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Region 10 Federal Program Director’s Meeting
November 10, 2015
WelcomeToday’s Presenters
● Amber Lasseigne, Assistant Director Region 10● Myra Scrabeck, Title III/Title I Part C/BE/ESL Program Coordinator● Natosha Scott, Program Coordinator● Becky Book, Title I Consultant● Nerissa Erickson, Title I Consultant● Laura Griffin, PNP Consultant ● Lauren McKinney, Parent Involvement and Dropout Consultant● David Ray, Homeless Education Consultant
PBMAS
State Accountability
● Federal Groups● District Level Report
Staging in TEASE ISAM
● TAA letter 10-23-15● Accountability
Submission Chart
Staged districts follow TAIS process
Performance-Based Monitoring Assessment
System
PBMAS Guidance Documents
www.tea.texas.gov/pmi● PMBAS Manual● Intervention Guidance for each program area● Link to Texas Accountability Intervention System guides● Link to TAIS Targeted Improvement Plan
TEASE ISAM: ● Staging Information ● TEA contacts ● Submission Requirements
PBMAS Contacts at Region 10
Myra Scrabeck: BE/ESL [email protected]
Travis Waddell: CTE [email protected]
Jasmine John: NCLB [email protected]
Anna Griffiths: Special Education [email protected]
Lorna Bonner: Data Validation [email protected]
Title III Accountability: AMAOs
Annual Measurable Achievement Objectives
Three Objectives:
● Progress
● Attainment
● State Assessments and Graduation Rate:○ Performance and Participation for Reading/Math at Federal Standards
○ LEP Graduation Rate
Timelines?
● TEA’s proposal for AMAOs standards for 2013-14 and 2014-15
still under consideration at USDE
● No indication of when and if those will be finally approved
● As soon as final decisions are made, TEA will notify districts.
● In the meantime, districts can look at Federal Safeguards data
for ELLs to determine if intervention is needed.
AMAOs Professional Development
TEA has developed online modules and guides:
● Title III Overview and Purpose
● Title III Accountability Overview
● Considerations for Intervention Planning
Note: Region 10 will distribute the guides and schedule any necessary training sessions as
soon as we receive further information regarding the AMAOs release and release of the
online training modules.
AMAOs and AMOsAMAOs: Annual Measurable ACHIEVEMENT Objectives
● Specific to Title III● 3 Objectives
AMOs: Annual Measurable Objectives: Federal System Safeguards
● Federal System Safeguards released mid-October: 83% standard● 2015 Accountability Manual, Chapter 8 for detailed information● TEA email to Superintendents 10/13/2015 noting posting on TEASE● 2015 data will be used to determine the 2 lowest performing
racial/ethnic groups for 2016 Index 3.
USDE Resources for ELLshttp://www2.ed.gov/about/offices/list/ocr/ellresources.html :
● Dear Colleague Letter (Joint Guidance DOJ and OCR)● English Learner Toolkit● Spanish Resources● Parent Resources
http://www2.ed.gov/about/overview/focus/supporting-undocumented-youth.pdf
Resource Guide for Supporting Undocumented Youth
Parent and Community Engagement
Consultant: Lauren A. McKinney
www.Region10.org/Dropout
www.Region10.org/ParentInvolvement
(972) 348 - 1748
@R10_Comm_Parent
www.Region10.org/ParentInvolvement
Statewide Parental Involvement ConferenceDATE: December 10 - 12, 2015
HOTEL: Sheraton Arlington Hotel, Ph: (817) 261-8200 (888) 950-5062
CONFERENCE SITE: http://www.implanners.com/parents
www.Region10.org/ParentInvolvement
WHAT:
Region 10 Education Service Center Parent Involvement Quarterly Newsletter
WHEN:
➔ November 15, 2015➔ February 15, 2016➔ May 15, 2016
www.Region10.org/ParentInvolvement
The Parental Involvement ConnectionWHAT:
Title 1 Statewide School Support Initiative and Family and Community Engagement Newsletter
MORE INFORMATION:
www.esc16.net
www.Region10.org/ParentInvolvement
WHAT:
Opportunities for Parents to learn strategies, tips, tools, and engage in discussions about ways to meet the needs of our child(ren).
