nt e Extreme nmakeover m r on e v ti o G Edi Spring 2017 ESSA Update ESSA Professional Development Schedule Sessions are all open please feel free to go ahead and register for the sessions you d like to attend. Webinars - first one coming soon! Agenda ESSA Brief Overview Program Updates Priority & Focus Schools Parent Engagement - see handouts from ESSA What s New Fiscal Requirements McKinney-Vento & Foster Care Resources Compliance/Application 2016-17 NCLB Compliance Reports 2017-18 ESSA Application Where Are We in the Process?
Non-Regulatory Guidance Documents on sted What We Have: ll po der a e ar vebin inder Li hese eb T r ESSA /essaliv Title II t ou e Title III 15.n.esc www Title IV Schoolwide Program Homeless Children & Youth Foster Care Fiscal Changes & Equitable Services (PNPs) Early Learning Accountability What We Need: Title I - pretty big deal. Supplement, Not Supplant nearly had it! TEA Grants & Fiscal Compliance Cory Green, Associate Commissioner Deputy of Grants Compliance & Oversight Focusing on Improving Student Achievement - (Morath = Data Driven) 2017-18: PS3001 in Consolidated ESSA Application PS3002 in RLIS and Priority Schools grant Applications (slightly different - since only one fund source, only one Need & Performance Measure req d & can be same as Consolidated goal) 2018-19: 2019-20: Expand PS3001 into IDEA and Perkins applications Expand PS3001 into all other applications TEA Grants & Fiscal Compliance TEA Grants & Fiscal Compliance Per Cory Green: Transition to ESSA - Federal Shutdown? Limited impact to most LEAs Impact to TEA: no federal staff available for questions Would immediately impact programs such as: Impact Aid Head Start TEA will have guidance documents, FAQ, etc. on one site (not yet available) Ed-Flex - Texas is an Ed-Flex state through June 30 Christoval & Wall - Ed-Flex Waiver to operate Schoolwide USDE originally extended one year (2016-17) intending to provide new application process. They have not done so, yet. TEA is moving forward as if Ed-Flex will continue. Worst Case: If USDE does not continue, you will have one year to transition (2017-18) By end of 2017-18, hopefully USDE will have their plan together
TEA Grants & Fiscal Compliance Grant Calendars - requested by LEAs (mostly Rural) Three-month calendars on TEA Grants webpage http://tea.texas.gov/grants/ PDF or Excel format (to allow LEAs to sort columns as needed) Will start with April, May, June (per meeting in March) Next will be May, June, July, etc. Will announce competitive grants in advance of TAA TEA welcomes your feedback on improvements TEA Grants & Fiscal Compliance ESSA Full Application Trainings April 28 - ESC4 Houston May 2 - ESC16 Lubbock May 4 - ESC13 Austin May 8 - ESC10 Richardson May 18 - ESC15 San Angelo May 25 - ESC1 Edinburg ESSA Private School Services April 24 - ESC13 Austin May 1 - ESC20 - San Antonio 1-2 Additional trainings coming. DFW area Houston area FOR-C
FOR-C - Discontinued What Are Your Options? FOR-C will close Aug. 31, 2017 (end of 2016-17 contract) Website will continue to provide: Continue using your existing FOR-C manual document. Monthly Calendars Most recent version of Administrative Procedures Manual templates for: Financial/Administrative Procedures, Travel Procedures, and Procurement Procedures ESC20 will post guidance on their website, as needed LEAs will be responsible for incorporating those updates into their existing document(s) Use another source (i.e. TASBO) TASBO has templates that are available after participating in webinars Eligible Programs for Equitable Services PNP Equitable Services Title I-Part A (Section 1117) Title VIII (Section 8501) Title Title Title Title Title I-C II-A III-A IV-A IV-B
Ombudsman - NEW! Section 1117(a)(3)(B) & Section 8501(a)(3)(B) Each state agency will name an Ombudsman. Responds to and resolves complaints Helps to ensure that private school children, teachers and other educational personnel receive services equitable to those in public schools Examples of Ombudsman responsibilities: Address PNP questions and concerns Serve as general resource for LEAs and PNPs Develop monitoring protocols Provide technical assistance for LEAs and PNPs Establish process for receiving PNP Affirmation Participate in TEA s Title I Committee of Practitioners Obligation of Funds - NEW! Section 1117(a)(4)(B) and 8501(a)(4)(B) FAQs N-6 through N-7 Funds allocated to an LEA for equitable services must be obligated in the fiscal year for which the funds are received by the LEA. (No Carryover allowed) Ensures that an LEA uses the funds to provide services in a timely manner. Ensures that LEA conduct timely consultation with PNP to design equitable services to begin at the beginning of the school year. Proportionate Share - Title I-A Allocating Funds for Equitable Services - Title I-A NCLB - PNP students would receive an equitable share of LEA set asides: Districtwide Instruction reservation Parental Involvement reservation Professional Development reservation ESSA: PNP receives their allocation before reservations are made An LEA would determine the proportionate share of Title I-A funds available for equitable services as follows: New - PS3099 schedule calculates based on data entered. 1. Based on prior year s data, determine the total number of children from low-income families residing in each participating public school attendance area who attend public and private school 2. Determine the overall proportion of these children who attend private schools 3. Apply this proportion to the current year s allocation to determine the amount of funds available for equitable services.
