New Federal Program Coordinators Orientation

Welcome to the Orientation Session for New Federal Programs LEA Coordinators

MEGA ConferenceMobile, ALJuly 15, 2014

Get Ready to Jump In!

1The Role of the LEA Federal Programs Coordinator

So, you have taken on a new job. 2as a federal programs coordinator? Dont panic

Alabama Department Of EducationTeaching and Learning Division--Office of Learning SupportFederal Programs Section Edmund MooreNora ThoringtonFederal Programs CoordinatorSecretary - ASA IIITitle II Competitive GrantsELL/Migrante-Gap Preschool EducationTitle III AssessmentNovelette Seroyer AdministratorVacant AdministratorEdmund Moore AdministratorCyndi Hill TownleyJoslyn ReddickAdministratorMonitoringVacantAdministratorTitle IIMigrant EducationProfessional Development21st CCLC; Dependent CareRegion 3 Region 8Peggy HaveardTeacher Loan Forgiveness, Committee of Practitioners, ContractsEducation SpecialistHQ - EquityComm. Ed.Education SpecialistAudrie BradfordRegion 11CSPR, Title VIEducation SpecialistMark WardEducation SpecialistTitle IIIRegion 10ACIP, SW/TARegion 9Sherlisa BarnesDistinquished SchoolEducation SpecialistRegion 6Homeless EducationDely RobertsBeth JosephRegion 4Education SpecialistN&D, STI/PD, Ind EDEducation SpecialistMandy GannRegion 7Education SpecialistESL/Evaluation/Private SchoolsRobbie MangumRegion 2Education SpecialistMary Rose CameronEducation SpecialistParenting/MentoringRegion 5Yolanda AverettEducation SpecialistRegional MigrantCoordinatorsState21st CCLC ContractsESL CoachesNora Thorington VacantNora ThoringtonJannique Ellis Brittney Todd 4Lets StartIntroductionsOverview of the Day

Lets Throw Snowballs!

What Exactly Does A Federal Programs Coordinator Do?Provides oversight of federal funds and.Leads the development of the district and school needs assessmentsCoordinates the development of plans to meet identified needsFacilitates the development of budgets to support the plansEnsures compliance with federal rules and regulations by monitoring and evaluating the implementation of plans and.Other duties as assigned..

This is how you get started each year.Doesnt sound too hard, does it?How To Do A Needs AssessmentWork in collaboration with school faculties and other LEA stakeholders to: Identify the needs of the system. Lead discussions on how funds can be effectively leveraged to meet the needs in the best possible way.

PlanningBased on needs, develop goals that areS - specificM - measurableA - attainableR - related to student achievementT - time boundIdentify effective strategies to meet goals.Develop action steps that provide DETAILED information regarding planned uses of funds. Include realistic baseline data as part of performance measures (Fromto).Chief School Financial OfficerProvides oversight of federal funds by .Collaborating with Federal Programs Coordinator on fund allocations.Coordinating the development of planning and budgets among all program coordinators.Ensuring all funds budgeted/spent as allowed by law also match information in the Electronic Grant Application (eGAP).Adhering to LEA Financial Assistance rules for requesting timely reimbursement of federal funds.

Applying for FundseGAPConsolidated ApplicationTitle I, Parts A, C, D, Title II, Part ATitle III, Part ATitle VI, Part B-subpart 2Competitive/Separate grants21st Century Community Learning CentersHomeless Education

Other Sections Supported in eGAPSpecial EducationCareer Technical Education

The SuperintendentIs ultimately responsible for all system budgets.Makes the final decisions based on sound advice from - You!Clicks the Assurances Page in eGAP.

Key Resources for the Management of Federal FundsTitle I Fiscal Issues GuidanceMaintenance of EffortComparabilitySupplement, Not SupplantCarryoverConsolidating Funds in Schoolwide Programshttp://www.ed.gov/programs/titleiparta/fiscalguid.doc SDE Web Site (www.alsde.edu; click on eGAP button; click on Document Library; scroll down)Report Manager Electronic System MEGA Sessions this week!Maintenance of Effort (MOE)SDE reviews MOE annuallyLEAs not meeting requirements will be notifiedComparabilityLEAs review annuallyPrerequisite for receiving Title I fundsLEAs should report to SDE :City Systems in years ending with odd numbersCounty Systems years ending with even numbersSupplement not SupplantAlways ask.What does the state provide?What does the LEA provide?Are the activities/programs/staff a state or LEA requirement?How have programs/staff been funded in the past?What other fund sources can meet the need?Include information in eGAP grant relationshipsDevelop Partnerships in PracticeThree kinds of partnerships:Cooperation Effectively communicate and:Reach out and actively respond Assist and shareFollow throughCoordination: Effectively cooperate, and coordinate work to:Build intentional relationshipsPlan efforts and create synergyProduce and collectively implement plansCollaboration Effectively cooperate, coordinate, and collaborate to:Equally and jointly work together synergisticallyHave intertwined layers of peer interactionHave opportunities for continuous dialogue and deliberationProvide information supported by facts, data, and SBRObjectively inquire and critique ideasStrategically plan and measure expected outcomes and progressDeveloping the BudgetFollow guidelines for money use!Expenditures must be supplemental.Expenditures must be reasonable and necessary.Are you getting the most bang for the buck?Rememberyou have a CERTAIN timeframe in which to use certain funds (Tydings Amendment).

Administrative CostsTitle ICap of 15% (includes Indirect Costs)

Title IICap of 5%

Title IIICap of 2%

Title VICap of 5%Federal Cost PrinciplesCircular A-87 State, Local, and Indian Tribal GovernmentsAll costs must be:ReasonableNecessaryAllocableSupplemental under state and local lawCircular A-133 Single AuditsEDGAR (Education Department General Administrative Regulations)

What does reasonable and necessary mean?Expenditure is necessary for the performance or administration of the grantPurchaser follows sound business practicesObject or service is to be obtained at a fair market price

Be PracticalPractical tests of reasonable-ness:Is the expense targeted to valid programmatic/administrative considerations?Do I have the capacity to use what I am purchasing?If I were asked to defend this purchase, would I be comfortable?

