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Extreme Makeover
Spring 2017 ESSA UpdateGov
ernm
ent
Editio
n
Agenda● ESSA Brief Overview
○ Program Updates○ Priority & Focus Schools○ Parent Engagement - see handouts from ESSA What’s New○ Fiscal Requirements○ McKinney-Vento & Foster Care ○ Resources
● District Visits○ 2016-17 NCLB Compliance Reports○ 2017-18 ESSA Application
ESSA Professional Development Schedule
● Sessions are all open - please feel free to go ahead and register for the sessions you’d like to attend.
● Webinars - first one coming soon!
Where Are We in the Process?
Non-Regulatory Guidance DocumentsWhat We Have:
● Title II● Title III● Title IV● Schoolwide Program ● Homeless Children & Youth● Foster Care● Fiscal Changes & Equitable Services
(PNPs)● Early Learning● Accountability
What We Need:
● Title I - pretty big deal….● Supplement, Not Supplant -
nearly had it!
← These are all posted on
our ESSA LiveBinder
www.esc15.net/essalivebinder
TEA Grants & Fiscal ComplianceCory Green, Associate Commissioner - Deputy of Grants Compliance & Oversight● Focusing on Improving Student Achievement - (Morath = Data Driven)● 2017-18:
○ PS3001 in Consolidated ESSA Application○ PS3002 in RLIS and Priority Schools grant Applications (slightly different - since only one
fund source, only one Need & Performance Measure req’d & can be same as Consolidated goal)
● 2018-19:○ Expand PS3001 into IDEA and Perkins applications
● 2019-20:○ Expand PS3001 into all other applications
TEA Grants & Fiscal CompliancePer Cory Green:
Federal Shutdown?
● Limited impact to most LEAs● Impact to TEA: no federal staff available for questions● Would immediately impact programs such as:
○ Impact Aid○ Head Start
TEA Grants & Fiscal Compliance
● Transition to ESSA - ○ TEA will have guidance documents, FAQ, etc. on one site (not yet available)
● Ed-Flex - Texas is an Ed-Flex state through June 30○ Christoval & Wall - Ed-Flex Waiver to operate Schoolwide○ USDE originally extended one year (2016-17) intending to provide new application
process. They have not done so, yet.○ TEA is moving forward as if Ed-Flex will continue.
Worst Case:■ If USDE does not continue, you will have one year to transition (2017-18)■ By end of 2017-18, hopefully USDE will have their plan together
TEA Grants & Fiscal Compliance● Grant Calendars - requested by LEAs (mostly Rural)
○ Will begin posting 3 month calendar on TEA Grants webpage (not yet active)
○ Excel format (to allow LEAs to sort columns as needed)○ Will start with April, May, June (per meeting in March)○ Next will be May, June, July, etc.○ Will announce competitive grants in advance of TAA○ TEA welcomes your feedback on improvements
TEA Grants & Fiscal ComplianceESSA Full Application Trainings
● April 28 - ESC4 Houston● May 2 - ESC16 Lubbock● May 4 - ESC13 Austin● May 8 - ESC10 Richardson● May 18 - ESC15 San Angelo● May 25 - ESC1 Edinburg
ESSA Private School Services
● April 24 - ESC13 Austin● May 1 - ESC20 - San Antonio● 1-2 Additional trainings
coming….○ DFW area○ Houston area
FOR-C
FOR-C - Discontinued● FOR-C will close Aug. 31, 2017
(end of 2016-17 contract)● Website will continue to provide:
○ Monthly Calendars○ Most recent version of Administrative
Procedures Manual templates for:■ Financial/Administrative Procedures, ■ Travel Procedures, and■ Procurement Procedures
What Are Your Options?● Continue using your existing FOR-C manual document.
○ ESC20 will post guidance on their website, as needed ○ LEAs will be responsible for incorporating those updates into
their existing document(s)● Use another source (i.e. TASBO)
○ TASBO has templates that are available after participating in webinars
Title I-A
Title I-A Reservations● Parent Engagement - LEAs
with over $500,000 entitlement → Must reserve 1% for district parent involvement (usually San Angelo, Del Rio, B’wood)
● Homeless Reservation - Req’d if LEA has a non-Title I campus
● Foster Care Transportation - optional
Title I-A: Intent & PurposeNCLB (ending with 2016-17): To ensure that all children have a fair, equal and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments.
