Title I, Part A Technical

Assistance

Duval County Local Education Agency

February 2019

Today’s Topics:

Dates to Remember Digital Compliance and

Monitoring Inventory Planning Ahead

Survey 3 Evidence Based

Practices District Parent and Family

Engagement Activities Questions

Dates to Remember

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The 15th of every month, the day for reimbursement for the previous month

March 31, 2019 – last day for spending for Title I, Part A Schoolwide (non-salaried spending) and Parent and Family Engagement

June 30, 2019 – last day for spending for Title I, Part A Schoolwide salaried

July 15, 2019 – the last day for reimbursement for June expenses for Title I, Part A and for any corrections for the year

March 31, 2019 – the last day for field trips and field experiences for the 2018-19 school year

IMPORTANT DATES

Any Questions?

Digital Compliance

and Monitoring

www.duvalschools.org/federalprograms

Remember – Keep 5 years of

documentation

Online Digital Compliance

System

Any Questions?

Inventory---

Tangible Personal Property

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Chapter 274, Florida Statutes (F.S.) – Tangible

Personal Property Owned by Local Governments.

Chapter 69I-73, Florida Administrative Code (FAC) –

Tangible Personal Property Owned by Local

Governments.

OMB Uniform Grant Guidance (UGG), Section

200.313 – Equipment.

Legal Authorities

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Conditional Title

The concept of “conditional title” has always been in effect, and simply means that equipment ownership vests in the LEA at the time of acquisition and that ownership is contingent on meeting the requirements for use, management, and disposition of the equipment – section 200.313

Section 200.313(a) of the UGG specifies that title for equipment acquired under a Federal award will,

upon acquisition, vest in the LEA as a “conditional title”.

WHY?

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Small attractive items with a purchase value less than $1,000

Portability and desirability of items

Increased risk of loss or without timely detection by management.

Attractive Items

Capitalized items are those that are valued at $1,000 or more. Object

codes under the FDOE Red Book are:

• 621 – Audio/Visual; • 641 – furniture, fixtures and

equipment;• 643 – computer hardware and

technology-related infrastructure; • 648 – technology-related

capitalized furniture, fixtures and equipment;

• 691 – software.

Non-capitalized items are those that are less than $1,000. Object codes

under the FDOE Red Book are:

• 622 – non-capitalized A/V; • 642 – non-capitalized furniture,

fixtures and equipment; • 644 – non-capitalized computer

hardware; • 649 – technology-related non-

capitalized furniture, fixtures and equipment;

• 692 – non-capitalized software.

Capitalized vs. Non-capitalized

Object Codes

Computer Software

Computer Software

1) Systems software2) Application programs

KEEP IN MIND…When software is acquired with computer hardware for a single purchase price and the relative value of the software is material to the total cost, it is necessary to allocate the acquisition cost to both the software and hardware.

a) Identification number(s); b) Description of item(s); c) Physical location;d) Name of custodian;e) In the case of a property group, the number and

description of the component items comprising the group;

f) Name, make, or manufacturer, (if applicable);g) Year and/or model(s), (if applicable);h) Manufacturer’s serial number(s), (if applicable);i) Date acquired;j) Cost or value at the date of acquisitionk) Method of acquisition and, l) Date the item was last physically inventoried and

the condition of the item at that date;m) If disposed of, use or refer to the information

prescribed in Rule 69I-73.005, F.A.C. & FDOE policy guidance;

n) The source of funding for the property;o) Percentage of federal participation;p) Use of equipment; andq) Other information on the individual property

record, as needed.

MASTER PROPERTY RECORDS

Inventory Records

Should be accurate

Should contain all the required components

a) Date of disposition.

b) Authority for disposition (resolution of the governing body properly recorded in the minutes as required by Section 274.07, F.S.).

c) Manner of disposition (sold, donated, transferred, cannibalized, scrapped, destroyed, traded).

d) Identity of the employee(s) witnessing the disposition, if cannibalized, scrapped or destroyed.

e) For items disposed of, a notation identifying any related transactions (such as receipt for sale of the item, insurance recovery, trade-in).

f) For property certified as surplus, reference to documentation evidencing that such property was disposed of in the manner prescribed by Section 274.05 or 274.06, F.S.

PROPERTY DISPOSITION

Disposition Records

Should be accurate

Should contain all the required components

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The individual property records for each item lawfully certified as surplus shall, upon the custodian’s certification, be transferred to a certified surplus property file.

Property Disposition

Property Transfer

For example, an LEA disposing of a computer must wipe the computer of all data containing Personally Identifiable Information (PII)

Without adequate security controls related to the disposal processes, the risk is increased that LEA information may be compromised.

Security Controls

Any Questions?