Practical tests of necessary:Do we really need this?Is this the minimum amount I need to spend to effectively meet the need?

ImplementationFollow the guidelines and regulations for all programs, for example:Parental Involvement Parents Right-to-Know, Home/School Compacts, etc.English Language LearnersMigrantHomelessNeglected and Delinquent

Carryover GuidanceTitle I Carryover generally has limitations - like - percentage!Limited to a maximum of 15% for the current year, plus any funds transferred into Title I, Part AOther funds

Carryover NotesSchools do not earn carryover.Three options for the use of Title I carryover:Disburse carryover funds to schools using a set formula to allocate funds to schools with the highest concentration of poverty, thus providing a higher per-pupil amount to those schools, ORProvide additional funds to any of the activities supported by the reservations for district-wide initiatives already approved in eGAP on the Title I Set Aside Page, OR BOTH!

Consolidating FundsSchoolwide programs may consolidate funds for services, materials, and equipment Title I, Part A (Basic Programs)Title I, Part C (Migrant Education)Title I, Part D (Neglected and Delinquent Children)Title II, Part A (Teacher Training and Recruiting)Title III (English Language Instruction)Title VI (Rural Education)LEAs may request to Consolidate Administration fundsCheck the box in eGAP!

Monitor and EvaluateInspect what you expectComplete an Annual LEA Self-AssessmentComprehensive Compliance Assistance Visits FY15Federal Programs 101

THE PYRAMID OFFEDERAL RULESStatutesRegulations and OMB CircularsNon-Regulatory GuidanceLetters and Press Releases Issued by EDSTATUTESStatutes dictate:

How funds are generatedHow funds must be allocatedWho is eligible to be servedHow the program must be designedWhat uses of funds are permissibleWhat types of reports or evaluations are required Statutes ESEA- Elementary and Secondary Education Act NCLB- No Child Left Behind IDEA- Individuals with Disabilities Education ActREGULATIONSExamples: EDGAR-Education Department General Administrative Regulations OMB Office of Management and Budget - Circulars A-87 & A-133

PURPOSE OF NON-REGULATORY GUIDANCE

Non-Regulatory Guidance is used by the Education Department to provide informal advice to grantees and sub-grantees regarding education requirements.Guidance does not carry the force of law.Letters and PRESS RELEASES ISSUED by the U.S. Department of Education (USED) The USED issues Dear Colleague letters and press releases to notify states and districts about policy changes or clarifications regarding federal law.

Recent Communication from the U.S. Department of Education (USED) and other Agencies/EntitiesESEA Flexibility WaiverEnrollment PoliciesDear Colleague Letter: Supplement Not SupplantCommunity Eligibility Provision

38What is the Community Eligibility Provision (CEP)?Section 104a of the Healthy, Hunger-Free Kids ActProvides an alternative to household applications for free and reduced price mealsOffers all students free meals in high poverty local educational agencies (LEAs) and schools.

Benefits of CEPIncreases access to school meals for children in high poverty areasNo household applicationsReduces the burden of verificationCompared to other special provisions: no base year

40What is the eligibility threshold for participation in CEP?Percentage of identified students must be at least 40% of enrollmentEligibility is determined for an entire LEA, a group of schools within an LEA, or a single school within an LEAIdentified Students Identified students - students certified for free meals without the use of a household application. By definition this includes students directly certified through SNAP, TANF and Foster participation as well as Homeless, Head Start, Pre-K, Even Start, Migrant and Runaway students. Identified Students are NOT the same as your Free & Reduced Eligibility numbers. Identified Students are NOT those that were certified for free or reduced meals on a Household Eligibility Application

42What Do You Need to Know?If you choose to participate in CEPParticipation is required for the entire school year (August 31 cutoff)All schools participating in CEP must serve breakfast and lunch to all students at no chargeAll schools participating in CEP will not collect USDA Income ApplicationsAny financial loss must be reimbursed using non-federal funds

What is the Multiplier?Analysis showed that on average for every 10 identified students there were 6 more students certified based on an income application

If you multiply the identified student percentage by 1.6 you are approximating the free and reduced price percentage

Based on USDA regulations, the multiplier can change each year and can fluctuate between 1.6 and 1.3

Multiplier/ReimbursementsThe percentage of identified students as of April 1st of the prior year is multiplied by 1.6 to determine the percentage of meals reimbursed at the federal free rate.

The remaining percentage of meals not covered under the provision will be reimbursed at the federal paid rate.

Any meal costs in excess of the total federal reimbursement must be covered through non-federal sources.

45CEP Claiming PercentagesExample: Identified Student % = 50%

Free claiming percentage = 80% (50% X 1.6)Paid claiming percentage = 20% (100% - 80%)Total meals = 1,000Number of free meals = 800 (1,000 X 80%)Number of paid meals = 200 (1,000 800)

**62.5% Identified Student Percentage (before the multiplier) = 100% Free Claiming Percentage

Things to Consider:Financial status of each school in your districtBreakfast and Lunch participationAnticipated level of Federal ReimbursementAre Non-Federal resources available?Is school meal application data used to distribute other sources of funding? (Title I, E-rate, Accountability, State, Local, etc.)

Determining Poverty RatesOption 1- For LEAs using Option 1 to determine poverty rates (CEP and non-CEP schools ranking)Direct certification in CEP schools Free Reduced Paid Lunch (FRPL) application data in non-CEP schoolsOption 2-For LEAs using Option 2 to determine poverty rates (CEP and non-CEP schools ranked solely on the basis of the percentage of students directly certified)

48Within-district allocationCEP and Non-CEP schoolsOption 1When LEA has both CEP and Non-CEP schools USEOPTION 1-Multiply the number of students identified by direct certification in a school by 1.6 multiplier and divide by the school enrollment to derive at the schools poverty percentage in the CEP schoolLEAs continue to collect FRPL Applications in all NON-CEP schools

Example:

School A is CEP

School B is non CEP

Use formula in CEP schools ONLY

49Within-district allocationCEP and Non-CEP schoolsOption 1 For CEP schoolsMultiply the number of students identified through direct certification in a school by the 1.6 multiplier and.Divide by the enrollment in the school. Using the multiplier for CEP schools:

EnrollmentCEP Identified StudentsNSLP CountPoverty Rate1000600600 X 1.6 = 96096 percent50Option 1 has two parts to itUse of a combination of data OR use a single source to generate poverty percentagesNow that you have arrived at the poverty percentage.This is the percentage the district should use to rank and serve its schools

50Within-district allocationOption 2When LEA has CEP only (district-wide CEP participation) or the LEA has a combination of CEP and Non-CEP schools the LEA can rank all schools based on the percentage of students directly certifiedWhen applying this method both CEP and Non-CEP schools must be ranked using DIRECT CERTIFICATION data 51Within-district allocations for:CEP schools participating for the first time will have a combination of NSLP data available to it from the prior year. LEAs may use that data to calculate its allocations for TIA.