ESSA (beginning 2017-18): To provide all children significant opportunity to receive a fair, equitable, and high-quality education, and to close educational achievement gaps.
Title I-A Funding Formula● No change to the funding
formula. ● However, the State reservation
is increased (from NCLB’s 5% to ESSA’s 7%), so LEAs may see a slight decrease.
Title I - Rank & Serve● Under NCLB, multiple attendance LEAs (i.e. with more than one EL, MS, or HS campus or with
1,000 or more students - Brownwood, San Angelo, SF Del Rio and TLCA) were to rank campuses from highest to lowest poverty % and were required to serve those with ≥75% low-income.
● Under ESSA, those same districts may choose to lower the threshold to 50% for high schools.
Priority &
Focus
2017-2018 School YearPriority Schools● New List based on 2015-16 scores● May “exit” based on 2016-17 scores
(in August)● Currently only 24% of Priority
schools are also IR campuses● After new list, 90% of Priority
schools will also be IR.● Formula Grants: $75,000-$250,000
Focus Schools● Maintain current list
(unless a Focus campus is eligible to be Priority campus based on 15-16 scores)
● May “exit” based on 2016-17 scores (in August)
● * No formula grant *
School Redesign Fund (SRF) Grant● Competitive Grant open to current Priority/Focus
campuses○ Open in May 2017○ 2 Year Grants ≈ $1 - 1.5 million○ Prioritized for Phase-in Restart, Whole school restart,
early childhood schools, closure/consolidations ○ “Incentive for bold action…” ○ Should be a TAA the last week of April
2018-2019 School Year - New Lists Comprehensive Support & Improvement
(Formerly “Priority”)
Criteria:1. Lowest performing 5 percent of Title I schools,2. All high schools with graduation rates below 67%
(both Title I and non-Title I)3. Title I schools in which any student group is
consistently low-performing
Targeted Support & Improvement(Formerly “Focus”)
Criteria:1. Any campuses (both Title I & non-Title I) where
any subgroup is consistently underperforming or
2. Is performing as poorly as the lowest performing schools in the state (lowest 5%)
○ Title I Targeted schools that do not sufficiently improve will become Comprehensive Support & Improvement campuses
Title II-A
Title II-A: Intent & PurposeNCLB (ending with 2016-17):- To increase student academic achievement through strategies such as improving teacher and principal quality and increasing the number of highly qualified teachers in the classroom and highly qualified principals and assistant principals in schools and hold local educational agencies and schools accountable for improvements in student academic achievement
ESSA (beginning 2017-18) - To increase student achievement consistent with the challenging State academic standards, improve the quality and effectiveness of teachers, principals, and other school leaders, increase the number of teachers, principals, and other school leaders who are effective in improving student academic achievement in schools, and provide low-income and minority students greater access to effective teachers, principals, and other school leaders
Title II-A: Funding Formula/Allotment● 3% reduction off the top to TEA - new discretionary program● Phasing in new funding Formula
○ “No hold harmless” for Eisenhower and Class Size Reduction○ Makes adjustments to State-level formula to focus more heavily on poverty
■ Now on both State and LEA-level allocations■ Transitions to 20% population (age 5-17), 80% poverty (age 5-17) by 2020
Title II-A: Non-Regulatory Guidance● Building Systems of Support for Excellent Teaching and Leading
● Part 1: Support for Educators
○ Expanded Areas■ Strong Teacher Leadership
● Teachers as coaches (including mentors)● Teacher-led professional development
■ Transformative School Leadership● Instructional leadership training/principals● Instructional leadership training/principal supervisors
● Part 2: Educator Equity● Part 3: Strengthening Title II, Part A Investments
Title II-A: Teacher Qualifications● Certification Requirements
All Teachers must meet Special Education Teachers mustapplicable state Certification obtain full certification as a specialand licensure requirements education teacher (or pass the state including any requirements exam or have it waived) and hold for certification obtained through at least a bachelor’s degree.alternative routes to certification. (See ESSA Section 1111(g)(2)(J).)
