Q21. How does the supplement not supplant requirement of Title I, Part A affect the use of Title I, Part A funds in an LEA?

2012 LCP Handbook Changes 2007 Page 1 Changed Title Programs and Services to Early Childhood, Special Education and Title. 13 Part of A11 Deleted the following: An LEA must reserve 5% - 10% for professional development to help teachers become highly qualified; An LEA on improvement must reserve 10% for professional development; When schools are on improvement: An LEA must reserve 20% total* for transportation and supplemental services: o 5% for transportation o 5% for supplemental services o remaining 10% for either or both 13 Part of A11 Added the following: *Obligation may be met from non-title I funds. An LEA which has schools identified as priority schools must reserve 20%; An LEA which has schools identified as focus schools must reserve 10%; An LEA which has both priority and focus schools will only reserve 20%. 26 A17 Added 2 nd sentence as follows: Please reference memo MEMORANDUM to ED GRANTEES REGARDING THE USE OF GRANT FUNDS FOR CONFERENCES AND MEETINGS under A18 below. 28-39 Added questions Q21/A21 through Q41/A41 Q21. How does the supplement not supplant requirement of Title I, Part A affect the use of Title I, Part A funds in an LEA? Q22. What happens to equipment and supplies that an LEA purchases with Title I, Part A funds for use in a school that the LEA cannot continue to operate as a Title I school after the funds are no longer available? Q23. May Title I, Part A funds be used to develop or adopt formative or interim assessments? Q24. May Title I, Part A funds be used to train teachers to administer formative or interim assessments? Q25. May Title I, Part A funds be used to purchase or develop supplemental instructional materials aimed at improving the academic achievement of lowachieving students taking courses that are part of a high-quality curriculum aligned with State standards? Q26. May an LEA use Title I, Part A funds to hire outside data experts to work with the staff of low-achieving Title I schools to build their capacity to analyze student data more effectively to improve instruction and identify appropriate academic interventions? Q27. May Title I, Part A funds be used to pay for extended time for teachers in Title I schools to review data for at-risk students and to identify interventions to better meet the needs of those students? Q28. May Title I, Part A funds be used to pay a stipend to teachers in a Title I school to participate in professional development?

Q29. May Title I, Part A funds be used to pay for substitute teachers in order to release teachers in a Title I school to participate in professional development? Q30. May an LEA use Title I, Part A funds to pay for professional development activities for all of its instructional staff? Q31. May Title I, Part A funds be used for activities designed to improve school climate in a Title I school operating a schoolwide program? Q32. May an LEA use Title I, Part A funds to carry out the planning necessary to implement a rigorous intervention designed to turn around a low-achieving Title I school operating a schoolwide program? Q33. May Title I, Part A funds be used to fund a 9th-grade academy? Q34. What options are available to an LEA with respect to using Title I, Part A funds to support a preschool program? Q35. How may Title I, Part A funds be used to support extended learning time in Title I schools? Q36. May Title I, Part A funds be used for professional development designed to build the capacity of school personnel, including principals, teachers, volunteers, and other pupil support staff, to work effectively with parents? Q37. May a Title I school use Title I, Part A funds to expand its parental involvement program? Q38. What are some additional activities that an LEA might implement to meet the equitable service requirements regarding Title I private schools? Q39. May Title I, Part A funds be used to provide services to homeless students? Q40. May Title I, Part A funds be used solely to purchase equipment in Title I schools? 44 Q41. May Title I, Part A funds be used for technology and software in Title I schools? Q19/A19 Deleted the following: If a school has been identified for improvement, may it still become a schoolwide program? Yes. However, it will be important that the schoolwide planning team observe and factor into its planning the work that may have already begun under the school improvement plan. Ideally, the school would generate one plan that is meaningful and would guide the work of school members. That plan would include the required components of both a school improvement plan and a schoolwide program plan, many of which overlap. Q20/A20 Deleted the following: Since the progress of all schools is evaluated using the results from State assessments to determine if they made AYP, why must schoolwide program schools conduct an additional annual review? Results from State assessments indicate whether the school has made Adequate Yearly Progress (AYP) in moving all of its students to the proficient or advanced levels of achievement in reading/language arts and math relative to State academic achievement standards. The annual review of the schoolwide program goes beyond this measure to examine all aspects and goals of the schoolwide plan. It examines whether the plan is being effectively implemented and whether its implementation is improving student achievement, especially the achievement of students furthest from proficiency in reading/language arts and math on State academic achievement

