Office of Federal/State Compensatory Programs Program Staff: Elia M. Juarez, Director email -...

Office of Federal/State Compensatory ProgramsOffice of Federal/State Compensatory ProgramsProgram Staff:Program Staff:

Elia M. JuarezElia M. Juarez, Director , Director email - [email protected] - [email protected]

Estela delaGarzaEstela delaGarza, Federal Programs Coordinator, Federal Programs Coordinator and Homeless Liaison and Homeless Liaison

email - [email protected] - [email protected]

Veronica BurgoaVeronica Burgoa, Migrant Program Coordinator, Migrant Program Coordinatoremail [email protected] [email protected]

Elsa CantuElsa Cantu, After School Program Coordinator, After School Program Coordinatoremail – [email protected] – [email protected]

Nora GutierrezNora Gutierrez, State Compensatory Programs Coordinator, , State Compensatory Programs Coordinator, email – [email protected] – [email protected]

Liz RaymondLiz Raymond, Even Start Program Coordinator, Even Start Program Coordinatoremail – [email protected] – [email protected]

Federal and State Compensatory ProgramsFederal and State Compensatory Programs

Title I, Part A, Improving Basic ProgramsTitle I, Part A, Improving Basic Programs Title I, Part B, Subpart B – Even StartTitle I, Part B, Subpart B – Even Start Title I, Part C – Migrant EducationTitle I, Part C – Migrant Education Title II, Part A – Teacher/Principal Training and Recruiting Title II, Part A – Teacher/Principal Training and Recruiting Title II, Part D – Enhancing Education Through Title II, Part D – Enhancing Education Through

TechnologyTechnology Title III, LEP – Managed by the Dept. Of Inst.Title III, LEP – Managed by the Dept. Of Inst. Emma Leza, Bilingual DirectorEmma Leza, Bilingual Director Title IV, Part A- Safe and Drug Free Schools and Title IV, Part A- Safe and Drug Free Schools and

CommunitiesCommunities Title V, Part A – Innovative ProgramsTitle V, Part A – Innovative Programs State Compensatory EducationState Compensatory Education Homeless Education – McKinney-Vento ActHomeless Education – McKinney-Vento Act After School Program After School Program * * Note: Non-Federal or State funded. Note: Non-Federal or State funded.

This Program is self sufficient This Program is self sufficient

Federal and State Compensatory Federal and State Compensatory ProgramsPrograms

Fiscal ManagementFiscal Management Beyond MOE, supplement, not supplantBeyond MOE, supplement, not supplant Use of FundsUse of Funds Reasonable, necessary and AllowableReasonable, necessary and Allowable Documentation:Documentation: 1. NO IMPLEMENTATION WITHOUT 1. NO IMPLEMENTATION WITHOUT DOCUMENTATIONDOCUMENTATION 2. Budget/expenditures (CIP)2. Budget/expenditures (CIP) 3. Internal Controls across 3. Internal Controls across campuses/departmentscampuses/departments

Federal and State Compensatory Federal and State Compensatory ProgramsPrograms

Recent TrendsRecent Trends Renewed focus on ComplianceRenewed focus on Compliance State’s Monitoring of districtsState’s Monitoring of districts Compliance ValidationCompliance Validation - Review District’s Documentation- Review District’s Documentation Application/Compliance ReportsApplication/Compliance Reports District/Campus PlansDistrict/Campus Plans - Ask for documentation to validate self- - Ask for documentation to validate self-

reporting resultsreporting results

Federal and State Compensatory ProgramsFederal and State Compensatory ProgramsRECENT TRENDSRECENT TRENDS

School VisitsSchool Visits - More School visits- More School visits - Urban and Rural- Urban and Rural More specific findingMore specific finding - Name Specific Schools- Name Specific Schools - Detail Specific Incidents- Detail Specific Incidents * unallowable expenditures * unallowable expenditures Prescriptive Corrective ActionsPrescriptive Corrective Actions - Both State and district level- Both State and district level - Payback - Payback

MythbustersMythbusters

Documentation does Documentation does NOTNOT have to be have to be difficult or time consumingdifficult or time consuming

REMEMBERS: REMEMBERS: NO IMPLEMENTATION NO IMPLEMENTATION WITHOUT DOCUMENTATIONWITHOUT DOCUMENTATION

•There is no secret to maintaining documentation

•There are no new scientific methods of preserving documentation for review…

Surface level documentation, may still not show the depth of program implementation needed to avoid being “hit.”

But, by following guidance, we can chart our course and navigate in the right direction.

By providing appropriate, in-depth documentation, we can steer clear and

miss the “sinking” caused by a lack of sufficient documentation.

