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Fall 2010 Title I Technical Assistance &
Networking Session
Massachusetts Department of Elementary and Secondary
Education
October 5, 2010
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Intended Outcomes for TodayParticipants will leave the meeting with:
1. Increased knowledge regarding selected Title I programmatic elements & requirements
2. Increased familiarity with ESE Title I resources
3. Expanded opportunities for inter-district networking
4. Increased understanding of Framework for Accountability & Assistance
Accountability
Review & approve District & School Improvement Plans
· Provide District Analysis and ReviewTool (DART) for every district & school in Levels 1-5;
· Conduct district reviews for randomlyselected districts
Provide VOLUNTARY Access to online models & toolsDART, District Data Team Toolkit, planning tools and templates, self-assessment resources,, teacher working condition survey, classroom observation protocols, promising practice examples, etc.
SUGGEST assistanceAbove plus targeted assistance for identified student groups, professional development opportunities, etc.
Give PRIORITY for assistanceAbove plus assistance: guided self-assessment, planning guidance, etc.
REQUIRE InterventionAbove plus ESE appoints Assistance Liaison to coordinateIntervention;provide Guidance for intervention strategies and progress bench-marks
Conduct district reviews for randomly selected districts
Conduct selective districtreviews
Commissioner appoints Accountability Monitor; conduct or use recent district review; guide the district’s development of an Intervention Plan; approve
Turnaround Plan for Level 4 Schools
Use District Analysis and Review Tool (DART) and other data to revise Improvement Plans
Collaborate with ESE on Intervention Plan; use it to develop district and school intervention strategies and progress
benchmarks
· Review level of implementation of district standards and indicators
· Review Conditions for School Effectiveness
· Review promising practice examples
· Complete ESE’s district self-assessment process
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Framework for District Accountability and Assistance2010-2011
Joint District-ESE Governance
Level Designations
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2
3
4
5
The district has no schools in corrective action or restructuring for subgroups and/or in the aggregate
The district has one or more schools in corrective action or restructuring status under NCLB for subgroups and/or in the aggregate
Districts enter Level 4 when:
(a) the Commissioner designates the district Level 4 based on District Accountability Review findings; or
(b) the district has one or more schools identified as a Level 4 School on the basis of quantitative criteria (absolute achievement, annual growth rate, and improvement trend as measured by MCAS)
Districts declared Level 5 based on the following:(a) a fact-finding review concludes that the district requires stronger intervention(b) district is unable to present an acceptable Intervention Plan and/or meet the progress benchmarks; or
Schools declared Level 5 when district intervention at one or more Level 4 school(s) does not yield sufficient improvement
Use ESE’s self-assessment process to revise improvement plans and strategies for monitoring and implementing them
Assistance
District Actions District Actions
State Actions State Actions
A note on federal special education accountability designations:ESE places each district in one of five levels of accountability related to compliance with special education law and regulation:Level 1 = Meets RegulationLevel 2 = At RiskLevel 3 = Needs Technical AssistanceLevel 4 = Needs Intervention Level 5 = Needs Substantial InterventionPlacement at one of the above levels related to special education compliance does NOT mean that the district is placed at the same level for overall accountability and assistance. That placement is made on the basis of the legend on the left
· Consider using ESE’s district self-assessment process to assess the
level of implementation of district standards and indicators· Consider how each identified
school can strengthen implementation of the Conditions for School Effectiveness
· Implement strategies for meeting priority
indicators· Implement Conditions for
School Effectivenessat eachidentifiedschool
Levels 1-2 based on NCLB
Accountability Determinations
August 2010
The district has one or more Level 3 schools (the lowest-performing 20% based on absolute achievement and improvement trend as measured by MCAS [and annual growth rate starting in 2011) and no Level 4 schools
· Develop plans to implement Conditions for School Effectiveness at each identified school
For Level 4 Schools, complete turnaround plan
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Tiered Assistance and Intervention
Intervention
AssistanceMost
A Few
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Accountability Linked to AssistanceState Actions linked to District Actions
District Actions District ActionsState Actions State Actions
Accountability Assistance
* At Level 5 the state assumes major authority and responsibility to intervene to require changes in district policy and practice
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5 Co-Govern*
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School and District Level Designations*
Districts with no schools in corrective action or restructuring
Districts with schools in corrective action or in restructuring
Districts with one or more schools among the lowest-performing 20% based on quantitative indicators
Districts identified by quantitative and qualitative indicators through a district review; districts with one or more schools among the lowest-performing and least improving 2% based on quantitative indicators
Districts or schools declared by the Board as requiring "Joint District-ESE Governance"
*Does not include charter schools
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Distribution of Districts* - 2010
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2
3
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5*Does not include Charter Schools
**4 districts were placed in Level 4 for district-wide issues and 8 districts were placed in Level 4 for one or more Level 4 schools
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Relationship between State and Federal Accountability Requirements for Level 1 Districts
Level 1: Occurs when the most serious designation of any school in the district is Level 1
Planning Requirements Communication Requirements Fiscal Requirements
· Review and revise District and School Improvement Plans with respect to the level of implementation of District Standards and Indicators and the Conditions of School Effectiveness.
