Federal Program Director s Meeting Series

Transcription

1 Federal Program Director s Meeting Series Jill Rhodes Alex Dominguez

2 Agenda A Grant School Support Teams Year-at-a-Glance Community and Student Engagement Ratings Highly Qualified Teachers and Paraprofessionals Reports HQTCIP Paraprofessional Action Plan Comparability Follow-up Questions District Reservations Job Descriptions EDGAR/Program Guidelines Field Trips Travel Participant Support Costs forms Updates Campus Improvement Plans/District Improvement Plans

3 1003A Grant

4 1003(a) Grant All campus monies lumped into district grant District responsible for maintaining local records to monitor expenditures Focus = $17,000/campus Priority = $153,808/campus Maximum allowable to be held at district for activities to benefit multiple Focus/Priority campuses is 40% Equal percentage from each campus Total carryover funds from all campuses will be added to grant in one lump sum in December 2015 Districts will amend grant and maintain local records indicating the amount of funds carried over at each campus from school year

5 1003(a) Grant Special Situations TEA has approved specific requests to shift funds between Focus and Priority campuses, so long as the districts can: Justify the need for the shift; Ensure the shift is reasonable; and EX: Moving $2000 from a Focus Progress campus to a struggling Focus campus is reasonable Non-EX: Moving $60,000 from a Priority campus to a Focus campus is not reasonable Track the money. If you have questions, please let Alex or Jill know.

6 Focus Campus Requirements 1. Register a CAMPUS contact for Focus support with ESC Register a DISTRICT contact for Focus support with ESC Notify ESC-20 of selected targeted instructional interventions for each CAMPUS related to Focus identification 4. Provide ESC-20 with a copy of the Campus Improvement Plan (CIP) for each Focus CAMPUS 5. Ensure CAMPUS principal has participated in phone or face-to-face initial consultation with ESC Ensure CAMPUS staff member(s) has/have participated in at least one additional service/event with ESC-20* *Not required for campuses designated as Focus Progress (status designated in ISAM)

7 School Support Team SEC SCHOOL SUPPORT AND RECOGNITION

8 School Support Teams Title I, Part A of NCLB provides districts and campuses greater flexibility in the use of federal resources that build capacity to improve teaching and learning in schools. SSTs should be a primary component of intensive and sustained support and improvement for LEAs and campuses that receive Title I, Part A funds. PURPOSE OF SCHOOL SUPPORT TEAMS The SSTs are to assist campuses as they plan, implement, and improve schoolwide programs using Title I, Part A and other federal education resources to support comprehensive school reform. Schoolwide programs provide the opportunity to integrate school planning and improvement activities in ways that increase the capacity of an entire campus to ensure the academic success of all students. Campuses are required to develop an annual plan and solicit external assistance in the planning process.

9 School Support Teams SEC SCHOOL SUPPORT AND RECOGNITION COMPOSITION OF THE SCHOOL SUPPORT TEAMS For other Title I campuses not in school improvement, the campus and district, in coordination with the regional ESC, may identify and train the school support team members to work with the campus. Membership on the school support team is defined in NCLB statute. BENEFITS OF SCHOOL SUPPORT TEAM FOR CAMPUSES The SST will: Review the operation of the instructional program; Collaborate with key stakeholders to design a campus plan; Report the effectiveness of campus personnel; and Make additional recommendations that will enhance student performance.

10 School Support Teams SEC SCHOOL SUPPORT AND RECOGNITION (5) SCHOOL SUPPORT TEAMS. (A)COMPOSITION. Each school support team established under this section shall be composed of persons knowledgeable about scientifically based research and practice on teaching and learning and about successful schoolwide projects, school reform, and improving educational opportunities for low-achieving students, including

11 Required SST Members: Highly Qualified teacher Highly qualified principal Pupil Services personnel (counselor, social worker) Subject area specialists: math, ELA, science Title I specialist Additional roles that may be represented: Parents Representatives of institutions of higher education Representatives of outside consultant groups 4