assessments. The annual review should not only address student achievement in these subjects, it should also examine information related to teacher quality, parental involvement, consolidation and coordination of funds and other components that directly and indirectly affect achievement. It also may address student achievement in subject areas outside of reading/language arts and math. The annual review is designed to reveal areas of strength within the program and areas that need revision in order to better position the school to continue improving and to make AYP. 48 Q36/A36 Deleted the following: May a schoolwide program school combine its funds with Title I, Part C (Migrant Education) funds? Yes. Schools must first use Migrant Education Program (MEP) funds, in consultation with migrant parents, to meet the special education needs of migrant children before they may combine MEP funds in a schoolwide program. A school that receives schoolwide program funds shall continue to address the identified needs of migrant children and shall meet the special educational needs of migrant children before using migrant funds for those in schoolwide programs. If a schoolwide program school combines MEP funds, the school must document that it provided specific services to its migrant children to address needs that stem from their migratory lifestyle or that preclude them from participating effectively in school. The school must document that these needs have been met before it may combine MEP funds in a schoolwide program. 57-58 61 Q37/A37 through Q43/A43 renumbered to Q34/A34 through Q40/A40 A14 Deleted the following: However, as an existing employee of the LEA, the individual would have until January 8, 2006 to demonstrate competency through post-secondary education or a formal State or local assessment. A33 Deleted bulleted items one, three and five, as follows: An LEA must use not less than five percent or more than ten percent of its Title I allocation for professional development activities to ensure that teachers and paraprofessionals meet the qualification requirements. Schools and LEAs identified as needing improvement must also reserve funds for professional development and these funds may be used for paraprofessionals. 63 Title V, Part A, Innovative Programs, authorizes LEAs to use funds innovatively in certain areas for teachers and other school personnel. A37 Changed from: A37. Districts complete the Paraprofessional Education Requirements Data Collection Form for each paraprofessional and submit it to KSDE. The form is available at: http://www.ksde.org/linkclick.aspx?fileticket=s5cninyps10%3d&tabid=419&mid=104 6 Only paraprofessionals working in a Title I schools are required to submit the forms and meet the educational requirements, but any paraprofessional may submit the

form to have his or her information added to the KSDE database. to Districts will need to enter the information about the paraprofessional qualifications in the K-Para System. The K-Para System is found in the KSDE authenticated applications. Q38/A38 Deleted the following: 71 71-80 85-109 111-122 127 Q38. Are there any requirements outside of Title I that apply to the hiring of paraprofessionals? A38. Yes. Under Title II, if a State Educational Agency (SEA) determines that an LEA: Has failed to make progress toward meeting the annual measurable objectives established by the State for increasing the percentage of highly-qualified teachers in each LEA and school, and for increasing the percentage of teachers receiving high quality professional development; and Has failed to make adequate yearly progress for three consecutive years, then the SEA must enter into an agreement with the LEA. This agreement must include a plan that the LEA will use to meet its annual measurable objectives and that prohibits the use of Title I, Part A funds to fund any paraprofessional hired after the date the initial determination was made, with two exceptions. The exceptions are The agreement must permit the use of Title I, Part A funds to hire a paraprofessional after the date of the determination if the hiring is to fill a vacancy created by the departure of another paraprofessional paid with Title I funds and the newly hired paraprofessional meets the statutory qualification requirements; The agreement may allow the use of Title I, Part A funds to hire a paraprofessional after the date of the determination if the LEA can demonstrate - That a significant influx of population has substantially increased student enrollment; or - That there is an increased need for translators or assistance with parental involvement activities. Q15/A15 Deleted the following: Q15. Are private school children who receive Title I services eligible to receive supplemental educational services? A15. No. Only children from low-income families attending public schools identified for improvement, corrective action, and restructuring not all children participating in Title I are eligible to receive supplemental educational services. Q16/A16 through Q61/A61 renumbered to Q15/A15 through Q60/A60. Replaced Title I Serving Preschool Children Under Title I in its entirety Worked on formatting, but need to figure out how to put a period after Answer headings (i.e., A1 needs to be A1. ) Q1/A1 through Q51/A51 Deleted Q1/A1 through Q51/A51 in their entirety. Q15/A15 Deleted the following:

Q15. What other accountability information is to be included on the LEA report card? A15. The report card must include the total number and names of each Title I school identified for school improvement, corrective action or restructuring and the percentage of the schools in the LEA they represent. 129-169 Q16/A16 through Q19/A19 renumbered to Q15/A15 through Q18/A18. Q1/A1 through Q110/A110 Deleted in their entirety. 136 136 136-138 142 Q1/A1 deleted in its entirety. [Title I Public School Choice] Q1. What is the purpose of the public school choice requirement in the Elementary and Secondary Education Act (ESEA)? A1. Public school choice, which will be referred to as choice throughout this document, is a critical component of ESEA that offers students in low-performing Title I schools an opportunity to attend higher-quality schools, even as the low-performing schools are being improved. Together, school improvement activities and public school choice can provide all students in low-performing Title I schools the opportunity to access a high-quality education. When all students including students with disabilities and English Language Learners (ELL) are provided high-quality educational options, and when all parents receive enough information to make intelligent choices among these options, public school choice can increase both equity and excellence in education. A2 now A1 [Title I Public School Choice] Removed the first paragraph: Yes, only LEAs with identified priority schools have to reserve 20% of the LEA s Title I allocation for helping these schools plan and implement the interventions aligned with the Turnaround Principles. LEAs with identified focus schools are to reserve 10% of the district s Title I allocation. These funds are for helping the focus schools implement their interventions. The maximum amount any LEA is required to reserve is 20%. Reworded the 2 nd paragraph, as follows: No, LEAs do not have to reserve any Title I funds for school choice transportation, supplemental educational services or professional development since no Title I schools are identified for improvement. Renumbered Q2/A2 through Q6/A6 to Q1/A1 through Q5/A5 [Title I Public School Choice] Removed Q1/A1 in its entirety. [Title I Supplemental Educational Services] Q1. What are supplemental educational services? A1. Supplemental educational services are additional academic instructions designed to increase the academic achievement of students in low-performing schools. These services may include academic assistance such as tutoring, remediation and other educational interventions, provided that such approaches are consistent with the content and instruction used by the local educational agency (LEA) and are aligned with the State s academic content standards. Supplemental educational services must be provided outside of the regular school day. Supplemental educational services must be high quality, research-based, and specifically designed to increase student academic achievement.

