Post on 26-Dec-2015
transcript
Office of Field Services
Spring Planning Workshop for the 2013-14
School Year
Office of Field Services
Organization of Field Services
Office of Field Services
Regional ServicesUnit
Special PopulationsUnit
Financial Unit
Workshop Topics
•District Improvement Plan (DIP) and School Improvement Plan (SIP) in the ASSIST PLATFORM via AdvancED
•Title I School Selection (TISS) in MEGS+
•Consolidated Application (CA) in MEGS+
District Improvement Plan (DIP)
School Improvement Plan (SIP)
The DIP or SIP Must • Precede or accompany the Consolidated Application
submission• Include Goals, Objectives, Strategies and Activities• Contain all programs/ services proposed for funding in
the CA• Contain all programs/services the LEA anticipates
adding to the application later in the academic year with carryover or unspent set-asides
• Contain strategies and activities for how funding sources such as Title IA, Title III LEP and Immigrant,
Title IC, and Title VI will be used
TITLE I SCHOOL SELECTION
(TISS)
Purpose of the TISS
Identifies •Schools eligible for Title I, Part A, services •Allocation options and sources•Required and optional reservations (set-asides)•Per pupil allocations to schools Important Note: TISS screens must be completed in numerical order.
TISS and Educational Entity Master (EEM)
Before initiating the 2013-14 TISS in MEGS+, the LEA’s authorized user must update EEM to reflect the following changes: •Known changes in entity (school) configurations,•New and closed entities, •Adjustments in grade configurations for the upcoming school year,•Changes require approval by CEPI staff.
See TISS HELP Information
TISS View/Edit Screen
View/Edit Screen
Use View/Edit to :
• Change status• Access TISS screens• Access Consolidated Application• View several links to HELP Information
TISS Screen 1 – Grade Span Groupings
• Completed by all districts• Do short version of TISS if district has less
than 1,000 students OR has no schools with overlapping grade levels
• Do long TISS if the district has more than 1,000 students AND schools with overlapping grade levels
TISS Screen 2 – Data on Schools• Eligible public schools information prepopulated from
EEM• District enters appropriate grade levels, documented
public student, low-income, and private school student counts
• Community Eligibility Option (CEO) schools will have an adjusted public count calculated
• Districts considering CEO participation should contact MDE to determine impact on federal programs
Screen 3 – Allocation Method
How are schools identified for Title I support?• District-wide average or school grouping average• 35% rule, which may make it possible to serve
additional schools• Schools with more than 75% poverty must be
served
Screen 4 – Title I Eligible Schools
• Title I schools are identified as Targeted Assistance or Schoolwide
• An ineligible school may be “grandfathered” for one year if it received Title I funding in the previous year
• An eligible school that has not been served in the past automatically becomes a Targeted Assistance school
Screen 5A – Funds AvailableTISS and Consolidated Application Alignment
Screen 5A addresses:• Regular Title I Part A, Allocation Amount• Current year funds transferred into Title I, Part A
from Title II, Part A (up to 100% of Title II, Part A after private school equitable share is deducted)• Minimum amount per low-income child• Carryover
Screen 5A Funds Available
Transferred Carryover and Equitable Services
Row 1b: Enter prior year carryover funds transferred from other grant sources (will be included in determining equitable services for eligible private schools) Row 1c: Enter total amount of unspent Title I funds designated in the prior year for equitable services to private schools for which the district has assumed responsibility for the lack of full participation by the private school.
Screen 5A Funds Available
Screen 5B: Title I Data Collection for Required and Optional
Reservations
Screen 5B Focus/Priority School District Reservation
Language has been aligned to the MDE Flexibility Waiver:
• Revised to reflect “Priority” and “Focus” rather than “Identified for Improvement”
• Transportation for Transfer Option and Supplemental Educational Services omitted.
Screen 5B – Required and Optional Reservations
Screen 5B Additional Required and Optional Reservations
• Parent Involvement, including private school equitable share
• Homeless• Administrative Costs (including Indirect Costs and function
codes 226, 231, 252, 261, 281, 282, 283, 284)
• District-level Instructional Programs (summer school, preschool, intersession)
• Additional PD
Screen 5BRequired and Optional Reservations
If there are prior year unspent parent involvement funds being carried over, those
funds must be expended only on parent involvement activities.