Surface level documentation, may still not show the depth of program implementation needed to avoid being “hit.”

Title I, Part A-Parent InvolvementTitle I, Part A-Parent Involvement

Monitoring visits data indicate that parent Monitoring visits data indicate that parent involvement requirementsinvolvement requirements– Has the highest non-compliance rateHas the highest non-compliance rate– Are the least documentedAre the least documented

USDE indicates that over a three year period, USDE indicates that over a three year period, parent involvement non-compliance has parent involvement non-compliance has increased increased

Parent Involvement is a key focus in WashingtonParent Involvement is a key focus in Washington– President Bush’s recent speechPresident Bush’s recent speech– Reauthorization focusReauthorization focus

Comprehensive needs assessmentComprehensive needs assessment Funds must be used for documented needs as Funds must be used for documented needs as

identified in a comprehensive needs assessmentidentified in a comprehensive needs assessment Incorporated into District and Campus Incorporated into District and Campus

Improvement PlansImprovement Plans

District/Campus PlanningDistrict/Campus Planning

Title I, Part ATitle I, Part A

Allowable Use of FundsAllowable Use of Funds --Title I, Part A funds must be expended for programs, Title I, Part A funds must be expended for programs,

activities, and strategies that are scientifically based on activities, and strategies that are scientifically based on research and meet needs (identified in the campus’ research and meet needs (identified in the campus’ comprehensive needs assessment process) that are listed comprehensive needs assessment process) that are listed in the CIPin the CIP

- School-wide Programs: On school-wide program - School-wide Programs: On school-wide program campuses, you may use Title I, Part A funds for activities campuses, you may use Title I, Part A funds for activities that are part of the CIP to improve student performance that are part of the CIP to improve student performance and upgrade the entire educational program. In a school-and upgrade the entire educational program. In a school-wide program, the amount of Title I, Part A funding on the wide program, the amount of Title I, Part A funding on the campus must be supplemental.campus must be supplemental.

Title I, Part ATitle I, Part ARegardless of which types of Title I, Part A, programs you operate, it is possible Regardless of which types of Title I, Part A, programs you operate, it is possible that some Title I, Part A, administrative, professional development, parentalthat some Title I, Part A, administrative, professional development, parentalinvolvement, or even instructional activities are conducted through the centralinvolvement, or even instructional activities are conducted through the centraloffice.office.

You should be able to respond appropriately to and maintain documentation forYou should be able to respond appropriately to and maintain documentation foreach of the following questions to determine whether an expenditure would beeach of the following questions to determine whether an expenditure would beallowable.allowable.1.1. Is the program, activity, or strategy, reasonable and necessary to carrry out the intent and Is the program, activity, or strategy, reasonable and necessary to carrry out the intent and

purpose of the program?purpose of the program?2.2. Does the program, activity, or strategy address a need previously identified in the campus Does the program, activity, or strategy address a need previously identified in the campus

comprehensive needs assessment?comprehensive needs assessment?3.3. Is the program, activity, or strategy to be funded described in the campus or district Is the program, activity, or strategy to be funded described in the campus or district

improvement plan before the decision of whether to pay the expenditure from Title I Part A, improvement plan before the decision of whether to pay the expenditure from Title I Part A, funds?funds?

4.4. How will the program, activity, or strategy be evaluated to measure a positiave impact on How will the program, activity, or strategy be evaluated to measure a positiave impact on student achievement?student achievement?

5.5. If for a school-wide campus, will the program, activity, or strategy upgrade the entire If for a school-wide campus, will the program, activity, or strategy upgrade the entire educational program on the campus?educational program on the campus?

6.6. Is the program, activity, or strategy supplemental to other nonfederal programs? On a Is the program, activity, or strategy supplemental to other nonfederal programs? On a school-wide program, the amount of Title I, Part A, funding on the campus must be school-wide program, the amount of Title I, Part A, funding on the campus must be supplemental. supplemental.

Title I, Part C Migrant EducationTitle I, Part C Migrant Education

Office of Inspector General/USDE Federal Monitoring Visit Office of Inspector General/USDE Federal Monitoring Visit Immediate Challenges:Immediate Challenges: - Comprehensive Needs Assessment- Comprehensive Needs Assessment - Service Delivery Plan- Service Delivery Plan - Appropriate Use of Migrant Funds- Appropriate Use of Migrant Funds - Priority for Service Migrant Students Plan- Priority for Service Migrant Students Plan - Required Campus Documentation- Required Campus Documentation Migrant Survey (registration Packet)Migrant Survey (registration Packet) Campus Intervention StrategiesCampus Intervention Strategies

