new directors meeting
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New Directors Meeting. September 11, 2012 Office of Federal Programs West Virginia Department of Education. AGENDA. 7:45 a.m.Registration and Continental Breakfast 8:30 a.m.Welcome and Introductions 8:45 a.m.High Quality Standards Federal Programs’ Purposes Resources - PowerPoint PPT PresentationTRANSCRIPT
New Directors Meeting September 11, 2012
Office of Federal ProgramsWest Virginia Department of Education
AGENDA
7:45 a.m. Registration and Continental Breakfast8:30 a.m. Welcome and Introductions
8:45 a.m. High Quality StandardsFederal Programs’ PurposesResources
10:15 a.m. Break10:30 a.m. Major Program Components11:30 a.m. Lunch12:30 p.m. Major Program Components – continued2:00 p.m. Break2:15 p.m. Private Schools
Monitoring
ESEA Flexibility Request Three Principles
– College-and Career-Ready Expectations for all Students
– State-Developed Differentiated Recognition, Accountability and Support
– Supporting Effective Instruction and Leadership
WV Standards for High Quality Schools
Positive Climate and Cohesive Culture School Leadership Standards-focused Curriculum, Instruction
and Assessments Student Support Services and Family
Community Connections Educator Growth and Development Efficient and Effective Management Continuous Improvement
Intent of Federal Programs
Purpose of Title I
Provide supplemental educational services, staffing and materials
Ensure children have fair, equal, and significant opportunity to obtain high quality education.
Ensure children reach, at minimum, proficiency on challenging state standards & assessments (reading, mathematics, and readiness).
Purpose of Title II
Increasing (core) academic achievement by
improving teacher and principal effectiveness
Increasing the number of HQ teachers and principals Recruit Retain Retrain
Providing teachers and principals with high quality professional development
Purpose of RLIS (Title VI)Providing financial assistance to rural districts to assist them in meeting their state's definition of adequate yearly progress (AYP).
Funding must first be targeted at schools identified for improvement.
Must show evidence that funds were used to target the issues causing them to be identified
Purpose of RLIS (Title VI)
May be used for the purpose of: Title I Title II Part A Title II Part D Title III Title IV Part A (Safe & Drug Free Schools) Title IV Part B (21st Century Community Learning Centers)
Part A Title V (State Grants of Innovative Programs)
Purpose of Title III
Ensure LEP students attain English Proficiency, achieve at high academic levels in English.
Help LEP students meet the same challenging State Academic Content and student academic achievement standards as all other students.
Supplemental Opportunities
ESEA provides federal dollars to help supplement educational opportunities for children who live in high poverty areas who are most at risk of failing to meet state’s challenging achievement standards.
How Do We Know What to Do? Level of Authority
– Statute (ESEA - NCLB)– Regulations including EDGAR (CFR) – Non-regulatory guidance– Policy letters
USED web: www.ed.gov Federal Register
http://www.gpoaccess.gov/fr/
Title I Resources
WVDE Title I Website http://wvde.state.wv.us/titlei
Non-Regulatory Guidancehttp://www2.ed.gov/policy/elsec/guid/designingswpguid.doc
http://www2.ed.gov/programs/titleiparta/parentinvguid.pdf
The New Title I: The Changing Landscape of Accountability (Cowan and Edwards)
Title II and RLIS Resources
Title II and RLIS Website https://sites.google.com/a/wvde.k
12.wv.us/title-ii/
Title II and RLIS Resources
Non Regulatory Guidance - Title II http://www2.ed.gov/programs/tea
cherqual/guidance.doc
Non Regulatory Guidance – RLIS http://www2.ed.gov/policy/elsec/g
uid/reap03guidance.doc
Title III Resources U.S. Department of Education Title III
– Part A http://www2.ed.gov/policy/elsec/leg/esea02/pg40.html
– Subpart I http://www2.ed.gov/policy/elsec/leg/esea02/pg41.html
– OELA http://www2.ed.gov/about/offices/list/oela/index.html
WV Connections http://wvconnections.k12.wv.us/
State Policy 2417 http://wvde.state.wv.us/policies/p2417.doc
TransAct www.transact.com
Resource Scavenger Hunt
Directions and materials can be found behind Tab 5
Timelines for federal programs Title I Title II, RLIS Title III
Timeline of NCLB Funds
30,
Important Dates
July 1 – Initial period of availabilitySeptember 15 – Core plans dueSeptember 30 – End of initial period
of availability for current funds and final obligation date for last year’s funds
October 31 – Liquidation date for last year’s funds.