12 SST Functions (i) review and analyze all facets of the school s operation, including the design and operation of the instructional program, and assist the school in developing recommendations for improving student performance in that school current status of school on accountability factors (ii) collaborate with parents and school staff and the local educational agency serving the school in the design, implementation, and monitoring of a plan that, if fully implemented, can reasonably be expected to improve student performance and help the school meet its goals for improvement, including adequate yearly progress under section 1111(b)(2)(B) focus and monitor its improvement efforts (iii) evaluate, at least semiannually, the effectiveness of school personnel assigned to the school, including identifying outstanding teachers and principals, and make findings and recommendations to the school, the local educational agency, and, where appropriate, the State educational agency high quality instruction is provided (iv) make additional recommendations as the school implements the plan described in clause (ii) to the local educational agency and the State educational agency concerning additional assistance that is needed by the school or the school support team.- obtain resources for continuing improvement work

13 Conduct Initial Data Scan

14 Review the Existing Plans Comprehensive Needs Assessment 10 Schoolwide Components Campus Improvement Plan Template Campus Improvement Plan Checklist Parental Involvement Policy School/Parent Compact 5

15 Purpose of the CNA The needs assessment guides the development of the comprehensive schoolwide plan and suggests benchmarks for its evaluation, and, as such, is closely linked to all aspects of schoolwide program implementation. U.S. Department of Education. (2006). Designing schoolwide programs: Non-regulatory guidance (p. 7). Washington, DC: Author. 12

16 Legal Requirement for a CNA Elementary and Secondary Education Act/NCLB Title I, Part A Other NCLB Programs Texas Education Code (TEC) Chapter 39 6

17 Legal Requirement for a CNA ESEA/NCLB Act of 2001 Section 1114 (b) Components of Schoolwide Programs A schoolwide program shall include the following components: (1)(A) A comprehensive needs assessment of the entire school (including taking into account the needs of migratory children as defined in section 1309(2)) that is based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards described in section 1111(b)(1). 5

18 ESEA/NCLB Act of 2001 Section 1114 (b) (2) (B) Plan Development (ii) developed with the involvement of parents and other members of the community to be served and individuals who will carry out such plan, including teachers, principals, and administrators (including administrators of programs described in other parts of this title), and, if appropriate, pupil services personnel, technical assistance providers, school staff, and, if the plan relates to a secondary school, students from such school 16

19 Steps for Conducting a CNA 1. Review the purpose and outcomes for conducting the CNA 2. Establish committees for each area of the CNA 3. Determine which types of data will be collected and analyzed by the committee to develop the school profile 4. Determine areas of priority and summarize needs 5. Connect the CNA to the district/campus improvement plan development and review process 10

20 Conducting a CNA TEA s No Child Left Behind Program Series: NCLB Comprehensive Needs Assessment 7

21 8 Areas of a CNA Demographics Student Achievement School Culture and Climate Staff Quality, Recruitment, and Retention Curriculum, Instruction, and Assessment Family and Community Involvement School Context and Organization Technology 14

22 School Support Team Survey

23 Year At-A-Glance Upcoming Deadlines

24 Activity Review PEIMS data prior to snapshot date Rural Low Income School Program Application Title I Comparability HQ Report HQ Principal Attestations Deadline October 30 October 30 (submission due date) November 12 (submission due date) November 18 (submission due date) (reporting status as of September 16, 2015) December 16 (kept locally) HQT CIP December 16, 2015 Activity completion date of August 31, 2016 (kept locally) HQ Paraprofessional Action Plan by December 16 HQ Public Reporting December 16

25 Indirect Cost Rates The USDE has given TEA authority to issue indirect cost rates for independent school districts (ISDs), open-enrollment charter schools, and certain other government entities. To recover any indirect costs, these grantees must request and receive a new indirect cost rate for every school year. Grantees that receive their indirect cost rates from TEA use the rates to recover their organization-wide administrative costs of managing federal grants, such as costs related to accounting, budgeting, purchasing, auditing, and payroll processing. TEA allows these grantees to use indirect cost rates to recover the organization-wide administrative costs of managing state grants as well.