Example:23 LEAs participated last year. Allocations were based on the NSLP data from the year before (included FRPL and Direct Certification data).

The first year is the last year an LEA may use a combination of data to determine TIA allocations.

The second year is the first year an LEA will have access to ONLY DC data because FRPL applications were not collected after year one.52About the ALSDE and AdvancED PartnershipProvides a unified approach to support and enable school improvement and AdvancED/SACS CASI accreditation activitiesCreates a single continuous improvement process for Alabama schools/systems that meets State, Federal, and accreditation requirementsEliminates duplication of effort (at all levels)Provides Alabama schools/systems access to research-based products, services, professional learning and educational technologies

Connects to AL Transform 2020A focus on continuous improvement, close the gapCreate and track goals and plans in central locationGet stakeholder feedback

Provide a common and consistent school and system improvement planning framework Meets state and federal accountability and compliance requirementsAligned with AdvancED accreditation requirementsData-driven and focused on student achievement and organizational effectiveness of schools and school systems

Establish a state level framework for consolidated monitoringEliminates duplication across various programs and functions of the departmentStreamlines reporting requirements

53Alabama Continuous Improvement Plan (A-CIP)Title I Schools ACIP Contains . . Executive SummaryImprovement Plan Stakeholder Involvement DiagnosticStudent PerformanceStakeholder FeedbackTitle I DiagnosticsAssurancesGoalsComprehensive BudgetNon-Title I Schools ACIP Contains . . Executive SummaryImprovement Plan Stakeholder Involvement DiagnosticStudent PerformanceStakeholder FeedbackAssurancesGoalsComprehensive Budget

Every Child a Graduate Every Graduate Prepared

Connects to AL Transform 2020A focus on continuous improvement, close the gapCreate and track goals and plans in central locationGet stakeholder feedback

Provide a common and consistent school and system improvement planning framework Meets state and federal accountability and compliance requirementsAligned with AdvancED accreditation requirementsData-driven and focused on student achievement and organizational effectiveness of schools and school systems

Establish a state level framework for consolidated monitoringEliminates duplication across various programs and functions of the departmentStreamlines reporting requirements

55Title I, Part AIMPROVING BASIC PROGRAMS OPERATED BY LOCAL EDUCATION AGENCIES Purpose: to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments.

Two types of Title I Schools:Targeted Assistance (Section 1115)Schoolwide (Section 1114)Where do you find the web site for CIP plans?www.advanc-ed.org/alsde Enter username and passwordTechnical Assistance for ACIP Logan Searcy lsearcy@alsde.edu or 334-242-9742

OverviewA Targeted Assistance ProgramIdentifies students experiencing academic difficulties and provides additional instructional assistance to help them meet challenging achievement standards.Uses multiple criteria established by the LEA, serves students in a rank order, and provides the process for their return to regular class support when goals have been met.

Targeted Assistance, continued:Supplement Not Supplant

Funds received under this part may not be used to provide services that are otherwise required by law to be made available to childrenbut may be used to coordinate or supplement such services. All fund expenditures must be based on needs assessments and supported by strategies that have been researched and proven effective.Targeted Assistance, cont.: Continuous Improvement Plan (ACIP) Committee:Completes needs assessmentDetermines student eligibilitySelects methods and instructional strategies that are scientifically based research (SBR) Coordinates with the regular classroom programProvides instruction by highly qualified teachersProvides opportunities for professional developmentProvides strategies to increase parental involvementEvaluates student achievement and summarizes at the end of the year

60Committee participation in processConduct a needs assessmentEligibility and selection for participation based on a multiple criteriaMethods and instructional strategies that are scientifically based research (SBR)Coordinate with and support the regular education programProvide instruction by highly qualified teachersProvide opportunities for professional developmentProvide strategies to increase parental involvement

SCHOOLWIDE PROGRAMSThe primary purpose of a Title I schoolwide program is to upgrade the entire educational program of a school that has a high concentration of students from low-income families.A school, in which not less than 40% of students enrolled are from low-income families, is eligible to plan and implement a Title I schoolwide program.Plan is updated/revised as student achievement data and needs change.ESEA Waiver Provisions for Title IWaiver permits LEAs to operate a schoolwide program in a priority school or a focus school with less than 40 percent poverty that is implementing a schoolwide intervention. (Flexibility Waiver # 5)Waiver permits LEAs to serve with Title I funds a Title I-eligible high school (school would presumably be picked up for service) with a graduation rate below 60 percent that the SEA identified as a priority school even if that school does not rank sufficiently high to be served based on solely on the schools poverty rate (Flexibility Waiver #13)Schoolwide ACIPCommittee participation in processComprehensive needs assessment Schoolwide reform strategies identifiedMethods and instructional strategies that are scientifically research-based (SBR) Instruction by highly qualified teachersHigh-quality and ongoing professional development and trainingStrategies to attract highly qualified teachers to high needs schoolsMentoring program for new teachers by effective veteran teachers

Schoolwide ACIPStrategies to increase parental involvementPlans for assisting students through transition between and among programs and schoolsMeasures to include teachers in decisions regarding the use of academic assessmentsTimely additional assistanceBudget reflecting the coordination and integration of federal, state, local funds, services, and programs (All fund expenditures must be based on needs assessments and supported by scientifically based research.)