142 Q2/A2 now Q1/A1 [Title I Supplemental Educational Services] Removed the first paragraph: Yes, only LEAs with identified priority schools have to reserve 20% of the LEA s Title I allocation for helping these schools plan and implement the interventions aligned with the Turnaround Principles. LEAs with identified focus schools are to reserve 10% of the district s Title I allocation. These funds are for helping the focus schools implement their interventions. The maximum amount any LEA is required to reserve is 20%. Reworded the question, as follows: Q1. Do LEAs still have to reserve Title I funds for supplemental educational services (SES)? 142-144 171-173 179-180 Reworded the 2 nd paragraph, as follows: No, LEAs do not have to reserve any Title I funds for school choice transportation, supplemental educational services or professional development since no Title I schools are identified for improvement. Renumbered Q2/A2 through Q6/A6 to Q1/A1 through Q5/A5 [Title I Supplemental Educational Services] Added Time and Effort Clarification Enclosure C section. Deleted Q22/A22 through Q24/A24 as follows: Q22. What is an LEA responsible for communicating to parents of the children of a school identified for school improvement, for corrective action, or for restructuring? A22. If an LEA identifies a school for improvement, for corrective action, or for restructuring, the LEA must, promptly following identification, provide a notice to a parent or parents of each student enrolled in the school, that Explains what the identification means, and how the school compares academically to other schools served by the LEA and the SEA involved; Identifies the reasons for the identification; Provides an explanation of how the parents can become involved in addressing the academic issues that caused the school to be identified for school improvement; and Explains the parent s option to transfer his or her child to another public school, with transportation provided by the LEA, or to obtain supplemental educational services for the child. Q23. What information about actions taken to address problems that led to a school s identification for school improvement, for corrective action, or for restructuring must an LEA provide to both parents and the public? A23. In addition to providing school improvement information to the parents of each student in the school, an LEA must publish and disseminate, to both parents and the public, information explaining What the school is doing to address the problem of low achievement; What the LEA or the SEA is doing to help the school address the problem; and If applicable, a description of specific corrective actions or restructuring plans. Q24. What responsibilities does an LEA have to parents of the children in a school that is in the restructuring phase of school improvement?

A24. If an LEA identifies a school for restructuring, which means a major reorganization of the school s governance arrangement, the LEA must provide both parents and teachers with Prompt notice; An opportunity to comment before any action under the restructuring plan takes place; and An opportunity to participate in the development of any restructuring plans. 187-205 Renumbered Q25/A25 through Q39/A39 to Q22/A22 through Q36/A36. Q2/A2 through Q73/A73 Deleted in their entirety and replaced with updated information. 209-235 Q2/A2 through Q93/A93 Deleted in their entirety and replaced with updated information. 222 Q2/A2 removed as follows: [Title II, Part D section] Q2. Must an Ed Tech grant recipient use a portion of its funds to support specific types of activities? A2. Yes. Each Ed Tech recipient must use at least 25 percent of its funds to provide ongoing, sustained, and intensive, high-quality professional development. (This requirement applies to both formula and competitive grant funds.) However, the professional development requirement does not apply if the Ed Tech recipient demonstrates, to the satisfaction of its SEA, that it already provides, to all teachers in core academic subjects, such professional development, which is based on a review of relevant research. The remaining funds are to be used to carry out other activities consistent with the purposes of the program and the district s local technology plan. 222 Renumbered Q3/A3 as Q2/A2 [Title II, Part D section] 237 A38 [Title III Lanugage Instruction for Limited English Proficient and Immigrant Students section] Added the following sentence at the end of the paragraph: The third AMAO uses state assessment results in reading and mathematics. 239 3 rd paragraph Deleted bullets 1, 3, 5 and 7 as follows: Title I, Part B, Subpart 3, Even Start; Title I, Part F, Comprehensive School Reform; Title II, Part D, Educational Technology State Grants; Title IV, Part A, Safe and Drug-Free Schools and Communities 255 Q29 and A29 Deleted entire question and answer. 256 Q30 and A30 Renumbered to Q29 and A29 Q31 and A31 Deleted entire question and answer. 256-258 258 Q36 Deleted entire text of Q36 259 A36 Deleted entire text of A36 Q37 and A37 Deleted entire text of Q37 and A37 Q32/A32 through Q35/A35 Renumbered to Q31/A31, Q32/A32, Q33/A33, Q34/A34