· Districts identified for Improvement or in Corrective Action must notify parents/guardians of each child enrolled in the district of district’s NCLB Accountability Status.
· Districts identified for Improvement must reserve not less than 10 percent of their Title I, Part A funds for high-quality professional development specifically designed to address the academic achievement problems that caused the district to be identified.
· Districts identified for Improvement may transfer no more than 30 percent of the funds allocated to them under Titles II-A, II-D, and IV. Moreover, all transferred funds must be used for improvement activities as outlined in the district’s improvement plan.
· Districts in Corrective Action may not transfer funds between Titles II-A, II-D, and IV while in Corrective Action.
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Relationship between State and Federal Accountability Requirements for Level 2 Districts
Level 2: Occurs when the most serious designation of any school in the district is Level 2
Planning Requirements Communication Requirements
Fiscal Requirements
· Use online models and tools such as the District Analysis and Review Tool (DART) to review and revise District and School Improvement Plans with respect to the level of implementation of District Standards and Indicators and the Conditions of School Effectiveness.
· Consider using ESE’s District Self-Assessment (available winter 2010-2011).
· Districts identified for Improvement or in Corrective Action must notify parents/guardians of each child enrolled in the district of district’s NCLB Accountability Status.
· Districts identified for Improvement must reserve not less than 10 percent of their Title I, Part A funds for high-quality professional development specifically designed to address the academic achievement problems that caused the district to be identified.
· Districts identified for Improvement may transfer no more than 30 percent of the funds allocated to them under Titles II-A, II-D, and IV. Moreover, all transferred funds must be used for improvement activities as outlined in the district’s improvement plan.
· Districts in Corrective Action may not transfer funds between Titles II-A, II-D, and IV while in Corrective Action.
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Relationship between State and Federal Accountability Requirements for Level 3 Districts
Level 3: Occurs when the most serious designation of any school in the district is Level 3
Planning Requirements Communication Requirements
Fiscal Requirements
· Review and revise District and School Improvement Plans with respect to the level of implementation of District Standards and Indicators and the Conditions of School Effectiveness.
· With assistance from the appropriate District and School Assistance Center (DSAC), use ESE’s Conditions for School Effectiveness Self-Assessment to fulfill the requirement to complete an ESE-approved self-assessment process at the district level.
· Districts identified for Improvement or in Corrective Action must notify parents/guardians of each child enrolled in the district of district’s NCLB Accountability Status.
· Districts identified for Improvement must reserve not less than 10 percent of theirTitle I, Part A funds for high-quality professional development specifically designed to address the academic achievement problems that caused the district to be identified.
· Districts identified for Improvement may transfer no more than 30 percent of the funds allocated to them under Titles II-A, II-D, and IV. Moreover, all transferred funds must be used for improvement activities as outlined in the district’s improvement plan.
· Districts in Corrective Action may not transfer funds between Titles II-A, II-D, and IV while in Corrective Action.
