October 2015 New Directors Workshop Slide Notes New
October 2015 New Director’s Workshop Slide Notes New Director’s Workshop October 2015
Learning Assistance Program Slide Notes New Director’s Workshop October 2015
Definition & Purpose Focus on Reading Literacy in State Law RCW 28 A. 165. 005 (1) Purpose—Focus on reading literacy (1) This chapter is designed to: (a) Promote the use of data when developing programs to assist underachieving students and reduce disruptive behaviors in the classroom; and (b) guide school districts in providing the most effective and efficient practices when implementing supplemental instruction and services to assist underachieving students and reduce disruptive behaviors in the classroom. Learning Assistance Program@OSPI New Director’s Workshop October 2015
Eligibility Essential Definitions RCW 28 A. 165. 015 (1 -4) Definitions Unless the context clearly indicates otherwise the definitions in this section apply throughout this chapter. (1) "Basic skills areas" means reading, writing, and mathematics as well as readiness associated with these skills. (2) "Participating student" means a student in kindergarten through grade twelve who scores below standard for his or her grade level using multiple measures of performance, including on the statewide student assessments or other assessments and performance measurement tools administered by the school or district and who is identified by the district to receive services. (3) "Statewide student assessments" means one or more of the assessments administered by school districts as required under RCW 28 A. 655. 070. (4) "Underachieving students" means students with the greatest academic deficits in basic skills as identified by statewide, school, or district assessments or other performance measurement tools. New Director’s Workshop October 2015
LAP First Focus RCW 28 A. 165. 005 (2) Purpose—Focus on reading literacy (2) School districts implementing a learning assistance program shall focus first on addressing the needs of students in grades kindergarten through four who are deficient in reading or reading readiness skills to improve reading literacy. New Director’s Workshop October 2015
Allowable Activities RCW 28 A. 165. 035 (1 -2) Program activities—Partnerships with local entities—Development and use of state menus of best practices and strategies. RCW 28 A. 655. 235 Reading skills—Intensive reading and literacy improvement strategy—Calculation of tested students at or below basic on third grade student assessment—State menu of best practices. RCW 28 A. 320. 190 Extended learning opportunities program. New Director’s Workshop October 2015
Allowable Activities Q: May LAP funds be used to provide full-day kindergarten classes? A: Yes, as long as the classes do not replace previously fully funded basic education kindergarten classes. When using LAP funds for full-day kindergarten, program and reporting requirements are the same as for all LAP-served students, including: § Use of the ELA Menu of Best Practices § Tracking individual student growth using a developmentally appropriate assessment(s) Students should be coded in CEDARS as receiving full-day kindergarten, and flagged for “LAP Readiness. ” The LAP service is considered “Extended Time, ” and must be reported through the LAP Student Data application at the end of the year. Q: If a district has a tuition-based full-day kindergarten program, can LAP funds be to support this program? A: Yes. New Director’s Workshop October 2015
Allowable Activities Q: Are LAP funds used for full-day kindergarten considered part of the first focus on K– 4 literacy? A: Yes. In reviewing the needs of all its K– 4 struggling readers, a school or district may determine that an emphasis on kindergarten is the best strategy for prioritizing the use of LAP funds. Program and reporting requirements are the same as for all other LAP served-services. Please note, students should be coded for “LAP Readiness” in CEDARS. In the LAP Student Data application, please record an ELA/literacy assessment and associated growth for each student. Q: Are credit retrieval services limited to students in grades 11 and 12 for LAP? A: Yes, Grades 11 and 12 are the only grades in which credit retrieval is allowed. Q: Are credit retrieval activities applicable to ALL CORE courses? A: Yes. LAP-funded credit retrieval can be used in content areas other than just reading, writing, and mathematics–any required, credit-bearing course. New Director’s Workshop October 2015
Readiness to Learn RCW 28 A. 165. 035 (2)(g) Up to five percent of a district's learning assistance program allocation may be used for development of partnerships with community-based organizations, educational service districts, and other local agencies to deliver academic and nonacademic supports to participating students who are significantly at risk of not being successful in school to reduce barriers to learning, increase student engagement, and enhance students' readiness to learn. The office of the superintendent of public instruction must approve any community-based organization or local agency before learning assistance funds may be expended. New Director’s Workshop October 2015
Readiness to Learn Q: Is the criteria of “not being successful in school” related and limited to the academic areas of reading, writing, and mathematics? A: No. Districts should have an identification and referral process for students they wish to serve with Readiness to Learn programming, but these students are not required to meet the same eligibility criteria as LAP identified and served students. Q: If a district has not previously participated in RTL, can they use five percent of LAP funding to begin community partnerships to provide similar services now? A: Yes. Q: How are students reported for RTL services? A: Students should be coded in CEDARS as: 39 – RTL (Readiness to Learn). New Director’s Workshop October 2015