Screen 5C
Private School Equitable Share
• All Private School budget items must be reported in the District Level Budget Detail in Function Code (FC) 371
• Find the Private School Calculation Worksheet on the OFS website at www.michigan.gov/ofs Under: “Tools and Resources”Find: “2013-14 Consolidated Application
Important Information”Click On: “Participating Private Schools’
Equitable Share Calculation Worksheet ”
Screen 9 – Data Collection for Required and Optional Reservations (Short TISS)
• Collects same data as Screens 5A, B, and C of long TISS– Funds available, including carryover and transfers– Reservations– Private school equitable share
• If there are no required or optional reservations in the Consolidated Application, check the appropriate box
Screen 6ACarryover, Parent Involvement Reservations
Screen 6BAllocation to School Attendance Areas and
Other Funding
Screen 6B
Balance Remaining for Per Pupil School Allocations must be at or near zero without going over the Balance Available for Per Pupil Amount School Allocations.
Draft - 3/14/13
Screen 8 – Skipped Schools
Describe how the full allocation will be used to provide Title I-like services.
CONSOLIDATED
APPLICATION
View/Edit Screen
Consolidated ApplicationReminders:
• Cover Page Updates• Help Information• Review Grant Selections• Description of Equitable Access• Private School Documentation
• Letters, Consultations, Plans• Private School Calculation Worksheets
Cover Page
Help Information“Show Help” is available when you are in the Application Menu or on any of the Quick Links screens.•View/Edit – This allows you to edit and complete information for the application/task.•Change Status – This allows you to change the status of the Application/Task.•Access Management Tools – This allows you to perform application management tasks, such as adding people to MEGS+ Access.
Help InformationAdditional Help is available when you are in the application.
•View Comments – This is a summary of the comments in all the grant budget pages.•Review Panel and Show Notes – These contain comments that occur within each grant budget.•Flagged Budget Items – These are comments for specific items within a budget.
Review Grant Selections
Description of Equitable Access
III. Parent Involvement
“…describe the methods used to inform and involve parents to ensure fair and
equitable opportunities to participate in planning, implementing and evaluation of the Title I program…”
Private School Documentation
These are required documents that can be found at the Office of Field Services website:•Consultation Documentation •Sample Letter In-District •Sample Letter Out-of-District (if applicable)•Memorandum of Understanding (if applicable)•Participating Private Schools’ Equitable Share Calculation Worksheet
Private School Documentation
Title I, Part A
Title I Budget Summary Screen
Title I Budget Detail
Budget Line Descriptions• Enter enough detail to make your intention clear
to the reviewer.• Provide justification for each budget item from
the funding source.• Ensure the budget item is addressed as a
strategy or activity in the DIP.• Ensure the budget item is reasonable, necessary
and allocable from the funding source.
Administrative Costs
The district may use Title I funds only for those administrative costs that are directly related to the Title I program.
•This includes personnel time spent managing the program, audit costs, Title I evaluation activities, professional development for administrators and indirect costs.
Title II, Part A Funds
• Recruiting and retaining highly-qualified teachers and principals
• Training teachers, paraprofessionals and administrators• Recruiting and hiring supplementary staff • Reducing class size in grades K–3 (need to complete
template and attach to application)• Building “highly qualified” teachers who demonstrate a high level of competency in each of the (core) academic
subjects
Purposes
Description of Core Academic Subjects –The term “core academic subjects” means
English, reading or language arts, mathematics, science, foreign languages, civics and
government, economics, arts, history and geography
[Section 9101(11)]
Professional Development
Professional Development
5 Required Days………
Funds can be utilized to facilitate Keynote speakers/consultants
relative to Title II, Part A topics
• Can focus on improving the knowledge of teachers, principals and paraprofessionals in core academic subjects
• Can focus on effective strategies, methods and skills, and use of state academic content standards and state assessments
Professional Development
• Provide training how to teach and address the needs of students with different learning styles
• Provide training in improving student behavior• Provide training to enable teachers and principals to
involve parents in their child’s education• Provide training how to understand and use data
Professional Development
Professional Development Budget Line Descriptions
• Enter enough information to make your intention clear to the reviewer (i.e. number of days/hours, number of staff participating, cost per session/day/hour).
• Provide justification for each budget item funded from Title II, Part A. How does it support the strategies and activities in the DIP?
• Ensure the budget item is reasonable, necessary and allocable for Title II, Part A.