WHEN:
Held monthly around the region.
TARGET POPULATION: Parents and Community Members
www.Region10.org/ParentInvolvement
WHAT:
Opportunities for Parents to learn strategies, tips, tools, and engage in discussions about ways to meet the needs of our child(ren). PPH also affords educators the opportunity to learn ways to assist the parents that we serve.
WHEN:
Held monthly via webinar.
TARGET POPULATION: Parents and Community Members
WHAT:
Professional Development Opportunities for Educators.
WHEN:
➔ Monthly➔ Fall and Spring Calendars are posted on the
website.➔ Registration is open!
www.Region10.org/ParentInvolvement
House Bill 1842
➔ Three Primary Components for Campuses Engaged in the School Improvement Process:
➔ Turnaround Plan
➔ Parent and Community Engagement
➔ Closure or Board of Managers
House Bill 1842: Parent and Community Engagement
➔ “….increases the requirements for parent and community member engagement in the
development of your targeted improvement plan”.
➔ According to the bill campuses in school improvement must conduct a public meeting to gather
input from these stakeholders on what to include in their Targeted Improvement Plan.
➔ It was recommended by the School Improvement Team at the Region 10 Education Service
Center, that campuses begin this practice this school year in preparation for when it becomes a
full requirement beginning with the 2016-2017 school year.
Parent and Community Engagement
Consultant: Lauren A. McKinney
www.Region10.org/Dropout
www.Region10.org/ParentInvolvement
(972) 348 - 1748
@R10_Comm_Parent
ESEA Waiver UpdateSchool Improvement
Turnaround
Low Performing
Priority Interventions (2014)• Assign a District Coordinator for School Improvement
(DCSI)• Reasons for identification and intervention are to be
included in TARGETED IMPROVEMENT PLAN• Attend ALL required TAIS Trainings (TEA/TCDSS &
ESC) to target deficiencies and close achievement gap• Evaluate current campus staff.
• Work collaboratively with local Education Service Center (ESC) & TEA/TCDSS for support and guidance
Focus Interventions (2014)• Reasons for identification and intervention are to be
included in CAMPUS IMPROVEMENT PLAN
• Address at least 1 INSTRUCTIONAL
INTERVENTION to target deficiencies and close achievement gap
• Work collaboratively with local Education Service Center (ESC) for support and guidance
How were performance gaps calculated to identify Focus
schools?
Where you find the data.
Subjects Evaluated
Student groups evaluated
All Student Group Economically Disadvantaged
Hispanic
African AmericanWhite Special Education ELL
Minimum Student Group Size
25
What you need to know?
% met standard All Students Group-
Reading
% met standard of Student Groups that meet minimum size-
Reading
% met standard All Students Group-
Math
% met standard of Student Groups that meet minimum size-
Math
For the All Students group and each group that meets minimum size you find the difference between the
target of 75 and actual percent meeting standard.
