ESEA Program Overviews

2015 ESEA Directors Institute

August 25, 2015

Consolidated Planning & Monitoring

Corey CurrieCPM Regional Consultant

Courtney WoodsCPM Regional Consultant

Corey.Currie@tn.govCourtney.Woods@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)• Eve.Carney@tn.gov

• Director of Planning (Title VI)• Renee.Palakovic@tn.gov

• Director of School Improvement• Rita Fentress@tn.gov

• Director of Project Management• Janine.Whited@tn.gov

• Director of Homeless & Migrant Education‒ Alyson.Lerma@tn.gov

• ePlan System Administrator ‒ Linda.Stachera@tn.gov

• Title III Director ‒ Jan.Lanier@tn.gov

• Neglected & Delinquent Program Director‒ Elizabeth.Roper@tn.gov

• OCR and Non-public Manager– Quache.Spencer@tn.gov

• School Improvement & Parent & Community Engagement– Brinn.Obermiller@tn.gov

• Administrative Assistants‒ Valerie.Starks@tn.gov‒ Nina.Murphy@tn.gov

Regional Consultant Contact Information• CPM Regional Consultants

1) Corey CurrieCorey.Currie@tn.gov (731) 234-5417

2) Janet (Michelle) MansfieldJanet.Mansfield@tn.gov (731) 225-3627

3) Bridgett CarwileBridgett.Carwile@tn.gov (615) 626-3466

4) Courtney WoodsCourtney.Woods@tn.gov (615) 864-5471

5) Deborah Thompson Deborah.Thompson@tn.gov (615) 864-5162

6) Jacki WolfeJacki.Wolfe@tn.gov (423) 262-3296

• Finance Regional Consultants1) Cindy Smith

Cindy.Smith@tn.gov (731) 571-4548

2) Brad DavisBrad.Davis@tn.gov (615) 308-3616

3) Robert (Rob) MynhierRobert.Mynhier@tn.gov (615) 253-4842

4) Brian RunionBrian.Runion@tn.gov (931) 488-3050

5) Dustin WinsteadDustin.Winstead@tn.gov (865) 253-5821

6) Jackie Broyles Jackie.Broyles@tn.gov (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

R

UNICOIHAMBLE

NGREENE

COCKE

WASHIN

GTO

NUNIO

N

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

CHESTER DEC

ATU

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