Major Program Components
Title I Program Components Highly Qualified and Effective
Staff Professional Development Parent Involvement Extended Day/Year Transition activities
Title I Program Models
Targeted Assistance– Eligible Students– Targeted Resources
Schoolwide– Needs Assessment– Schoolwide Plan
Targeted Assistance
The term “targeted assistance” signifies that the services are provided to a select group of children - those identified as failing, or most at risk of failing, to meet the state’s academic achievement standards.
Schoolwide Model
A Title I school is eligible to become a schoolwide program when the student poverty level is at or above 40 percent.
Title II Program Components Highly Qualified Teachers and
Professionals Professional Development Parental Involvement
RLIS Components
Title I Title II Part A Title II Part D Title III Title IV Part A (Safe & Drug Free
Schools) Title IV Part B (21st Century
Community Learning Centers) Part A Title V (State Grants of
Innovative Programs)
Title III Program Components Fidelity in Implementing Programs
for LEP Students U.S. Department of Justice WV
Inquiry May 6, 2011 Joint Letter from U.S.
Department of Justice and U.S. Department of Education
Commitment to Serve ALL students
Building Responsive Programs
Title III Program Components LEP students’ Enrollment
Process/Identification Parents’ Notification Letter
Title III Program Components Guidelines for ESL instruction by
LevelLevel 1 Level 2 Level 3 Level 4 Level 5
How much?
A minimal range of 30 – 60 minutes
A minimal range of 30 -60 minutes
A minimal range of 30 -60 minutes
Between 30 -60 minutes
Monitor
How often?
3-5 times a week
2-4 times a week
1-3 times a week
Once a week
6 – 9 weeks
Title III Program Components West Virginia Test for English
Language Learners (WESTELL) WESTEST 2
Highly Qualified Staff
Title I
All staff hired or transferred into Title I schools after the fall of 2002 must be highly qualified.
Title I reading teachers require an elementary certification as well as a masters degree in reading.
Reaching 100% HQTs
Requires an effective HQT plan Requires tracking progress toward
HQT status Requires timely cleanup of HQT
reports Requires that the county and
schools harvest positive culture and work environments
Implementing an Effective HQT Plan Must have a written HQ plan Recruiting Retention RetrainingCommunicate the plan
Implement the plan
Title III High Qualified Staff ESL certification (monitoring
document 2.8)– All teachers serving ESL students as
highly qualified.
Professional Development
Title I
One of the five program components at the school and LEA level
Required annual training for staff on working with parents
Planning should coordinate with other programs to provide professional development (ESEA §1112(b)(1)(D))
Professional Development
Title II requires that LEAs provide high quality professional development to core subject area teachers
The issue is not tracking all professional development
The challenge is being specific to NCLB definitions
High Quality Professional Development - NCLBMust be: Based on scientific research Based on the needs of the school
district Sustained and ongoing training(s) Review collaboration is provided
Core Subject Areas - NCLB English and reading or language arts mathematics science foreign languages civics and government, economics,
history, geography arts (including music, dance, theatre,
art, etc.) special education (because they teach
core subject area information to students)
Title IIIProfessional Development Professional Development
(monitoring document 3.2): high quality, sustained, ongoing
– School administrator/Principals– Content (classroom) Teachers
(Toolkit Secondary page 9)– E-Learning Course
Facilitating Instruction for English Language Learners
– Registration for the session opens September 1 and closes October 1, 2011. The course session runs from October 5-November 22, 2011
Parent Involvement
Title I Parent Involvement
One of the five program components at the school and LEA level
District Parent Involvement Policy is: • A written document.• Jointly developed and agreed upon with
parents.• Distributed to all parents of participating
students. • **If the district already has a parent policy,
it can be amended to meet Title I requirements.