Example 63% of all students group met standard in Reading
75 63 12
Repeat for each group with Reading and Math
All Students African American
Hispanic White Spec Ed Eco Dis
Reading 63 38 58 76 56 63
Math 48 25 45 75 32 40
Let’s try an example:
Texas School
All Students African American
Hispanic White Spec Ed Eco Dis
Reading # 120 30 50 40 30 100
Reading Target
75 75 75 75 75 75
Scores 63 38 58 76 56 63
Distance to Target
Math # 125 33 50 42 31 100
MathTarget
75 75 75 75 75 75
Scores 48 25 45 75 32 40
Distance to Target
12 meet minimum size
Count number of groups in Reading and Math that meet Minimum Size
All Students African American
Hispanic White Spec Ed Eco Dis
Reading Target
75 75 75 75 75 75
Scores 63 38 58 76 56 63
Distance to Target
MathTarget
75 75 75 75 75 75
Scores 48 25 45 75 32 40
Distance to Target
Target is 75
All Students African American
Hispanic White Spec Ed Eco Dis
Reading Target
75 75 75 75 75 75
Scores 63 38 58 76 56 63
Distance to Target
12 37 17 0 19 12
MathTarget
75 75 75 75 75 75
Scores 48 25 45 75 32 40
Distance to Target
27 50 30 0 43 35
All Students African American
Hispanic White Spec Ed Eco Dis
Reading Target
75 75 75 75 75 75
Scores 63 38 58 76 56 63
Distance to Target
12 37 17 0 19 12
MathTarget
75 75 75 75 75 75
Scores 48 25 45 75 32 40
Distance to Target
27 50 30 0 43 35
ADD
282
282
1223.5
23.5 is the average gap between student
performance groups and the 75% federal
target
Where Are We Headed
ESEA Waiver Update
• USDE has not accepted the 2015 waiver
submission
• Texas is considered a “High Risk” state along
with North Dakota
• Cannot agree upon methodology
• Proceed as if waiver will stand
83 %
83 %
Priority School Requirements
• Engage in the Texas Accountability Intervention System (TAIS) continuous improvement process in alignment with the ESEA turnaround principles and Critical Success Factors (CSFs); • Prepare and implement a 2015-2016 Targeted Improvement Plan; • Assign a Campus Intervention Team (CIT) by designating a:
o District Coordinator of School Improvement (DCSI), and
o Professional Service Provider (PSP);
Priority School Requirements Cont.
• Assign a Campus Intervention Team (CIT) by designating a: o District Coordinator of School Improvement
(DCSI), and o Professional Service Provider (PSP);
• Utilize the Intervention and Stage Activity Manager (ISAM) system for CIT team member identifications and submissions; • Identify members of the Campus Leadership Team (CLT); To The Administrator Addressed August 14, 2015 Page 2
Priority School Requirements Cont.
• Address all seven CSFs in the Targeted Improvement Plan;
• Attend TAIS Trainings; DCSI and principal are required participants; and
• DCSI and principal attend the Advancing Improvement in Education (AIE) conference
Priority Progress• Priority schools having improved in performance to the point
they no longer meet the original criteria for priority school identification are classified as priority progress schools.
• Priority progress schools will continue to follow all required interventions, but are not required to submit the campus’ midyear progress reports of their targeted improvement plan.
• Priority progress schools are only required to submit an initial Targeted Improvement Plan and End-of-Year reporting on the implementation of the plan, unless selected by TEA for a random mid-year submission.
Priority
• Priority schools still meeting the criteria for
priority school identification listed above using
2014 data remain identified as priority schools.
• Priority schools will participate in all required
interventions and complete all submissions in the
2015-2016 school year.
Focus School Requirements• Include instructional intervention(s) in the school’s 2015-2016 campus improvement plan as required by Texas Education Code and provide designated Education Service Center (ESC) with access to the improvement plan;
• Designate a district and campus contact for focus school support and interventions;
Focus School Requirements Cont.• Work with the local ESC to:
o Select, implement and include targeted instructional interventions designed to close achievement gaps;
o learn specific focus school project requirements;
o complete and submit all region-specific project activity documentation;
o assess progress on reasons for identification as a focus school;
Focus School Requirements Cont.
• NEW! Participate in at least one initial consultation with the
local ESC contact and one additional services/event hosted by
the ESC that are listed as a part of the ESC’s contractual Focus
School Support activity plan; and
• NEW! Provide campus and district contact information to the
local regional ESC.
Focus Progressing
• Focus schools having improved in performance to the point they would no longer meet the original criteria for focus school identification are classified as focus progress schools.
• Will engage in the TAIS continuous improvement process and communications with their ESC
Focus Progressing Cont.
• NOT required to participate in consultation or two focus school support services/events with their ESC.
BUT
Focus
• Focus schools still meeting the criteria for
focus school identification as listed above
using 2014 data remain identified as focus
schools and shall participate in all required
interventions.