Q38 renumbered to Q34 259 Q38 now Q34 and moved to page 258 4 th line Changed references to Title V to Title II. 260 A38 now A34 Q34 and moved to page 258 Changed all references of Title V to Title II. 263 2 nd Paragraph Lines 3 and 4 Deleted: a Title IV allocation of $1,000; and a Title V allocation of $1,000 2 nd Paragraph Line 4 Changed Title II A activities to Title II D activities 3 rd Paragraph Lines 3-4 Deleted a Title II D allocation of $1,000; and a Title IV allocation of $2,000 3 rd Paragraph Lines 4-5 Changed transferred 50% of the district s Title II D and Title IV allocations into Title II A, one will now track $2,500 in Title II A to transferred 50% of the district s Title II A allocation into Title I, one will now track $500 in Title II A 3rd Paragraph Line 6 Changed ($2,500) or $625 at end of line 6 to ($500) or $125 7 th Paragraph Deleted Title II D Education Technology No maximum on carryover funds; however, it is recommended that districts carry over no more than 25%. 9 th and 10 th Paragraphs Deleted Title IV Safe & Drug Free Schools & Communities A 25% maximum on carryover funds is allowed for the Title IV program. Title V Innovative Programs No maximum on carryover funds; however, it is recommended that districts carry over no more than 25%. 264 11 th Paragraph Changed Migrant summer programs funded with FY 08 funds must be obligated by June 30, 2008 and all activities ended by August 15, 2008. to Migrant summer programs funded with FY 13 funds must be obligated by June 30, 2013 and all activities ended by August 15, 2013. 266 Deleted Title II, Part D Educational Technology Title IV-A, Safe and Drug-Free Schools and Communities Title V, Innovative Programs from the Certification of Time Sole Source of Funding form 276 Q30 Deleted entire text of Q30 Q31/A31 through Q37/A37 renumbered to Q/30/A30 through Q36/A36

277 Q34 and A34 moved to Q31 and A31 A37 now A36 Second part of pargraph is deleted: "In addition, if the school intends to combine MEP funds in the schoolwide program, it must first meet the special educational needs of migrant children in consultation with migrant parents." Q38 and A38 Deleted the entire text of Q38 and A38: "Q38 Are there any limitations on the use of MEP funds in a schoolwide program? A38. The statute regulations require schools to first use the MEP funds, in consultation with migrant parents, to meet the special educational needs of migrant children before they may combine MEP funds in a schoolwide program. The special educational needs of migrant children are: The unique needs that result from the effects of their migratory lifestyle; and Those other needs that are necessary to permit these students to participate effectively in school. The school also must document that these needs have been met before it may combine MEP funds in a schoolwide program." 278 Q39 and A39 Deleted the entire text of Q39 and A39: "Q39. How does a schoolwide program school identify the special educational needs of migrant children if it intends to combine MEP funds? A39. The SEA identifies the special educational needs of migrant children on a statewide basis through its comprehensive needs assessment. The SEA then communicates these needs to LEA s, and the school must determine whether these needs exist. If they do, the school must use MEP funds in consultation with migrant parents to meet these needs, and document having done so. After the school meets these needs, it may combine MEP funds with other funds in a schoolwide program. Q40 and A40 Deleted the entire text of of Q40 and A40: Q40 Who determines whether MEP funds may be combined in a schoolwide program the school or the SEA? A40. The SEA provides guidance to schools regarding when it is appropriate to combine funds in a schoolwide program. The school, in consultation with migrant parents, determines whether it may combine MEP funds in a schoolwide program, subject to guidance from the SEA." Point 3 2 nd and 3 rd line "student must meet one (#5 thru #11) or 2 or more (#12-#18) of the at-risk criteria" changed to "student must have one check in item (5-18)." 289 A3 deleted the entire first paragraph: A3. An LEA (except an LEA identified for improvement or subject to corrective action may transfer up to 50 percent of the funds awarded to it by formula under certain programs to its Title II, Part A allocation (or to other specified allocations) or to its allocation under Part A of Title I. An LEA may also transfer up to 50 percent of its Title II, Part A funds to certain other programs. (There are special transferability rules governing LEAs identified for improvement or corrective action.) and replaced the text with Under this flexibility an LEA can transfer 100% of its allocation to Title I Part A. 291 Deleted the first, second, fifth and seventh bulleted items:

Title I, Part A, which requires that LEAs use at least 5 percent of their Title I funds for professional development activities to ensure that teachers who are not currently highly qualified meet that standard by the end of the 2005-2006 school year. In addition, any school identified as in need of improvement for failing to make adequate yearly progress must spend 10 percent of its Title I, Part A funds on professional development, including teacher-mentoring programs. Title I, Part B, the Reading First program, which requires grantees to build on scientifically-based reading research to implement comprehensive instruction for children in kindergarten through third grade. From the 20 percent State set-aside funds, 65 percent may be spent in preparing teachers through professional development activities so the teachers have tools to effectively help their students learn to read. Title II, Part D, the Enhancing Education Through Technology program, under which each local recipient of funds must use at least 25 percent of those funds for ongoing, sustained, and high-quality professional development on the integration of advanced technologies into curriculum, instruction, and on the use of those technologies to create new learning environments. Title V, Part A, which authorizes LEAs to use formula grant funds to provide professional development activities carried out in accordance with Title II, Part A, as well as to recruit, train, and hire highly qualified teachers to reduce class size. 292 Deleted first sentence of second paragraph: All SEAs that receive Title I, Part A funds are required to develop a plan to have all teachers of core academic subjects highly qualified no later than the end of the 2005-2006 school year. Also deleted the last sentence of second paragraph: The LEA must also have a plan describing how it will meet the annual measurable objectives established by the SEA for ensuring that all teachers in the LEA are highly qualified by the end of the 2005-2006 school year. 299 Sixth Bullet Deleted second half of sixth bullet: That section requires an SEA to establish annual measurable objectives for each LEA and school that, at a minimum, include an annual increase in the percentage of highly qualified teachers at each LEA and school to ensure that all teachers of core academic subjects are highly qualified by the end of the 2005-2006 school year. It also includes a requirement for the LEA s plan to include an annual increase in the percentage of teachers who receive high-quality professional development. 300 Q32/A32 Deleted Q32 and A32 in their entirety: Q32 What corrective steps must occur if an LEA fails to make adequate yearly progress (AYP) or fails to meet the annual measurable objectives for teacher quality? A32 The statute describes what States and districts must do if an LEA fails to make AYP or meet its annual measurable objectives for teacher quality. If the SEA determines, based on LEA reports submitted, that an LEA failed to make progress toward meeting its annual measurable objectives for two consecutive years, the LEA must develop an improvement plan that will enable it to meet such objectives and that directly addresses the issues that prevented it from meeting its objectives. During the development and throughout implementation of the plan, the SEA must provide technical assistance to the LEA and to schools served by the LEA that need assistance to enable them to meet the annual measurable objectives. If an LEA has failed to make AYP for three consecutive years and has failed for three years to make progress toward meeting its annual measurable objectives, the SEA must enter into an agreement with the LEA on its use of Title II, Part A funds under which the SEA will: Develop (in conjunction with the LEA, teachers, and principals) professional development strategies and activities based on scientifically based research that the LEA will use to meet the State s annual measurable objectives for improving teacher

quality; Require the LEA to use these professional development strategies and activities; and Prohibit LEAs from using Title I, Part A funds to fund any new paraprofessionals, except under certain limited instances. 300 Q33/A33 through Q72/A72 Q33/A33 through Q72/A72 are renumbered to Q32/A32 through Q71/A71 301 First paragraph after bullet, deleted second half of paragraph: The LEA uses the results of this assessment to plan its Title II, Part A activities, keeping in mind its student achievement goals and its plan for ensuring that all teachers in core academic areas meet the highly qualified requirements by the end of 2005-2006 school year 307 A48 now A47 Deleted last sentence of first paragraph: Other ESEA funds, most notably Title V, Part A funds, may be used to purchase instructional materials or technology for students if the purchases are part of an innovative assistance program as this term is used in Title V. 315 Added Statement before Q1: The Title II Part D Education Technology Program is not currently funded by Congress. LEAs, however, receiving Rural Low-Income Schools Grants (RLIS) or Small Rural Schools Achievement Grants (SRSA) may use those funds for allowable activities under Title II Part D. Q2/A2 Deleted section Q2/A2 in its entirety. Q2. What are the purposes of the program? A2. The purposes of the Ed Tech program are to: Assist States and localities in implementing and supporting a comprehensive system that effectively uses technology in elementary and secondary schools to improve student academic achievement. Encourage the establishment or expansion of initiatives (including those involving public-private partnerships) that are designed to increase access to technology, particularly in schools served by high-need local educational agencies. Assist States and localities in the acquisition, development, interconnection, implementation, improvement, and maintenance of an effective educational technology infrastructure in a manner that expands access of technology to students (particularly disadvantaged students) and teachers. Support initiatives that enable school personnel and administrators to integrate technology effectively into curriculum and instruction that are aligned with State standards, through such means as high-quality professional development programs. Enhance ongoing professional development for teachers, principals, and administrators by providing constant access to training and updated research in teaching and learning through electronic means. Support the development and use of electronic networks and other innovative methods, such as distance learning, to provide specialized or rigorous courses or curricula to students who would not otherwise have access to such information, particularly to those in geographically isolated regions. Support local efforts to use technology to promote parent and family involvement in education and to enhance communication among students, parents, teachers, principals, and administrators. Support the rigorous evaluation of programs funded under the Ed Tech Act, particularly regarding the impact of these programs on student academic achievement, and ensure that the results are widely accessible through electronic means. 316 Q3/A3 Q4/A4 Deleted sections Q3/A3 thru Q4/A4 in their entirety.