Planning Ahead

Survey 3

Survey 3

SURVEY 3 TIMELINE

Survey Week February 4-8, 2019

Date Certain February 8, 2019

State Processing February 11 – March 1, 2019

Final Update April 15, 2019

15 383 38 1153 560

CEPProvisionEligibility Survey Application

# Reduced # ReducedDirect Cert.

# FreeDirect Cert.

# Free Provision 2 # Reduced Direct Cert.

# Free Direct Cert.

Lunch Status Codes C or RThe student is enrolled in a USDA

approved Community Eligibility Program (CEP) school.

Lunch Status Code 4The student is enrolled in a USDA

approved Provision 2 school.

Lunch Status Codes 3, E, D, or FThe student’s eligibility is determined at

a school using Eligibility Survey Applications

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Survey 3

2019-2020

2019-2020

2019-2020

2019-2020

2019-2020

2019-2020

100.00%

94.34%

90.00%

72.00%

48.00%

The ability to edit the Number of Children Attending Public Schools and Number of Children from Low-Income Families reported in Survey 3 was removed, with a few exceptions. It’s important if schools are expecting significant increases or expansions, that they notify the district in writing prior to March 1, 2019.

Any Questions?

Evidence-Based Strategies

Scientifically-based

No Child Left Behind

UnpackingEvidence-Based

Level 1: Strong evidence

Level 2: Moderate evidence

Level 3: Promising evidence

Category OneDemonstrates a statistically significant effect on improving student outcomes or other relevant outcomes

Sec. 8101(21)(A)

Level 1: Strong evidenceTo be supported by strong evidence, there must be at least one well-designed and well-implemented experimental study on the intervention.

random sprinkles represent random assignment of participants

Category One

well-formed doughnut shape represents well-designed and well-implemented studies that have a “statistically significant effect” on improving student outcomes or other relevant outcomes

extra sweetness frosting represents the studies use of group conditions

Level 2: Moderate evidenceTo be supported by moderate evidence, there must be at least one well-designed and well-implemented quasi-experimental study on the intervention.

Category One

well-formed doughnut shape represents well-designed and well-implemented studies that have a “statistically significant effect” on improving student outcomes or other relevant outcomes

extra sweetness frosting represents the studies use of group conditions

Level 3: Promising evidenceTo be supported by promising evidence, there must be at least one well-designed and well-implemented correlational study on the intervention.

Category One

well-formed doughnut shape represents well-designed and well-implemented studies that have a “statistically significant effect” on improving student outcomes or other relevant outcomes

Level 4: Demonstrates a rationale(Strong Theory or Under Evaluation)

Demonstrates a rationale based on high-quality research findings or positive evaluation that such activity, strategy, or intervention is likely to improve student outcomes or other relevant outcomes.

Category Two

The Questions to Ask

Currently Know Intended ResultsSet Goals &

Identify Strategies for Planned Work

GAP

SCHOOLWIDE PLANThe State Support Network individual technical assistance addresses the development of a process that is implemented at the local level (thereplicable needs assessment process that takes place within a school and/or district as part of a statewide initiative), as well as the state- ordistrict-level needs assessment project that includes the development, rollout, implementation, and close-out tasks required of the entitymanaging the needs assessment approach across multiple local sites. The technical assistance begins with a discussion of the process thestate and/or district will engage in to develop the needs assessment project, assess the resources and information that can help inform theneeds assessment development, and highlight policy implications and decision-making that may impact the development process. The StateSupport Network individual technical assistance addresses the development of a process that is implemented at the local level (thereplicable needs assessment process that takes place within a school and/or district as part of a statewide initiative), as well as the state- ordistrict-level needs assessment project that includes the development, rollout, implementation, and close-out tasks required of the entitymanaging the needs assessment approach across multiple local sites. The technical assistance begins with a discussion of the process thestate and/or district will engage in to develop the needs assessment project, assess the resources . The State Support Network individualtechnical assistance addresses the development of a process that is implemented at the local level (the replicable needs assessment processthat takes place within a school and/or district as part of a statewide initiative), as well as the state- or district-level needs assessmentproject that includes the development, rollout, implementation, and close-out tasks required of the entity managing the needs assessmentapproach across multiple local sites. The technical assistance begins with a discussion of the process the state and/or district will engage into develop the needs assessment project, assess the resources

The State Support Network individual technical assistance addresses the development of a process that is implemented at the local level (thereplicable needs assessment process that takes place within a school and/or district as part of a statewide initiative), as well as the state- ordistrict-level needs assessment project that includes the development, rollout, implementation, and close-out tasks required of the entitymanaging the needs assessment approach across multiple local sites. The technical assistance begins with a discussion of the process thestate and/or district will engage in to develop the needs assessment project, assess the resources and information that can help inform theneeds assessment development, and highlight policy implications and decision-making that may impact the development process. The StateSupport Network individual technical assistance addresses the development of a process that is implemented at the local level (thereplicable needs assessment process that takes place within a school and/or district as part of a statewide initiative), as well as the state- ordistrict-level needs assessment project that includes the development, rollout, implementation, and close-out tasks required of the entitymanaging the needs assessment approach across multiple local sites. The technical assistance begins with a discussion of the process thestate and/or district will engage in to develop the needs assessment project, assess the resources . The State Support Network individualtechnical assistance addresses the development of a process that is implemented at the local level (the replicable needs assessment processthat takes place within a school and/or district as part of a statewide initiative), as well as the state- or district-level needs assessmentproject that includes the development, rollout, implementation, and close-out tasks required of the entity managing the needs assessmentapproach across multiple local sites. The technical assistance begins with a discussion of the process the state and/or district will engage into develop the needs.