Schoolwide ProgramsIdentification of students on eligible list is not requiredPermits flexibility in coordination of federal and non-federal funds to support a collaboratively developed schoolwide planIs built on schoolwide reform strategies rather than separate add-on servicesEliminates isolation of programs, students, and teachers

What makes a schoolwide program? In order to become a schoolwide school, the school is usually a targeted assistance school for one full year, unless the LEA determines a lesser time is needed.The school staff, in consultation with the LEA, reaches consensus that the school is ready to plan to a schoolwide program. The school and LEA sign off on the completed plan. The superintendent submits info to the SDE federal programs coordinator announcing a new schoolwide program.School is served in the ensuing fiscal year.Then What?The Federal Programs Coordinator prepares budgets in the Electronic Grant Application Process (eGAP):The school is designated as SW on the Building Eligibility Page in eGAP reflecting how the school will be served.The school begins operating under its Schoolwide A-CIP.Faculty evaluates strategies periodically.At the end of the year, the Title I Committee looks at data and evaluates how effective the strategies implemented were and how Title I funds were utilized.

For more information on SW or TA programs:Beth Josephbjoseph@alsde.edu or you may contact your regional specialist at 334-242-8199Participation of Non-Public Schools

You mean I have to know about the use of Federal Funds in Non-Public Schools as well as Public Schools????

The Elementary and Secondary Education Act (ESEA) requires equitable services to be provided to non-public school students, teachers, and parents for several funding sources. I came to the SDE in Dec. to help coordinate the SES program.

Since the ESEA Accountability waiver was approved, SES will not be offered in the state this coming year.

So, I was just recently assigned to non-public schools and evaluations. I am looking forward to working with you to stay in compliance for serving non-public schools.

Ive had some experience with Federal Programs and Non-Public Schools throughout the years. I taught in private schools in PA and AL that chose to take advantage of this program.

As a part of federal programs in Birmingham City, I also had the opportunity to monitor the non-public school program for the district.

So, dont be afraid. You may want to do like I am doingthat is reading all of the guidance I can put my hands on and asking a lot of questions.

There is plenty of guidance to help us and if you have a question, I know who to ask for assistance if needed.69Where Do I Find Guidance? Document Library Non-Public Schoolswww.alsde.edu

Title I Non-Public Schools GuidanceTitle II Non-Public Schools Guidance (excerpt)Title III Non-Public Schools Participation GuidanceTitle IX Equitable Services GuidanceNon-Public Schools ToolkitNon-Public Schools Consultation Reminders Non-Public Schools DefinitionsSample Letter of AffirmationSample Intent to Participate Form - Revised March 2014

70Non-Public Schools Worksheetse-GAP Document Library

Participation of Non-Public Schools Begins in the...Identify Schools in eGAPClick on ConsolidatedScroll to Building Information, Title I SectionClick on Non-Public School Service, Title IMake Initial ContactSend non-public schools a Letter of Intent to Participate. (Make sure Complaint Procedure is included)Conduct consultation- Needs? Assessment? Services?

72Equitable Participation in Non-Public Schools Means:

Title I Eligibility for Non-Public Schools

1. Identify Students in Title I Attendance Zones

2. Complete Equitable Services Worksheet

3. Conduct Consultation a. Needs b. Assessments c. Services d. Multiple Criteria Form e. Rank Order f. Exit Criteria g. Equitable Services Implementation Plan

74Title II Eligibility Non-Public Schools

Title III Eligibility Non-Public Schools

Title I-C Migrant Education, Non-Public Schools

Non-Public Schools Contact

Mary Rose Cameronmrcameron@alsde.edu(334) 242- 8199(334) 242-8216

78Cross Cutting: Program Evaluation

Connection between Money Action Steps Program Effectiveness

Program Evaluation

Program Evaluation

Title I Parts A, C, and DTitle IITitle III (LEP)Title VIMcKinney-VentoParent Involvement

Program EvaluationDont panic! For information

Click :1. eGAP Document Library2. Federal Programs3. Program Evaluation * Program Evaluation Planning and Reporting Template * Program Evaluation Presentation

Plugging in Program Evaluations Required in eGAP

Consolidated(Look for Related Documents under each separatefunding source).

For example: Under Title I, SchoolwideBudgetBudget DetailsRelated DocumentsChecklist

Click on Related Documents to view

Use the Checklist Option in eGAP to preview the completeness of your application its what the SDE uses to look at your application when it is submitted!

Your Program Evaluation Contact:Mary Rose Cameronmrcameron@alsde.edu(334) 242- 8199 or (334) 242-8216

& Title I

87Serving Preschool Children Through Title I Part A of the Elementary and Secondary Education Act of 1965, as Amended NON-REGULATORY GUIDANCEUse Title I dollars only

Use of Title I funds is based on the needs of the eligible students and the most effective use of funds

Must follow all federal requirements

Use of Title I funds is a local decision Title I PreschoolThis means you are only using Title I funds to support this preschool classroom.

Using Title I funds is based on the needs of eligible students and the most effective use of funds.

The option to use Title I funds is a local decision.

89

Three types of Title I school-operated preschool programs?

District Wide Preschool Program

Schoolwide Program School

Targeted Assistance Program SchoolAs you can see there are three types of title I preschool programs: DW, SW, and TA. On the next few slides we will identify each program.What is a schoolwide operated Title I preschool program?

It is a Title I school that is operating a schoolwide program, which means a minimum of 40% of the students enrolled in the school, or residing in the attendance area served by the school, are from low-income families. So, if a school operates a schoolwide program all preschool children who reside in the schools attendance area would also be eligible to be served.

90An LEA may serve preschool children who reside throughout the LEA and whom the LEA identifies as eligible because they are at risk of failing to meet the States academic achievement standards when they reach school age.

An LEA may not use Title I funds to implement a district- wide preschool program to benefit all preschool students in the LEA unless all the schools in the LEA are Title I schools operating schoolwide programs.

District Wide Preschool ProgramTake a moment and read the two bullets.What is a districtwide title I preschool program? It is a program that serves preschoolers who live throughout the LEA and consist of preschoolers that have been identified as eligible due to at risk of failing to meet States standards when they reach school age.

