esea program overviews 2015 esea directors institute august 25, 2015
TRANSCRIPT
ESEA Program Overviews
2015 ESEA Directors Institute
August 25, 2015
Consolidated Planning & Monitoring
Corey CurrieCPM Regional Consultant
Courtney WoodsCPM Regional Consultant
[email protected]@tn.gov
Objectives
Objectives• Provide overview and general information of ESEA grant
programs– Title I
• Part A – Education for the Economically Disadvantaged– Parental Involvement
• Part C – Education of Migratory Children• Part D – Neglected & Delinquent• Family and Community Engagement
– Title II• Part A – Improving Teacher & Leader Quality• Part B – Math/Science Partnerships
– Title III• Language Instruction for Limited English Proficient and Immigrant
Students
– Title VI• Rural Low-income Schools
– Title X• Part C – Homeless Education (McKinney-Vento)
– Non-public/Private Schools
Title I, Part AEducation for the
Economically Disadvantaged
Improving Academic Achievement for Economically Disadvantaged Students
• Title I, Part A provides federal dollars to help supplement educational opportunities for children who live in high poverty areas and those most at risk of failing to meet the state’s challenging achievement standards.– In core academic subjects
Core Academic Subjects
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• Mathematics • Science • History • Geography • Civics/Government • Economics • Foreign (World)
Languages
• Reading • English/Language Arts • Music (general, choral,
instrumental) • Visual Arts • Dance • Theatre • Elementary Curriculum
Use of Funds
Instructional Programs• In Class• Pull Out• Extended Day• Extended Year• Pre-Kindergarten• Summer Programs• Online Learning• Take Home Resources• Tutoring
Supporting Programs• Professional Development• Parent Involvement• Materials/Supplies• Technology (Equipment)
Salary and benefits• Title I Director • Title I Secretary• Admin. Asst.• Teachers• Educational Assts.• System-wide Personnel• Academic Coaches
Required District Set-Aside: Parent Involvement
• 1% set aside for parent involvement if allocation > $500,000– 95% of funds spiral down to Title I schools
• Parent involvement is the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities, ensuring that—– Parents play an integral role in assisting their child’s learning– Parents are encouraged to be actively involved in their child’s
education at school– Parents are full partners in their child’s education and are
included, as appropriate, in decision-making and on advisory and planning committees to assist in the education of their child
Allowable Expenditures
• Parent activities and meetings directly related to academic goals and policies– Costs may include event advertisement, training materials,
light refreshments, childcare, and transportation
• Activities and translations for non-English speaking parents
• Communication including postage and printing to provide ongoing outreach and information services to families
• Equipment, books, and supplies for a parent resource center or family lending library
• A written parental involvement policy shall be developed jointly with, agreed upon, and distributed to parents of participating children.
• The parental involvement policy shall be evaluated annually for effectiveness by parents and educational stakeholders.
• LEA will provide coordination, technical assistance, and other support necessary to assist schools in planning and implementing effective parent involvement activities.
• LEA will build the schools’ and parents’ capacity for strong parental involvement
• LEA will coordinate and integrate parent involvement with other programs.
LEA Parent Involvement Responsibilities
School Parent Involvement Responsibilities• Collaborate with parents to develop a written parental
involvement policy that is updated periodically
• Hold an annual meeting to inform parents of their school’s participation in the Title I program– Offer flexible number of meetings
• Involve parents in the planning, review, and improvement of Title I programs, including the parental involvement policy and school improvement plan
• Provide timely information concerning:– school curriculum and Title I programs– academic assessments used to measure student progress and
expected proficiency levels
School Parent Involvement Responsibilities All Title I Schools must include in their parental involvement policy a school-parent compact that outlines:
• The shared responsibility of parents, students and staff to improve students’ academic achievement
• The school’s responsibility to provide high quality instruction to meet academic standards
• Ways in which parents will support their child’s learning• The importance of ongoing communication between teachers
and parents through (at a minimum):‒ Annual parent-teacher conferences‒ Frequent reports to parents about their children's progress‒ Reasonable access to staff, opportunities to volunteer and
participate in their child’s class, and observation of classroom activities.