Title I Parent Involvement
School-Parent Involvement Policy (Plan) is:
Written policy (plan). Agreed upon by parents. Describes the means for carrying out parent
involvement activities at the building level. Distributed to parents, and the local
community, in a format and language, to the extent practicable, that parents can understand.
**If the school has a parental involvement policy that applies to all parents, it may be amended to meet the requirements of Title I.
Title II Parent Involvement Parental Involvement is not limited
to Title I schools alone
All LEAs must strive to ensure parents are involved in their child’s education
LEAs must solicit information from parents about their child’s educational experience
Title II Parent Involvement LEAs must provide high quality
professional development to principals, teachers and service personnel on improving parental involvement
Title III Parent Involvement Parent Involvement (monitoring
document 4.1 and 4.4):– Resource - If Your Child Speaks Two
Languages http://wvconnections.k12.wv.us/terminology.html
– Parent outreach programs– News letters
Title I Parent Involvement
http://www.csos.jhu.edu/P2000/nnps_model/school/sixtypes.htm
Extended Time Title I
One of the five program components at the school and LEA level
LEA should incorporate plans for extended day/year learning opportunities (ESEA §1112(b)(1)(Q)
Title IIIExtended Time Extended Day Summer School
Private Schools
Title ITitle IITitle III
Private Schools
Title I
Private Schools - Title I
Equitable services must be provided to eligible private school children, their families and teachers
LEA must after extensive consultation with private school officials develop and implement the Title I program for eligible private school students
Eligible attendance areas – LEA should take into consideration data on the number of children from low-income families who reside in each attendance area and attend private schools.
Private Schools - Title I
Low-income public and private school students residing in Title I attendance areas generate a per-pupil allocation (PPA)
PPA x number of low-income private school students residing in Title I attendance areas = instructional funds for the Title I program for eligible private school students
Private school funds may be pooled* *Under this option, services provided to eligible children in a
particular private school are not dependent upon the amount of funds generated by low-income children in the school.
Private Schools - Title I
Funds generated by low-income private school students who reside in Title I attendance areas are used only for instructional services to eligible private school students.
Title I services must be supplemental and may not replace or supplant services that would, in the absence of Title I, be provided by private schools to participating private school children.
Private Schools - Title I
Resources
Sample Letter for Private School Consultation Non-regulatory Guidance for Private Schools Private School Application Private School Power Point and more…
http://wvde.state.wv.us/titlei/private_schools.html
Title IIPrivate Schools Timely and Meaningful
Consultation– Must occur before the annual
strategic planning process begins– Must document consultation efforts– Must be informed of all PD
Opportunities Allocation
Calculated on a per-pupil basis
Title IIIPrivate School Timely and Meaningful
Consultation– How the LEP children's needs will be
identified.– What services will be offered.– How, where and by whom the services will
be provided.– How the services will be assessed and how
the results of the assessment will be used to improve those services.
– The amount of funds available for those services.
Monitoring
Preparation– Monitoring Indicatorshttp://wvde.state.wv.us/titlei/mon_lea.html– States’ Monitoring Reports-Findings– Advance Materials/Documentation– Online Document Storage
Conducting the Visit– LEA– Schools
Report & Responses
What Questions Remain?
Title ICoordinators:
Suzette [email protected]
Kathy [email protected]
Erin [email protected]
Ryan [email protected]
Title IICoordinator:
Robert [email protected]
Title IIICoordinator:
Mami [email protected]
Robert Crawford, Assistant [email protected]
Marsha Bailes, Assistant [email protected]
Melanie Purkey, Executive DirectorOffice of Federal [email protected]
The Future
Keep the faith – Focus on the spirit, not the negatives,
in the face of our challenges.