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Title I ESSA Compliance 10/18/2017

DEPARTMENT OF CONTRACTS, GRANTS & FINANCIAL ADMINISTRATION

Title I ESSA Compliance

Anita Villarreal, Title I, Part A DirectorTexas Education Agency

Texas Association of Compensatory Educators of Texas (ACET)October 23, 2017

© 2017 by Texas Education Agency


ESSA-funded programs and activities should be aligned to TEA Strategic Priorities

Recruit, support, retain teachers and principals

Build a foundation of reading and

math

Connect high school to careerand college

Improve low‐performing schools

Enab

lers

Strategic priorities

Strengthen organizational foundations(resource efficiency, culture, capabilities, partnerships)

Ensure compliance, effectively implement legislation and inform policymakers

Increase transparency, fairness and rigor in district andcampus academic and financial performance

Every child, prepared for success in college, a career or the military.

TEA Strategic Priorities



Title I, Part A Reservation of Funds ESSA District Improvement Plan Parent and Family Engagement Department Updates 2017-2018 ESSA Consolidated Compliance Reports Comparability Maintenance of Effort Expenditure Reports

Assistance from TEA and ESC Initiatives

Agenda


Title I, Part A Reservation of Funds


Title I, Part A Reservation of FundsRequired…

Parent Involvement Activities:

A 1% reservation is required for ESSA Consolidated entitlements of $500,000 or greater.

Services to Eligible Private School Students:

If the LEA indicates PNP participation on the PS3099, a reservation is required.


Services to Homeless Students:The LEA must reserve an amount that is reasonable and necessary. LEA, at the end of the year, may move the money out of the reservation for other Title I activities if reasonable and necessary. Any unexpended funds reserved for homeless are not required to be carry forwarded to the following program year.Note:The Homeless reservation is required by all LEAs regardless if they serve all campuses Title I, Part A or not. There is no percentage of reservation required. It is what the LEA deems to be reasonable and necessary.



Services to Students Residing in Local Facilities for Neglected:

If the LEA has a Not Served campus with enrollment indicated on the SC5000, a reservation for neglected students is required. The LEA is required to reserve funds.UNLESS the students at these facilities are at campuses that are served with Title I, Part A Funds.


Delinquent Services:

A reservation is required if there are facilities for delinquents served by the LEA with Title I, Part A funds; or if Title I, Part D Subpart 2 funds are used to provide services.

Foster Care transportation:

A reservation is required if the LEA will be using Title I, Part A funds for foster care transportation.


Title I, Part A Reservation of FundsOptional…

Preschool Programs:

If the LEA indicates a preschool program, the SC5000 musthave campuses with preschool grade spans listed.

Administration:

If LEA level positions are listed on BS6101 on lines 1‐4, or “Other,” then a reservation is required.

Title I, Part A Reservation of FundsOptional…

Districtwide Professional Development Activities:

The LEA may reserve funds for training for staff at their Title I, Part A served campuses.



ESSA District Improvement Plan


The DIP was developed with timely and meaningful consultation with teachers, principals, other school leaders,

paraprofessionals, specialized instructional support personnel, charter school leaders (in a local educational agency that has charter schools)

administrators (including administrators of programs described in other parts of this title)

other appropriate school personnel parents of children in schools served under this part.




As appropriate, the DIP was coordinated with other programs under the Every Student Succeeds Act (ESSA), Individuals with Disabilities Education Act Rehabilitation Act of 1973 Carl D. Perkins Career and Technical Education ActWorkforce Innovation and Opportunity Act Head Start Act McKinney-Vento Homeless Assistance Act Adult Education and Family Literacy Act Other Acts as appropriate