26 ISDs request an indirect cost rate from TEA by submitting an Indirect Cost Rate Proposal (ICRP). Set of three documents: The ICRP Workbook (Excel), an Excel form that ISDs complete to supply TEA with the data it needs to calculate indirect cost rates. A certification, signed by the superintendent, of the information submitted in the ICRP Workbook. The organizational chart the ISD had in place during the same school year as that documented in the annual financial and compliance report the ISD used to complete the ICRP Workbook. A certification form and description of organizational chart requirements are included as tabs in the ICRP Workbook. ISDs must submit all three documents by their established submission deadline to receive their indirect cost rates for the next school year. SC5050 for Open-Enrollment Charter Schools Open-enrollment charter schools request an indirect cost rate from TEA by submitting the SC5050 Request for Federal Funding and Indirect Cost Rate for Charter Schools. The SC5050 becomes available February in egrants. A separate To The Administrator Addressed letter will notify open-enrollment charter schools of the availability of the SC5050 and the April deadline to submit the SC5050 to receive their indirect cost rates for the next school year.

27 e. Indirect Cost Rates Once TEA has issued an approved negotiated rate, an LEA may apply in the subsequent year for a one-time extension of that rate for a period of up to four years. The following table lists deadlines for all LEAs to submit the one-time indirect cost rate extension request and for ISDs to submit the ICRP. In accordance with 2 CFR Part 200, TEA establishes these deadlines based on the LEA s fiscal year end date. Dates below are to request a IDC. Fiscal Year End Date One-Time Extension Submission Deadline June 30 November 1 December 31 August 31 December 30 February 28 ICRP Submission Deadline

28 IDC Training The Division of Federal Fiscal Compliance and Reporting TEA is hosting a training opportunity for school districts interested in requesting an indirect cost rate for the school year. The training will be provided through a Texas Education Telecommunications Network (TETN) presentation entitled Requesting an Indirect Cost Rate 9:30-11:30 a.m., October 27 For information on how to access this TETN, contact the TETN site manager at your regional education service center. For more information about indirect cost rates and the ICRP, you may also refer to the following resources: Indirect Cost Rates page of the TEA website August 28, 2015, To the Administrator Addressed (TTAA) letter, posted on the TEA Correspondence page

29 CASE Community and Student Engagement Ratings

30 Community and Student Engagement Ratings As per House Bill 5, all districts and charters are required to evaluate their performance, as well as the performance of each campus, in regard to community and student engagement using four performance ratings Exemplary, Recognized, Acceptable or Unacceptable. A local committee, or committees, should determine the criteria that the district will use to evaluate and assign performance ratings and to evaluate the district s compliance with statutory reporting and policy requirements Ratings submitted to PEIMS by 3 rd submission date Uploaded onto district website by August 8

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32 New Data Collection Requirements House Bill 2804 Activity Districts and campuses will need to select three programs or categories of Community and Student Engagement ratings and submit the rating and the criteria used to evaluate the rating to TEA. The CASE ratings are currently reported to TEA in PEIMS submission 3. However, the three programs or categories selected for the district and each campus will need to be submitted to TEA prior to the PEIMS submission 3 deadline in order to incorporate the CASE rating into the current year state accountability rating. Statutory Citation TEC

33 Indicators Proportion of Overall Rating Five Domains of Indicators High Schools Domain Four Dropout rate Graduation rate Percentage of students who complete requirements for FHSP distinguished level of achievement, complete the requirements for an endorsement, complete CTE coherent sequence, satisfy the TSI benchmark, earn at least 12 hours of postsecondary credit, complete an AP course, enlist in armed forces*, or earn industry certification* Any additional indicators of student achievement not related to performance on standardized assessments, as determined by the commissioner in consultation with educators, parents, business and industry representatives, and employers* 10% for graduation rate, 25% for all other indicators, for a total of 35% Domain Five Three indicators from the following list, as chosen by each district and campus: fine arts; wellness and physical education; community and parental involvement, such as opportunities for parents to assist students in preparing for assessments under Section , tutoring programs that support students taking assessments under Section , and opportunities for students to participate in community service projects; the 21st Century Workforce Development program; the second language acquisition program; the digital learning environment; dropout prevention strategies; and educational programs for gifted and talented students 10%

34 Highly Qualified

35 Highly Qualified

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37 Highly Qualified Campus Reporting of Highly Qualified Teacher Compliance Report (snapshot) as of September 16, 2015 ( Highly Qualified Teacher Data) PR1100 Highly Qualified Survey in egrants Due Date Nov. 18, 2015 LEA Public Reporting of Progress in Meeting Highly Qualified Teacher Requirements ( Highly Qualified Teacher Data) Due Date Dec. 16, 2015 Principal s Attestation of Highly Qualified Teacher Requirements (documentation kept at local district) ( Highly Qualified Teacher Data) Due Date Dec. 16, 2015

