mathematics– Science – 2007-2008

How?.....................................

• By Closing Achievement Gap b/w high and low performing students, especially between minority and nonminority students, and b/w disadvantaged children and their more advanced peers

• Implementing the 10 components:

How? (cont.)........................

• Comprehensive Needs Assessment• Schoolwide Reform Strategies• Instruction by HQ teachers• HQ Professional Development• Strategies to Attract HQ

How? (cont.)........................

• Parental Involvement• Transitional Activities• Measures to Include Teachers• Effective Timely Additional

Assistance• Coordination & Integration of Funds

How? – Summary................

• State Standards• State Accountability Assessments –

Reading & Mathematics• Closing the Gap• Effective Timely Additional

Assistance• Coordination & Integration of Funds

Monitoring…………………………

• 2004-2005 Informal Audit by ASDE– Section C – Schoolwide– Section F – Parental Involvement

• 2005-2006 On Site Full Review by ASDE– All Sections

2006 Monitoring Major Concerns…………………………

• Appropriate Implementation of SAE Plan• Appropriate Use of Staff

– Facilitators– Specialty Areas, i.e., Achievement

Specialists, Intervention Teachers, Reading Teachers, etc.

• Assignment of Highly Qualified Staff• Supplanting

Local Monitoring……………• Weekly Site Visit Reports• Compliance Monitoring – Blue Box

– Initial Monitoring – Begins in October– Follow-up – November

• Peer Reviews – December – January– Compliance Monitoring – Blue Box

• Schedules & Positions with Evidence• Extended Day• Committee Meeting with Minutes• Budget Expenditures

Summary Monitoring………

• 2005-2006 Full Review by ASDE• Several Focus Areas

– Additional Academic Assistance– Parental Involvement– Staff Development– Coordination & Integration of Funds

• Weekly Site Visits• Peer Reviews

Check For Understanding

• Any Questions?– 2005-2006Audit– Focus Areas for FY 06 Monitoring– Local Monitoring– Peer Reviews– Weekly Site Visits– Blue Box

“The difficulty lies not so much in developing new ideas as in escaping from the old ones.”

-John Maynard Kynes

““CHANGE”CHANGE”

Adequate Yearly Progress Adequate Yearly Progress (AYP)(AYP)

UpdatesUpdates

Adequate Yearly Progress Adequate Yearly Progress (AYP)(AYP)

UpdatesUpdates

Who is Included In AYP(Same as 2004-2005)

• All schools• Students enrolled for “full

academic year” count in percent proficient

• Students enrolled on first day of testing window count in participation rate

AYP for 2005-2006 (Same as 2004-2005)

Participation and Proficiency- “By Subgroups”

GOAL: At or Above the 2006 Annual Measurable Objectives and at least 95% Participation– ARMT – Grades 3- 8 in Reading– ARMT – Grades 3-8 in Math– AHSGE – 11 (Reading & Math)– AAA – Reading – Grades 3-8, and 11 -AAA-Math –Grades 3-8, and 11

Additional Academic Indicator-”All Students”

GOAL: Reach or Make Improvement– Average Daily Attendance Rate For Elementary School and Middle School – Goal

95% for all grades– 4 Year Projected Drop-out For all High Schools- Goal 10% or less -Graduation Rate-Pending For all High Schools-Goal 90% or better

AYP for 2005-2006 (cont.) (Same as 2004-2005)

School In Need of Improvement Update

• A school must miss AYP in the same component for two consecutive years in order to be identified for School Improvement.

Components for AYP: -Annual Measurable Objectives in Reading and Math -Participation in Reading or Math -Additional Indicators

School In Need of ImprovementUpdate

• A school or school system that is in School Improvement and makes one year of AYP does not advance to the next level of School Improvement but has a Delay Provision.

• A school or school system that makes AYP for two consecutive years will be identified as NOT IN SCHOOL IMPROVEMENT.

Check for Understanding

•Questions?– AYP Assessments– AYP Subgroups– AYP Goals– Measurable Objectives– Grade Levels– Baseline Year

Updates…………………………..