NOTE: Paying Teacher the way you have been in the past with Federal money - must have identified need in CNA and must be best use of funds to meet identified need - Per Cory Green
Title II-A: Class Size ReductionClass Size Reduction Teachers - verbiage change - “Reducing class size to a level that is evidenced-based to improve student achievement”
“reducing class size to a rate that is evidenced based….through recruiting and hiring additional effective teachers”
NOTE - NOT a recommended use of Title II, Part A use of fundsIn reference to “additional effective teachers” - read the statute/dependent on Auditor - Per Cory Green
Title II-A: What is “Evidence-based” Title II-A: Paraprofessional Qualifications
Title II-A: Paraprofessional Qualifications● Paraprofessional Academy
July 25-26, 2017
ESC Region 15
Llano Room
9:00 to 4:00
● This will be a blended training (in person and computer)
Title II-A: Paraprofessionals● Per Cory Green
○ Paraprofessionals are not a recommended use of Title II, Part A funds○ Paying Paraprofessional the way you have been in the past with Federal money - must
have identified need in CNA and must be identified as best use of funds to meet this identified need
○ Document
NOTE: Just because detail is not in the application does not mean you do not need to keep all documentation and comply with the grant requirements. You must still comply with all grant requirements even if not specifically addressed in the application and provide appropriate documentation if requested to do so.
Equity Plan
Equity Plan● Purpose & Intent
○ Sec. 1112(b((2) - “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,” i.e. gaps in equity
● Vision○ Folds into districts’ own continuous improvement efforts○ Prioritize and sequence activities○ Leverage not layer○ Highlight what’s working
Equity PlanRESOURCES
Equity Plan: Gaps● Calculate Gaps Between
○ Teacher Data■ Inexperienced Teachers■ Out-of-field Teachers
○ Student Data■ Low-income students (required)■ Minority students (required)■ Additional subgroups (LEA option)
● Compare Data ○ School to School○ District to State
Equity Plan: PR1500● ESSA Requirement
○ Adjustments have been made to the PR1100 in eGrants (survey that previously collected information regarding highly qualified teachers).
○ State is required to report on state-level equity gaps for out-of-field and inexperienced teachers
○ New form, PR1500, requires each campus within a district to report on out-of-field teachers and teacher years of experience.
○ Like the PR1100, the PR1500 Equity Data Survey is based on each campus’ data on a particular snapshot date
○ 2017-2018 school year, the snapshot date will be October 2, 2017
Equity Plan: PR1500v
Equity Plan● Due Dates
○ November 1 - Equity Plan due to iSAM○ November 15 - PR1500 due via eGrants
If you did not attend the Equity Plan session, please visit with the person from your district who did attend.
Mary Gail Stinnett, [email protected], is the ESC 15 contact for LEAs
Title IV-A
Title IV-A: Use of Funds● If grant is greater than $30,000 - Comprehensive Needs Assessment
REQUIRED○ 20% focus on one or more “well-rounded educational opportunities” activity○ 20% focus on one or more “safe and healthy students” activity○ Support effective use of technology; limited to 15% on purchasing technology infrastructure
● If grant is less than $30,000○ LEA only required to meet one of the set-asides (well-rounded educational opportunity, safe
and healthy students, or support effective use of technology)
NOTE: Funds are useable across the whole district whether school is Title I or not unless you REAP - then funds are only available on the Title I campus since they “become” Title I dollars.
Title IV-A: Use of Funds● Can pay for
○ TSI testing○ IP testing○ AP testing
Reimbursing low-income students for exams for accelerated instruction courses is allowable
● Special Rule in statute ○ Allows LEAs to reimburse themselves with 2017-18 Title IV-A funds for expenditures
incurred in 2016-17 in relation to reimbursing low-income students for exams for accelerated instruction courses.
Title IV-A: Estimated Allotment● Based on equitable share of Title I, Part A funds allocated to LEA
○ If LEA did not accept Title I, Part A funds last year, there will be no Title IV, Part A funds allocated. LEAs might want to consider accepting Title I, Part A funds in 2017-18, if allotted for 2017-18 grant, if they want to have access to the Title IV-A funds in 2018-19.
● Minimum $10,000 award
NOTE: Funding will be available in 2017-18, as long as appropriated by Congress as expected. TEA Program area working on a web site that will include draft planning amounts.
Title IV-A: Estimated Allotment
Title IV-A: REAP Option● REAP
○ 100% transferable into Title I-Part A, Title I-Part C, Title I-Part D, Title III-Part A, & Title V-Part B
● Transferability○ 100% transferable into Title I-Part A, Title I-Part C, Title I-Part D, Title III-Part A, & Title
V-Part B○ If funds are transferred, requirements of the program transferred into are applicable.