A district wide program using title I funds can only benefit all preschoolers if all the schools in the LEA are title I schools operating schoolwide programs.

91If a Schoolwide program school operates a preschool program, all preschool children who reside in the schools attendance area would also be eligible to be served.

If a schoolwide program cannot serve all preschool-age children residing in the school attendance area, it must establish and apply selection criteria to ensure that those children who are most at risk of failing to meet the States academic achievement standards are served.

Schoolwide Title I PreschoolWhat is a schoolwide operated Title I preschool program?

It is a Title I school that is operating a schoolwide program, which means a minimum of 40% of the students enrolled in the school, or residing in the attendance area served by the school, are from low-income families. So, if a school operates a schoolwide program all preschool children who reside in the schools attendance area would also be eligible to be served.

92If a Targeted assistance school operates a preschool program, it may only serve preschool children who reside in its attendance area and whom the school identifies as at risk of failing to meet the States academic achievement standards when they reach school age.

Targeted Assistance ProgramIf a schoolwide program cannot serve all preschool-age children residing in the school attendance area, it must establish and apply selection criteria to ensure that those children who are most at risk of failing to meet the States academic achievement standards are served.

Any preschool- age child living in the attendance zone is eligible to participate in the Title I schoolwide preschool program.

93

Multiple, educationally-related, objective criteria established by the LEA and must consist of two or more of the following: Teacher judgment Interviews with parentsDevelopmentally appropriate measures

Income of the family is allowable for the purposes of prioritizing when Title I funds are insufficient to serve all eligible preschool children

Note the automatic eligibility of some children to participate: Head Start migrant homeless neglected & delinquent preschoolers

Eligibility

If all children cant be served multiple criteria has to be established and applied.

Income cant be the sole factor determining eligibility94Teacher Judgment-10%

Parent Interview-30%

Developmentally Appropriate Measure- 60%

Total-100%

Multiple Criteria Weighted Scale ExampleUsing a 100 point scale of our example purposesDAM-60% Its an indicator to help you determine most risk of failing to meet the states academic standardsPI-30% Given a view of the childs academic exposure and parents income as well as parents educational background( high school or drop out is a indication of higher risk factors.)TJ-10%- This is limited contact due to the teacher not having a lot of interaction with the child.

95Funds must be used to serve educationally disadvantaged children

LEA must comply with applicable Title I requirements

Title I funds must pay no more than the fair share of costs commensurate with the number of educationally at-risk (Title I eligible) children. USDOE Guidance Letter April 22, 2014

Title I Funds combined with State FundsFormulas are available in the power point in eGap

(Say First) Lets look at an example using Title I funds combined with State grant funds. The state grant awards are awarded in varying amounts ranging from $40,000-$125,000.Your LEA may not receive a grant amount that will fund the total preschool unit which we will say costs approximately $125,000. For example purposes, we will say that you received $80,000 from the state grant. At this point, it is a local decision to use title I funds to supplement the grant funds. Bullet 3: When looking at the fair share of costs, must look at the total cost of the preschool unit (Includes teacher salary and benefits, materials and supplies, furniture, etc.) to apply the formula for 96 Preschool Guidance.Local Title I plans must describe how the LEA will coordinate and integrate the services it provides under Title I with other educational services such as Head Start, IDEA programs, Child Care, State-funded preschool programs (First Class OSR) and include plans for transitioning these children into elementary school programsEducational StandardsHead Start standards applicable to Title I preschool programs are in regulations at 45 CFR 1304.21 Education and Early Childhood

Alabama Development Standards for Preschool Children

Evaluation

We have to look back to move forward in a program. So this tool is available for you to use. The statements that are written have to be measurable.Complete the 4th column for the FY year that is ending. (Your results.)Post this form in the new FYeGAP application in Related Documents.

Complete the first 3 columns of the template and post it in the new FY eGAP application in Related Documents.

You will upload this in your Document Library. Use the End-of-the-Year results for planning for the next year

99Fair share commensurate with the number of at risk children

Preschool teachers requirements

Paraprofessionals requirements

Parental involvement

Transition to kindergarten

USDOE guidance letter April 2014

Allowable uses of funds

Preschool compliance monitoring More to LearnDetermine fair share using formula from webinar.100Preschool GuidanceAmended Preschool Guidance released in October 2012 for serving preschoolers with Title I fundsGuidance may be found athttp://www2.ed.gov/policy/elsec/gud/preschoolguidance2012.pdfeGap

101Contact Information

Yolonda AverettEducation Specialist334-242-8199yaverett@alsde.edu

Title I, Part A Parent Involvement

Reservation for Parental Involvement Funds1% of the Title I Allocation for parental involvement and95% Percent of the 1% must be distributed to Title I schoolsLEAs with a Title I Allocation in excess of $500,000 must reserveRequired Parental Involvement PlansLEA Plan TemplateSchool Plan TemplateDevelopment of PlansDistribution of PlansSchool-Parent CompactsDevelopmentSchool Responsibilities*Parents ResponsibilitiesStudent ResponsibilitiesTemplate (includes all required components)*All 5 components under School Responsibilities are required. See the template in the eGAP document library.Parents Right-to-KnowLEA must notify parents of their right to request professional qualifications of their childs teachers.LEA must provide timely notice that the parents child has been assigned to or been taught for four or more consecutive weeks by a teacher who is not highly qualified.Annual Evaluation of Parental Involvement PlanMust involve Title I parentsContent and EffectivenessRequired templateSample parent surveyResults used for plan modifications

Compliance Resources in eGAP Document LibraryState Guidance Spring 2009PowerPoint A Focused Look at CompliancePowerPoint for schools annual meetings of Title I Parents

https://www.youtube.com/watch?feature=player_embedded&v=z0H_qyi6xCoSecretary of Education Arne Duncan announces the upcoming release of the U. S. Department of Education's Family and Community Engagement Framework for families, schools, districts, states, and the broader communities to build capacity for student achievement and school improvement.110

During this time of preparation, it is important that schools and districts discuss ways that they can support parents and the community in helping students to achieve success.

the U.S. Department of Education is proud to release a framework for schools and the broader communities they serve to build parent and community engagement.