• Facilitators Meeting – – Oct. 25, 26, 27 – Similar Procedure

• School Improvement Specialists and Staff Development Assignments-2005-2006 Matrix in Binder

• Handbook– Principals were mailed a copy– Facilitators will receive their copies – Oct.

25-27 Mandatory Meetings– 2005-2006 Matrix in Binder– School Contact updates will be distributed at

the Facilitators Technical Assistance Meeting

Component 4Component 4Additional Academic Assistance Additional Academic Assistance

For StudentsFor Students

Component 4Component 4Additional Academic Assistance Additional Academic Assistance

For StudentsFor Students

Karen P. Howard, School Improvement SpecialistKaren P. Howard, School Improvement Specialist

&&

Stephanie P. Danzy, School Improvement SpecialistStephanie P. Danzy, School Improvement Specialist

District Model:Research Based Best Requirements of

Extended Day Learning Programs

(Programs which are held before school,

after school, Saturday School, and Summer School)

The following are the five required areas that will be closely monitored this year:

• Collaboration with the classroom teacher• Collaboration with parents• Monitoring of student attendance• Pre/Post Assessment• Specific skills taught

Characteristics ofAdditional Timely Academic

Assistance for Students

(Students who have not met proficiency on the challenging state academic achievement standards and state academic assessments must receive high quality and continuous opportunities for timely additional assistance.)

Examples are: 1) Intervention blocks

2) Remediation teacher 3) Pass-Key programs or any other

SRB programs with an academic focus related to content standards in Reading and Math.

New Parental New Parental InvolvementInvolvement

RequirementsRequirements

New Parental New Parental InvolvementInvolvement

RequirementsRequirementsNew information on parental New information on parental

involvement requirements was involvement requirements was received at a State Dept. of received at a State Dept. of Education meeting in May, Education meeting in May,

2005.2005.

New Requirements for Local School Parental

Involvement PolicyThis policy must be developed jointly with, approved by and distributed to parents. It must describe how the school will:

• convene an initial annual meeting for parents to explain Title I

• offer flexible meetings for parents, such as meetings in the morning or evening

• involve parents in planning, reviewing, and improvement of the program

New Requirements for Local School Parental

Involvement Policy con’t• give parents timely information about the

program, including a description of the school curriculum and the assessments used to measure student progress

• build capacity to ensure the effective involvement of parents

• implement a school-parent compact, which outlines all parties’ responsibilities to ensure student achievement

• help teachers, principals, and other staff work well with parents

New Requirements for Local School Parental

Involvement Policy con’t

• provide materials and training to help parents work with their children

• coordinate with other programs, such as literacy training programs that encourage and support parents in helping their children at home.

Required School-Parent Compact Revisions School Responsibilities

(Principal/Teacher)• provide a high-quality curriculum and

instruction in a supportive and effective learning environment that enables the participating student to meet the state’s student academic achievement standards

• hold parent-teacher-student conferences (at least annually in elementary schools) during which this compact will be discussed as it relates to the individual child’s achievement

Required School-ParentCompact Revisions

School Responsibilities (Principal/Teacher) con’t

• provide parents with frequent reports on their children’s progress

• provide parents reasonable access to staff• provide parents opportunities to volunteer,

observe and participate in the child’s class All compacts should be maintained in

the teacher’s classroom and should be signed and reviewed frequently. Parents also should receive a copy to use at home.

School-Parent Compact Revisions

Parent Responsibilities Describe ways that parents will

support their children’s learning:• monitoring attendance• making sure homework is completed• monitoring amount of television their

children watch• volunteering in their child’s classroom• participating in decisions relating to their

children’s education• promoting positive use of their child’s

extracurricular time

School-Parent Compact Revisions

Parent Responsibilities • staying informed about their child’s education

and communicating with the school promptly• serving, to the extent possible, on various

committees and policy groups as parent representatives

Student provisions are optional in the compact, but strongly encouraged to share in the responsibilities to improve their academic achievement.