NOTE: If REAP/Transfer 100%, still have to do PNP Consultation if applicable.
Title IV-A: Carryover● Allowable as with any other grant● No threshold set● Best practice is no more than 25%
● Still applies as with every other program other than Title I, Part A
Title IV-A: Supplement not Supplant
Title V
Title V: Part A & B ● Flexibility and Accountability (Moved from Title VI)
○ Part A funding Transferability for State and Local Education Agencies■ REAP (Title II, Part A funds to Title I, Part A)
○ Part B Rural Education Initiative (Fund 270)■ Subpart 1: Small Rural School Achievement (SRSA) Program
● USDE awards grants directly to LEAs on a formula basis● Beginning in FY2017, eligible districts must apply annually directly to USDE to
receive the SRSA grant.■ Subpart 2: Rural and Low-Income School (RLIS) Program
● If LEA is eligible for both SRSA and RLIS - must choose only one grant● Districts must complete application and compliance reports through SEA
Title V: Part A & B ● Part B Rural Education Initiative (Fund 270)
○ Beginning FY2017■ LEAs can be eligible for both SRSA and RLIS and must choose one grant under
which to receive funds in a given fiscal year. [ESEA, Title V, Part B, Section 5225 (a) & (b)]
■ Dual-eligible LEAs that choose to participate in RLIS may exercise the alternative use of funds authority, because they are eligible for the SRSA grant.
■ All grantees wishing to use the alternative use of funds authority must notify SEAs by the date established by the SEAs.
■ Any LEA that is no longer eligible for the SRSA grant as a result of changes to the locale code designations can opt to receive a reduced award in years 2017, 2018, and 2019.
■ If a “Hold Harmless” LEA is eligible for an RLIS grant, the LEA would need to choose between receiving an RLIS award for the upcoming school year, or receiving a reduced SRSA award.
NOTE: LEAs eligible only for RLIS cannot exercise the alternative use of funds authority.
Title V: ResourcesSRSA RLIS
Parent &
Family
Title I-A District & Campus Requirements● Parent Involvement Policy - required for both LEA and each Title I
campus○ Establish expectations and objectives for meaningful parent & family
engagement● Title I Annual Meeting● School-Parent Compact - annually revise
Title I-A District & Campus Requirements● Parent Notices:
○ State & LEA report cards○ Right-to-Know teacher qualifications○ Details about assessments and parents’ right to opt out (if applicable)○ Details about innovative assessment systems if LEA is participating in one○ Intention to use locally-selected assessment with high school students
● Personalized Parent Notices:○ Individual student assessment results○ English learners - program/placement for parents of EL students○ Student taught by teacher who doesn’t meet certification requirements○ Alternate assessment plans for children with most significant cognitive disabilities
Quick Facts Reference Sheets by TEA & Title I Statewide Initiative
Posted in LiveBinder:www.esc15.net/essalivebinder
Look in Parent Involvement tab
ESSA: “What’s New” Handout - see LiveBinder(from our Parent Involvement Session in February)
www.esc15.net/essalivebinder Look in the Yellow Parent Involvement Tab
Fiscal Requirements
Supplement, Not Supplant - Title I-A ONLY● Non-Regulatory Guidance delayed…● Supplement, not supplant requirement retained.● Language is revised that seems to remove the three
supplanting presumptions for Targeted Assistance and District Level Initiatives:1. Program is required by state/local law2. Program was funded in prior years with state/local funds3. Program is being provided to non-Title I students with state/local
funds
Supplement, Not Supplant - Title I-A ONLY● LEAs must annually demonstrate that the methodology it
uses to allocate state/local funds to each Title I campus ensures that the school receives all of the state/local funds it would otherwise receive if it were not a Title I school
● In multiple sessions, we have mentioned the Supplemental Funds Test - this is one way you could do this. See template in our ESSA LiveBinder (Fiscal Requirements tab)
Supplemental Funds Test - Excel Sheets Comparability
● Must demonstrate that Title I schools are receiving state and local funds to provide services that are at least equal to or greater than services provided at non-Title I schools
●
Comparability requirement is retained - no changes
Maintenance of Effort (MOE)Maintenance of Effort is retained.