The Dual Capacity framework, a process used to teach school and district staff to effectively engage parents and for parents to work successfully with the schools to increase student achievement, provides a model that schools and districts can use to build the type of effective community engagement that will make schools the center of our communities.111Contact Information

Yolonda AverettEducation Specialist334-242-8199yaverett@alsde.edu

Migrant Education Program ..is a national program that provides supplemental education and support services to eligible migrant children to help them overcome the educational disruptions and disadvantages they face due to their mobility. Title I-Part CWhat Makes A Child Eligible?In order to qualify for the Migrant Program a child must have moved within the past three years across state lines or school district lines with a migrant parent, guardian, spouse, or a member of the childs immediate family to obtain temporary or seasonal employment in a qualifying activity.

The child must be between the ages of 3 to 21 and has not received a high school diploma or GED.

Information That Every School System Needs to KnowIn order to qualify for Migrant Education funding an LEA must have a minimum of 50 identified Migrant students. A LEA with fewer than 50 migrant students may enter into a consortium with other LEAs in order to receive funding.

Information That Every School System Needs to Know, cont.:To be in compliance with federal regulations, every LEA must have all new students complete the State Employment Survey. These surveys will help the state identify families that might qualify for Migrant Education services.

All Alabama State Department of Education Migrant Program forms must be used as provided. No changes should be made to the forms in any way.

Social Security Numbers for Migrant ChildrenMigrant students without Social Security numbers should be assigned a number generated by the school system. Adults without social security numbers who are applying for a free lunch and/or breakfast program on behalf of a migrant student need only indicate on the application that they do not have a Social Security number.Documentation of Free Meal Eligibility for Migrant StudentsOnce a student is identified as Migrant, the LEA should automatically certify that the student is eligible for free meals as promptly as possible. The LEA should accept a dated list with each migrant childs name and the signature of the LEAs Migrant Education Coordinator in lieu of the free and reduced price meal applications. Once documentation is obtained, the LEA must notify the household as soon as possible about the childs free meal eligibility. If you have questions regarding your system qualifying for Migrant funding, please contact the SDE Migrant Education Coordinator: Peggy Haveard phaveard@alsde.edu or 334-242-8199

Title I, Part D Program Requirements

To support high quality educational programs to prepare children and youth for secondary school completionTo provide activities to facilitate the transition of children and youth from the correctional program to further education or employment and To operate programs in local schools for children and youth returning from correctional facilities, and programs which may serve at-risk children and youth

Title I, D - ProgramsSubgrants made to local educational agencies with high numbers or percentages of children and youth Residing in locally operated correctional facilities for children and youth (including community day programs)Funds provided may be used forPrograms that serve children and youth returning to local schools from correctional facilitiesDropout prevention programsThe coordination of health and social servicesSpecial programs to meet the unique academic needs of participating children and youthPrograms providing mentoring and peer mediationNeglected and DelinquentThings to Remember:Program Requirements for Correctional FacilitiesAccountability/CSPRProgram EvaluationWebsites include www.alsde.edu and search theeGAP Document Library orwww.neglected-delinquent.org/org/nd/Transitional and Academic ServicesTransitional and supportive programs operated in local educational agencies shall be designed primarily to meet the transitional and academic needs of students returning to local educational agencies or alternative educational programs from correctional facilities.Contact Information Robbie Mangum

rmangum@alsde.edu

334-242-8199Title II, Part APreparing, Training, and Recruiting High Quality Teachers and Principals

125Purpose of Title II, Part A The purpose of Title II, Part A is to increase the academic achievement of all students by helping schools and districts improve teacher and principal quality and ensure that all teachers are highly qualified.

126Program Activities are required to be:Tied to a comprehensive local needs assessment Aligned with state academic content standardsBased on a review of scientifically-based researchCoordinated with other professional development activities provided through other federal, state, and local programsEvaluated annually for effectivenessTitle II-Part A

Target funds to:Schools that have the lowest proportion of highly qualified teachers.Schools that have the largest average class sizeSchools identified for improvement, based on student achievement data.

128Title II-A Support:The recruitment and hiring of effective teachers, as well as requirements for becoming highly-qualifiedDeveloping, and sustaining teachers through retention practices, class-size reduction, and effective and continual professional development.Improving the skills and knowledge of principals for effective school leadership.

129Requirements for Schools and LEAsSchools within a district accepting Title I-A Funds, must meet the HQT requirement regardless of the Title I-A status of the school.What Determines Highly Qualified Teacher Status?A highly qualified teacher holds a minimum of a bachelors degreeA highly qualified teacher has full state certification in the area being taughtA highly qualified teacher has demonstrated subject-matter mastery competence in each of the core academic subjects the teacher teaches.131What are the Core Academic Subjects?All core academic area teachers must be highly qualified. The term core academic subject means:EnglishReading/Language ArtsMathematicsScienceSocial Studies (Civics, Government, Economics, History, or Geography)Foreign LanguagesArts (Visual Art, Music, Choral, Band, Dance, and Theater)

132Paraprofessional QualificationsUnder Title I, Part A funds, all paraprofessionals must meet the following qualifications:

2 years of study at institution of higher education; ORAssociates degree (or higher); OR Meet a rigorous standard of quality and be able to demonstrate proficiency through acceptable scores in a state assessment (Work Keys).133Principal AttestationsPrincipals of each school operating a Schoolwide or Targeted Assistance Program should attest annually in writing to whether the school is in compliance with the Highly Qualified Requirements.Copies of attestations should be available at each school and district central office.Attestations should be available to any member of the general public on request.