Q3. May an eligible LEA (i.e., an LEA that receives funds under Part A of Title I) apply for Ed Tech formula grant funds as part of a consortium with other entities? A3. Yes. An eligible LEA may apply for Ed Tech formula grant funds as part of a consortium that includes other LEAs, institutions of higher education, educational service agencies, libraries, or other educational entities. Q4. May an eligible LEA apply simultaneously for both Ed Tech formula and competitive funds? A4. Yes. Eligible applicants may seek both formula and competitive grants. Consistent with the statuary requirements, each SEA will establish its own procedures for applications. Q5/A5 now Q2/A2 Line 4 - Removed sentence: The recipient must provide professional development in the integration of advanced technologies, including emerging technologies, into curricula and instruction and in using those technologies to create new learning environments. A6 now A3 Added sentence as first bullet point: Provide professional development in the integration of advanced technologies, including emerging technologies, into curricula and instruction and in using those technologies to create new learning environments. 317 Q7/A7 and Q8/A8 Deleted sections Q7/A7 thru Q8/A8 in their entirety. 320-322 Q7. May an LEA that does not yet have the required local technology plan be awarded Ed Tech funds in order to develop a plan? A7. An LEA may be awarded Ed Tech funds to develop a local technology plan only if it receives a waiver to do so. Assuming that the applicable waiver criteria are met, an SEA may grant the waiver to an LEA in an Ed-Flex state. (Kansas is an Ed-Flex state). Q8. What do the equitable participation provisions require LEAs and eligible local entities to do? A8. LEAs and eligible local entities must engage in timely and meaningful consultation with appropriate private school officials during the design and development of programs and continue the consultation throughout the implementation of these programs. Therefore, for both Ed Tech formula and competitive awards, the consultation should begin during the development of the local grant proposals. Eligible LEAs that seek both competitive and formula funding under Ed Tech may engage in consultations that simultaneously involve the Ed Tech competitive and formula grants. LEAs and local entities must provide, on an equitable basis, special educational services or other benefits that address the needs under the program of children, teachers, and other educational personnel in private schools in areas served by the LEAs and local entities. Expenditures for educational services and other benefits for private school children, teachers, and other educational personnel must be equal, taking into account the number and educational needs of the children to be served, to the expenditures for participating public school children. Deleted the REAP-FLEX and SRSA Accountability and Reporting Requirements section in its entirety. Q1. What assessment requirements apply to Local Education Agencies (LEAs) participating in REAP-FLEX or the SRSA grant program? A1. LEAs participating in REAP-FLEX must administer an assessment that is consistent with the assessment requirements in Title I, Part A. Thus, an LEA that participates in REAP-FLEX or receives funding under the SRSA grant program may use

the assessment system that the State uses to fulfill Title I requirements to meet the REAP-FLEX accountability requirements. Q2. What are the reporting responsibilities of SEAs and LEAs that participate in REAP- FLEX or the SRSA grant program? A2. Eligible LEAs that exercise REAP-FLEX authority must report to their SEA on their use of applicable funding (i.e., funds that an LEA receives by formula under Title II-A and D, Title IV-A, and Title V-A) in the manner required by the SEA, whether or not they received an allocation under the SRSA grant program. The U.S. Department of Education (USDE) will establish State-level reporting requirements concerning applicable funding under REAP-FLEX as part of the consolidated State performance report currently under development. The USDE will also establish separate reporting requirements for those LEAs that receive allocations under the SRSA grant program. This report, currently under development, will most likely be collected using the Internet, and the USDE will make every effort to minimize the reporting burden. 322 A3 2 nd Sentence Changed from: For LEAs that don t qualify on their own, they may enter into consortia with other LEAs and/or Regional Service Centers to qualify for Title III funds. To: LEAs that don t qualify on their own, but that have a minimum of 10 LEP students, may enter in to a consortium with other LEAs and/or Regional Service Centers to qualify for Title III funds. 331 A39 Deleted making AYP in fifth line and replaced with: to reduce the number of students who score non-proficient in reading and math A2 After the last bullet, added: The QIA (Quick Informal Assessment) or CASAS (Comprehensive Adult Student Assessment Systems) are acceptable assessments for adult learners. Q3/A3 now Q9/A9 Moved to location after Q8/A8 and renumbered. Under Step Two added 5 th bullet: Has passed the ESOL PRAXIS and has applied to the Kansas State Department of Education (KSDE) Teacher Education and Licensure (TEAL) for endorsement before the official September 20 count day. Under NOTE 2 removed Effective school year 2007-2008: Under NOTE 3 changed from: Content classroom teachers who are serving ELLs in their classes, who are not yet ESOL endorsed, do not need to possess a waiver/providsional ESOL endorsement to generate State ESOL funding. Instead, the content classroom teacher must either hold an ESOL endorsement or have a Teacher/District ESOL Endorsement Plan of Study on file at the district office for Full Time Equivalent (FTEs) to generate State ESOL funds. To: NOTE 3: Content teachers who serve ELLs in their classes must either hold an ESOL endorsement, have an ESOL Endorsement Plan of Study on file at the district office, or have passed the ESOL PRAXIS and applied to TEAL for endorsement. 337-338 Added three new questions as Q3/A3, Q4/A4 and Q5/A5 Q3. Who should receive the Home Language Survey? Q4. Why is the Home Language Survey given? Added two new questions as Q7/A7 and Q8/A8 Q7. Who takes the KELPA? Q8. How do schools get the KELPA?