38 Highly Qualified LEA (District) Highly Qualified Recruitment and Retention Plans: Any LEA that receives Title I, Part A funds and reports (100%) core academic subject area classes taught by teachers meeting the highly qualified requirements on all campuses (whether Title I served or not) must continue to maintain a district-level Highly Qualified Recruitment and Retention plan specifies: the strategies the LEA will implement on campuses to ensure the LEA and all campuses remain with 100% of core academic subject area classes taught by highly qualified teachers. It is recommended that the LEA s Recruitment and Retention Plan be incorporated as part of the District Improvement Plan. If it is incorporated into the District Improvement Plan, it should be clearly identified as the LEA s Highly Qualified Recruitment and Retention plan strategies. However, the recruitment and retention plan may be a separate plan, at the LEA s discretion.

39 Highly Qualified Teacher Continuous Improvement Plan To develop a plan that includes strategies/activities that are designed to ensure all teachers of core academic subject areas are highly qualified by the end of the school year All LEAs that did not report 100% HQ for core academic on the HQ Compliance Report One HQTCIP for the entire district, kept locally HQTCIP Team Federal Program Director Human Resources Director Campus administrator from each campus that did not report 100% HQ

40 Highly Qualified Teacher Continuous Improvement Plan

41 Highly Qualified Teacher Continuous Improvement Plan

42 Highly Qualified Teacher Continuous Improvement Plan

43 Highly Qualified Teacher Continuous Improvement Plan Q&A: ESC question: Per documents posted on TEA s website, the current HQTCIP is only required if the LEA is not reporting 100% HQ, but according to the NCLB compliance report: The LEA has ensured that each campus has an HQTCIP that includes strategies even if the LEA reported 100% HQ for all campuses, these plans need to be in place TEA response: For HQ purposes and for our audit purposes we only require that districts that have not reached 100% create an HQTCIP which is to be kept back with the LEA, not to be submitted. date:

44 Highly Qualified Paraprofessional Action Plan Any LEA not reporting 100% HQ for paraprofessionals One form completed for each paraprofessional reported as not HQ All paraprofessionals on a SW campus, or those paid by Title I funds on a Targeted Assistance campus must meet the HQ requirements or be reassigned to a nonserved campus

45 Highly Qualified Paraprofessional Action Plan

46 NCLB Sample Forms The following sample forms are available for use by local education agencies as they find appropriate: Sample Parent Notification forms: right-to-know concerning qualifications of teachers and paraprofessionals English version (Word, 30KB) (PDF, 15KB) Spanish version (Word, 30KB) (PDF, 14KB) Sample Parent Notification forms: student assigned for four or more consecutive weeks to a teacher who is not "highly qualified" under NCLB definition English version (Word, 33KB) (PDF, 15KB) Spanish version (Word, 30KB) (PDF, 14KB) Sample Principal Attestation of compliance with requirements of Section 1119 in (Word, 47KB) (PDF, 17KB)

47 52. What is the difference between a travel advance and a travel allowance? Response: A travel advance is the estimated cost of the travel that is provided to the employee in advance of the trip. The employee must submit travel receipts for the amounts, within the allowable rates, actually expended and refund back to the subgrantee organization any funds not documented through receipts. A travel advance is allowable with federal grant funds. An allowance would be when the traveler is given a flat rate for the travel regardless of the actual amounts expended. Travel allowances are not reimbursements and could become taxable income for the employee. A travel allowance is unallowable under the state s travel rules.

48 COMPARABILITY 1120A(c) and (d) of ESEA 34 CFR /15/

49 Comparability The intent of the comparability of services requirement is to ensure that an LEA does not discriminate (either intentionally or unintentionally) against its Title I, A schools when distributing resources funded from state and local sources simply because these schools receive federal funds. 10/15/

50 Comparability 1120A(c) and (d) of ESEA GENERAL REQUIREMENTS An LEA may receive Title I, A funds only if it uses State and local funds to provide services in Title I, A schools that, taken as a whole, are at least comparable to the services provided in non-title I, A schools. 10/15/

51 Comparability What is Comparability? Annual Federal Requirement (Public Law , Section 1120A[c]) Compares State and Local Resources Applicable when campuses are Title I and Non- Title I LEAs are required annually to ensure: Title I, Part A campuses receive the same level of services through state and local funds as non-title I, Part A campuses.