Example of Title I-A Equitable PNP Allocation: LEA Title I Attendance Areas Number of LEA Low-Income Students Number of PNP Low-Income Students Total Number of Low-Income Students Campus A 275 14 289 Campus B 350 16 366 Campus C 135 10 145 Total: 760 40 800 760 800 = 0.95 40 800 = 0.05 95% 5% 95% $950,000 5% $50,000 Proportion Proportionate Share of $1,000,000 Parent & Family Engagement Funds: LEAs must reserve at least 1% of its Title I allocation for parent & family engagement activities if LEA s entitlement exceeds $500,000. LEA must calculate the proportionate share of the 1% of the Title I allocation. LEA s Title I-A Allocation 1% for Parent & Family Engagement PNP Proportionate Share $1,000,000 $100,000 $5,000 ($100,000 x 5%) *Using info from previous example* Total PNP Share (previous example): $50,000 Minimum Amount of PNP Share for Parent/Family Engagement: $5,000 Maximum Amount of PNP Share for Instruction & Professional Development: $45,000 Title I-A: Intent & Purpose Title I-A NCLB (ending with 2016-17): 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. ESSA (beginning 2017-18): To provide all children significant opportunity to receive a fair, equitable, and high-quality education, and to close educational achievement gaps.
Title I-A Reservations Title I-A Funding Formula Parent Engagement - LEAs with over $500,000 entitlement No change to the funding formula. However, the State reservation is increased (from NCLB s 5% to ESSA s 7%), so LEAs may see a slight decrease. Must reserve 1% for district parent involvement (usually San Angelo, Del Rio, B wood) Homeless Reservation Req d if LEA has a non-title I campus Foster Care Transportation optional to use Title I funds Title I - Rank & Serve Under NCLB, multiple attendance LEAs (i.e. with more than one EL, MS, or HS campus or with 1,000 or more students - Brownwood, San Angelo, SF Del Rio and TLCA) were to rank campuses from highest to lowest poverty % and were required to serve those with 75% low-income. Under ESSA, those same districts may choose to lower the threshold to 50% for high schools. Priority & Focus
2017-2018 School Year Priority Schools New List based on 2015-16 scores May exit based on 2016-17 scores (in August) Currently only 24% of Priority schools are also IR campuses After new list, 90% of Priority schools will also be IR. Formula Grants: $75,000-$250,000 Focus Schools Maintain current list School Redesign Fund (SRF) Grant Competitive Grant open to current Priority/Focus campuses (unless a Focus campus is eligible to be Priority campus based on 15-16 scores) Open in May 2017 2 Year Grants $1-1.5 million Prioritized for Phase-in Restart, Whole school restart, early childhood schools, closure/consolidations Incentive for bold action Should be a TAA the last week of April May exit based on 2016-17 scores (in August) * No formula grant * 2016-17 - Spend Your Funds - No Carryover 2018-2019 School Year - New Lists TEA reports: Comprehensive Support & Improvement Targeted Support & Improvement (Formerly Priority ) (Formerly Focus ) 10 LEAs have less than 30% left to spend 201 LEAs still have over 50% left to spend Criteria: 103 of those still have over 80% left to spend 29 of those have not spent any of their funds TEA will be sending personalized emails to districts very soon. 1. 2. 3. Lowest performing 5 percent of Title I schools, All high schools with graduation rates below 67% (both Title I and non-title I) Title I schools in which any student group is consistently low-performing Criteria: 1. 2. Any campuses (both Title I & non-title I) where any subgroup is consistently underperforming or Is performing as poorly as the lowest performing schools in the state (lowest 5%) Title I Targeted schools that do not sufficiently improve will become Comprehensive Support & Improvement campuses