LEAs must maintain at least 90% of the state/local contribution to general education from one year to the next. If an LEA fails to maintain effort, the Title I-A allocation will be reduced proportionately if the LEA has also failed to maintain effort for 1 or more of the 5 preceding fiscal years. (new)
Waivers - LEA must request waiver of USDE (TEA has no authority):1. Exceptional or uncontrollable circumstances, such as natural disaster2. A precipitous decline in financial resources of the LEA3. A change in organizational structure of the LEA (new!)
McKinney-
Vento
McKinney-Vento● Reservation of Funds Sec.1113 (c)(3)(A)(i)
○ (3) RESERVATION OF FUNDS.—(A) IN GENERAL.—A local educational agency shall reserve such funds as are necessary under this part, determined in accordance with subparagraphs (B) and (C), to provide services comparable to those provided to children in schools funded under this part to serve—
(i) homeless children and youths, including providing educationally related support services to children in shelters and other locations where children may live;
● Reserved funds may be used for services not ordinarily provided by Title I○ Local-liaisons ○ Transportation to the school of origin
McKinney-Vento● Annual Training required for LEA Liaison● Duties of Local Liaison
○ Capacity to “sufficiently carry out” the duties described in MV law○ Consider student-centered factors related to best interest of child ○ Write explanation regarding best interest determination in a manner/form understandable to
parent/guardian/unaccompanied youth○ Know definition of school of origin includes feeder schools ○ Disseminate public notice of McKinney-Vento rights in locations frequented by
parents,/guardians/unaccompanied youth○ Ensure school personnel provides McKinney-Vento services receives professional development and other
support○ Maximize credit accrual, ensure college counseling, and access to financial aid, and provide school stability
during transition from middle school to high school
McKinney-Vento● Definition Changes
○ Expanded “school of origin” to include ■ child’s designated receiving school at the next grade level■ Preschool as an option for where the student was last enrolled
○ Removes “awaiting foster care” from MV○ Transportation to school of origin remains in place for remainder of academic year in which child/youth finds permanent
housing○ Develop procedures to identify and remove barriers that prevent youth from receiving credit for full or partial work
completed while at another school○ Ensure unaccompanied youth are supported in transition to college and provide guidance on financial aid and properly
filing FAFSA○ If dispute, LEA must notify parent/guardian/unaccompanied youth in writing if the school of origin is not in the “best
interest”○ New emphasis on coordination between Homeless and SPED children with disabilities○ TEA to implement monitoring for all LEAs concerning MV
Foster Care● Reservation for Foster Care is allowable but not required
○ Only new reservation on the reservation page
● ESSA Components○ Designating points of contact between education and child welfare○ Written Transportation planning procedures between districts and child welfare○ Including students in Foster Care in Title I○ Required new data reporting
■ Mandatory sub-group for which data must be collected and reported■ State Report Card must include disaggregated information, including graduation rates
and academic achievement of students in foster care● New PEIMS code for data collection
District Visits:
Compliance
Important Dates:● June 27 - Gun Free Report due date (PR6000) - avail. May 2● August 1 - 2016-17 NCLB Compliance Report due date - avail. May 12● August 1 - 2016-17 RLIS Compliance Report due date - avail. May 12● September 30 - Deadline to spend 2016-17 NCLB funds
Gun Free Report:● Please complete the Gun Free
Schools Report Form and leave it with us today.
● If information changes between today and the end of school please give us a call.
NCLB Compliance Report: Title I● District Reservations
○ Parent Involvement○ PNP○ Preschool○ Administration○ Professional Development○ Homeless Students○ Neglected○ Delinquent○ Foster Care - Transportation
● Carryover○ Carryover Amount from 2017 allotment - 15% cap
● Total Title I Expenditures● Title I Programmatic Questions
○ Total # ALL Teachers in District○ Total # ALL Teachers who participated in PD○ # of Title I students with
■ 1 or more Disabilities/LEP /Migrant
NCLB Compliance Report: Title II● REAP Only
○ Redirected $ Spent (255)○ Carryover Amount (255) from 2017
allotment - 25% cap is Best Practice (No cap required)
● Non REAP Only and Not in SSA○ Expenditures
■ Recruiting/Hiring/Retention■ Improving Quality - Teacher■ CSR■ PD■ Title II funds combined■ Where CSR effective?