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BerkshiresPioneerValley Central Northeast
Greater Boston
Southeast
6 District and School Assistance CentersGive Priority Assistance to Level 3 Districts
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Relationship between State and Federal Accountability Requirements for Level 4 Districts
Level 4: Occurs when the most serious designation of any school in the district is Level 4, or the district is placed in Level 4 as the result of a district review
Planning Requirements Communication Requirements
Fiscal Requirements
· If the district has been placed in Level 4 based on findings from a district review, collaborate with ESE in revising the District Improvement Plan to implement strategies for meeting priority District Standards and Indicators.
· For Level 4 schools, create and implement the state Turnaround Plan.
· Districts identified for Improvement or in Corrective Action must notify parents/guardians of each child enrolled in the district of district’s NCLB Accountability Status.
· Districts identified for Improvement must reserve not less than 10 percent of theirTitle I, Part A funds for high-quality professional development specifically designed to address the academic achievement problems that caused the district to be identified.
· Districts identified for Improvement may transfer no more than 30 percent of the funds allocated to them under Titles II-A, II-D, and IV. Moreover, all transferred funds must be used for improvement activities as outlined in the district’s improvement plan.
· Districts in Corrective Action may not transfer funds between Titles II-A, II-D, and IV while in Corrective Action.
Tools to Help in Answering Key Questions in the Cycle of Continuous Improvement
All tools are available online at www.doe.mass.edu/sda except those noted with an asterisk. For further information, contact [email protected].
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Where to Go for More Informationhttp://www.doe.mass.edu/sda/
• Framework for District Accountability and Assistance:http://www.doe.mass.edu/sda/framework/default.html
• 2010-11 Massachusetts School & District Accountability and Assistance Levels & Required Action: http://www.doe.mass.edu/sda/ayp/2010/statuschart.doc
• School Leader's Guide to the 2010 Accountability Reports: http://www.doe.mass.edu/sda/ayp/2010/schleadersguide.doc
• For a list of all accountability-related federal guidance, type “guidance” into the ESE search box at http://www.doe.mass.edu/
• Conditions for School Effectiveness Self-Assessment: http://www.doe.mass.edu/sda/regional/
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Agenda Overview
• Opening Remarks
• Announcements & Updates
• Small Group Sessions• Details in Folders
• Info Desk (all morning)
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FY11 Title I Grants• Review status as of October 1
– ARRA Title I: 217 of 260 received– Regular Title I: 338 out of 364 received
• FY11 Carryover of FY10 Funds– Notification / application sent after FR-1 processing, or– Upon request for districts that amended down their regular
FY10 grant before mid-April
• Submission Deadline: December 31, 2010– ARRA (full balance), Regular, Carryover
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FY11 Title I Grants• Amendments
– Required when there is:• significant change in program objectives; or• increase or decrease in total amount of grant; or• increase in a line of the budget exceeds $100 or 10% of
the line (whichever is greater), or exceeds $10,000
– Narrative details:• why district is proposing a change• how the change will improve provision of Title I services• Update to Forms 1 & 2
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Title I Program Review / Monitoring
Logistics– Same year as Coordinated Program Review
[See www.doe.mass.edu/pqa/review/]– Primarily desk-based– Requires submission of various materials
• the district’s Title I ‘Administrative Handbook’– Timeline: Winter – Spring– Notification of findings and required actions, if any,
near end of school year
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Title I Program Review / Monitoring
Prevalent Findings from FY10
– Supplement not Supplant policies and procedures
– Parent/guardian involvement policies & school/family compacts
– Time and effort reporting
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Title I Program Resources / Monitoring
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Title I Web Resources
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Detailed Agenda9:20 – 10:15 Session 1
A Grant Maintenance B Comparability Determinations & Reporting C Supplemental Educational Services D Title I Needs Assessment / Program Evaluation Process Princess Regional Networking: Berkshires, Pioneer Valley, Central
10:25 – 11:20 Session 2
A Grant Maintenance B Comparability Determinations & Reporting C Supplemental Educational Services D Private School Services Oversight Princess Regional Networking: Southeast
11:30 – 12:25 Session 3
A Grant Maintenance B Internal Controls - Time & Effort / Audit Findings C Parent/Guardian Involvement D Title I Program Review Preparation Princess Regional Networking: Greater Boston & Northeast