Title II-A: Intent & Purpose NCLB (ending with 2016-17):- To increase student academic achievement through strategies such Title II-A Title II-A: Funding Formula/Allotment 3% reduction off the top to TEA - new discretionary program Phasing in new funding Formula as improving teacher and principal quality and increasing the number of highly qualified teachers in the classroom and highly qualified principals and assistant principals in schools and hold local educational agencies and schools accountable for improvements in student academic achievement ESSA (beginning 2017-18) - To increase student achievement consistent with the challenging State academic standards, improve the quality and effectiveness of teachers, principals, and other school leaders, increase the number of teachers, principals, and other school leaders who are effective in improving student academic achievement in schools, and provide low-income and minority students greater access to effective teachers, principals, and other school leaders Title II-A: Non-Regulatory Guidance Building Systems of Support for Excellent Teaching and Leading Part 1: Support for Educators No hold harmless for Eisenhower and Class Size Reduction Makes adjustments to State-level formula to focus more heavily on poverty Now on both State and LEA-level allocations Transitions to 20% population (age 5-17), 80% poverty (age 5-17) by 2020 Expanded Areas Strong Teacher Leadership Teachers as coaches (including mentors) Teacher-led professional development Transformative School Leadership Instructional leadership training/principals Instructional leadership training/principal supervisors Part 2: Educator Equity Part 3: Strengthening Title II, Part A Investments
Title II-A: Teacher Qualifications Certification Requirements All Teachers must meet applicable state Certification Special Education Teachers must obtain full certification as a special and licensure requirements education teacher (or pass the state including any requirements exam or have it waived) and hold for certification obtained through at least a bachelor s degree. Title II-A: Class Size Reduction Class Size Reduction Teachers - verbiage change - Reducing class size to a level that is evidenced-based to improve student achievement reducing class size to a rate that is evidenced based.through recruiting and hiring additional effective teachers alternative routes to certification. (See ESSA Section 1111(g)(2)(J).) NOTE: Paying Teacher the way you have been in the past with Federal money - must have identified need in CNA and must be best use of funds to meet identified need - Per Cory Green Title II-A: What is Evidence-based In reference to additional effective teachers - read the statute/dependent on Auditor - Per Cory Green Use of funds must be in CNA/DIP/CIP, Allowable, Allocable, Reasonable, Necessary Title II-A: Paraprofessional Qualifications Educational Aides are expected to hold a Texas Educational Aide certificate AND meet Highly Qualified requirements. 2 years + at institution of higher learning (48 semester hours) Possess associate s degree (or higher) Meet rigorous standard of quality and demonstrate competency in Reading, Writing, Math ESC offers Paraprofessional Academy July 25-26 Llano Room 9:00-4:00 This is a new blended academy which includes face-to-face and computer.