Title II, Part A Teacher and Principal Title II, Part A Teacher and Principal Training and RecruitingTraining and Recruiting

Allowable ActivitiesAllowable Activities Recruiting, Hiring, and Retention of Recruiting, Hiring, and Retention of

Highly Qualified PersonnelHighly Qualified Personnel Improving the Quality of Teacher andImproving the Quality of Teacher and

Paraprofessional Work ForceParaprofessional Work Force Professional DevelopmentProfessional Development Reducing Class-SizeReducing Class-Size

What You Need to Know What You Need to Know About Title IV, Part AAbout Title IV, Part A

A: Needs AssessmentA: Needs Assessment

B: Principles of EffectivenessB: Principles of Effectiveness

C: Program RequirementsC: Program Requirements

Intent & Purpose of Title IV, Safe Intent & Purpose of Title IV, Safe and Drug Free Schools and and Drug Free Schools and

CommunitiesCommunities Support comprehensive programs to Support comprehensive programs to

prevent drug-use and violence in schoolsprevent drug-use and violence in schools Involve parents and communitiesInvolve parents and communities Coordinate with other federal, state, and Coordinate with other federal, state, and

community efforts, using the Principles of community efforts, using the Principles of EffectivenessEffectiveness

Needs AssessmentNeeds Assessment

Look back as well as ahead.Look back as well as ahead. What is your school doing?What is your school doing? Is it working?Is it working?

Auditable DataAuditable Data

How do you know a program is working?How do you know a program is working?What are your performance measures?What are your performance measures?

Do you have these set up to produce Do you have these set up to produce auditable data?auditable data?

Auditable DataAuditable Data

Objective, quantifiable numbersObjective, quantifiable numbers Documentation to support those numbersDocumentation to support those numbers

Examples of DataExamples of Data

PEIMS 425 RecordPEIMS 425 Record Gun-Free Schools ReportGun-Free Schools Report School Safety Choice Option ReportSchool Safety Choice Option Report Annual Program EvaluationsAnnual Program Evaluations Survey resultsSurvey results Other variables identified through Other variables identified through

scientifically-based researchscientifically-based research

Review History of ProgramsReview History of Programs

What, if any, identifiable trends?What, if any, identifiable trends? Does your data support your observations?Does your data support your observations? Does a program need to be tweaked or Does a program need to be tweaked or

changed?changed? Have you given it a chance to work?Have you given it a chance to work?

Principles of Effectiveness: 1Principles of Effectiveness: 1

Assessments of objective data concerning Assessments of objective data concerning the drug and violence problems in the the drug and violence problems in the school and community served.school and community served.


Performance Measures: Performance Measures:

indicators to show progress toward indicators to show progress toward your established goals your established goals


Scientifically Based Research: Scientifically Based Research:

Evidence that the strategies used prevent or Evidence that the strategies used prevent or reduce drug use and violence.reduce drug use and violence.


Analysis of Risk FactorsAnalysis of Risk Factors– Academic failureAcademic failure– Poor attitudePoor attitude– Weak social tiesWeak social ties– Antisocial peersAntisocial peers– Gang membershipGang membership– Abusive parentAbusive parent– NeglectNeglect

Principles of Effectiveness: 4Principles of Effectiveness: 4Protective FactorsProtective Factors

Positive influences on youthsPositive influences on youths Strong family valuesStrong family values Religious beliefsReligious beliefs Team sportsTeam sports Community groups that offer assetsCommunity groups that offer assets Buffers such as peer influence, jobsBuffers such as peer influence, jobs Community attitudes, climate of supportCommunity attitudes, climate of support


ConsultationConsultation– Ongoing, meaningful consultation with parents Ongoing, meaningful consultation with parents


EvaluationEvaluation– RefineRefine– ImproveImprove– Strengthen programStrengthen program– Make results available to the publicMake results available to the public

Title V, InnovativeTitle V, Innovative Intent and PurposeIntent and Purpose1.1. Support local education reform efforts that are consistent with and support Support local education reform efforts that are consistent with and support

statewide education reform strategiesstatewide education reform strategies2.2. Provide funding to enable State educational agencies and LEA’s to Provide funding to enable State educational agencies and LEA’s to

implement promising educational reform programs and school improvement implement promising educational reform programs and school improvement programs based on scientifically based researchprograms based on scientifically based research

3.3. Provide a continuing source of innovation and educational improvement, Provide a continuing source of innovation and educational improvement, including support programs to provide library services and instructional and including support programs to provide library services and instructional and media materialsmedia materials