A6 Deleted first sentence from second bulleted item: The SIT team recommendation can override Criterion A, allowing flexibility for cases in which a score of proficient/fluent for two consecutive years on one of the approved ELP assessments is not adequate enough data. Q7/A7 now Q5/A5 Moved to location after Q4/A4 341 A9 (now A14) Added LEAs may not count both para time and teacher time for students receiving English support. 345 Replaced Appendix A: Sample Home Language Survey with an updated sample 346 Replaced Appendix B: Sample Teacher/District ESOL Endorsement Plan of Study with an updated sample 351 Added opening paragraph, before Purpose of SDFSC The Title IV Part A Safe and Drug Free School and Communitites Program is not currently funded by Congress. LEAs, however, receiving Rural Low-Income Schools Grants (RLIS) or Small Rural Schools Achievement Grants (SRSA) may use those funds for allowable activities under Title IV Part A. A1 Deleted bulleted items 3-6 as follows: Federal assistance is provided to States for: Grants to Local Education Agencies (LEAs) (and consortia of LEAs) to establish, operate, and improve local programs of school drug and violence prevention and early intervention; Grants to, or contracts with, community-based organizations, public and private entities for programs of drug and violence prevention, and early intervention, including community-wide drug and violence prevention planning and organizing activities; and Development, training, technical assistance, and coordination activities. 351 Q2/A2 Deleted Q2 and A2 as follows: Q2. What message must the SDFSC programs convey? A2. Drug and violence prevention programs supported under the State Grants Program must convey a clear and consistent message that the illegal use of drugs and acts of violence are wrong and harmful. 351-353 LEA PROGRAMS Deleted first paragraph in this section, including all bulleted items in that paragraph, as follows: LEAs may carry out a broad range of drug and violence prevention programs with SDFSCA funds. Funded programs and activities must be coordinated with other school and community-based services and programs and must: Foster a safe and drug-free learning environment that supports academic achievement; Be consistent with the Principles of Effectiveness; Be designed to: Prevent or reduce violence; the use, possession and distribution of illegal drugs; and delinquency; and Create a well-disciplined environment conducive to learning, which includes consultation between teachers, principals, and other school personnel to identify early warning signs of drug use, violence, and to provide behavioral interventions as part of classroom management efforts; and Include activities to: Promote the involvement of parents in the activity or program; Promote coordination with community groups and coalitions, and with government agencies; and Distribute information about the LEA s needs, goals, and programs under the SDFSCA 352 Q3/A3 through Q9/A9 renumbered to Q2/A2 through Q8/A8 354- Q5/A5 through Q12/A12 356 Q5/A5 through Q12/A12 were deleted in their entirety as follows:

Q5. Do the provisions of the Safe and Drug-Free Schools and Communities Act (SDFSCA) (Title IV, Part A of the Elementary and Secondary Education Act of 1965 as amended by the No Child Left Behind Act) prohibit the presence of prescription medication (or paraphernalia used to administer such medication) at school? A5. No, a student s prescription drugs and related equipment are not illegal drugs and are not prohibited by the SDFSCA. The SDFSCA defines drug prevention as prevention, early intervention, rehabilitation referral, or education related to the illegal use of drugs. Under the SDFSCA, the term drug includes controlled substances, the illegal use of alcohol and tobacco, and the harmful, abusive, or addictive use of substances, including inhalants or anabolic steroids. Many students suffer from short term or chronic illnesses that require them to take prescription medication and, in some cases, these medications must be taken during the school day. For example, students that have been diagnosed with diabetes may have to receive insulin during the school day, and as a result would need to have both medication and a syringe for administration of the medication available. The provisions of the SDFSCA do not prohibit these activities. States or localities may develop policies regarding the custody or control of prescription drugs, the equipment necessary to administer the drugs as prescribed, and the equipment necessary to monitor the illness. We encourage State and local officials to consider the needs of all of their students in developing policies that address this issue. Q6. Must LEAs obtain parental consent before students participate in the SDFSC program? A6. LEAs must make a reasonable effort to inform parents or legal guardians of students of the contents of programs or activities funded under the State Grants Program (except in the case of classroom instruction). LEAs must withdraw a student from any program or activity supported with State Grants Program funds upon written notification from the parents or legal guardians of students. Q7. Does the supplement, not supplant provision apply to SDFSC? A7. Yes. A State must ensure that SDFSC funds awarded under State Grants Program are used only to supplement the level of State, local, and other non-federal funds and not to replace funds that would have been available to conduct activities if SDFSC funds had not been available. Q8. Does SDFSC funds have a cap on spending? A8. A cap is imposed on the following LEA activities: Acquiring and installing metal detectors, electronic locks, surveillance cameras, or other related equipment and technologies; Reporting criminal offenses committed on school property; Developing and implementing comprehensive school security plans or obtaining technical assistance concerning those plans; Supporting safe zones of passage activities, including bicycle and pedestrian safety programs, that ensure that students can travel safely to and from school; and Hiring and mandatory training of school security personnel who interact with students in support of youth drug and violence prevention activities implemented in schools An LEA may use up to 40 percent of its allocation to support the activities described in clauses (a) through (e), but not more than half of that amount (or a maximum of 20 percent) may be used to support the activities described in clauses (a) through (d). LEAs may use the entire 40 percent to support the hiring and training activities in clause (e). Funds may be used for the activities in clauses (a) through (e) only to the extent that an LEA does not receive funding for those activities from other Federal agencies. These activities are also subject to the requirements of the Principles of Effectiveness. Q9. Is there a cap on administration? A9. Yes. LEAs may use no more than 2 percent of their allocation to carry out the administrative responsibilities associated with the implementation of these programs. LEA PROGRAMS Q10. What kinds of purchases for school security are covered? A10. Funds may be used to buy and install metal detectors, electronic locks, surveillance cameras, and other related equipment and technologies. Q11. May the whole security cap be used for equipment and technology? A11. No, only half of the total security cap (i.e., a maximum of 20 percent of an LEA s allocation) may be spent on school security items.