• The District is required to have new teacher mentoring. It must:
Assign a mentor to new teachers Provide at least 15 days of professional
development over 3 year•Some contracts require mentoring under
certain circumstances•Title II, Part A mentoring must be in
addition to the legal requirements
Guidelines for Teacher Mentoring
• Substitute services for Title II, Part A Class size reduction teachers
• Substitute services for teachers who are participating in Title II, Part A funded professional development activities
Use of funds must be reasonable and necessary
Allowable Expenses for Substitute Teachers
MDE requirements:• CSR is identified in the needs assessment• After meeting contractual obligations , CSR is
allowed: Only in grades K-3 Where adding teacher reduces class size to 17 or less When serving high risk students When sustained over multiple years When instructional strategies are changed
• Impact on achievement must be measurable
Class Size Reduction (CSR)
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Transferability
• Districts may only transfer funds from Title II, Part A to Title I, Part A
• Districts may transfer up to 100% of Title II, Part A funds into Title I, Part A AFTER the private school equitable share has been calculated
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Title II, Part ARefer to the Title II, Part A FAQs at www.michigan.gov/ofs regarding:•Recruitment•Merit Pay •Retention Bonuses•Teacher Mentoring•Contracting Services•Tuition
Carryover Funds
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Identifying Available Carryover Funds
2012-13 funds that were approved but not expended may be made available as carryover through the amendment process after certification of the Final Expenditure Report
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Title I Carryover 15% Limit• Applies to Districts with allocations of $50,000 or
more• Carryover may not exceed 15% of the initial year’s
allocation• All unspent reservations are included in the 15%
carryover limit• May be waived once every three years
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Carryover Funds from 2012-13 Reservations
• If a District’s Title IA allocation is greater than $500,000, it must set aside 1% of its allocation for parental involvement. If this reservation is not spent during the year it was reserved, when carried over into the next school year, it must be used for its original purpose.
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Private Nonprofit Equitable Share of Carryover
• If carryover results from lack of full participation by the private school, then carryover fund use may be determined by the District
• If carryover results from circumstances under the control of the District, then the carryover funds must be reserved for services to the private school
Office of Special Populations
Title IA, Title IC, Title ID, Title III, Homeless
Alternative Language Program• Upload a description of the Alternative Language
Program (ALP) for English learners as an attachment to the Consolidated Application
For existing ELS For possible new EL enrollees
• Acquire template at www.michigan.gov/OFS under programs - “Title III - English Learner & Immigrant Education Programs “
Sample Alternative Language Program Template
Proficiency levels Level of service/# of hours daily(from general funds)
Mode of delivery(from general funds)
Staff providing service(from general funds)
Basic Examples: Push-in for language development and common core content area learningPush-in for language development to newcomersCollaborative teaching in classrooms between a bilingual/ESL HQ staff and classroom teacher (language & content)
Examples:Certified bilingual/ESL endorsed teacher;Bilingual/ESL Resource Teacher;Bilingual/ESL Resource TeacherSIOP Trainer/Coach working with teachers; “Floating” SIOP Trained staff;Bilingual HQ paraprofessionals who are supervised by, and consult with a bilingual/ESL endorsed teacher
Low intermediate
High Intermediate
Proficient/Advance Proficient
Name of School District/PSA: Name of the Title III/EL contact person, email address, & phone number:
Professional DevelopmentWorld-Class Instructional Design & Assessment (WIDA) English Language Proficiency Standards:
• Will replace current ELP standards• MDO-OFS Train the Trainer in March 2013• Regional workshops at the ISDs and local districts/PSA’s
• For more information contact Maria Silva at SilvaM@michigan.gov
Title I, Part A Services to Homeless Studentswww.michigan.gov/ofs
Tools and Resources2012-13 Consolidated Application Important Information
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Delivery System for Special Populations
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Supplement, Not Supplant
Supplementing
• Categorical funds are additional resources to provide targeted services beyond the basic educational program
• Categorical funds do not replace, nor are they a substitute for foundation dollar expenditures
Supplanting[Title I, Part A, Section 1120 A (b)]
•Substituting or replacing funds from non-federal sources (state/local) for existing or previously existing instructional programs or non-instructional services
•Substituting or replacing funds from other federal/state programs required by law for specific categories of students
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Supplement, Not Supplant
• State and local funds must be used for all activities that are a District responsibility
• A District is responsible for all school operating requirements under state and local laws or policy
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District ResponsibilitiesThis includes, but is not limited to:•Basic education classroom teacher salaries•Support personnel salaries•Administrator salaries•Basic classroom supplies and materials•Operation and maintenance
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District Responsibilities• Contractual agreements with employees• Transportation• Required state assessments• Training and mentoring new teachers
- District/School accreditation- School improvement planning- Planning and writing the district’s core curriculum- Complying with P.A. 25 requirements- Training and mentoring new teachers- Professional development for teachers (minimum 5
day requirement)
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Questions and AnswersContact your Regional Office of Field Services
Consultant:Region 1…………………….517-373-4009Region 2……….……………517-373-0161Region 3…………………….517-373-6341Region 4…………………….517-373-4004Region 5…………………….517-373-4212