52 Comparability Comparability Assurance Document (CAD) To be completed by all ISDs and Charter schools Comparability Computation Form (CCF) To be completed by all ISDs and Charter schools who are not exempt from comparability

53 Comparability Assurance Document

54 Comparability Exemptions Five Exemptions: LEA does not receive Title I, Part A funding LEA has only one campus per grade span with no overlap in grades The LEA has multiple campuses serving the same grade span, but there is no overlap of grades served(i.e., each grade level in the grade span is serviced at only one campus.) The LEA has multiple campuses serving the same grade span, with overlap of grades served, but there are no Title I, Part A or skipped campuses in that grade span. After excluding campuses as allowed, the LEA meets exemption criteria. Exempt LEAs do not conduct comparability testing Exempt LEAs must submit the Comparability Assurance Document to claim the applicable exemption.

55 Exemption One

56 Exemption Two

57 Exemption Three

58 Exemption Four

59 Exemption Five

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62 Comparability Comparability testing is conducted by comparing campuses that serve the same grade-span groups: elementary school campuses are compared to elementary school campuses middle school campuses to middle school campuses high school campuses to high school campuses.

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67 Exclusions

68 Exclusions

69 Exclusions

70 Exclusions

71 Exclusions

72 High/Low Enrollment Grade Span Groups

73 High/Low Enrollment Grade Span Groups

74 Comparability

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77 Comparability

78 Comparability

79 Comparability

80 Comparability Tests Test 1: Comparison of State and Local Expenditures per Pupil Total campus enrollment The amount of campus state and local expenditures. For a list of the fund codes, function codes, and object codes to include in calculating campus state and local expenditures, refer to Appendix 2 of these instructions. Test 2: Comparison of per Pupil Expenditures for State and Local Base Salaries Total campus enrollment The amount of campus base salaries for nonfederal instructional staff. For a list of the role IDs to be used in calculating state and local base salaries, refer to Appendix 2 of these instructions. Test 3: Ratio of Pupils to Non-Federally Funded Instructional Staff Total campus enrollment The count of campus non-federal instructional staff fulltime employees (FTEs). For a definition of FTE, refer to Appendix 1 of the Title I, Part A Comparability of Services Guidance Handbook.

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83 Comparability

84 Comparability

85 Comparability Title I, Part A Comparability of Services Requirement Comparability Assurance Document (CAD) Comparability Computation Form (CCF) Title I, Part A Comparability of Services Guidance Handbook. Instructions

86 Follow-up Questions

87 Job Descriptions ESC Question: Can an employee who is required to have a signed job description sign an acknowledgement form that is attached to the appropriate job description? The acknowledgement form identifies that job description was received and employee understands funding and duties? TEA response: We prefer to see employees sign their actual job descriptions they are assigned to, so that acknowledgements are not attached to some generic job description. If they have a system of matching employee s job description with acknowledgements, I do not see a problem.

88 Job Descriptions ESC Question: Can a district choose to continue to use the semi-annual certification instead of the signed job description? TEA response: Ed-flex waiver allows employees paid 100% from most NCLB grant funds to maintain signed and dated job descriptions on an annual basis in lieu of the semi-annual certification, however, the job description must also list the source of funding the employee is paid from. Therefore, most LEAs use semi-annual certification to report their time and effort for singe cost objectives. Another advantage of semi-annual certifications is that if your cost objective is changed during the mid-year, it allows you to report your time and effort as per new cost objective after the new reporting period is over. We require folks to have signed and dated job descriptions regardless of their use for the purpose of time and effort because we want to make sure that employee is performing job duties listed on the job description as per applicable grant requirements.