Q12. May Title IV funds be used for drug testing students and employees? For background checks of employees? A12. The SDFSCA states that authorized LEA activities include testing students for illegal drugs, consistent with the Fourth Amendment to the Constitution. Allowable activities include tests that are at the request or have the consent of parents or legal guardians. Inspections of students lockers for weapons or illegal drugs may also be conducted. The SDFSCA authorizes the use of funds to conduct national background checks of LEA employees to determine whether an employee or prospective employee has been convicted of a crime that bears on the employee s ability to be responsible for the safety of children, serve in the particular capacity for which he or she was hired, or be otherwise employed by the LEA. 356 Q13/A13 now Q4/A4 Q13/A13 become Q4/A4 Q14/A14 Q14/A14 deleted in their entirety as follows: Q14. May an LEA apply for a waiver of the requirement to implement programs that are scientifically based? A14. LEAs may apply to their SEA for a waiver of the requirement to implement programs that are scientifically based. However, LEAs applying for waivers must demonstrate that funded programs or activities are innovative and have a substantial likelihood of success. 356 Q15/A15 and Q16/A16 Q15/A15 and Q16/A16 become Q5/A5 and Q6/A6. 357 Q17/A17 and Q18/A18 Q17/A17 and Q18/A18 deleted in their entirety as follows: Q17. Are costs associated with evaluation of drug and violence prevention programs considered program costs? A17. Yes, the evaluation of drug and violence prevention programs can be considered a program cost. Q18. The SDFSCA requires LEAs to describe how they will target schools and students with the greatest need. May LEAs make subgrants to schools with the greatest need? A18. LEAs must target services and activities to high-need schools and students; however, the SDFSCA does not authorize LEAs to subgrant funds. While staff at individual schools may be heavily involved in determining the kinds of activities that will be implemented in their schools, LEAs must maintain administrative control over grant funds. Q19/A19 Q19/A19 renumber to Q7/A7 UNIFORM MANAGEMENT INFORMATION AND REPORTING SYSTEM Section The entire Uniform Management Information and Reporting System was deleted 358 Q24/A24 Q24/A24 becomes Q8/A8 Replaced Appendix C: Sample Exiting Criteria from an ESOL Program with an updated sample 359-371 Deleted entire content of pages 359-371 378 A11 Last Paragraph Removed text For additional information about whether a particular weapon is a "firearm" under this definition, contact the Safe and Drug-Free Schools Program at (202) 260-3954 for a referral to the nearest Bureau of Alcohol, Tobacco, and Firearms field office. 383 Added above Q1/A1

The Title V Part A Innovative Programs is not currently funded by Congress. LEAs, however, receiving Rural Low-Income Schools Grants (RLIS) or Small Rural Schools Achievement Grants (SRSA) may use those funds for allowable activities under Title V Part A. Q2/A2 Deleted Q2 and A2 in their entirety as follows: Q2. What is the role of LEAs in implementing Title V-A? A2. The primary role of Local Education Agencies (LEAs) under Title V-A is to carry out programs under one or more of the 27 authorized innovative assistance program areas listed in the statute. Title V-A provides LEAs with flexibility in carrying out this role. LEAs have complete discretion in determining how to divide funds among one or more of the 27 innovative assistance program areas in a manner that meets both the purposes of Title V-A and the needs of the students within the LEAs. Moreover, LEAs and school personnel have the primary responsibility for the design and implementation of programs. Q3/A3 and Q4/A4 Q3/A3 and Q4/A4 are renumbered to Q2/A2 and Q3/A3. Q5/A5 through Q16/A16 Q5/A5 through Q16/A16 deleted in their entirety. 397 A20 2 nd Bullet deleted second part of paragraph (except for the Even Start Family Literacy, and Migrant Education Even Start programs, in which indirect costs are unallowable) 399 A30 deleted 2 nd part of paragraph However, in the case of Reading First, an LEA may use Reading First funds to purchase reading textbooks for the use of private school students in grades K-3 if their current reading program does not meet Reading First requirements (i.e., is not based on scientifically based reading research), to the extent the SEA permits the purchase of textbooks for public school students under Reading First. 400 Q35 deleted end of paragraph adequate yearly progress (AYP), and annual assessments A35 deleted first sentence of paragraph No. A State s academic standards and AYP determinations do not apply to private schools. 401-402 deleted SAMPLE INTENT TO PARTICIPATE FORM Left blank pages for now 406 A7 All of A7 was deleted and replaced with the content from A8. A document titled Kansas Guide to Early Reading Assessment provides information on recommended assessments which may be used to screen and diagnose early reading problems. This document is posted on KSDE web site at http://www.ksde.org/default.aspx?tabid=159. Q8 Q8 was deleted. Q10 and A10 Changed to Q9 and A9 Q11 and A11 Changed to Q10 and A10 A11 now A10 Table changed as follows: Column 2: changed 378 to 0.456 Column 4: changed 4374 to 3838 Column 6: changed 2.7% to 2.2% and.027 to 0.022