1003a Funds Application• Shift to district based grant
• No 40% set aside (prior years for personnel)
• Must directly impact the Title I campus of need
• MUST be able to justify spending of funds
– Methodology has to make sense
• Can’t out give money to Focus over Priority
Be Specific and Be Strategic
REMEMBER- Index 3 will have a federal impact- 2016 there will be NEW Priority and Focus School List- Remember the 2016 Federal target is 87%- ESEA Waiver is still undecided- ESC 10 is here to support you through
ALL of this
Foster Care and Homeless Education
David Ray, Region 10 ESCwww.region10.org/mvh
www.region10.org/fostercare972.348.1786
Who is Foster Care• Temporary Managing Conservatorship (TMC)
• Permanent Managing Conservatorship (PMC)
• Texas Department of Family and Protective Services (TXDFPS)
Acceptable Documentation• All Forms in the 2085 series:
• Foster Care/Residential Care – 2085 FC• Kinship or other Non-Foster Caregiver – 2085 KO• Verified Kinship Foster Caregiver – 2085 KF• Legal Risk – 2085 LR• Home and Community-based Services (HCS) – 2085 HCS• Supervised Independent Living – 2085 SIL• Designation of Education Decision-Maker – 2085 E
• DFPS Kinship Caregiver Agreement – 0695• Court-order naming Texas DFPS as the TMC or PMC
Non-acceptable Documentation• Placement Authorization forms from Child Placing Agencies
• Letters from Child Placing Agencies
• Documents from another state’s child welfare system
• Authorization Agreement for Nonparent Relative or Voluntary Caregiver- The State of Texas
• Agreement for a Parental Child Safety Placement DFPS 2298
PEIMS Coding for Foster CarePEIMS Code Description Documentation
0 Student is not in the custody of the TXDFPS at anytime during the school year
None
1 Student IS in the custody of the TXDFPS at anytime during the school year
2085 or court order
2 Student is 3 or 4 years old and was previously in the custody of the TXDFPS
DFPS Letter
Acceptable Preschool Documentation
Close but No Cigar
THEO’s Summary of FC vs MV•Located at www.region10.org/fostercare
•Located at www.region10.org/mvh
•Located at www.utdanacenter.org/theo
Who is Homeless• Students Lacking a Fixed, Regular and Adequate Nighttime
Residence
• Includes:
• Sheltered
• Doubled-Up
• Unsheltered
• Hotel/Motel
Identification• Evaluate the housing status of all students at a regular
interval
• Most LEAs use a Student Residency Questionnaire (SRQ)
• Follow-up with confusing or incomplete forms
• Campus delegation
• Policy and Procedure
School Selection• Federal Law- Local Attendance Zone or School of Origin
• Texas Education Code- All LEAs are available
• Consider Services Available at the SoO vs. Other Schools
PEIMS Coding for HomelessnessPEIMS Code Description Documentation
0 Student was not homeless at anytime during the school year
None
1 Student was homeless at anytime during the school year, and began the homelessness as sheltered
None
2 Student was homeless at anytime during the school year, and began the homelessness as doubled-up
None
3 Student was homeless at anytime during the school year, and began the homelessness as unsheltered
None
4 Student was homeless at anytime during the school year, and began the homelessness as hotel/motel
None
Unaccompanied Youth•Any homeless student who is not in the physical custody of their parent or guardian would be considered unaccompanied
PEIMS Coding For Unaccompanied YouthPEIMS Code Description Documentation
3 Homeless Student is in the physical custody of a parent of legal guardian for the entire school year
None
4 Homeless student is not in the physical custody of a parent or legal guardian
None
HoLis and FoLis• All LEAs must designate a person to serve students in
homeless situations
• All LEAs must designate a person to serve students in foster care situations
• HoLi Directory available on www.utdanacenter.org/theo
• FoLi Directory available on ASKTed
Comparisons of ServicesService Homeless Foster Care
Nutrition Automatic Eligibility Automatic Eligibility
Transportation Provided by the LEAs Provided by the Foster Parent
Enrollment Immediate Enrollment Dependent on appropriate documentation from TXDFPS
School Selection SoO or Local, Any LEA SoO or Local Attendance Zone
At-Risk Yes Yes
Scenario• James arrives at your school to enroll with a foster parent. The
foster parent produces a letter from the Methodist Fostering Council.
