every student succeeds act (essa) & mckinney-vento...

1 | P a g e

Every Student Succeeds Act (ESSA) & McKinney-Vento Homeless Assistance Act

April 2016

Mesquite ISD provides supplemental support to students, teachers, and administrators through Title 1, Part A, Title 2, Part A, and the McKinney-Vento Homeless Assistance Act of 1987. Title 1, Part A and Title 2, Part A were reauthorized on December 26, 2015. What was formally No Child Left Behind has been reauthorized as the Every Student Succeeds Act. The McKinney-Vento Homeless Assistance Act of 1987 is the federal law which provides services and support for students identified as homeless based on the criteria established in the law. The program staff for Title 1, Title 2, and McKinney-Vento consists of the Title 1 Coordinator/District Homeless Liaison, two Social Workers, two parent involvement facilitators, a family support therapist, and an administrative assistant. Our team is deeply committed to providing support and resources to our most at-risk students. Our vision is to provide supplemental resources and support to students, families, administrators, and teachers so that every child in MISD has the opportunity to achieve academically. Our mission is to ensure that federal grant awards are obtained, monitored and evaluated for effectiveness and compliance, and that students meeting criteria established by the McKinney-Vento Homeless Assistance Act of 1987 are enrolled in school immediately and provided the necessary support to be successful.

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCJawnZne9McCFcuTDQodW_kG4A&url=http://www.acteventservices.com/clients/&psig=AFQjCNEMjGCrONh8hfs2k3HGPCZ7x6KEGA&ust=1442258616321032

2 | P a g e


April 2016

Achievements

MISD has repeatedly demonstrated high performance on all Title 1 indicators of the Performance Based Monitoring Analysis System (PBMAS). All Title 1 campuses in Mesquite ISD met state accountability standards. MISD has passed all compliance reviews of Title 1 and Title 2 for the past 7 years. MISD was found 100% in compliance with all 75 indicators on the TEA Department of Standards and Programs Initial Compliance Review Report

for 2015-2016. The 1st Mesquite Back to School Event was held in August 2015 with over 2,500 students and families members in attendance. The partnerships we have established with area businesses, churches, and community organizations support our students who are in need of

food, clothing, and shelter. To date, nine students at Mesquite Academy who were identified as homeless unaccompanied youth have graduated!

Challenges

The lack of resources in Mesquite for shelter, food, and transportation. The lack of campus-based mental health resources for children and youth. The student and family need significantly outweighs the help that can be provided by two social workers. The lack of enough MISD bus drivers and vehicles available to provide transportation to eligible homeless students. The Pre-K program is under-utilized by eligible families due to the lack of transportation and only a half day option available for working parents. The increasing number of students meeting poverty criteria established by the National School Lunch program is not met with a matching increase

in federal funds available. The transition from No Child Left behind (NCLB) to the Every Student Succeeds Act (ESSA).


3 | P a g e


April 2016

Title 1, Part A

Title 1 is the federal program designed to improve the academic achievement of the disadvantaged. Title 1 began as the Elementary and Secondary Education Act of 1965 and has been reauthorized a total of 8 times. Among these are the Improving Schools Act of 1994, No Child Left Behind in 2002, and most recently in December of 2015, the Every Student Succeeds Act. The underlying goal of Title 1 since 1965 has been to provide federal dollars to the most disadvantaged children living in poverty. In addition, the federal law created a role for the federal government to write policy and establish thresholds of achievement for public schools. With each transition, the funding mechanisms have become more complicated and the bureaucracy needed to implement the program has grown. ESSA has taken much of the power of the federal government away and given states the autonomy to create their own policies and thresholds for determining student achievement.

Title 1 is a basic grant awarded to states by the Department of Education. Basic grants are awarded to states based on multiplying the total number of eligible children in each of the state’s local education agencies (LEA’s) by a dollar amount that is 40% of the state per-pupil expenditure, provided that this amount falls between 32percent and 48 percent of the national average. Current funding is based on the 2010 census. States with increases in overall poverty are expected to receive increases in Title 1 funding after the 2020 census is conducted. Once the state receives the federal award school districts are notified of the amount of Title 1 funds available through the grant application.