Check your binder to see if your school’s compact meets the new requirements. If not, please resubmit to the parenting office for

copies to be made.

Questions & Answers

Federal Monitoring and Budget Federal Monitoring and Budget ExpendituresExpenditures

Staff DevelopmentStaff Development(Title II and Title V)(Title II and Title V)

Federal Monitoring and Budget Federal Monitoring and Budget ExpendituresExpenditures

Staff DevelopmentStaff Development(Title II and Title V)(Title II and Title V)

Division of Federal and Special ProgramsDivision of Federal and Special ProgramsDepartment of Staff DevelopmentDepartment of Staff Development

Dr. M. Monte Tatom, CoordinatorDr. M. Monte Tatom, Coordinator

The 12 Professional Development Standards

» Standard 1: Learning Communities

» Standard 2: Leadership

» Standard 3: Resources

» Standard 4: Data-Driven

» Standard 5: Evaluation

» Standard 6: Researched-Based

» Standard 7: Design

» Standard 8: Learning

» Standard 9: Collaboration

» Standard 10: Equity

» Standard 11: Quality Teaching

» Standard 12: Family Involvement

Context Professional Development

Standards

» Standard 1 (Learning Communities) – Effective professional development organizes adults into learning communities whose goals are aligned with those of the school, the district, and the state.

» Standard 2 (Leadership) – Effective professional development requires knowledgeable and skillful school and district leaders who actively participate in and guide continuous instructional improvement.

» Standard 3 (Resources) – Effective professional development requires resources to support adult learning and collaboration.

Process Professional Development

Standards» Standard 4 (Data-Driven) – Effective professional

development uses disaggregated student data to determine adult learning priorities, monitor progress, and help sustain continuous improvement.

» Standard 5 (Evaluation) – Effective professional development uses multiple sources of information to guide improvement and demonstrate its impact.

» Standard 6 (Researched-Based) – Effective professional development prepares educators to apply research to decision making.

» Standard 7 (Design) – Effective professional development uses learning strategies appropriate to the intended goal.

» Standard 8 (Learning) – Effective professional development applies knowledge about human learning and change.

» Standard 9 (Collaboration) – Effective professional development provides educators

with the knowledge and skills to collaborate.

Content Professional Development

Standards

» Standard 10 (Equity) – Effective professional development prepares educators to understand and appreciate all students, create safe, orderly and supportive learning environments, and hold high expectations for their academic achievement.

» Standard 11 (Quality Teaching) – Effective professional development deepens educators’ content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately.

» Standard 12 (Family Involvement) – Effective professional development provides educators with knowledge and skills to involve families and other stakeholders appropriately.

A Vision For Professional Development

Adapted from: A New Vision for Staff Development; Sparks and Hirsch; ASCD/NSDC; 1997

Vision for Staff Development

Results-Driven•What do students need to know and be able to do?

•What do educators need to know and be able to do to ensure student success?

•What professional development will ensure that educators acquire necessary knowledge and skills?

Job-Embedded •Happens during work day in the workplace

•Designed to support team learning

•Offered to all teachers, all of the time

•At school, it is everyone’s job to learn

Standards-Based •CONTENT: What knowledge and skills must educators acquire to produce higher levels of learning for all students?

•PROCESS: How will learning be organized to support adult acquisition of new knowledge and skills?

•CONTEXT: How will the organization be structured to support adult learning?

Professional Development

Effective professional development impacts student learning.

It supports high quality teaching, learning and leadership by helping participants:

• deepen their content knowledge• expand their instructional repertoire• integrate technology into their daily work• strengthen their assessment skills.

Professional development must be reframed from: “something that is done to you” to “something everyone does to continue their learning.”

Staff Development Site Visit Report

Monitoring Title II and Title V

• School Staff Development Plan• Instruction by Highly Qualified (HQ)

Teachers/Strategies to Attract HQ Teachers• Building-Based Student Support Team

(BBSST)• Professional Education Personnel

Evaluation (PEPE)• Retract

Date of

Visit

PDCA Focus Area

Date of Activity

SD Strategy Persons(s) Responsible

Location Arrangements Made?