134Resources in e-GAPTitle II, Part A Planning Resources TemplateIndividual Teacher Highly Qualified Plan TemplateLEA Highly Qualified Teacher Plan and Equity Strategies TemplatePost LEA Highly Qualified Teacher Plan and Equity Strategies in LEA Document Library by November 30th Data based on fall collection

RemindersContinue to work toward 100% highly qualified teachersMaintain allowable uses of funds are maintained (professional development, training, recruitment, class-size reduction)Parental notifications must continue to be sent out (teacher qualifications: 4-week letters)Maintain equitable services to non-public schools Program Contact:Audrie Bradfordabradford@alsde.edu334-242-8199

Title III

Title IIIRequirementsEnglish Language Proficiency StandardsAnnual measurable achievement objectives(English language proficiency)Increase English Language Proficiency&Academic Achievement

Title IRequirementsAcademic content StandardsAcademic Achievement StandardsAnnual measurable achievement objectives(Academic)Building Blocks to an Effective Title III Program that Meets Title III Requirements

high-quality language instruction educational program

professional development

English Proficiency DefinedWhat does English language proficiency (ELP) mean?Alabama has defined ELP as a composite proficiency level of 4.8 on ACCESS for ELLs

All EL students are considered for analysis.Components of an EL Plan:Comprehensive PlanIdentifying language minority studentsHome Language Survey (HLS)Program placementW-APTParental notification and involvementAssessment & Accountability of English proficiencyACCESS for ELsProgram evaluation

EL Policy & Procedures Manual can be downloaded at http://alex.state.al.us/ell/

State and Local Core (Primary Funding Source)Federal Funds (Title I) Supplemental to Core (In Addition)Title III FundsSupplemental to other Federal 1.2.3.Lets talk about your corehow you could use other federal fundsand then how you could use Title III.We are encouraging everyone to use SIOP. It is SRB and general ed can use this in the regular education classroom. This can be a part of immersion but all teachers must be properly trained.We are going to talk about supplement vs. supplant at the end.

142Accountability Web PortalData collected at the end of the school year

Data will be collected only once in the fall after ACCESS for ELs results have been calculated

Districts are given at least one checkpoint during the year (Shows districts what SDE sees on I-NOW via Accountability Web Portal)

Annual Measurable Achievement Objectives (AMAOs) Title III, Section 3122AMAO-A (Growth): Making annual increases in the percent of children making progress in learning English (APLA)AMAO-B (Attainment): Making annual increases in the percent of children attaining English proficiency (EP) each school year AMAO-C: Making Adequate Yearly Progress (AMO) as defined by the State (1111(b)(2)(B))

TABLE 3: ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES HAVE THREE PARTS:TITLE III Annual Measurable Achievement Objectives (AMAOs)How Progress is MeasuredAMAO A: Percent of ELs making Adequate Progress in Language Acquisition (APLA)

(10 = N Count)ACCESS for ELLs State English Language Proficiency TestAMAO B: Percent of ELs attaining English language proficiency

(10 = N Count)ACCESS for ELLs State ELP TestAMAO C: Meeting AMO requirements for the EL subgroup.

(40 = N Count)Meet AMO for Reading Language Arts and Math95% participationIf the LEA has 1 or more High Schools that have not meet the States Graduation Rate or Annual GoalAMAOs will apply to all LEAs accepting Title I or Title III funds.

For districts in a consortia or receiving Title I funds, a minimum N of 10 will be used for AMAO-A, AMAO-B, and AMAO-C

AMAOs will apply first at the school level and then be rolled up to the LEA level.

The LEA is the subgrantee and held accountable for meeting the AMAOs under Title III. The N size applies to both the LEA level and the school level.

AMAO RemindersAdditionally, the LEA:Not later than 30 days after being notified that AMAOs were not met must Provide written notice about the schools status to parents of each student identified for participation in such program, or who are participating in such program [Section 3302(b)]

Note:

World-Class Instructional Design & Assessment

ACCESS for ELLs English Proficiency Test

W-APT Screener

English Language Proficiency Standards

www.wida.us

147Title III, Migrant, EL ContactsDely V. Roberts,EL Specialist Region 9droberts@alsde.eduMary Rose Cameron, EL Specialist Region 2mrcameron@alsde.eduPeggy Haveard, Migrant Specialist Region 3phaveard@alsde.eduContact Information: 334-242-819921st Century Community Learning Centers

Title IV Part B149Purpose of the 21st CCLC GrantThe 21st Century Community Learning Program (CCLC) is a U.S. Department of Education program. Currently, the grant is a formulaic grant administered through each states department of educationWho, in turn, provide subgrants to Schools (LEAs)Community and Faith-based Organizations (CBOs and FBOs)Youth Development Agencies (CBOs)Through a state-wide competitive grant application processUsed to create or support Community Learning Centers which provide academic enrichment to assist students attending lower performing schools to meet State and local standards in core subject areas.

150Purpose (continued)To ensure high quality, expanded learning opportunities which occur outside of regular school hours for children in a safe and sound educational environment. Before SchoolAfter SchoolWeekendSummerHoliday breaksServices must be focused on Academic Enrichment, Family Involvement, and Service Learning Opportunities.

151Purpose (continued)Grantees must offer a broad array of additional support, programs and activities that reinforce and complement the regular academic program of participating students.:Tutoring & Remedial AssistanceAcademic EnrichmentHands-on LearningSTEMRoboticsPhysical ActivitiesHealth & Prevention ProgramsArts & Cultural EnrichmentFamily Engagement & LiteracyTechnology ProgramsCareer & Higher Education PreparationFamilies of actively participating students should be given educational opportunities that engage them in supporting their childrens learning.

152Grant Amounts and AwardsGrants are awarded in amounts ranging from $50,000 to $200,000 per year for each of three years, if continued federal funding permits. The ALSDE always reserves the right to award amounts less than that which is requested based on the results of the review and scoring process.

All applications are reviewed and scored by and independent pool of grant readers.

15321st CCLC Contact info.Mark WardAlabama State Department of Education21st CCLC State CoordinatorFederal Programs Section5348 Gordon Persons BuildingP. O. Box 302101Montgomery, AL 36130-2101Telephone: 334.242.8199Email: mward@alsde.edu

154Title VI Rural Education Achievement Program(REAP)REAP is designed to assist rural school districts in using Federal resources more effectively.