89 Survey of Federal Purchased Real Property Required Data Collection TEA has developed a survey to collect this information. Your LEA is required to respond, regardless of whether you ever used federal grant funds to purchase real property. To complete the survey, you will need the following information for each real property purchase you made with federal grant funds before the grant year: Your LEA s name, county-district number, and region number Type of property purchased with federal grant funds prior to the grant year, if any, such as land, buildings, or outdoor structures such as athletic fields, sidewalks, or parking Purchase date, or approximate date if not known Name of grant program whose funds were used for purchase Ownership status Description of how you disposed of the property, if applicable

90 Survey of Federal Purchased Real Property Required Data Collection You may access the survey from the link in this letter or from the Compliance and Reporting page of the TEA website. The deadline for completing and submitting the survey is October 31, After that date, TEA will contact LEAs that reported property purchases for additional information, as needed.

91 Title I Spending, SW Program TEA Guidance Costs 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 Assessment; 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 identify 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.

92 District Reservations (Title I, Part A) If an LEA is required in a given year to reserve a specific amount of funds for a particular purpose but does not spend all of those funds in that year, may the LEA carry over those unspent funds and spend them in accordance with the flexibility noted in D-12? No. If an LEA is required to spend a specific amount of its Title I, Part A allocation in a given year for a particular purpose, the LEA must meet that obligation. If it does not do so in the year for which the funds were allocated, it must carry over the unspent funds and spend them for the specific purpose in the following year. For example, under section 1116(c)(7)(A)(iii) of Title I, an LEA that has been identified for school improvement must reserve and use 10 percent of its Title I, Part A allocation for professional development activities. The LEA does not have any flexibility to spend less. Thus, an LEA that has been identified for improvement in SY must spend at least 10 percent of its SY allocation, which first became available on July 1, 2005, within 27 months. Any funds that the LEA reserved for professional development in SY , but did not use that year, must be carried over into SY and used for professional development activities. These carryover funds may not be used for other Title I purposes. In addition to the funds carried over for professional development activities, the LEA, if it is still identified for improvement in SY , must also reserve 10 percent from its SY Title I, Part A allocation for professional development activities (see D-16).

93 District Reservations (Title I, Part A) Parental Involvement reservation District allocation more than $500,000 Must reserve 1% for District PI activities 95% of that 1% goes back to campuses Minimum of 5% of that 1% must be spent as identified in statute Unspent monies from that reservation carry over into next school year for same purpose (tracked by district budget sheets)

94 EDGAR/Program Guidelines

95 EDGAR/Program Guidelines Title I, A Title I, C Title I, D, Subpart 1 Title I, D, Subpart 2 Title II, A Title III, A Field Trips Yes Yes Yes Yes NO Yes Out-of- State Travel Yes Yes Yes Yes Yes Yes

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97 EDGAR/Program Guidelines FAQ, #33, relate to field trips

98 Field Trips 63.. Is TEA s policy change (To The Administrator Addressed letter, August 18, 2015), which says that prior approval is no longer required for educational field trips and program-related out-of-state travel, retroactive for educational field trips and out-of-state travel justification forms that were already submitted with the grant application? Response: Yes, the policy change applies to grant program applications under the new EDGAR, whether a NOGA has already been issued or has not been issued. See question # I did not submit a justification form for program-related out-of-state travel with my grant application because I did not think I would get the NOGA in time (I submitted my application on July 1, 2015, and the travel took place on July 15, 2015.) Now that TEA has rescinded the prior approval policy, can I charge the cost of the travel to federal grant funds? Response: Yes, so long as you submit a justification form and make the necessary budget adjustment through the grant amendment process. The out-of-state travel must also be allowable, allocable, reasonable, and necessary. See question #

99 65. If prior approval is no longer required by TEA, why must we submit the justification forms for educational field trips and program-related out-of-state travel with the grant application? Response: The justification forms are still necessary to provide supplemental information to the agency that demonstrates the activities have a programmatic purpose. The justification forms will be reviewed during the grant application negotiation process in the same manner as all other information contained in the grant application. Because TEA is no longer requiring or issuing prior approval for the costs of educational field trips and program-related out-of-state travel, as with all expenditures with federal grant funds subgrantees must still comply with the terms and conditions of federal grants and are responsible for demonstrating that these costs are allowable, allocable, reasonable, and necessary. All federal grant subgrantees must maintain adequate supporting documentation for their independent auditors and for TEA monitors. 101

100 EDGAR/Program Guidelines Discuss with a partner your district s travel allowance policy. Because a travel allowance is a flat rate given for travel, regardless of the actual amounts expended, travel allowances are not allowable under the state s travel rules.