○ Checklist completed for “Yes” Questions
Title IX:● School Choice Option
○ Students Transferred due to school identified as persistently dangerous○ Any violent criminal incidents○ Victimized students○ Policy
PEIMS/Financial Reports:● PEIMS Report
○ Student Participation (We can pull this information)● Financial Report (Inquiry Information for Expenditure Accounts)
○ Title I Function Code 211○ Title II Function Code 255
District and Campus Checklists:
District Visits:
Application
Important Dates:● June 2 - Amendment Deadline - TEA: “don’t wait until last minute” ● June 6 - Anticipated launch date: ESSA Consolidated Application● June 27 - Gun Free Report due date (PR6000) - avail. May 2● June 30 - SRSA Application due - avail. May 1● July 1 - ESSA Application due (12 month employees)● July 11 - SCE Submission due (CIP etc.)● August 1 - 2016-17 NCLB Compliance Report due date - avail. May 12● August 1 - 2016-17 RLIS Compliance Report due date - avail. May 12● September 1 - ESSA Application due ● September 30 - Deadline to spend 2016-17 NCLB funds● October 2 - Snapshot date: PR1500 (Teacher Report)● October 31 - RLIS Application due - avail. Sept 15● November 1 - Equity Plan due to iSAM● November 15 - PR1500 due via eGrants
Low Income PercentYou now have two choices:1. Calculate using Residing Enrollment (same as prior years -
subtract transfers and base % only on students who LIVE within your boundaries)
2. Calculate based on Total Enrollment (include transfers in your calculation - simply pull the PDM1-120-005 report from PEIMS)
Choose whichever choice is most beneficial to your district.
Federal Funds● Huge shift in focus → Student
Achievement○ No more “We’ve always done it this way…”○ Heavier emphasis on Needs Assessment and
Planning ○ LEA Feedback:
■ Satisfaction - “Finally - this makes my work in the LEA worth it!”
■ Pride - work in federal programs is now impacting student achievement
Be sure any Title I-A funded needs
remain in the DIP/CIP!
(TEA prefers one)→
Same as previous years - subtract transfers before calculating
New this year! Might be easier for you (but make sure it’s beneficial!)
PS3001 - Needs, Priorities, Program OutcomesWhat Are Your Needs?● Choose 3-5 ESSA Funded Needs● Align each need to any of the Strategic Priorities
○ Priority #1 - Recruit, Support, and Retain Teachers & Principals○ Priority #2 - Build a Foundation of Reading & Math○ Priority #3 - Connect High School to Career & College○ Priority #4 - Improve Low Performing Schools○ Priority #5 - Local Priority (if none of the priorities above fit your needs)
Sample Needs (from TEA’s Application Trainings)Priority #1Recruit, Retain,
Support Teachers & Principals
Priority #2Build Foundation in
Reading & Math
Priority #3Connect HS to
Career & College
Priority #4Improve Low
Performing Schools
Priority #5Other Local Needs
● Instructional leadership training for principals
● Attract excellent teachers & principals at low-performing schools
● Align local & State assessments
● Training & coaching for teachers
● Districtwide literacy initiative
● Accessible advanced coursework
● Increase the # of students graduating with college credit
● Supplemental math & reading strategies for most at-risk
● Leadership and time for lesson plan writing
● Support for observation/ feedback/ walkthroughs
● Reduce # of student referrals to office for discipline during instruction periods
PS3001 - Needs, Priorities, Program OutcomesWhat are Your Activities/Strategies?● What activities will you implement to address your 3-5 Needs and● How will you pay for the activities?● What do you estimate they will cost?● Is this a new activity?
PS3001 - Needs, Priorities, Program OutcomesHow Will You Measure Success?● Provide a SMART goal to establish where you are and where you plan to be
in one year. MAKE THIS ACHIEVABLE!● Provide your starting place (Baseline Goal)● Where do you expect to be in 3-5 years?● What sources will you use for data?
PS3001 - Needs, Priorities, Program OutcomesTEA’s Expectation● Each LEA will have 3-5 ESSA Funded Needs - TEA prefers 3 - (does not
have to include all expenditures - what are your main focuses with ESSA funds?)