• Simon arrives at your school to enroll with a foster parent. The foster parent produces a form 2085 E.
• Claire arrives at school with her aunt. The aunt states that the student has fled an abusive situation at home to live with the aunt.
• John’s uncle arrives to enroll him with TXDFPS form 2298.• Dexter ran way from home last night and is living with friends. He
now wants to enroll in the school where his friends attend.
Questions?•Ask ‘em!
Participant Support CostsAs defined by EDGAR, Participant Support Costs are “Direct costs for items such as stipends or subsistence allowances, and registration fees paid to or on behalf of participants or trainees (but not employees) in connection with conferences, or training projects.”
Approval of Participant Support CostsPer EDGAR, Participant Support Costs are “allowable with the prior approval of the Federal Awarding Agency.”
USDE has not yet established a process for obtaining approval, nor have they delegated that authority to TEA.
Approval of Participant Support Costs● TEA requested the authority to approve Participant Support
Costs● TEA created a “Request for Approval of Participant Support
Costs”● TEA awaits further guidance from USDE.
Participant Support CostsOptions for LEAs to meet the requirement of equitable services include:
● provide services that do not fall under the Participant Support definition
● pay Participant Support Costs out of local funds, request retroactive approval later, and reimburse themselves once approval is granted.
It is important that the needs of the PNPs are met, because the requirement of equitable services has not changed.
Request for Approval of Participant Support Costs
Final AmountsDon’t forget to update your Equitable Services Worksheet to reflect these.
PNP Cooperative members districts should email an updated copy of the ESW to Laura Griffin.
2015-2016 VALIDATIONS CAMPUS IMPROVEMENT PLANS• Randomly Selected Campuses
• Validating most current Comprehensive Needs Assessment
• Validating required Ten Components of Schoolwide Program which are easily identifiable within the contents of the Campus Improvement Plan
• Validation of the alignment of activities or strategies to support the identified Schoolwide Component
Date of notification to LEAs - November 2015
January 2016 - resubmission for those LEAs who did not meet the validations
INITIAL COMPLIANCE REVIEW (ICRs)The Program Monitoring and Interventions Division (PMI) - statewide review processes for No Child Left Behind (NCLB)
Promote program effectiveness, improve student performance, and monitor compliance for all students served through NCLB programs
NCLB program - part of the Performance-Based Monitoring (PBM) system. PBM uses Performance-Based Monitoring Analysis System to assign required intervention activities based on (LEA’s) annual performance on individual indicators and patterns across all indicators.
All LEAs staged for PBM interventions will engage in Texas Accountability Intervention System (TAIS).
Locate LEA ICR Intervention Staging - TEASE/TEAL in NCLB Reports
Initial Compliance Review Process - ICR Review Chart
Initial Compliance Review - 2015-2016 ICR List
USDE SCHOOLWIDE FLEXIBILITYLetter from USDE July 2015 – www.Region10.org/TitleI
ALLOWABLE COSTS GUIDANCE FROM TEACosts on a Schoolwide Program are generally allowable as long as the LEA assures that the following requirements are met.
Activities and/or resources are:
• Identified in the Comprehensive Needs Assessments;
• Included in the Campus Improvement Plan;
• Reasonable;
• Necessary to carry out the intent and purpose of the Title I, Part A program;
• Allocable;
• The Campus Improvement Plan addresses how the activity/resource identified will be evaluated; and
• The needs of students at risk of not meeting State Standards are being met.
In addition, the LEA assures that the expenditure(s) meet all EDGAR requirements.
DEADLINE FOR MEETING TITLE I, PART A COMPARABILITY OF SERVICES Applies to All LEAs
•All LEAs must document their compliance every year with the Title I, Part A comparability of services requirement.