To ensure that all children receive a high-quality education, and to close the achievement gap between children meeting the challenging State academic standards and those children who are not meeting such standards, the DIP describes how the local educational agency will monitor students’ progress in meeting the challenging State academic standards by—




developing and implementing a well-rounded program of instruction to meet the academic needs of all students;

identifying students who may be at risk for academic failure;

providing additional educational assistance to individual students the local educational agency or school determines need help in meeting the challenging State academic standards;



identifying and implementing instructional and other strategies intended to strengthen academic programs and improve school conditions for student learning;

how the local educational agency will identify and address, as required under State plans as described in section 1111(g)(1)(B), any disparities that result in low-income students and minority students being taught at higher rates than other students by ineffective, inexperienced, or out-of-field teachers;




identifying the services the local educational agency will provide homeless children and youths;

identifying the strategies the local educational agency will use to implement effective parent and family engagement under section 1116;



if applicable, how the local educational agency will support, coordinate, and integrate services with early childhood education programs at the local educational agency or individual school level, including plans for the transition of participants in such programs to local elementary school programs;




how teachers and school leaders, in consultation with parents, administrators, paraprofessionals, and specialized instructional support personnel, in schools operating a targeted assistance school program under section 1115, will identify the eligible children most in need of services under this part;



how the local educational agency will implement strategies to facilitate effective transitions for students from middle grades to high school and from high school to postsecondary education including, if applicable through coordination with institutions of higher education, employers, and other local partners and through increased student access to early college high school or dual or concurrent enrollment opportunities, or career counseling to identify student interests and skills;




how the local educational agency will support efforts to reduce the overuse of discipline practices that remove students from the classroom, which may include identifying and supporting schools with high rates of discipline, disaggregated by each of the subgroups of students;



if determined appropriate by the local educational agency, how such agency will support programs that coordinate and integrate academic and career and technical education content through coordinated instructional strategies, that may incorporate experiential learning opportunities and promote skills attainment important to in-demand occupations or industries in the State and work-based learning opportunities that provide students in-depth interaction with industry professionals and, if appropriate, academic credit;




any other information on how the local educational agency proposes to use funds to meet the purposes of this part, and that the local educational agency determines appropriate to provide, which may include how the local educational agency will—



assist schools in identifying and serving gifted and talented students; and assist schools in developing effective school library

programs to provide students an opportunity to develop digital literacy skills and improve academic achievement.




how the local educational agency will identify and address any disparities that result in low-income students and minority students being taught at higher rates than other students by ineffective, inexperienced, or out-of-field teachers;

how the local educational agency will implement strategies to facilitate effective transitions for students from middle grades to high school and from high school to postsecondary education, if applicable;



how the local educational agency will increase student access to early college high school or dual or concurrent enrollment opportunities, or career counseling to identify student interests and skills;

how the local educational agency will support efforts to reduce the overuse of discipline practices that remove students from the classroom, which may include identifying and supporting schools with high rates of discipline, disaggregated by each of the subgroups of students;


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if determined appropriate by the local educational agency, how such agency will support programs that coordinate and integrate— academic and career and technical education content

through coordinated instructional strategies, that may incorporate experiential learning opportunities and promote skills attainment important to in-demand occupations or industries in the State; and work-based learning opportunities that provide

students in-depth interaction with industry professionals and, if appropriate, academic credit.


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Parent and Family Engagement (FPE)Local Education Agency (LEA)

Title I, Part A Requirements



Reservation of Funds Districts receiving Title I, Part A funds of$500,000 or more must involve parents in the decisions regarding how funds reserved for parental involvement are allotted for parent and family engagement activities. Consolidated Application, Title Programs LEAs must develop Title I program Plan description, in consultation with parents and relevant school personnel based upon a needs assessment.

ESSA Parent and Family Engagement


Written Parent and Family Engagement Policies LEAs and schools must distribute to parents of Title I, Part A children a district- level and school written parent and family engagement policy; schools must make the policy available to the local community.Annual Evaluation of Parent and Family Engagement PolicyLEAs and schools will conduct, with involvement of parents, an annual evaluation to review and to improve the content and effectiveness of the parent and family engagement policy.




Language and FormatInformation regarding student interpretive, descriptive, and diagnostic reports, plans, policy, compact, parent meetings, and other required correspondence must be given in an understandable and uniform format, and to the extent practicable, in a language that parents can understand.



Parents’ Right to Know –Teacher and Paraprofessional QualificationsLEAs must inform parents of Title I, Part A students that parents may request, and the LEA then will provide information regarding state qualifications of the student’s classroom teachers and paraprofessionals providing services to the child.