The Title 1 Coordinator submits our grant application to the Texas Education Agency (TEA) for Title 1 by July 1 of every year. Grant applications are written requesting the full amount of funding available. Districts receiving federal funds are required to complete compliance reports at the conclusion of each grant cycle to determine overall program effectiveness.


4 | P a g e


April 2016

Title 1, Part A

Planning

Prior to writing the Title 1 application consultation with campus staff, campus administrators, and district administrators takes place to ensure that the application is written based on the goals, objectives and strategies of all stakeholders. Each Title 1 campus provides data from campus level meetings with parents, staff, and community.

In addition, MISD has established a Federal Program Advisory Council which meets monthly to oversee all federal programs. This group is made up of the Deputy Superintendent, Associate Superintendent-Instruction, Assistant Superintendent-Curriculum, Assistant Superintendent-Business Services, Assistant Superintendent-Personnel Services, Administrative Officer-Instruction, Administrative Officer-Budget/Finance, Administrative Officer-Special Ed. Services, Administrative Officer-Information Technology, Director-Personnel Services, Coordinator-Title 1, and two campus administrators. The purpose of this council is to monitor all federally funded programs and coordinate efforts between all district departments to ensure a high level of accountability, compliance, and effectiveness.

MISD conducts annual surveys of teachers, administrators, parents and students in conjunction with Region 10 to evaluate federal programs and plan future endeavors.

In October of each year snapshot (last Friday in October) data of campus poverty levels is reviewed to determine if any new MISD campuses are eligible to begin the yearlong planning process to become a Title 1 campus. Poverty date is the number of students at a campus who are participating in the National School Lunch Program. Students participating in the National School Lunch Program receive either free or reduced cost lunch.


5 | P a g e


April 2016

Title 1, Part A

Campus Eligibility

Title 1 policy allows for any campus at 40% poverty to be eligible for Title 1 funding. Poverty is based on the number of students at each campus who receive free or reduced lunch. Once a campus reaches 75% poverty they must become a Title 1 Schoolwide campus. In MISD all 46 campuses and Mesquite Academy are above the 40% poverty threshold. Currently MISD serves all elementary campuses and those secondary campuses which are above 75% poverty.

MISD 2015-2016 TITLE 1

ACHZIGER AUSTIN BEASLEY BLACK

CANNADAY FLORENCE FLOYD GALLOWAY

GENTRY GRAY HANBY HENRIE

HODGES KIMBALL LAWRENCE MACKEY

MCKENZIE MCWHORTER MOSS MOTLEY

PIRRUNG PORTER PRICE RANGE

RUGEL RUTHERFORD SEABOURN SHANDS

SHAW SMITH THOMPSON TISINGER

TOSCH AC NEW MCDONALD VANSTON

WILKINSON WEST MESQUITE


6 | P a g e


April 20

MISD Poverty Data 2010-2016

This chart shows the poverty data at each MISD campus over the last 7 years. Poverty data is based on the number of students receiving free or reduced lunch on the October snapshot date. Snapshot day is the last Friday in October.

Funding for Title 1 campuses is based on their snapshot poverty data.

The yellow highlighted cells indicate when a particular campus became a Title 1 campus.

It is important to note that N. Mesquite High School at 71.47%, Mesquite High School at 71.4% and Berry Middle School at 71.16% are all very close to the 75% threshold that mandates a campus must become a Title 1 campus. We predict that these three campuses will become Title 1 campuses in the next couple of year.

The addition of two high school campuses will cause a large shift in funding from existing Title 1 campuses. Each Title 1 campus receives a per pupil amount for every student on that campus receiving free or reduced lunch.