● Each LEA will have 3-5 Performance Measures (SMART goals)● LEAs may have any number of activities and may address any number of
Priorities● You must include SSA needs and expenditures
PS3001 - Needs, Priorities, Program OutcomesTEA’s Expectation● Data sources - you may use any data source. It does NOT have to be
STAAR. Use the best data you have available.● Funds Budgeted - use estimated values - there is no cross check between
the Budget Summary and the PS3001 (not a big deal if they do not match)● Amendments - You are not expected to amend this form due to variances
in budgeted amounts. You MAY amend if you choose (i.e. your final STAAR results differ significantly and it will impact your Perf. Measure)
PS3001 - Needs, Priorities, Program OutcomesTEA’s Expectation● Long Term Goals - Expectation is that LEA will continue goals &
expected outcomes following year. Choose something solid that will continue. However, this might change for an LEA:○ Hopefully, the goal is exceeded and LEA has new needs!○ Significant change (ex. Change in demographics due to hurricane,
change in population…)
PS3001 - Needs, Priorities, Program OutcomesPerformance Measures● How - LEAs will be asked to provide actual data. TEA says either:
○ 2017-18 ESSA Compliance Report OR○ 2018-19 ESSA Consolidated Application
● Comparison - TEA will compare actual data to the performance measure to determine if measures were achieved.
● Achieved? - TEA has not decided what they will consider meeting/making progress toward the goals
● Consequences - ○ Year 1 - some type of plan submitted with 18-19 ESSA Application
■ Can be accelerated if LEA is poor performing○ Multiple Years - corrective action (may place conditions on funding)
Make them achievable and reasonable!
Resources to Help You:Strategic Priority Guide LoneStar Governance - Samples
Resources to Help You:Most Common Allowable Uses: Sample SMART Goals (by Priority)
Application Summary
Resources
ESSA Resources: Capacity Buildingwww.region10.org/capacitybuilding
Click: ESSA tabClick ESSA button
What is there?● Overview● Statute● Online Training● Resources
WebinarsComing Soon: Available to All District Employees:
● ESSA 101 - under construction….another week?
Coming Soon: Available to Contracting Districts:● Comprehensive Needs Assessment● 2016-17 NCLB Compliance Report● 2017-18 ESSA Application● Title I Campus Improvement Plan Requirements● ESSA District Improvement Plan Requirements● Time & Effort 101
ESSA LiveBinder
www.esc15.net/E
SSALiveBinder
Title I-CElizabeth Rangel
Migrant Updates Title I Part C Migrant – ESSA Schedule Changes
Title I Part C Migrant Compliance Report Review and Validation ID&R Training NGS Manual Parent Advisory Council Eligibility Validation Project SMART PFS Action Plan, ID&R Plan and District Migrant Improvement Plan
Title IIIMary Castanuela
Perkins
& CTETraci Terrill
Carl D. Perkins - Title I Part CCurrent grant year:
PER will open May 31st and due October 2nd.Grant ends August 15th.
Changes for 17-18:
Incentive $$ to each district meeting targets on PS3350 goes away.Perkins Reserve Grant will fund competitive grants.Each district must have at least 10 CTE coded students to qualify.
( HANDOUTS: Perkins $$, TAA Letter, Sample PS3350 )
CTE - Career and Technical EducationCorrectly coding CTE students is vital to:
Perkins EligibilityAccountabilityFunding!!
New CTE TEKS for 17-18:Credit changes for EVERY course! Don’t assume you can roll over this year’s schedule to next year.Will affect CTE programs of study and Endorsement programs of study.
( See http://www.netxv.net/Page/128 For all things CTE )
CEPCarolyn Tipton
What is CEP?CEP is Community Eligibility Provision.
Anyone participating in NSLP or SBP is eligible to participate in CEP IF 40% of the students are categorically eligible.
Once approved for CEP a district may choose to participate for a period of up to four school years.
No free and reduced meal applications will be collected while on CEP.
How CEP is used for other programsCompensatory Education Funds. The Texas Education Agency uses site level claiming percentages for this calculation. This includes the site CEP claiming percentage for individual or grouped sites. More information on calculations related to compensatory education funds is available at www.tea.texas.gov/Texas_Schools/Support_for_At-Risk_Schools_and_Students/State_Compensatory_Education/
E-Rate. CEs may also use their free rate claiming percentage for E-Rate. More information on E-rate funds is available at http://tea.texas.gov/Curriculum_and_Instructional_Programs/Learning_Support_and_Programs/Technology_Planning/E-Rate/