•All LEAs must complete and submit the Comparability Assurance Document (CAD). LEAs that do not meet any of the criteria for exemption must also complete and submit the Comparability Computation Form (CCF).
•The CAD and CCF, along with instructions for completing and submitting them, are now available on the Title I, Part A Comparability of Services Requirement page of the TEA website.
Recorded webinar on Comparability posted on www.Region10.org/TitleI
The deadline for submitting required 2015-2016 school year documents is November 12, 2015.
NATIONAL TITLE I ASSOCIATION
2016 National Title I Conferencewww.TitleI.org
Frontiers of OpportunityJanuary 28 - 31, 2016
Houston, TX
2015 NATIONAL BLUE RIBBON HONORS
Country Place ES - CFB High PerformingHigh ProgressNational Blue Ribbon School for 2015 Kent ES - CFBHigh PerformingHigh ProgressNational Blue Ribbon School for 2015 Trinidad Garza Early College HS - DallasHigh PerformingNational Blue Ribbon School for 2015
Harry Stone Montessori Academy - DallasHigh PerformingHigh ProgressNational Blue Ribbon School 2015 Kimberlin Academy for Excellence - GarlandHigh PerformingNational Blue Ribbon School 2015
STATUS OF NCLB HIGHLY QUALIFIED TEACHER REQUIREMENTSLEGAL MANDATE (NCLB Section 1119)
Campus Reporting of Highly Qualified Teacher Compliance Report as of September 16, 2015Due Date November 18, 2015
LEA Public Reporting of Progress in Meeting Highly Qualified Teacher RequirementsDue Date December 16, 2015
Principal’s Attestation of Highly Qualified Teacher RequirementsDue Date December 16, 2015
To view documents and guidelines applicable to highly qualified requirements, please visit http://tea.texas.gov/About_TEA/Laws_and_Rules/NCLB_and_ESEA/Highly_Qualified_Teachers/Highly_Qualified_Teachers
SCHOOL SUPPORT TEAM TRAINING: PUBLIC LAW 107–110—JAN. 8, 2002 115 STAT. 1499
Why would our LEA/campus need School Support Team Training?
● Campuses transitioning to Title I● Campuses transitioning from Targeted Assistance to Title I● New principals/administrators who need an overview of the requirements of operating a compliant Title I campus● Administrators who need a “refresher”● Campuses in need of improvement and determining needs
Day One
● Functions and Charges of a SST Team● Conduct Data Analysis and Document Comprehensive Needs Assessment
Day Two
● Incorporation and Alignment of the Ten Schoolwide Components● Required Documentation of the Campus Improvement Plan● Parental Involvement Policy Compliance● School/Parent Compact and Public Law● Annual Title I Meeting and Required Dissemination of Information● Required Documentation Methods for Compliance and Validation● Program Evaluation Compliance
UPCOMING TRAININGS AND WEBINAR LINKS
For registration, www.Region10.org/TitleI
To access complete list, clickUpcoming Trainings and Webinars
ACCESSING FEDERAL FRIDAY WEBINARS
TITLE I, PART A CONTACT INFORMATIONNerissa Erickson, M.A.Ed., M.Ed. Consultant Title I/[email protected] www.Region10.org/TitleI
Becky Book Consultant Title I/[email protected]/TitleI
Capacity Building Initiative
Title I, Part A and Title I, Part D
We’ve reorganized!http://www.region10.org/capacitybuilding
Look at the top of the page for new Reward School Profile Form - due Nov. 30
Look on the left side bar - Capacity Building Links
● Best Practice Resources Aligned with CSFs● Reward School Profiles 2013-2014● Reward School Videos (NEW)● NCLB Publications (Revised)● Title I, Part D (NEW)
For more information on Capacity Building
Please contact:
Toni Garrett
Program Coordinator, Region 10 ESC
972-348-1488
Title I, Part D
Title I, Part D ResourcesGo to http://www.region10.org/capacitybuilding
Look in the left sidebar and click on Title I, Part D
● Statute and Guidance● Resources
○ TEA Letter on 2016-2017 Annual Survey○ Links to TEA and USDE○ Helpful tools on specific topics for Title I, Part D success
Monitoring of State Allotments
Becky BookConsultant, Title I/NCLB
Supplemental State Allotments The new monitoring program is specifically designed to focus on ensuring LEA compliance and accountability.