4.4. Meet the educational needs of all students, including at-risk youthMeet the educational needs of all students, including at-risk youth5.5. Develop and implement education programs to improve school, student, and Develop and implement education programs to improve school, student, and

teacher performance, including professional development activities and teacher performance, including professional development activities and class-size reduction programsclass-size reduction programs

Funding is currently being used for the Practice Until Scores are High ProgramFunding is currently being used for the Practice Until Scores are High Program(PUSH)(PUSH)

Homeless EducationHomeless EducationMcKinney Vento ActMcKinney Vento Act

Requires School Districts to ensureRequires School Districts to ensureThat they will adopt:That they will adopt:1.1. Policies and practices (Homeless Plan and Training)Policies and practices (Homeless Plan and Training)2.2. Personnel (Homeless Liaison)Personnel (Homeless Liaison)3.3. TransportationTransportation4.4. Student Residency QuestionaireStudent Residency Questionairefor youth who are homelessfor youth who are homelessNote: Under the umbrella of Title I, monies need to be set Note: Under the umbrella of Title I, monies need to be set

aside (1%) to ensure that the LEA is in compliance with aside (1%) to ensure that the LEA is in compliance with the law and its requirementsthe law and its requirements..

SCESCEState Compensatory ProgramsState Compensatory Programs

Compensatory Education is defined in law as Compensatory Education is defined in law as programs and/or services designed to supplement the regular education program for students identified as at risk of dropping out of school. The purpose

is to increase the academic achievement and reduce the drop out rate of these students.

Law requires the DIP/CIP to serve as the primary record supporting Law requires the DIP/CIP to serve as the primary record supporting expenditures for the SCE programexpenditures for the SCE program

CIP must include the following:CIP must include the following: Amt. of SCE funds allocated for resource and staff, comprehensive needs Amt. of SCE funds allocated for resource and staff, comprehensive needs

assessment, Identified strategies, Supplemental financial resources for SCE, assessment, Identified strategies, Supplemental financial resources for SCE, Measurable Performance Objectives, timelines, formative/summative Measurable Performance Objectives, timelines, formative/summative evaluation criteriaevaluation criteria

Use of Funds FormsUse of Funds Forms Programs must be designed on the needs of students at risk of dropping Programs must be designed on the needs of students at risk of dropping

out of schoolout of school

SCESCEA SCE program implemented under the flexibility of a Title I,A SCE program implemented under the flexibility of a Title I,Part A School-wide program will follow the same rules andPart A School-wide program will follow the same rules andregulations that govern the Title I, Part A Program.regulations that govern the Title I, Part A Program. Supplement Not Supplant _ SCE should be a supplementary Supplement Not Supplant _ SCE should be a supplementary

compensatory, compensatory, intensive or acceleratedintensive or accelerated instruction program instruction program (supplemental to the costs of the regular education program)(supplemental to the costs of the regular education program)

Please Keep in Mind that the purpose of the SCE program is to improve Please Keep in Mind that the purpose of the SCE program is to improve student performance student performance through direct instructional servicesthrough direct instructional services to students to students at at risk of dropping outrisk of dropping out of school: of school: The more removed services are from the The more removed services are from the student, the more the resources are diluted and the more difficult it student, the more the resources are diluted and the more difficult it becomes for the school district to:becomes for the school district to:

Defend the use of the SCE funds and to justify the effectiveness of theDefend the use of the SCE funds and to justify the effectiveness of theprogram in improving student performance.program in improving student performance.

Note: Flexibility does not equal FREE use of the SCE moneyNote: Flexibility does not equal FREE use of the SCE money

After School Child Care ProgramAfter School Child Care Program

AFTER SCHOOL CHILDCARE PROGRAMAFTER SCHOOL CHILDCARE PROGRAM Available at elementary schools only (22 campuses)Available at elementary schools only (22 campuses) Self sustaining programSelf sustaining program Provided for the working parents of the individual campusProvided for the working parents of the individual campus Follows strict guidelines due to liability issuesFollows strict guidelines due to liability issues Coordination and cooperation between campus and ASP office vital. Coordination and cooperation between campus and ASP office vital.

For example, KRONOS, tutorials, deposits, custodial issues, space For example, KRONOS, tutorials, deposits, custodial issues, space availability for equipment, use of rooms. availability for equipment, use of rooms.

Pay Roll deduction for UISD ParentsPay Roll deduction for UISD Parents Number of Staff: 1 Coordinator, 7 Supervisors, over 100 Number of Staff: 1 Coordinator, 7 Supervisors, over 100

Caregivers/substitute caregivers and 1,600 studentsCaregivers/substitute caregivers and 1,600 students Security GuardsSecurity Guards

Office of Federal/State Compensatory Programs Program Staff: Elia M. Juarez, Director email -...

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