7 | P a g e

Every Student Succeeds Act (ESSA) & McKinney-Vento Homeless Assistance Act April 2016

Title 1, Part A

Budget

The Title 1 application is written based on a preliminary planning amount that is released by TEA in June of each year. However, budget planning begins with district and campus administrators in February based on the current year’s funding. Districts are required by federal policy to set aside funds in pre-determined program areas prior to allocation funds to eligible campuses. Districts may set aside funds for preschool programs, administrative costs associated with the grant, and district wide staff development activities. Districts must set aside at least 1% of the total grant award if the grant award exceeds $500,000. In addition, districts must also set aside funds for homeless students and services to eligible private school students. After district set sides have been established the remaining funds are distributed out to the Title 1 campuses.

• For 2015-2016 the total MISD Title 1 grant award was $8,631,122. • In addition there was $568,325 in roll forward funds from 2014-2015. • The total spending amount for 2015-2016 is $9,199,447.

$773,714.00

$8,425,733.00

2015-2016 Title 1 Grant Award $9,199,447

District Set Aside

Campus Allocation


8 | P a g e


• Parent Involvement

o Salaries for 2 Parent Involvement Facilitators o Salary for Family Support Therapist o Salary for Title 1 Social Worker o Salary for Administrative Assistant o Parent Workshop Supplies & Materials o District Parent Involvement Activities o Campus Parent Involvement Activities

• Homeless Support Services o Salary for McKinney-Vento Social Worker o Tutoring o Clothing, Medical, Dental, Vision, Mental Health o Graduation Cap & Gown o Transportation

• Administrative Costs o Salary for Title 1 Coordinator o Private Non-Profit Administrative Cost o Professional Development/Travel

• Staff Development o Digital Library o Staff Development for teachers, administrators

• Private Non-Profit

$368,994.00

$163,380.00

$108,150.00

$39,192.00

$94,000.00

2015-2016 District Set Aside $773,715

Parent Involvement

Homeless SupportServices

Administrative Costs

Private Non-Profit

District StaffDevelopment


9 | P a g e


Title 1 Campus Allocations

Once the district set aside funds have been determined the remaining grant funds are allocated to the Title 1 campuses. Campus funds are distributed through tiered funding. Title 1 campuses are ranked in order of the highest poverty percentage to the lowest poverty percentage.

The following formula is used to determine the campus allocation:

# of students receiving free/reduced lunch multiplied by the per pupil amount

Example:

• Floyd had 824 students on free/reduced lunch on snapshot date • Floyd is assigned $398 for each of the 824 students • Floyd’s campus allocation of Title 1 funds equals $327,952

Each Title 1 campus then develops their campus budget based on their Comprehensive Needs Assessment and Campus Improvement Plan.


10 | P a g e


Title 1, Part A Key Components

• Each school district must prove comparability of services. The purpose of the Comparability Report which is submitted to TEA each fall is to demonstrate that all campuses within the district are funded on an equal level prior to the distribution of Title 1 funds. This is to ensure that Title 1 campuses receive the same level of services from state and local funds as other campuses.

• Each activity funded with Title 1 must be supplemental. The federal supplement, not supplant provision is intended to ensure that services provided under Title 1 are used to supplement (increase the level of services) and supplant (replace) services that would otherwise be provided to participating students with state and local funds if Title 1 funds were not available.

• MISD operates a Schoolwide Title 1 program. Schoolwide programs mean that every student on the campus is eligible to receive services through Title 1. On a Target Assistance campus only those students “targeted” are eligible to receive services.

• Districts receiving Title 1 funds must implement programs, activities, and procedures to involve parents. Listed below are the required activities for involving parents.

o Each Title 1 campus must convene an annual meeting to which all parents are invited to inform parents of their school’s participation in Title 1 and to explain the Title 1 requirements and the rights of the parents to be involved.

o Each Title 1 campus must develop a parent-school compact. The campus must jointly develop with parents a parent-school compact that outlines how parents, the entire school staff, and students will share in the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the State’s high standards.

o Each Title 1 campus must develop in conjunction with parents a Parent Involvement Policy. o Each Title 1 campus must notify parents that they have a right to request the qualifications of their child’s teacher. o Each Title 1 campus must inform parents if their child has been taught by a non-highly qualified teacher for longer than 4

weeks.