Title II-A: Paraprofessional Qualifications Title II-A: Paraprofessionals Educational Aide Certification Changes: Aide certificates issued before 9/1/17 are valid for 5 years; not eligible for renewal. Aide certificates issued after 8/31/17 are valid for 2 years and not eligible for renewal (apply for new 2 yr cert at end of term - reduce TEA s dealing with numerous misconduct cases) As of 9/1/17, those seeking to transfer between levels of certification are not req d to renew expired aide certificates Cost is reduced from $30 (5 yrs) to $15 (2 yrs) after 8/31/17 Grandfathered lifetime aide certs will continue to never expire Per Cory Green Paraprofessionals are not a recommended use of Title II, Part A funds Paying Paraprofessional the way you have been in the past with Federal money - must have identified need in CNA and must be identified as best use of funds to meet this identified need Document NOTE: Just because detail is not in the application does not mean you do not need to keep all documentation and comply with the grant requirements. You must still comply with all grant requirements even if not specifically addressed in the application and provide appropriate documentation if requested to do so. Equity Plan Equity Plan Purpose & Intent Sec. 1112(b((2) - how the local educational agency will identify and address any disparities that result in low-income students and minority students being taught at higher rates than other students by ineffective, inexperienced, or out-of-field teachers, i.e. gaps in equity Vision Folds into districts own continuous improvement efforts Prioritize and sequence activities Leverage not layer Highlight what s working
Equity Plan Equity Plan: Gaps Calculate Gaps Between RESOURCES Compare Data Equity Plan: PR1500 Teacher Data Inexperienced Teachers Out-of-field Teachers Student Data Low-income students (required) Minority students (required) Additional subgroups (LEA option) School to School District to State Equity Plan: PR1500 ESSA Requirement Adjustments have been made to the PR1100 in egrants (survey that previously collected information regarding highly qualified teachers). State is required to report on state-level equity gaps for out-of-field and inexperienced teachers New form, PR1500, requires each campus within a district to report on out-of-field teachers and teacher years of experience. Like the PR1100, the PR1500 Equity Data Survey is based on each campus data on a particular snapshot date 2017-2018 school year, the snapshot date will be October 2, 2017 Not about Highly Qualified about Equity v
Equity Plan Due Dates November 1 - Equity Plan due to isam November 15 - PR1500 due via egrants (target opening date of June 1) Title IV-A If you did not attend the Equity Plan session, please visit with the person from your district who did attend. Mary Gail Stinnett, marygailstinnett@esc15.net, is the ESC 15 contact for LEAs Title IV-A: Use of Funds If grant is greater than $30,000 - Comprehensive Needs Assessment REQUIRED LEA only required to meet one of the set-asides (well-rounded educational opportunity, safe and healthy students, or support effective use of technology) NOTE: Funds are useable across the whole district whether school is Title I or not unless you REAP then funds are only available on the Title I campus since they become Title I dollars. Can pay for 20% focus on one or more well-rounded educational opportunities activity 20% focus on one or more safe and healthy students activity Support effective use of technology; limited to 15% on purchasing technology infrastructure If grant is less than $30,000 Title IV-A: Use of Funds TSI testing IP testing AP testing Reimbursing low-income students for exams for accelerated instruction courses is allowable Special Rule in statute Allows LEAs to reimburse themselves with 2017-18 Title IV-A funds for expenditures incurred in 2016-17 in relation to reimbursing low-income students for exams for accelerated instruction courses.
Title IV-A: Estimated Allotment Based on equitable share of Title I, Part A funds allocated to LEA Title IV-A: Estimated Allotment If LEA did not accept Title I, Part A funds last year, there will be no Title IV, Part A funds allocated. LEAs might want to consider accepting Title I, Part A funds in 2017-18, if allotted for 2017-18 grant, if they want to have access to the Title IV-A funds in 2018-19. Minimum $10,000 award NOTE: Funding will be available in 2017-18, as long as appropriated by Congress as expected. TEA Program area working on a web site that will include draft planning amounts. Title IV-A: REAP Option REAP 100% transferable into Title I-Part A, Title I-Part C, Title I-Part D, Title III-Part A, & Title V-Part B Title IV-A: Carryover Allowable as with any other grant No threshold set Best practice is no more than 25% Transferability 100% transferable into Title I-Part A, Title I-Part C, Title I-Part D, Title III-Part A, & Title V-Part B If funds are transferred, requirements of the program transferred into are applicable. Title IV-A: Supplement not Supplant NOTE: If REAP/Transfer 100%, still have to do PNP Consultation if applicable. Still applies as with every other program other than Title I, Part A