Parents’ “Right to Know”
Required notifications include:• Teacher Qualifications• Student Privacy• Public release of students directory information• Military Recruiter Access to Student Information• Annual report card on statewide and individual academic achievement• National Assessment of Education Progress• Limited English Proficiency Programs• Homeless Children• 21st Century Community Learning Centers• Waiver Request• School-wide Programs• ESEA Flexibility Waiver
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Required District Set-Aside: Homeless• Funds must be set aside to provide for homeless
students in non-Title I schools – No required amount or percentage– Comparable services provided to students in Title I schools
• Can be services not provided to Title I students
– Some allowable uses include backpacks, school supplies, tutoring, counseling, and graduation fees
School-wide Program
• A School-wide Program (SWP) is a comprehensive reform strategy designed to upgrade the entire educational program in a Title I school.
• In a SWP, all students are Title I students.
• Its primary goal is to ensure that all students, particularly those who are low achieving, demonstrate proficient and advanced levels of achievement on state academic standards.
• School-wide plan must address ten legislated plan components
Targeted Assistance Program
• A Targeted Assistance (TA) program is a program that “targets” supplemental educational services to eligible children identified as having the greatest need for special assistance.
• Students are identified for services in a TA program based on multiple, educationally-related, objective criteria such as:– State Assessments– Local Assessments– Grades– Teacher Observations
Things to Remember
• Can fund Pre-K programs as part of the school allocation set aside– Part of school allocation– District-wide set aside
• Carry-over cap of 15%
• Cannot transfer money out of Title I but may transfer money into Title I from another Title allocation, but this increases the amount of equitable services to private school students
Title I, Part CEducation of Migratory
Children
Eligibility
The Migrant Education Program (MEP) can only serve children who:
• Are ages 3 to 21 without a diploma or GED
• Moved from one district to another in preceding 36 months
• Moved to obtain seasonal or temporary work in agriculture, dairy, or fishing OR have moved with a migratory parent/spouse/guardian
• Moved out of economic necessity
• Are considered official migrants & issued a Certificate of Eligibility (COE) by the state MEP
School and LEA Responsibilities
• Give Occupational Survey to all students enrolling in school– Include form in enrollment packet– Send forms with “yes” answer to district liaison– District liaison maintains copy & sends original to Tennessee
Opportunity Programs (TOPS)– TOPS determines eligibility
• Provide free meals for 3 years after Qualifying Arrival Date (QAD)
• Provide Accurate & Timely Reporting– Monthly reports to verify contact information & enrollment– Re-enrollment reports due annually by September 20– Individual Student Records (ISRs) by June 15
Requirements
• Forms & Reports– Occupational Survey– Monthly reports (Excel)– Re-enrollment reports (Excel)– ISRs
• Secure & Timely Transmission of Data– To comply with FERPA, send personally identifiable information
(student ID, social security number, date of birth, etc.) via the secure site.
– All of the reports and surveys with at least one "yes" answer are to be uploaded to the secure site.
http://tn.msedd.com X No emailX No hard copy
Title I, Parts A & DLocal Neglected, Delinquent,
& At-risk
Program Purpose
To provide supplemental programs & services that:
• Carry out high quality education programs• Prepare children & youth for secondary school completion,
training, employment, or further education• Provide activities to facilitate the transition of children & youth
from the correctional facility to further education or employment• Operate programs in local schools for students returning from
correctional facilities & programs serving at-risk students
Funding
Generated based on number of students in residential placement• Student count is taken each October• Title I-A: Neglected youth• Title I-D, Subpart 2: Delinquent youth
Youth in Residential Programs
• Neglected: placed voluntarily or by courts for abandonment, neglect, or death of parents/guardians
• Delinquent: have been adjudicated to be delinquent or in need of supervision
• Reside in juvenile detention centers, psychiatric hospitals, residential treatment centers, & orphanages with education programs
• Almost half of the Neglected & Delinquent facilities are contracted by DCS
Use of Funds
• Supplemental instruction in core subjects• Tutoring • Counseling & transition services• Dropout prevention programs • Coordination of health and social services including:
day care, drug & alcohol counseling, & mental health services
• Vocational & technical education, special education, career counseling, curriculum-based youth entrepreneurship education, & assistance in securing student loans or grants for postsecondary education
• Mentoring & peer mediation
Serving Neglected & Delinquent Youth• Neglected programs in 27 districts
• Delinquent programs in 18 districts
• TN Alliance for Children & Families (TACF) contracted by TDOE to serve the state except:‒ Shelby Co.‒ Bartlett City‒ Sevier Co.
Title II, Part AImproving Teacher & Leader
Quality
Title II, Part A – Improving Teacher Quality• The Title II-A legislation focuses on
– preparing, training, and recruiting high-quality teachers and principals; and
– requires states to develop plans with annual measurable objectives that will ensure that all teachers teaching core academic subjects are “highly qualified.”