Student Achievement Schools must provide to each individual parent information of the level of achievement and academic growth of the parent’s child in each of the State academic assessments.



Annual Report CardsA local educational agency that receives assistance under this part shall prepare and disseminate an annual local educational agency report card that includes information on such agency as a whole and each school served by the agency




Limited English Proficient Students –Language Instruction Educational Programs-LEAs must inform parents of limited English proficient children participating in a language instruction educational program funded by Title I, Part A and/ or Title III, Part A, of: reasons for the identification, level of English proficiency, methods of instruction, how the program will help the child learn English,



how the program will meet the child’s needs, specific exit requirements, parental rights, and in the case of a child with a disability,

inform parents how the program meets the objectives of the child’s individualized education program [IEP].)




Recruiter AccessThe LEA must notify parents of the option to make the request that the student’s name, address, and telephone listing shall not be released to military recruiters without prior written parental consent.Family Education RightsLEAs must follow policies and practices consistent with the Family Education Rights and Privacy Act.



Department Updates



2017-2018Consolidated Compliance Reports


Reports for the following: Title I, Part A Title I, Part C Title I, Part D Title II, Part A Title III, Part A




Title IV, Part A Unsafe School Choice Option Homeless Private Nonprofit Schools Needs Assessment, Priorities and Program Outcomes



Open on eGrants mid May and due mid September Draft reports will be shared at Region 16 Spring Summit Draft reports will also be shared with ESCs at a monthly

TETN once availableContact information – Didi Garcia at [email protected] or 512-463-9147

NOTE: Initial Compliance Reviews (ICRs) or future desktop monitoring process is still in discussion with individual program areas.




Title I, Part A - Comparability of Services TTAA letter and resources to be posted approximately

October 20, 2017 All LEAs that receive ESSA grant funds this year are

required to submit the Comparability Assurance Document (CAD) Different format: CAD will be submitted via

SurveyMonkey Deadline to submit CAD survey: November 30, 2017

Federal Fiscal Compliance and Reporting Division


LEAs that are not exempt must also submit the Comparability Computation Form (CCF) Upload to GFFC Reports (as in the previous years) Deadline to submit CCF Excel workbook: November 30,

2017




A random sample of LEAs will be asked to also submit validation documentation Validation sample LEAs will upload source documents to

GFFC Reports Deadline to submit CCF data documentation: November

30, 2017



Resources Training modules will soon be posted to the Comparability

webpage Handbook and Instructions are being updated and will also

be available on the Comparability webpage




ESSA Maintenance of Effort (MOE)ESSA MOE provisions that have not changed: LEAs must expend at least 90% of the state and local

combined fiscal effort (either per student or in aggregate) compared to the second preceding year.

If an LEA falls below 90%, TEA will reduce the LEA’s ESSA allocations by the same percentage by which the LEA failed to maintain (at least 90%) effort.



Non-compliant LEAs may request a waiver from USDE for the following reasons:1. Exceptional or uncontrollable circumstances (example: natural disaster), OR2. A precipitous decline in the financial resources of the LEA.




ESSA MOE provisions that have changed: ESSA allocations for non-compliant LEAs will not be

reduced if the LEA maintained effort in each of the five immediately preceding fiscal years. For example, if an LEA is non-compliant for state fiscal year (FY) 2017, but the LEA was compliant in FYs 2012, 2013, 2014, 2015, and 2016 (the 5 preceding fiscal years) then the LEAs FY 2017 ESSA allocations will not be reduced.



In addition to the existing two reasons for an LEA to request a USDE waiver, they may now request a waiver for “exceptional or uncontrollable circumstances”, including a change in the organizational structure of the LEA.

If an LEA is granted a USDE waiver, that year counts as a compliant year of maintaining effort, for the purposes of determining compliance in the 5 preceding fiscal years.




Contact: Federal Fiscal Compliance and Reporting Division(512) [email protected]



Final Expenditure Report deadlines approaching:

For expenditure reports questions call 512-463-8525 and ask for anyone in the Cash Management Unit.