Title V: Part A & B Flexibility and Accountability (Moved from Title VI) Title V Title V: Part A & B Part B Rural Education Initiative (Fund 270) Beginning FY2017 LEAs can be eligible for both SRSA and RLIS and must choose one grant under which to receive funds in a given fiscal year. [ESEA, Title V, Part B, Section 5225 (a) & (b)] Dual-eligible LEAs that choose to participate in RLIS may exercise the alternative use of funds authority, because they are eligible for the SRSA grant. All grantees wishing to use the alternative use of funds authority must notify SEAs by the date established by the SEAs. Any LEA that is no longer eligible for the SRSA grant as a result of changes to the locale code designations can opt to receive a reduced award in years 2017, 2018, and 2019. If a Hold Harmless LEA is eligible for an RLIS grant, the LEA would need to choose between receiving an RLIS award for the upcoming school year, or receiving a reduced SRSA award. NOTE: LEAs eligible only for RLIS cannot exercise the alternative use of funds authority. Part Part A funding Transferability for State and Local Education Agencies REAP (Title II, Part A funds to Title I, Part A) B Rural Education Initiative (Fund 270) Subpart 1: Small Rural School Achievement (SRSA) Program USDE awards grants directly to LEAs on a formula basis Beginning in FY2017, eligible districts must apply annually directly to USDE to receive the SRSA grant. Subpart 2: Rural and Low-Income School (RLIS) Program If LEA is eligible for both SRSA and RLIS - must choose only one grant Districts must complete application and compliance reports through SEA Title V: Resources SRSA RLIS
Title I-A District & Campus Requirements Parent & Family Parent Involvement Policy - required for both LEA and each Title I campus Establish expectations and objectives for meaningful parent & family engagement Title I Annual Meeting School-Parent Compact - annually revise Title I-A District & Campus Requirements Parent Notices: State & LEA report cards Right-to-Know teacher qualifications Details about assessments and parents right to opt out (if applicable) Details about innovative assessment systems if LEA is participating in one Intention to use locally-selected assessment with high school students Personalized Parent Notices: Individual student assessment results English learners - program/placement for parents of EL students Student taught by teacher who doesn t meet certification requirements Alternate assessment plans for children with most significant cognitive disabilities Quick Facts Reference Sheets by TEA & Title I Statewide Initiative Posted in LiveBinder: www.esc15.net/essalivebinder Look in Parent Involvement tab
Fiscal ESSA: What s New Handout - see LiveBinder (from our Parent Involvement Session in February) www.esc15.net/essalivebinder Look in the Yellow Parent Involvement Tab Supplement, Not Supplant - Title I-A ONLY Non-Regulatory Guidance delayed Supplement, not supplant requirement retained. Language is revised that seems to remove the three supplanting presumptions for Targeted Assistance and District Level Initiatives: 1. 2. 3. Program is required by state/local law Program was funded in prior years with state/local funds Program is being provided to non-title I students with state/local funds Requirements Supplement, Not Supplant - Title I-A ONLY LEAs must annually demonstrate that the methodology it uses to allocate state/local funds to each Title I campus ensures that the school receives all of the state/local funds it would otherwise receive if it were not a Title I school In multiple sessions, we have mentioned the Supplemental Funds Test - this is one way you could do this. See template in our ESSA LiveBinder (Fiscal Requirements tab)