• Provides support to teachers and leaders (no direct services to students)
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Title II, Part A – Improving Teacher Quality• Professional development related to core academic
subjects
• Teacher retention/recruitment
• Incentives/bonuses
• Class size reduction teachers for targeted needs
• Testing costs for highly qualified status
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Core Academic Subjects
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• Mathematics • Science • History • Geography • Civics/Government • Economics • Foreign (World)
Languages
• Reading • English/Language Arts • Music (general, choral,
instrumental) • Visual Arts • Dance • Theatre • Elementary Curriculum
Title II, Part BMath/Science Partnerships
Purpose of Title II-B
• The purpose of the Title II B Math and Science Partnership is to improve the academic achievement of students in the areas of mathematics and science by encouraging, local educational agencies, elementary schools, and secondary schools to participate in programs that —
– improve and upgrade the status and stature of mathematics and science teaching by encouraging institutions of higher education to assume greater responsibility for improving teacher education through the establishment of a comprehensive, integrated system of recruiting, training, and advising mathematics and science teachers
Purpose of Title II-B (cont’d)
– focus on the education of mathematics and science teachers as a career-long process that continuously stimulates teachers' intellectual growth and upgrades teachers' knowledge and skills
– bring mathematics and science teachers in elementary schools and secondary schools together with scientists, mathematicians, and engineers to increase the subject matter knowledge of mathematics and science teachers and improve such teachers' teaching skills through the use of sophisticated laboratory equipment and work space, computing facilities, libraries, and other resources that institutions of higher education are better able to provide than the elementary schools and secondary schools
Purpose of Title II-B (cont’d)
– develop more rigorous mathematics and science curricula that are aligned with challenging State and local academic content standards and with the standards expected for postsecondary study in engineering, mathematics, and science; and
– improve and expand training of mathematics and science teachers, including training such teachers in the effective integration of technology into curricula and instruction.
Use of Funds
• PD for math and science teachers• Integration of scientifically based research and
technological teaching methods• Math and science summer workshop and institutes• Recruitment of math, science, and engineering
majors• Developing or redesigning math and science curricula• Establishing distance learning for math and science• Designing programs for math or science teachers• Math and science teachers collaborating with
scientists, engineers, and mathematicians.
Title IIILanguage Instruction for
Limited English Proficient and Immigrant Students
Intent of Title III
• To develop and implement new language instruction educational programs (LIEPs) for English Learners (ELs) and immigrant students
• To carry out highly focused, innovative locally-designed activities to expand or enhance existing LIEPs and academic content instruction for ELs and immigrant students
• To implement schoolwide or district programs for restructuring, reforming, and upgrading all relevant programs, activities and operations LIEPs and academic content instruction for ELs and immigrant students
Allocations
• Regular Title III grant for ELs is a formula grant that flows through districts with ELs enrolled– If the award is less than $10,000, the district must join a consortium
to receive the funds– The same service must be given even if funds are not accepted
• Immigrant grant: $200,000 taken from the Title III award– Immigrant grant is a discretionary grant that is awarded
based on a formula for growth. Prior years 2 and 3 are averaged and compared to the current year. If the district meets this requirement, they are eligible to apply and be awarded the funds.
Use of Funds
• Supplemental services, after school tutoring, before school tutoring, ESL summer programs
• Supplemental materials: bilingual books, manipulatives, dictionaries, hand held translators, ESL specific software
• Supplemental personnel: lowering the ESL teacher: student ratio, coaches, embedded professional development providers, nurses, counselors, data personnel
• Supplemental parental outreach: parenting classes, nutrition classes, English classes
Title VI, Part BRural, Low-income School
Small, Rural School Achievement (SRSA)• The SRSA program provides eligible LEAs with greater
flexibility in using the ESEA formula grant funds to small, rural school districts.
• LEAs apply directly to U.S. Department of Education when they are deemed eligible for the grant.
Small, Rural School Achievement (SRSA)To be eligible to participate in SRSA, an LEA must –
• have a total average daily attendance (ADA) of less than 600 students, or serve only schools that are located in counties that have a population density of fewer than 10 persons per square mile;
and
• serve only schools that have an NCES school location code of 7 or 8 (assigned by the US Department of Education’s National Center for Education Statistics)
or
• be located in an area of the State defined as rural by the State of TN
(NCES urban-centric locale code of 32, 33, 41, 42 or 43). .
Rural and Low-Income Schools (RLIS)
• The RLIS program authorizes formula grant awards to states, which in turn make subgrants to eligible LEAs that serve concentrations of children from low-income families.