The allotments that will be reviewed are:
● Special Education● State Compensatory Education● Bilingual Education● Career and Technology Education● Gifted and Talented Education● High School Education
Risk Assessment & AnalysisRisk Assessment Process for the monitoring program is based on:● Three consecutive years of financial data reported in Foundation School Program
(FSP) and Public Education Information Management System (PEIMS)
● Analysis of special allotment spending and reporting requirements
● Findings and Issues identified within:○ Audit Follow-up and Financial Management Compliance Reviews○ Legislative Budget Board (LBB) Management and Performance Reviews○ Student Attendance Compliance Reviews○ Annual Financial and Compliance Reports (AFR)○ CPA Working Papers Reviews
Expenditure RequirementsSupplemental state allotment expenditure requirements are:
● Special Education = 52%● State Compensatory Education = 52%● Bilingual Education = 52%● Career and Technology Education = 58%● Gifted and Talented Education = 55%● High School Education = 100%
Monitoring ProgramReviews data from two reports:
● TEA Special Allotment Variance Report (currently in development)
● PEIMS EDIT PLUS + Reports Data Review ○ The title is “Actual Allocated Expenditures by Program and Object code within Function -
General Fund” - PRF1D003
Most Common Findings1. Transactions that are missing source financial supporting
documentation2. Unallowable costs charged to the program3. Coding errors in PEIMS4. Booking errors in the general ledger5. Underutilization of supplemental state allotments6. Providing program services to ineligible students7. Under budgeting for supplemental state allotments
Specific Examples
Reporting● A preliminary report will be issued to the LEA allowing
for the LEA to respond with any additional information or explanation related to the non-compliance findings.
● Recommendations and/or corrective action plans will be provided to the LEA to address non-compliance issues.
IMPACT of Non-Compliance● Corrective actions and TEA monitoring
● Reduced supplemental state allotment funding from TEA for future years
● Recoupment of questioned cost by the TEA
● Follow-up Audits
Grant Application Changes● Carryover, Reallocations, and Final Amounts
● Penny Refunds Due
● Purpose of Amendment - Justification○ clear and concise○ DO NOT include budget amounts and calculations○ If after TEA adjustments, simply “re-budgeting after TEA adjustments for carryover…”
● NCLB Funding for Neglected/Delinquent Facilities - SC9000○ Due December 7, 2015
Procurements and Contracts● LEAs
○ Under $3000 - federal rules, suggested state policy
○ $3000 - $49,999 - federal rules require price or rate quotes from adequate number of sources
○ $50,000 and above - state rules in FASRG○ At $150, 000 and above, add federal cost or price analysis in addition to state rules
● Charter Schools○ Generally, because FASRG does not apply to charter schools unless specified in individual
charter, the federal requirements apply
● Nonprofits○ Federal requirements apply
Procurements and Contracts● Sole Source
○ Very few approved○ Must also meet FASRG rules for sole source before approval○ LEA must document reasons for sole source
■ Sole source letter■ Statement reflecting sufficient number of vendors has been contacted■ Reasons only one vendor exists
● Prior Approval and Justification Forms○ Educational Field Trips○ Out-of-State Travel○ Participant Support Costs
Procurements and Contracts● Disposition of Equipment/Supplies
○ Grants that end - TTIPS, etc.○ Purchased with federal funds when no longer needed for that purpose○ Original Purchase Price Over $5000 unless district policy is lower
■ Equipment - by individual■ Supplies - by aggregate
○ Current Fair Market Value■ below $5000 - CHECK BOX■ only list if current fair market value is over $5000
● Subscriptions/Contracts = Handouthttp://tea.texas.gov/Finance_and_Grants/Grants/Administering_a_Grant/Request_for_Prior_Approval,_Disclosure,_and_Justification_Forms/
Two-year Grace Period ● Only the implementation of the procurement policies
and procedures
● Must still identify in local policy which standards the organization is following
● Pros and Cons
Federal Awardee Performance Integrity and Information System (FAPPIIS)● Expands the integrity and review and reporting requirements to cover
federal grants and cooperative agreements. It use to apply only to contractors.