Two separate programs:Small, Rural School Achievement (SRSA)Rural and Low-Income Schools (RLIS)Small and Rural Achievement(SRSA)A rural school initiative with two components:

REAP FlexSRSA Grant ProgramSRSA Grant ProgramEligible LEAs must submit an application to US Department of Education by an established deadline to receive funding under the program and the grant allocations are made directly to the LEA.REAP Flex The Alternative Uses of Funds Authority

Not a grant programGives latitude to spending applicable funding received under other Federal programsDoes not involve a transfer of funds from one program to another

Applicable FundingSubpart 2 of Part A of Title II (Improving Teacher Quality State Grants)Part D of Title II (Educational Technology State Grants)Part A of Title IV (Safe & Drug-free schools and communities)Part A of Title V (State Grants for Innovative Programs)

Eligibility Requirements(for both components)

Total average daily attendance (ADA) of less than 600 students, or serve only schools that are located in counties 10 persons or less per square mile.AND Serve only schools that have an NCES school locale code of 7 or 8 (assigned by the US Department of Educations National Center for Education Statistics) or be located in an area of the State defined as rural by a State government agency.(One LEA in the State met these requirements)Allowable Activities

The funds may be used for activities authorized under one or more of the following ESEA programs:Part A of Title I (Improving the Academic Achievement of the Disadvantaged)Title III (Language Instruction for limited English Proficient and Immigrant Students)Part b of Title IV (21st Century Community Learning Centers)Subpart 2 of Part A of Title II (Improving Teacher Quality State Grants)Part D of Title II (Educational Technology State Grants)Part A of Title IV (Safe & Drug-free schools and communities)Part A of Title V (State Grants for Innovative Programs)

Rural and Low-Income Schools(RLIS)An initiative that provides grant funds to rural LEAs that serve concentrations of children from low-income families. Funds are awarded to SEAs by the US Department of Education based on a formula. A LEA may use RLIS funds to support a range of authorized activities in order to assist the LEA in meeting its States definition of adequate yearly progress.

Eligibility Requirements

20% or more of the children age 5 to 17 served by the LEA are from families with incomes below the poverty lineAll schools served by the LEA have a school locale code of 6, 7, or 8AND The LEA is not eligible to participate in the SRSA program.

(69 LEAs in the State met these requirements)Allowable Activities Teacher recruitment and retention, including signing bonuses and other financial incentives. Teacher professional development, including programs that train teachers to use technology to improve teaching and to train teachers of students with special needsEducational technology, including software and hardware, that meets the requirements of Part D of Title II.

Allowable Activities, cont. Parental Involvement activities. Activities authorized under Part A of Title IV (Safe & Drug-free schools and communities)Activities authorized under Part A of Title I (Improving the Academic Achievement of the Disadvantaged) Activities authorized under Title III (Language Instruction for limited English Proficient and Immigrant Students)

Considerations Are all teachers funded with Title VI certified and highly qualified for the subject/area in which they teach? Do all paraprofessionals funded with Title VI meet the highly qualified requirement for paraprofessionals?Does the LEA use Title VI funds only to supplement and, to the extent practical, increase the level of funds that would, in the absence of funds available under Title VI, be made available from non-Federal sources?

Your Title VI Contact:Sherlisa Barnessbarnes@alsde.edu334-242-8199

Title VII Indian EducationDistricts apply to the U.S. Dept of Education:E-mail: indian.education@ed.govWebsite: www.ed.gov/about/offices/list/oese/oie/index.htmlPhone: 202-260-7485Fax: 202-260-7779Address: Office of Indian Education U. S. Department of Education 400 Maryland Avenue SW LBJ Bldg, Room 5C132 Washington, DC 20202-6335

Note: If your district is awarded a grant, please email a copy to Robbie Mangum, rmangum@alsde.edu, or fax to 334-242-0496. Thanks!

Title X, Part CMcKinney-Vento Homeless Education Act of 2001The McKinney-Vento program is designed to address the problems homeless children and youth have faced in enrolling, attending, and succeeding in school. The State Education Agency must ensure that each homeless child and youth has equal access to the same free and appropriate public education that is provided to other children and youth. States and districts are required to review and undertake steps to revise laws, regulations, practices, or policies that may act as a barrier to the enrollment, attendance, or success in schools of homeless children and youth.

Children who lack a fixed, regular, and adequate nighttime residenceSharing the housing of others due to loss of housing, economic hardship, or similar reason (doubled-up)

Living in motels, hotels, trailer parks, camping grounds due to lack of adequate alternative accommodations

Living in emergency or transitional shelters

Abandoned in hospitalsWho is protected under McKinney-Vento?170

Who is Protected? (cont.)Awaiting foster care placement

Living in a public or private place not designed for humans to live

Living in cars, parks, abandoned buildings, substandard housing, bus or train stations, etc.

Migratory children living in any of the above circumstances

Unaccompanied youth who are experiencing the above circumstancesCase-by-case determination

171Points To PonderThere are approximately 18,000 homeless children in Alabama.There are 1.6 million homeless students in the U.S.Every LEA is required to have a homeless liaison.Homeless children and youth have the right to enroll in school immediately, even if they are lacking the documentation normally required for enrollment.Homeless children and youth have the right to attend their school of origin if at all feasible.Each LEA is required to have a Dispute Resolution Process in place in case a dispute arises over school selection or enrollment.

172There are two Pots of Money available to each LEA in order to accommodate the needs of our homeless students.A Homeless Set-Aside is required each year from your Title I allocation and unless all your schools are served by Title IThere is a McKinney-Vento Competitive Grant available for you to apply for each yearThese subgrants are awarded on the basis of need and quality of the application submitted.RFP (Request for Proposal) will be available on July 31, 2014, on eGAP.Currently there are 41 LEAs with McKinney-Vento subgrants.Training on the McKinney-Vento Homeless Assistance Act of 2001 is being offered in session #272Wednesday, July 161:00 4:30

See you there!!

Contact InformationMandy Gann

agann@alsde.edu

334-242-8199And in Closing. Hope you feel smarter About Federal Programs!?!?

Must-See MEGA SessionsSave the DATE for the Federal Programs Coordinators Conference! September 3-5, 2014 Renaissance Hotel Montgomery, ALDETAILS will be emailed ASAP!