Supplemental Funds Test - Excel Sheets Comparability Comparability requirement is retained - no changes Must demonstrate that Title I schools are receiving state and local funds to provide services that are at least equal to or greater than services provided at non-title I schools Maintenance of Effort (MOE) Maintenance of Effort is retained. LEAs must maintain at least 90% of the state/local contribution to general education from one year to the next. If an LEA fails to maintain effort, the Title I-A allocation will be reduced proportionately if the LEA has also failed to maintain effort for 1 or more of the 5 preceding fiscal years. (new) Waivers LEA must request waiver of USDE (TEA has no authority): 1. Exceptional or uncontrollable circumstances, such as natural disaster 2. A precipitous decline in financial resources of the LEA 3. A change in organizational structure of the LEA (new!) McKinneyVento
McKinney-Vento Reservation of Funds Sec.1113 (c)(3)(a)(i) Annual Training required for LEA Liaison Duties of Local Liaison under this part, determined in accordance with subparagraphs (B) and (C), to provide services comparable to those Capacity to sufficiently carry out the duties described in MV law (3) RESERVATION OF FUNDS. (A) IN GENERAL. A local educational agency shall reserve such funds as are necessary provided to children in schools funded under this part to serve (i) homeless children and youths, including providing educationally related support services to children in shelters and other locations where children may live; Reservation of Funds required for schools not served through Title I Reserved funds may be used for services not ordinarily provided by Title I McKinney-Vento Local-liaisons Transportation to the school of origin Consider student-centered factors related to best interest of child Written explanation regarding best interest determination in a manner/form understandable to parent/guardian/unaccompanied youth Know definition of school of origin includes feeder schools Disseminate public notice of McKinney-Vento rights in locations frequented by parents,/guardians/unaccompanied youth Ensure school personnel provides McKinney-Vento services receives professional development and other support Maximize credit accrual, ensure college counseling, and access to financial aid, and provide school stability during transition from middle school to high school McKinney-Vento Definition Changes Expanded school of origin to include child s designated receiving school at the next grade level Preschool as an option for where the student was last enrolled Removes awaiting foster care from MV Transportation to school of origin remains in place for remainder of academic year in which child/youth finds permanent housing Develop procedures to identify and remove barriers that prevent youth from receiving credit for full or partial work completed while at another school Ensure unaccompanied youth are supported in transition to college and provide guidance on financial aid and properly filing FAFSA If dispute, LEA must notify parent/guardian/unaccompanied youth in writing if the school of origin is not in the best interest New emphasis on coordination between Homeless and SPED children with disabilities TEA to implement monitoring for all LEAs concerning MV Foster Care
Foster Care Reservation for Foster Care is allowable but not required ESSA Components Only new reservation on the reservation page NCLB Compliance Designating points of contact between education and child welfare for required collaboration (Foster Care Liaison) Right to stay in school of origin if in best interest of student (DFPS final decision concerning best interest) Without tuition Through highest grade level offered at the campus Even after exiting Foster Care Written Transportation planning procedures (Foster Care Addendum) between districts and child welfare This is a procedure not policy so Board Approval is not necessary unless you adopt as a procedure Including students in Foster Care in Title I Required new data reporting Mandatory sub-group for which data must be collected and reported State Report Card must include disaggregated information, including graduation rates and academic achievement of students in foster care New PEIMS code for data collection Important Dates: June 2 - Amendment Deadline - TEA: don t wait until last minute Compliance data should match activities in application If they do not amend June 27 - Gun Free Report due date (PR6000) - avail. May 2 August 1-2016-17 NCLB Compliance Report due date - avail. May 12 September 30 - Deadline to spend 2016-17 NCLB funds These funds should benefit 2016-17 students NCLB Compliance Report Gather Materials PEIMS Enrollment Data Report Title I Campus Enrolment for Students with 1 or more disabilities Limited Proficient Migrant 2016-17 Budget Report w/ledgers Copy of 2016-2017 Application (211/255) District and Campus Checklists NOTE: Ensure you have data needed for Compliance Report prior to staff leaving for the summer/vacation.