● Updates to the Uniform Guidance (EDGAR) ● FAPPIIS will migrate to www.SAM.gov effective January 1, 2016.● 2 CFR 212 - Federal agency will determine whether applicant’s risk,
integrity or both makes the applicant not qualified for the federal award● TEA doesn’t know impact yet● See handout
EDGAR FAQs● Make sure you have the latest version
http://tea.texas.gov/Finance_and_Grants/Grants/Administering_a_Grant/The_New_EDGAR/
TEA MonitoringDesk Audit
TEA Desk Monitoring Best Practices and Requests from TEA
● Will send a letter to your Authorized Representative with Request 1● Your LEA will have 10-14 days to respond● See Request 1
○ Very detailed requests○ PDF of APM; This as before EDGAR, written policies and procedures are not new○ TEA expects this information to be easily accessible○ Do you have Job Descriptions?○ Budget Planning Documents?○ Detailed GL○ Internal Controls Questionnaire
TEA Desk MonitoringThe LEA recieved Request 2 in April
Review Request 2
● Signed, dated Job Descriptions○ Semi Annual Certification and/or PARs○ Supplemental Pay Agreements○ HQ Certifications
● Match the application, and the ER requests● Travel information with all supporting documentation● Training agenda, materials at training, sign in sheets
Information to ConsiderThis was a small, rural LEA
They are considered “low-risk”
This process took them from January to July
In this instance no news, was good news
Your LEA cannot “develop” an APM, or backup in 10 - 14 days
A poor response to Request 1 may cause an “on-site” visit
TEA caught very small details; a wrong pic code, a $90 pay dock
SSA Updates and Requests
14-15 Lesson’s Learned● We need to be sure to follow TEA travel rules
○ Need to pay the whole trip with federal funds ○ Meal Per Diem is not allowed○ Need detailed receipts ○ Cannot pay for tips
○ Cannot pay state tax; however we can reimburse out of state tax, city tax, city occupancy tax, resort tax
○ Hotel rate is per person, double up if you need room in your budget○ The GSA Rates changed 10/1/2015
● Subscriptions need to be in the appropriate fiscal year○ Work with Vendor’s to split invoices to the appropriate dates
● Cannot pay from a confirmation; need an invoice
14-15 Lesson’s Learned● Title II is for HQ for Core teachers and Principal’s● Must have passed the certification tests● ZIP files do not make it through the Region 10 firewall● Title III cannot reimburse for assessments, only benchmarks.
Assessments are required.● Budget Management and amendments
Common QuestionsWhat is supplanting?
● Providing services required under state or local law● Providing services with federal funds that were provided last year with
state or local funds● Providing the same services in federal and non-federal programs● Supplement, Not Supplant Handbook
What’s the difference between extra duty and a stipend?
15-16 Updates and Changes● We have a NOGA, it’s in your folder● 15-16 Reimbursement Forms are on the website
○ New Check Boxes; be sure to review each form○ These are our assurances
● You can email reimbursements to the main account○ [email protected]
● EDGAR implementation is now in full effect○ This includes your roll forward○ Region 10 needs a copy of your Federal Policies and Procedures Manual
15-16 Updates and Changes● We need justification forms for out of state travel, field trips, and/or
capital outlay. ○ I will send notice out to LEA’s before submitting an amendment. ○ However, get them in as soon as you know you need them○ If you don’t use the permission that is fine, not having permission will cause LEA’s trouble
● New Stipend and Extra Duty Addendum forms○ We need this per EDGAR; it’s time and effort
● Send us updated contact information ● Title III Split between Penny and Karen
○ Karen is A--Inspired and Penny is I-Z
● Migrant is being handled by Jala
Questions, Comments, Concerns