11 | P a g e


Title 1, Part A 10 Components of a Schoolwide Program A schoolwide program is a comprehensive reform strategy designed to upgrade the entire educational program on a Title 1 campus; its primary goal is to ensure that all students, particularly those who are low-achieving, demonstrate proficient and advanced levels of achievement on the annual Texas Standardized assessments (STAAR). There are 10 required components of a schoolwide Title 1 program.

1. Comprehensive Needs Assessment - this process reveals the priority areas on which the Title 1 program will focus 2. Reform Strategies – instructional strategies and initiatives in the CIP must be based on scientifically-based research and strengthen the core

academic program 3. Instruction by Highly Qualified Teachers – all teachers in core academic subjects and instructional paraprofessionals must be highly qualified 4. High Quality Professional Development – professional development must be high-quality sustained professional development based on

priorities identified in the needs assessment 5. Strategies to Attract Teachers – strategies must be developed to attract and retain highly qualified teachers 6. Strategies to Increase Parental Involvement – strategies to involve parents in the planning, implementation and evaluation of the program 7. Transition – strategies to help students transition from preschool into kindergarten 8. Teacher Decision Making Regarding Assessments – strategies to assist teachers in using assessment to plan for instruction 9. Effective and Timely Assistance to Students – students must be identified who need additional learning time to meet state standards 10. Coordination and Integration – schoolwide campuses must coordinate programs and services drawing on a wide range of resources such as

funding, human, organization, facility, etc.


12 | P a g e


Title 2, Part A

The No Child Left behind Act of 2001 (NCLB) placed a major emphasis upon the importance of teacher quality in improving student achievement. Title 2 focuses on improving teacher quality. In designing teacher training, recruitment, retention and professional development activities, local districts must incorporate scientifically based strategies that have been shown to increase student academic achievement.

Title 1 is a basic grant awarded to states by the Department of Education. Over the past five years states have seen a significant decrease in the funds allotted to Title 2.

MISD is in a shared services arrangement with Region 10 for Title 2. In a shared services arrangement, the regional service center becomes the fiscal agent for the grant. Districts submit application information to the fiscal agent, and the fiscal agent in turn writes and submits the grant on behalf of the district in the shared service arrangement. During the course of the budget cycle the school district submits requests for reimbursement to the fiscal agent.

Districts receiving federal funds are required to complete compliance reports at the conclusion of each grant cycle to determine overall program effectiveness.

Currently MISD pays Region 10 $37,853 to be part of the shared services arrangement. Discussion is ongoing about MISD leaving the shared service arrangements and writing the Title 2 grant on its own, similar to the Title 1 grant.


13 | P a g e


April 2016

Title 2

Budget

MISD receives a notice of preliminary planning amounts for Title 2 in June. However, budget planning begins with district and campus administrators in February. The Federal Program Advisory Council monitors and reviews the Title 2 program on-going throughout the year.

• The 2015-2016 Title 2 final entitlement was $787,755. • MISD had roll forward funds from the previous year of $67,062.42. • The total Title 2 Budget is $854,817.42 • Shared Service fee paid to Region 10 $37,853.

MISD utilizes all of the Title 2 funds to pay 11 TEKS Alignment Facilitators and 1 Technology Facilitator.

• The role of the TEKS Alignment Facilitators is to: o respond with initiative and innovation to the assigned curricular needs of students and teachers o work with teachers to enhance classroom instruction through TEKS alignment o develop and deliver staff development sessions related to TEKS alignment and state assessment o to achieve and maintain standards of excellence in the instructional program

• The role of the Technology Facilitator is to: o work with teachers and program administrators to enhance classroom instruction with technology tools o respond with initiative and innovation to the instructional technology needs of students and teachers o assist in the development and deployment of staff development related to Technology Application TEKS alignment