TEAL/TEASE Help TEA web applications are compatible only with specific versions of the Internet Explorer (IE) browser. If you are using a different browser, such as Chrome, Firefox, or non-supported versions of IE, some features may not function correctly. Click HERE for assistance with compatibility issues. NCLB Compliance Report Gun-Free Schools District Report PR6000 No changes NCLB Compliance Report: Changes Added Title I, Part A - PR1000 Part 2: Estimated Expenditures from Title I, Part A, Funds Reserved at LEA Level Line 9: Transportation for Foster Care Children to Reservations - Added Updated Numbering Title I, Part A - PR1000 Part 9: Program Implementation Renumbers lines 14, 15, and 16 to 13, 14, and 15
NCLB Compliance Report: Changes Removed Title I, Part A - PR1000 Part 5: High-Quality Professional Development - Line 3: Expenditures for Professional Development to Meet Highly Qualified Requirements for Teachers and the Qualification Requirements for Paraprofessionals under section 1119 (regardless of fund source) - Removed Part 6: Renamed to Students by Special Populations Line 1: Family Literacy - Removed Line 2: Extended Learning Opportunities, - Removed Line 3: Services Provided to Homeless Students - Removed Part 9: Parent Involvement - Lines 13, 18, 19, 20: All relate to Highly Qualified Teachers which is no longer a requirement - Removed Title II, Part A - PR3000 Part 5: Program Implementation - LIne 4 (c): are identified for school improvement under Title I, Part A Removed Important Dates: ESSA Application June 2 - Amendment Deadline - TEA: don t wait until last minute June 6 - Anticipated launch date: ESSA Consolidated Application June 27 - Gun Free Report due date (PR6000) - avail. May 2 June 30 - SRSA Application due - avail. May 1 July 1 - ESSA Application due (12 month employees) July 11 - SCE Submission due (CIP etc.) August 1-2016-17 NCLB Compliance Report due date - avail. May 12 August 1-2016-17 RLIS Compliance Report due date - avail. May 12 September 1 - ESSA Application due September 30 - Deadline to spend 2016-17 NCLB funds October 2 - Snapshot date: PR1500 (Teacher Report) October 31 - RLIS Application due - avail. Sept 15 November 1 - Equity Plan due to isam November 15 - PR1500 due via egrants Federal Funds Huge shift in focus Student Achievement No more We ve always done it this way Heavier emphasis on Needs Assessment and Planning LEA Feedback: Satisfaction - Finally - this makes my work in the LEA worth it! Pride - work in federal programs is now impacting student achievement
Low Income Percent You now have two choices: 1. Calculate using Residing Enrollment (same as prior years subtract transfers and base % only on students who LIVE within your boundaries) 2. Calculate based on Total Enrollment (include transfers in your calculation - simply pull the PDM1-120-005 report from PEIMS) Same as previous years - subtract transfers before calculating Choose whichever choice is most beneficial to your district. Be sure any Title I-A funded needs remain in the DIP/CIP! (TEA prefers one) New this year! Might be easier for you (but make sure it s beneficial!)
PS3001 - Needs, Priorities, Program Outcomes What Are Your Needs? Choose 3-5 ESSA Funded Needs Align each need to any of the Strategic Priorities Priority Priority Priority Priority Priority #1 - Recruit, Support, and Retain Teachers & Principals #2 - Build a Foundation of Reading & Math #3 - Connect High School to Career & College #4 - Improve Low Performing Schools #5 - Local Priority (if none of the priorities above fit your needs) Sample Needs (from TEA s Application Trainings) Priority #1 Recruit, Retain, Support Teachers & Principals Instructional leadership training for principals Attract excellent teachers & principals at low-performi ng schools Priority #2 Build Foundation in Reading & Math Align local & State assessments Training & coaching for teachers Districtwide literacy initiative Priority #3 Connect HS to Career & College Accessible advanced coursework Increase the # of students graduating with college credit Priority #4 Improve Low Performing Schools Supplemental math & reading strategies for most at-risk Leadership and time for lesson plan writing Support for observation/ feedback/ walkthroughs Priority #5 Other Local Needs Reduce # of student referrals to office for discipline during instruction periods PS3001 - Needs, Priorities, Program Outcomes PS3001 - Needs, Priorities, Program Outcomes What are Your Activities/Strategies? How Will You Measure Success? What activities will you implement to address your 3-5 Needs and How will you pay for the activities? What do you estimate they will cost? Is this a new activity? Provide a SMART goal to establish where you are and where you plan to be in one year. MAKE THIS ACHIEVABLE! Provide your starting place (Baseline Goal) Where do you expect to be in 3-5 years? What sources will you use for data?