101 EDGAR/Program Guidelines A travel advance IS allowable because Employee submits travel receipts for the amounts, within allowable rates Employee refunds back to the district any funds not documented through receipts Ensure administrative procedures manual DOES NOT reference a travel allowance.

102 Updates

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104 Learning for a Change Summit X registration

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106 Instructional Services Professional Development

107 National Title I

108 ACET

109 CIP/DIP

110 Essential Questions How often does your campus review CNA/CIP data? How have you used the information obtained within your CNA to develop and/or modify your CIP? Do your campus goals/objectives align with the district goals/objectives? Do your goals/objectives align with your strategies? Do your strategies align with the required schoolwide/targeted assistance components? Are all required schoolwide/targeted assistance components clearly identified within your CIP? In what ways have you articulated your funding sources?

111 CIP Process 1.Conduct Comprehensive Needs Assessment Use multiple sources of data Focus on various aspects of the organization Create the school profile Identify priorities and summarize needs 2.Establish SMART Goals Approved by the board Aligned with the mission, vision and beliefs Address priority needs 3. Determine Measurable Objectives Identify specific, measurable, expected results aligned with goals Address indicators for improvement Target all student populations Focus on closing achievement gaps 4. Identify Research Strategies Identify how goals and objectives will be reached Include scientifically researchbased strategies Identify a sustained course of action 5. Define Activities: Actions Steps Provide a detailed step-by-step process for implementing strategies Clarify how the organization will carry out the strategies

112 CIP Process 6.Determine Other Planning Needs Person responsible Resources Timelines Evidence of implementation Evidence of impact Formative assessments Summative assessments 7.Periodically Evaluate Progress: Formative Celebrate successes Establish processes and procedures for monitoring against attainment of goals and objectives Assess for evidence of implementation and evidence of impact Provide progress updates to staff and district Adjust the plan accordingly Track and communicate changes 8. Evaluate Progress: Summative Compare summative outcomes to goals and objectives Identify changes in outcomes for specific student populations Critically evaluate the system Identify where the system is getting results Identify new insights in the planning process to refine the new cycle

113 TAIS and CIP Process

114 Ten Components for a Schoolwide Program 1. Comprehensive 2. Implement Scientifically-Based Needs 6. SW Strategies Reform Strategies to Increase Assessment Parental Involvement 9. Effective and Timely Assistance to Students 2. Reform Strategies 7. Plans for Assisting 3. Provide Instruction by Highly Qualified 3. Instruction by Highly Preschool Staff Children in the Qualified 4. Provide Teachers High-quality, ongoing Professional Transition Development to Elementary School 4. High-Quality 5. Provide strategies Professional to attract highly qualified teachers Development 6. Utilize Strategies to Increase Parental 8. Teacher Involvement Decision-Making Regarding Assessments 5. Strategies 7. Ensure Smooth to Attract Transition HQ for Students Teachers 8. Include Teachers in Decision-Making 9. Effective Regarding and Timely the Use Assistance to Students of Assessments 10. Coordination and 10. Coordinate and Integrate federal, Integration state, and local services and programs.

115 8 Components for a Targeted Assistance Program 1. Program resources are used to help participating children meet state academic achievement standards 4. Each targeted assistance program is coordinated with and supports regular education programs 2. Planning for identified students is incorporated into 1. Program resources are used to help participating children meet state academic achievement standards 2. Planning for identified students is incorporated into existing school existing planning school planning 3. Effective methods and instructional strategies are based on scientifically based research that strengthens the core academic program 4. Each targeted assistance program is coordinated with and supports regular education programs 5. Instruction is provided by highly qualified teachers 6. Opportunities for professional development are provided 7. Strategies to increase parental involvement are used 8. Federal, state and local services and programs are coordinated and integrated with the targeted assistance program 3. Effective methods and instructional strategies are based on scientifically based research 5. Instruction is provided by Highly Qualified Teachers 6. Opportunities for professional development are used 7. Strategies to increase Parental Involvement are used 8. Federal, state and local services and programs are coordinated and integrated with the targeted assistance program

116 agenda 20 Minutes CNA To CIP (Component 1) 20 Minutes Components 2, 9 (TA 1, 4) 20 Minutes Components 3, 4, 5 (TA 2, 3) 20 Minutes Components 6, 7 (TA 5, 6) 20 Minutes Component 8 (TA 7, 8) 20 Minutes Component 10