14 | P a g e


April 2016

The McKinney-Vento Homeless Assistance Act ensures educational rights and protections for children and youth experiencing homelessness. The term “homeless children and youth” means individuals who lack a fixed, regular, and adequate nighttime residence and includes-

• children and youths who are sharing the housing of other persons due to the loss of housing or economic hardship; • children and youths who are living in motels, hotels, or campgrounds due to the lack of alternative

accommodations; • children and youths who are living in emergency or transitional shelters, or awaiting foster care placement; • children and youths who have a nighttime residence that is a public place not designed for sleeping • children and youths who are living in cars, parks, public spaces, or abandoned buildings; • migratory children who qualify as homeless because they are living in any of the situations described above.

Homelessness is a lack of permanent housing resulting from poverty or, in the case of unaccompanied youth, the lack of a safe and stable living environment. Unaccompanied youth are children and youths who are not in the physical custody of a parent or legal guardian. The McKinney-Vento program is coordinated by the Title 1 Coordinator who also serves as the District Homeless liaison and 2 Social Workers. Each campus is required to appoint someone as the Campus Homeless Liaison.


15 | P a g e


April 2016 Identification of Homeless Students When a parent/guardian or student indicates that they are unable to provide proof of residency, the Campus Homeless Liaison meets individually and in private, to determine if the situation meets criteria under McKinney-Vento through the use of a Student Residency Questionnaire (SRQ). The SRQ assists the liaison in determining if the nighttime situation of the student meets the definition of homeless. Once the SRQ is completed, and the student is determined to be homeless the campus liaison will work with the parent, caregiver, or student to obtain assistance for school related clothing, school supplies, hygiene care kits, and possible transportation. Each student identified as homeless immediately begins receiving free breakfast and lunch. Completed SRQ’s are sent to the District Homeless Liaison who in turn enters the information into the district database and codes all necessary indicators in PowerSchool. Children and youth meeting the criteria of being homeless must be granted immediate enrollment with no barriers. Children and youth are not required to submit proof of residency or the typically required school documents such as birth certificates, immunization records, etc. The campus enrolling the student will seek these documents from the previously attended school, or work with parents to obtain copies of such records. Children and youth enrolling who present significant need beyond what the campus is able to provide, and those in crisis are provided with immediate referrals to the McKinney-Vento and Title 1 Social Workers


16 | P a g e


April 2016

MISD Homeless Growth

319 377

434

515 475

667

828

0

100

200

300

400

500

600

700

800

900

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

Homeless Children & Youth


17 | P a g e


April 2016

MISD Growth of Unaccompanied Youth

Unaccompanied youth are those students who are not in the physical custody of a parent or legal guardian. We have students in grades K-12 who are unaccompanied. These numbers do not include foster care placements.

8 20

70

158

0

20

40

60

80

100

120

140

160

180

2012-2013 2013-2014 2014-2015 2015-2016

Unaccompanied Youth


18 | P a g e


April 2016

Nighttime Residence for MISD Homeless Students

149

27 14

637

Nightime Residence for Homeless Students 2015-2016

Motel

Shelter

Unsheltered/Inadequate

Doubled Up


19 | P a g e


April 2016

How Does MISD Compare with National Statistics?

6%

16%

3%

75%

18%

4% 2%

77%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Motel Shelter Unsheltered Doubled Up

National Percentage

MISD Percentage


20 | P a g e


MISD STATE

Economically Disadvantaged Students % Passed % Advanced 2014 Advanced % Passed % Advanced 2014 Advanced

3rd Grade Reading 74% 13% 9% 70% 13% 9%

3rd Grade Math 71% 10% n/a 70% 9% n/a

4th Grade Reading 69% 14% 10% 65% 12% 10%

4th Grade Math 68% 11% n/a 66% 10% n/a

4th Grade Writing 61% 2% 2% 61% 3% 3%

5th Grade Reading 73% 15% 10% 70% 14% 11%


5th Grade Science 65% 6% 7% 62% 5% 5%

6th Grade Reading 75% 11% 10% 67% 10% 7%



21 | P a g e


MISD STATE

Economically Disadvantaged Students % Passed % Advanced 2014 Advanced % Passed % Advanced 2014 Advanced