PS3001 - Needs, Priorities, Program Outcomes PS3001 - Needs, Priorities, Program Outcomes TEA s Expectation TEA s Expectation Each LEA will have 3-5 ESSA Funded Needs - TEA prefers 3 - (does not have to include all expenditures - what are your main focuses with ESSA funds?) Each LEA will have 3-5 Performance Measures (SMART goals) LEAs may have any number of activities and may address any number of Priorities You must include SSA needs and expenditures PS3001 - Needs, Priorities, Program Outcomes TEA s Expectation Long Term Needs- Expectation is that LEA will continue needs & expected outcomes following year. Choose something solid that will continue. However, this might change for an LEA: Hopefully, the goal is exceeded and LEA has new needs! Significant change (ex. Change in demographics due to hurricane, change in population ) Data sources - you may use any data source. It does NOT have to be STAAR. Use the best data you have available. Funds Budgeted - use estimated values - there is no cross check between the Budget Summary and the PS3001 (not a big deal if they do not match) Amendments - You are not expected to amend this form due to variances in budgeted amounts. You MAY amend if you choose (i.e. your final STAAR results differ significantly and it will impact your Perf. Measure) PS3001 - Needs, Priorities, Program Outcomes Performance Measures Make them achievable and reasonable! How - LEAs will be asked to provide actual data. TEA says either: 2017-18 ESSA Compliance Report OR 2018-19 ESSA Consolidated Application Comparison - TEA will compare actual data to the performance measure to determine if measures were achieved. Achieved? - TEA has not decided what they will consider meeting/making progress toward the goals Consequences Year 1 - some type of plan submitted with 18-19 ESSA Application Can be accelerated if LEA is poor performing Multiple Years - corrective action (may place conditions on funding)
Resources to Help You: Strategic Priority Guide Resources to Help You: LoneStar Governance - Samples Most Common Allowable Uses: Sample SMART Goals (by Priority)
Application Summary Resources ESSA Resources: Capacity Building www.region10.org/capacitybuilding Click: ESSA tab Click ESSA button Webinars Coming Soon: Available to All District Employees: ESSA 101 - under construction.another week? Coming Soon: Available to Contracting Districts: What is there? Overview Statute Online Training Resources Comprehensive Needs Assessment 2016-17 NCLB Compliance Report 2017-18 ESSA Application Title I Campus Improvement Plan Requirements ESSA District Improvement Plan Requirements Time & Effort 101
ESSA LiveBinder er nd ebi Liv SA ES w ww t/.ne c15.es Title I-C Elizabeth Rangel Migrant Updates Title I Part C Migrant ESSA Schedule Changes Title I Part C Migrant Compliance Report Review and Validation ID&R Training NGS Manual Parent Advisory Council Eligibility Validation Project SMART PFS Action Plan, ID&R Plan and District Migrant Improvement Plan Title III Mary Castanuela
Carl D. Perkins - Title I Part C Perkins & CTE Traci Terrill Current grant year: PER will open May 31st and due October 2nd. Grant ends August 15th. Changes for 17-18: Incentive $$ to each district meeting targets on PS3350 goes away. Perkins Reserve Grant will fund competitive grants. Each district must have at least 10 CTE coded students to qualify. ( HANDOUTS: Perkins $$, TAA Letter, Sample PS3350 ) CTE - Career and Technical Education Correctly coding CTE students is vital to: Perkins Eligibility Accountability Funding!! New CTE TEKS for 17-18: Credit changes for EVERY course! Don t assume you can roll over this year s schedule to next year. Will affect CTE programs of study and Endorsement programs of study. ( See http://www.netxv.net/page/128 For all things CTE ) CEP Carolyn Tipton
What is CEP? CEP is Community Eligibility Provision. Anyone participating in NSLP or SBP is eligible to participate in CEP IF 40% of the students are categorically eligible. Once approved for CEP a district may choose to participate for a period of up to four school years. No free and reduced meal applications will be collected while on CEP. How CEP is used for other programs Compensatory Education Funds. The Texas Education Agency uses site level claiming percentages for this calculation. This includes the site CEP claiming percentage for individual or grouped sites. More information on calculations related to compensatory education funds is available at www.tea.texas.gov/texas_schools/support_for_at-risk_schools_and_students/state_compensatory_e ducation/ E-Rate. CEs may also use their free rate claiming percentage for E-Rate. More information on E-rate funds is available at http://tea.texas.gov/curriculum_and_instructional_programs/learning_support_and_programs/technolog y_planning/e-rate/