117 Campus Planning Definition Schoolwide campuses need to have a comprehensive plan with measurable goals and objectives. This plan must be developed or revised with the involvement of the campus teams. Campus plans must include the ten schoolwide components. Plans must be revised as necessary, at least annually, looking at academic achievement goals and objectives of all student groups. Examples of Possible Activities Review prior year campus plan. Review campus needs assessment. Ensure all required ten schoolwide components are addressed. Review composition of campus team. Evaluation Provide evidence that the campus team performed periodic review of the plan. Provide documentation that the required Title I components were included. Provide evidence that components of the campus plan were monitored, revised, and evaluated. Provide evidence and documentation of campus team meetings and discussions.

118 Campus Planning Template for Campus Plans 1. Goals Based on the six national NCLB/ESEA goals to be adopted at district-level by Objective Campus specific and measurable to meet goals. 3. Statement of Need Based on comprehensive needs assessment and formative assessment. 4. Schoolwide Component Refers to the action/strategy and which component it addresses. 5. Action / Strategy How the campus will impact each goal and objective. 6. Student Population Which student group action/strategy will target. 7. Staff Responsible Position of staff responsible for action/strategy. 8. Timeline Beginning and ending dates for action/strategy: a. Implementation Date of beginning for action/strategy. b. Formative Evaluation What is ending date for formative assessment. 9. Resources List dollar amounts and program budget codes used for each action/strategy. 10. Evaluation Measures Measures used by campus: a. Formative Data used to make decisions. b. Summative Data used for attainment of action/strategy.

119 Schoolwide Components Resource

120 Scenario 1 Activity/ Strategy SW Component Person Responsible Timeline Fund Amount FTEs Evaluation Provide time (after and during school) for interventions for students who are at risk of failure in core subject areas. Principal Monitor every six weeks: October, January, March and May Title $3,000 NA Improve 6 weeks grades Reduce failure rate Increase student performance on STAAR

121 Scenario 2 Activity/ Strategy SW Component Person Responsible Timeline Fund Amount FTEs Evaluation Meet with district ESL/Bilingual Coordinator and provide SIOP strategies through Rosetta Stone and Imagine Learning Principal October December February N/A N/A N/A SIOP strategies documented in walkthroughs Improved 6 weeks grades Reduce failure rate Increase student performance on STAAR

122 Scenario 3 Activity/ Strategy Continue to implement cultural diversity SW Component Person Responsible Timeline Fund Amount FTEs Evaluation PK-8 December N/A N/A N/A Campus Activity Calendar Parent Volunteer Log

123 Are Your CNA and CIP Aligned? Verify each need identified in your CNA is addressed in your CIP. Using a highlighter will aid in this process. After you have aligned each need within your CNA to your CIP, look at what is not highlighted. If you have a need identified in your CNA, but it is not identified in your CIP, determine how you will incorporate it into your CIP. If you have a need identified in your CIP, but it is not identified in your CNA, determine whether the need still exists. If the need no longer exists for the campus, remove the associated goal, objective, and/or strategy from your CIP. If the need still exists, find the supporting data and incorporate it into your CNA, refining the associated goal, objective, and/or strategy, as needed.

124 objective CNA Needs CIP Strategies Components

125 Quick Check CNA Demographics Student Achievement School Culture And Climate Staff Quality, Recruitment And Retention Curriculum, Instruction And Assessment Family And Community Involvement School Organization Technology

126 Quick check CNA Committee Members Identified By Name And Role Community and parent representation? Campus Profile Sources Of Data Used For CNA Summary Of Findings: Strengths And Weaknesses For Each CNA Area Investigated

127 Are Your CNA and CIP Aligned? Highlight the first need/weakness identified within your CNA. For every need you highlight in the CNA, highlight at least one activity within your CIP that addresses that need. Once you identify one strategy within your CIP that addresses the first need, move on to the next need. Goal is to verify that each need is addressed at least once in the CIP. If a need was not addressed, was it intentional or an oversight?

128 Moving Forward How do you ensure that your CNA/CIP do not become shelf documents? What will you change with your CNA/CIP process moving forward? What was your biggest aha today?