7th Grade Reading 71% 12% 9% 66% 9% 10%


7th Grade Writing 68% 6% 2% 62% 4% 2%

8th Grade Reading 71% 11% 11% 70% 13% 13%


8th Grade Science 71% 15% 16% 61% 9% 11%

8th Grade Social Studies 56% 5% 6% 53% 5% 6%

Algebra I 81% 17% 12% 74% 13% 10%

Biology 97% 20% 10% 88% 9% 5%

English 1 61% 4% 3% 51% 3% 2%

English 2 62% 2% 3% 55% 2% 2%

US History 88% 17% 9% 86% 18% 9%


22 | P a g e


MISD STATE

Homeless Students % Passed % Advanced % Passed % Advanced

3rd Grade Reading 83% 17% 70% 13%

3rd Grade Math 78% 9% 70% 9%

4th Grade Reading 65% 12% 65% 12%

4th Grade Math 59% 12% 66% 10%

4th Grade Writing 56% 0% 61% 3%


5th Grade Math 62% 15% 72% 11%

5th Grade Science 61% 7% 62% 5%


6th Grade Math 55% 0% 67% 7%


23 | P a g e


MISD STATE

Homeless Students % Passed % Advanced % Passed % Advanced


7th Grade Math 28% 0% 64% 6%

7th Grade Writing 65% 4% 62% 4%


8th Grade Math 83% 6% 69% 3%

8th Grade Science 73% 20% 61% 9%

8th Grade Social Studies 75% 6% 53% 5%

English I 56% 4% 51% 3%

Algebra 92% 4% 74% 13%

Biology 100% 28% 88% 9%

English II 56% 3% 55% 2%

US History 96% 10% 86% 18%


24 | P a g e


April 2016

McKinney-Vento Successes

• 9 homeless unaccompanied youth have graduated from Mesquite Academy so far this year! • School clothing has been provided to over 600 students! • The MISD FLAG students are doing the inventory, organizing and distribution of the clothing for homeless students! • One of our homeless students is ranked number 3 in her graduating class! • Over 200 students have received free medical, dental and mental health services thanks to the work of our Social Workers! • Each high school campus and Mesquite Academy has held sessions for students to complete their income tax and complete the

FAFSA process for college. • Several of our homeless seniors have already received acceptance letters into college!

McKinney-Vento Challenges

• There are no shelters in the community for families, moms with children, or unaccompanied youth. • The Social Workers must travel outside of Mesquite for medical, dental, and mental health services for students. • There is no public transportation available to students and families. • Requests for transportation services to eligible McKinney-Vento students places a strain on our Transportation Department.


25 | P a g e


With the reauthorization of No Child Left Behind, the next year will be spent learning the policy and guidance of the Every Student Succeeds Act in order to provide a smooth transition for MISD. Growth of students in poverty will need to be closely monitored so that our district can stay pro-active in continuing to set high expectations for all students. MISD will need to become innovative in order to meet the changing demographics of our students and the world they will inherit. As new campuses transition to becoming Schoolwide Title 1, budgets must be monitored and spending must be based on priorities as determined in the District and Campus Needs Assessments.

MISD must continue to explore new ways to meet the needs of our children and youth experiencing homelessness. We must continue to work for supplemental resources to become available and accessible for these most fragile students. It will be important to increase the number of social workers along with providing campus based mental health services to our unaccompanied youth to ensure that students are equipped with everything necessary to foster high academic achievement.

Parent Involvement must transition to Family Engagement. We must provide opportunities for our families to learn how to assist their children in achieving academic success and post high school endeavors.

Services for pre-kindergarten students need to be expanded so that this valuable program is more accessible to our at risk families. A long term plan for offering full day programs with transportation would assist our families from poverty by allowing parents to obtain work and educational training while there young children are in school.


every student succeeds act (essa) & mckinney-vento...

Documents