• LEAs may use RLIS funds to support a broad array of local activities to support student achievement.
Rural and Low-Income Schools
An LEA is eligible for an allocation under the RLIS program if:
• 20 percent or more of the children age 5 to 17 served by the LEA are from families with incomes below the poverty line;
• all schools served by the LEA have a school location code of 6, 7, or 8 (assigned by the US Department of Education’s National Center for Education Statistics);
and
• the LEA is not eligible to participate in the SRSA program.
Use of Funds
• Teacher recruitment and retention
• Parent involvement activities
• Activities authorized under Title IA, IIA, IID, III and IV
• Professional development
• NOTE: May not transfer money into this Title – (May use Title VI for Consolidated Administration)
Title X, Part CHomeless Education
(McKinney-Vento)
Purpose
Definition of homeless children and youths:“individuals who lack a fixed, regular, & adequate nighttime residence.” Refer to (Sec.725) for additional criteria.
• Address problems that homeless children & youth face in enrolling, attending, & succeeding in school
• Ensure Free Appropriate Public Education (FAPE) and access to the same and equal services (educational & other) to be able to meet the same challenging State academic standards
• No maximum time limit for eligibility• Eligible for the entire academic year
Allocation Information
• McKinney-Vento (Title X, Part C) subgrants– Competitive grant cycle to begin in Spring 2016 for FY17 &
FY18 – Any LEA can apply– Application and budget required– LEAs cannot carry over more than 25% of funds
LEA Responsibilities
• Designate a homeless education liaison– Coordinate & collaborate to provide services
• Provide annual training to staff
• Identify & serve homeless children & youth
• Ensure access to Pre-K programs (front of waiting list)
• Enroll homeless students & provide services immediately
• Provide free meals during the school day
Use of Funds
Allowable*
Transportation (school of origin) Clothing & shoes (PE, uniforms) School & test fees (IB, AP) School supplies Dental, medical, mental health
services Enrollment items Food Staff serving homeless
students Hygiene items
* After exhausting all other resources.
NOT Allowable
X RentX UtilitiesX Clothing for parentsX Services or materials from
other funds (supplanting)X Programs or services required
by state laws or policies
Equitable Non-public
Services
Intent of Equitable Services
• Purpose: To provide supplemental educational services for eligible public and non-public school students to ensure all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging academic achievement standards and assessments.
• Services that are supplemental to what non-Title I students receive.˗ Longer school day or year˗ Supplemental component to the reading or math program
Participating Programs
• Title I-A– Improving Academic Achievement
• Title II-A– Improving Teacher Quality
• Title III-A– Language Instruction for Limited English Proficient
• Discretionary Grants – Title IV- 21st Century– Math and Science Partnership (MSP)
Contacts
Nashville CPM Contacts
• Executive Director (Title I, II)• [email protected]
• Director of Planning (Title VI)• [email protected]
• Director of School Improvement• Rita [email protected]
• Director of Project Management• [email protected]
• Director of Homeless & Migrant Education‒ [email protected]
• ePlan System Administrator ‒ [email protected]
• Title III Director ‒ [email protected]
• Neglected & Delinquent Program Director‒ [email protected]
• OCR and Non-public Manager– [email protected]
• School Improvement & Parent & Community Engagement– [email protected]
• Administrative Assistants‒ [email protected]‒ [email protected]
Regional Consultant Contact Information• CPM Regional Consultants