Grants Administration Division

Title I, Part ARevised Final Expenditure

Report

10/31/2017



Assistance


Regional Education Centers (ESCs) 1-20 ESSA Title I, Part A Basic Services staff at each regional

ESC Title I Capacity Building Initiative ESC 10-Toni Garrett, Coordinator

Parent and Family Engagement Initiative ESC 16-Terri Stafford, Coordinator

Texas Education AgencyGrants Compliance & Oversight- ESSA Unit

Assistance …



ESC Assistance ESSA Title I, Part A Basic Services staff at each regional ESC





Tiered Training (Toolkits):Comprehensive Needs Assessment Continuous Improvement Plans Parent and Family EngagementFederal Program Director


ESC Assistance ESSA Title I, Part A Basic Services staff at each regional ESCTiered Technical Assistance:

Recommended uses of ESSA funds aligned to the TEA Strategic Priorities Title I, Part A Program Implementation Requirements Private Non Profit




ESSA Consolidated Application Campus allocations Campus selection Comparability Data collection Program and fiscal compliance Coordination of funds


Texas Title I Capacity Building Initiative

Resources for Best Practice and Compliance



TEA Strategic Priorities ESSA Program and Fiscal Compliance ESSA Program Support National Title I Distinguished Schools Best Practice in Action

Resources for Best Practice and Compliance


Website and Contact Information:

http://www.region10.org/capacitybuilding

Toni Garrett

972-348-1488 [email protected]



Parent and Family Engagement Initiative


Click on

Topic of Choice

VISIT: http://www.esc16.net/page/title1swi.home



2017 Statewide Parental Involvement Conference

November 30 – December 2, 2017

Where: Houston Crowne Plaza Reliant

Strands:• ESSA Compliance• Best Practice• Enriching Parenting Skills• Hot Topics

There will also be sessions in Spanish.

Visit: http://www.implanners.com/parents/


Day 1: Parent and Family EngagementThis day will be set up like a mini-conference and includes an Opening Keynote with Cory Green, TEA and 12 breakout sessions from TEA and ESC staff.

Day 2: School Support8:30 – 4:30 p.m.John Wink – Transformation Leadership: Turning Ordinary Schools into Institutions of EXCELLENCE

VISIT: http://www.implanners.com/spring-summit



Terri Stafford, [email protected]

Skip Forsyth, [email protected]

Contact Us:


ESSA Unit-Anita Villarreal— Title I, Part A Director SANTA Project ESSA Title I, Part A Basic Services region 1-20

LaNetra Guess— Director, Private School Services ESC Title I, Part A Capacity Building Initiative Title I Committee Of Practitioners

Grants Compliance & Oversight



Susan Patterson— Director, ESSA Accountability Project Ed-Flex

Carmen Patrick — Specialized Application Negotiation and Technical

Assistance (SANTA) Community Eligibility Program (CEP)

Grants Compliance & Oversight





Anita VillarrealTitle I, Part A Director

Department of Grants Compliance and OversightTexas Education Agency

Desk: (512) 463-9244ESSA Unit : (512) 463-8992

[email protected]

Contact Information



Questions

Thank you!


Copyright © Notice. The materials are copyrighted © and trademarked ™ as the property of the Texas Education Agency (TEA) and may not be reproduced without the express written permission of TEA, except under the following conditions:

1. Texas public school districts, charter schools, and Education Service Centers may reproduce and use copies of the Materials and Related Materials for the districts’ and schools’ educational use without obtaining permission from TEA.

2. Residents of the state of Texas may reproduce and use copies of the Materials and Related Materials for individual personal use only without obtaining written permission of TEA.

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4. No monetary charge can be made for the reproduced materials or any document containing them; however, a reasonable charge to cover only the cost of reproduction and distribution may be charged.

Private entities or persons located in Texas that are not Texas public school districts, Texas Education Service Centers, or Texas charter schools or any entity, whether public or private, educational or non-educational, located outside the state of Texas MUST obtain written approval from TEA and will be required to enter into a license agreement that may involve the payment of a licensing fee or a royalty.

For information contact: Texas Education Agency, 1701 N. Congress Ave.,Austin, TX 78701-1494; email: [email protected].

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