The State Support Network individual technical assistance addresses the development of a process that is implemented at the local level (thereplicable needs assessment process that takes place within a school and/or district as part of a statewide initiative), as well as the state- ordistrict-level needs assessment project that includes the development, rollout, implementation, and close-out tasks required of the entitymanaging the needs assessment approach across multiple local sites. The technical assistance begins with a discussion of the process thestate and/or district will engage in to develop the needs assessment project, assess the resources and information that can help inform theneeds assessment development, and highlight policy implications and decision-making that may impact the development process. The StateSupport Network individual technical assistance addresses the development of a process that is implemented at the local level (thereplicable needs assessment process that takes place within a school and/or district as part of a statewide initiative), as well as the state- ordistrict-level needs assessment project that includes the development, rollout, implementation, and close-out tasks required of the entitymanaging the needs assessment approach across multiple local sites. The technical assistance begins with a discussion of the process thestate and/or district will engage in to develop the needs assessment project, assess the resources . The State Support Network individualtechnical assistance addresses the development of a process that is implemented at the local level (the replicable needs assessment processthat takes place within a school and/or district as part of a statewide initiative), as well as the state- or district-level needs assessmentproject that includes the development, rollout, implementation, and close-out tasks required of the entity managing the needs assessmentapproach across multiple local sites. The technical assistance begins with a discussion of the process the state and/or district will engage into develop the needs

The State Support Network individual technical assistance addresses the development of a process that is implemented at the local level (thereplicable needs assessment process that takes place within a school and/or district as part of a statewide initiative), as well as the state- ordistrict-level needs assessment project that includes the development, rollout, implementation, and close-out tasks required of the entitymanaging the needs assessment approach across multiple local sites. The technical assistance begins with a discussion of the process thestate and/or district will engage in to develop the needs assessment project, assess the resources and information that can help inform theneeds assessment development, and highlight policy implications and decision-making that may impact the development process. The StateSupport Network individual technical assistance addresses the development of a process that is implemented at the local level (thereplicable needs assessment process that takes place within a school and/or district as part of a statewide initiative), as well as the state- ordistrict-level needs assessment project that includes the development, rollout, implementation, and close-out tasks required of the entitymanaging the needs assessment approach across multiple local sites. The technical assistance begins with a discussion of the process thestate and/or district will engage in to develop the needs assessment project, assess the resources . The State Support Network individualtechnical assistance addresses the development of a process that is implemented at the local level (the replicable needs assessment processthat takes place within a school and/or district as part of a statewide initiative), as well as the state- or district-level needs assessmentproject that includes the development, rollout, implementation, and close-out tasks required of the entity managing the needs assessmentapproach across multiple local sites. The technical assistance begins with a discussion of the process the state and/or district will engage into develop the needs.The State Support Network individual technical assistance addresses the development of a process that is implemented at the local level (thereplicable needs assessment process that takes place within a school and/or district as part of a statewide initiative), as well as the state- ordistrict-level needs assessment project that includes the development, rollout, implementation, and close-out tasks required of the entitymanaging the needs assessment approach across multiple local sites. The technical assistance begins with a discussion of the process thestate and/or district will engage in to develop the needs assessment project, assess the resources

evidence-based?

Decision Processes

Talk to Experts

Build Communities

Online Support Sites

•U.S. Department of Education, Non-Regulatory Guidance: Using Evidence to Strengthen Education Investments (2016) -https://ed.gov/policy/elsec/leg/essa/guidanceuseseinvestment.pdf

•Evidence for ESSA – https://www.evidenceforessa.org/•What Works Clearinghouse – https://ies.ed.gov/ncee/wwc/•Regional Educational Laboratory Program REL) – https://ies.ed.gov/ncee/edlabs/ •Education Resources Information Center (ERIC) – https://eric.ed.gov/•Florida Center for Reading Research – http://fcrr.org/essa/

Resources

Any Questions?

Anything for the Good of the Group?

Budgeting for combined funding projects across

programs?Submitted in the survey system prior to the session…

World of Nations District Parent and Family Engagement

EventFebruary 19, 2019 at

10:00 am and 6:00 pm

Any Questions?

Contact UsNiki Micheau

micheaun@duvalschools.org

Claire Johnson

johnsonm@duvalschools.org

Rebecca Bishop

bishopr@duvalschools.org

(904)390-2123

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