1) Corey [email protected] (731) 234-5417
2) Janet (Michelle) [email protected] (731) 225-3627
3) Bridgett [email protected] (615) 626-3466
4) Courtney [email protected] (615) 864-5471
5) Deborah Thompson [email protected] (615) 864-5162
6) Jacki [email protected] (423) 262-3296
• Finance Regional Consultants1) Cindy Smith
[email protected] (731) 571-4548
2) Brad [email protected] (615) 308-3616
3) Robert (Rob) [email protected] (615) 253-4842
4) Brian [email protected] (931) 488-3050
5) Dustin [email protected] (865) 253-5821
6) Jackie Broyles [email protected] (423) 283-1431
CPM & Finance Regional Consultant District Map
LAKE
OBION WEAKLEY
DYER GIBSON
LAUDERDALE
HAYWOOD
FAYETTE
CROCKETT
BENTON
SHELBY
TIPTON
HENRY
CARROLL HUMPHREYS
HENDERSONMADISON
HARDEMAN McNAIRY HARDIN
HOUSTON
STEWARTROBERTSON
MONTGOMERY
DICKSON
CHEA
THAM
PERRY
HICKMANWILLIAMSON
DAVIDSON
MAURY
LEWIS
WAYNE LAWRENCE
MARSH
AL
L
GILES
SUMNERMACO
NTROUSDA
LE
WILSON
RUTHERFOR
D
BEDFORD
LINCOLN
SMITH
DEKALB
WHITE
PUTNAM
JACKSON
CLAY
CANNON
COFFEE
FRANKLIN
MO
OR
E
PICKETT
OVERTON
FENTRESS
CUMBERLAND
BLEDSO
E
WARREN
VAN
BUREN
GRUNDY
SEQUATCH
IE
MARION
SCOTT
MORGAN
CAMPBELL
ROANE
LOUDON
RHEA
HAMILTO
N BRADLE
Y
McMINN
POLK
MEI
GS
MONROE
BLOUNT
SEVIER
KNOXANDERSO
N
CLAIBORNE
GRAING
ER
JEFFERSON
HANCOC
K HAWKINS
SULLIVAN
JOHNSO
NCARTE
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UNICOIHAMBLE
NGREENE
COCKE
WASHIN
GTO
NUNIO
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Corey Currie, CPMCindy Smith, Fiscal
Michelle Mansfield, CPMBrad Davis, Fiscal
Bridgett Carwile, CPMRob Mynhier, Fiscal
Courtney Woods, CPMBrian Runion, Fiscal
Deborah Thompson, CPMDustin Winstead, Fiscal
Jacki Wolfe, CPMJackie Broyles, Fiscal
120 Chester200 Decatur240 Fayette350 Hardeman360 Hardin380 Haywood390 Henderson
391 Lexington (PK-8)
490 Lauderdale550 McNairy570 Madison 680 Perry792 Shelby
793 Arlington796 Germantown794 Bartlett798 Millington795 Collierville797 Lakeland
840 Tipton
960 West TN School for Deaf
030 Benton090 Carroll
092 Hollow Rock- Bruceton
093 Huntingdon094 McKenzie 095 South Carroll097 West Carroll
170 Crockett171 Alamo (PK-6)
172 Bells (PK-5)
230 Dyer231 Dyersburg City
275 Gibson271 Humboldt City272 Milan SSD273 Trenton274 Bradford SSD
400 Henry401 Paris SSD (K-8)
420 Houston430 Humphreys480 Lake660 Obion
661 Union City810 Stewart920 Weakley
985 ASD
110 Cheatham140 Clay180 Cumberland190 Davidson 210 DeKalb220 Dickson250 Fentress440 Jackson560 Macon630 Montgomery670 Overton 690 Pickett710 Putnam740 Robertson800 Smith830 Sumner850 Trousdale930 White950 Wilson
951 Lebanon SSD (PK-8)
970 Dept of Children’s Serv.971 Dept of Corrections963 TN School for the Blind961 York Institute (9-12)
020 Bedford040 Bledsoe080 Cannon160 Coffee
161 Manchester (PK-8)
162 Tullahoma260 Franklin280 Giles310 Grundy410 Hickman500 Lawrence 510 Lewis520 Lincoln
521 Fayetteville 580 Marion
581 Richard City 590 Marshall600 Maury640 Moore750 Rutherford
751 Murfreesboro (PK-6)
770 Sequatchie880 Van Buren890 Warren910 Wayne940 Williamson 941 Franklin SSD (PK-8)
010 Anderson 011 Clinton (PK-6)
012 Oak Ridge
050 Blount 051 Alcoa City 052 Maryville 060 Bradley
061 Cleveland070 Campbell330 Hamilton530 Loudon
531 Lenoir City
540 McMinn541
Athens City (PK-9)
542 Etowah City (K-8)
610 Meigs620 Monroe
621 Sweetwater (PK-8)
650 Morgan700 Polk720 Rhea
721 Dayton City (PK-8)
730 Roane760 Scott
761 Onieda
100 Carter 101 Elizabethton
130 Claiborne150 Cocke
151 Newport City (K-8)
290 Grainger300 Greene
301 Greeneville
320 Hamblen340 Hancock370 Hawkins
371 Rogersville (K-8)
450 Jefferson460 Johnson County470 Knox
780 Sevier 820 Sullivan
821 Bristol 822 Kingsport
860 Unicoi Co870 Union Co900 Washington 901 Johnson City
964 East TN School for Deaf
Central Time Zone Eastern Time Zone
Revised 8/17/2015
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