YES NO

                                               

                                               

                                               

                                               

                                               

                                               

                                               

                                               

                                               

                                               

                                               

                                               

                                               

                                               

                                               

                                               

                                               

                                               

                                               

                                               

SAE Professional Development Plan Update

Learning Team Members In Attendance:

Date: Time:Purpose of Meeting:____ Mentoring Meeting____ Plan ____ Examine Student Work____ Solve Instructional Problem ____ Other (specify) ______________ ____________________________

Need-Based Focus for Meeting:

Minutes of Meeting: Action(s) To Be Taken Who Target Date

Administrator Signature____________________________ Date__________________Comments:

+ Rx

PROFESSIONAL LEARNING COMMUNITIES IN ACTION

Coordination & Integration of FundsCoordination & Integration of FundsCoordination & Integration of FundsCoordination & Integration of FundsCharles Johnson, Fiscal AministratorCharles Johnson, Fiscal Aministrator

&&

Jason Petro, School Improvement SpecialistJason Petro, School Improvement Specialist

APPROPRIATE/INAPPROPRIATE USE OF FUNDS

SUPPLEMENT, NOT SUPPLANT• An LEA may use Title I funds only to

supplement and, to the extent practical, increase the level of funds that would , in the absence of Title I funds, be made available from non-Federal sources for the education of children participating in Title I programs. In no case may Title I funds be used to supplant—take the place of—funds from non-Federal sources.

APPROPRIATE/INAPPROPRIATE USE OF FUNDS

• There are several types of programs that meet the supplement, not supplant requirement. Some of these programs may include:– Extended Day (Before-and after-school)– Summer School– Transitional Program

• May not use Title I funds to provide staff that should be provided by the District in the absence of Federal funds such as:– Math Teachers– Science Teachers– English Teachers

-Full Time Facilitator

Electronic Budget Workbooks

•Title I

•Staff Development (Contains Title II and State Allocation)

We will require the use of these workbooks to maintain correct account balances and track the spending of budgeted amounts from the above funds.

The following slides will provide a brief overview of the Electronic Budget Workbooks.

Enter your school’s name.

Enter your cost center number.

Enter total salaries and benefits for positions funded with Title I monies.

Enter your total Title I allocation.

Select an open account to set up your workbook.

Enter the amount budgeted from your Title I allocation for this account.

After completing a requisition or special payroll, you should follow these steps.

1. Open the appropriate workbook i.e., Title I or Staff Development.

2. Select the tab at the bottom of the worksheet which corresponds to the account number on the requisition or special payroll.

3. Enter the date, description, vendor name (if applicable), and the amount of the requisition or special payroll on the worksheet.

4. Reopen the appropriate workbook and enter the purchase order number on the worksheet once the requisition is converted to a purchase order.

5. Reopen the appropriate workbook and enter the date in the far right column of the worksheet when items or services are received.

The highlighted fields should be filled in immediately after the requisition is completed.

Enter this number after it is converted to a purchase order.

Enter the date when the item is received.

Worksheet tab

Questions

&

Answers

Post Check1. List one Annual Measurable Objective for 2005-2006 SY in reading and mathematics for

student performance? Grade___________AMO________________ Grade___________AMO________________ 2. What is Safe Harbor? ______________________________________3. Based on the scenario below, determine the

Current Year status and complete the status box below.

Scenarios

Previous Year Current Year

Made AYPStatus Made

AYP Status

1 NoSchool

Improvement Year 2

Yes

2 Yes

School Improvement Year 2

(Delay)

Yes

Thank You!Thank You!Thank You!Thank You!““Questions & Answers”Questions & Answers”

EvaluationPlus (What worked?) Delta (What can be improved?)

Thank You!Thank You!Thank You!Thank You!““Questions & Answers”Questions & Answers”

Contact InformationContact InformationContact InformationContact InformationDr. Samantha J. IngramDr. Samantha J. Ingram

sbmorris@mcpss.comsbmorris@mcpss.com

251-221-5220251-221-5220