Readiness to Learn Q: How are the up to five percent of LAP funds for Readiness to Learn tracked and documented? A: The amount of funds expended for authorized Readiness to Learn activities (e. g. , salaries, supplies, procurements, etc. ) must be tracked and accounted for separately from the at least 95 percent LAP expenditures. Districts may use a unique sub account or other record keeping as documentation for up to five percent expenditures. These expenditure records may be audited by the State Auditor’s Office (at his discretion). Such records will be examined by OSPI during the course of mandated sub recipient monitoring of LAP. Q: Does there need to be special budget codes set up for the five percent? A: Yes. New Director’s Workshop October 2015
Readiness to Learn Q: Can LAP funds be used to pay a parent and family engagement coordinator? A: Districts may use RTL funds for Parent and Family Engagement Coordinators and Parent Involvement activities, and they may use those dollars for any student. However, the role of the coordinator needs to be attached to a plan that details parent involvement as an activity or strategy that qualifies as an “academic or nonacademic support for students who are at risk of not being successful in school. ” For example, how will the parent engagement activities reduce the likelihood of failure? What outcomes are expected? What measures will be used to evaluate success? New Director’s Workshop October 2015
CEDARS Codes for LAP Reporting 2014 -15 CEDARS codes for LAP Reading and LAP Language Arts are no longer valid. To reflect the RCWs and reporting requirements, these codes have been combined. Please work with your CEDARS administrator(s) to verify the codes in your Student Information System (SIS) to ensure that students receiving LAP English Language Arts services are coded correctly. New Director’s Workshop October 2015
LAP Behavior Help for Disruptive Behavior Q: How can a district use LAP funds to reduce disruptive behavior in the classroom? A: Districts may use LAP funds to provide evidence-based support services to students who demonstrate disruptive classroom behaviors, and who meet same LAP eligibility criteria as other LAP students. Behavior services provided must be based on data to determine need and monitor progress. Research-based programs and proven interventions practices must adhere to program requirements. Behavior services may be provided to students who meet eligibility requirements; however, these interventions must be “in addition to” universal supports offered to all other students in a school-wide intervention model such as PBIS (Tier 1 = Universal. Tier 2 and Tier 3 = Supplemental). For students receiving behavior interventions (regardless of whether or not the student is receiving academic supports as well), schools will report progress data for ELA or math because the behavior intervention is intended to have indirect effects on academic performance. In other words, report the same data for these students as for all other LAP interventions. New Director’s Workshop October 2015
LAP Behavior Help & Eligibility Continued…Q: How can a district use LAP funds to reduce disruptive behavior in the classroom? A: The district may, however, use their five percent LAP setaside for community partnerships to provide academic or non-academic supports to students in an effort to improve overall readiness to learn. These funds are not limited to LAP -eligible students, and may be used to support a district staff person who is tasked with improving school climate, implementing universal intervention systems to improve academic access, and to improve practices associated with social-emotional learning. The district could, in theory, use their five percent set-aside for universal Tier 1 interventions, and use regular LAP dollars for Tier 2 and Tier 3 interventions for LAP-eligible students. Q: Do students displaying disruptive behaviors also have to be below standard academically in ELA and/or mathematics to be served by LAP? A: Yes. New Director’s Workshop October 2015
LAP Behavior Eligibility & Allowable Activities Q: If a student has an IEP for a behavior disorder may the student qualify for LAP support? A: Yes, the student may qualify for LAP services related to disruptive classroom behavior after the IEP-specific services are provided. Q: What are some allowable activities for the use of LAP funds to address “student disruptive behavior” in the classroom? A: See the Menu of Best Practices and Strategies for Reducing Disruptive Behaviors: http: //www. k 12. wa. us/SSEO/RDPMenu. Best. Practice. aspx New Director’s Workshop October 2015
Plan for Data Collection & Reporting Report Data Find It Online Guidance & Support for LAP Data Reporting Ask Questions. Get Help. Jordyn Green, Data Analyst, 360 -725 -6317. EDS LAP Student Data Tool & i. Grants FP 218, 247 RCW 28 A. 165. 100 (1 -3)―Entrance and exit performance data—Report by school districts—Report by OSPI. New Director’s Workshop October 2015
Plan Your LAP Program Report Annually in EDS Collected at the school-level in the LAP Student Data Report in EDS at the end of each academic year. New Director’s Workshop October 2015
Plan Your LAP Program Menus of Best Practices and Strategies 28 A. 165. 035 (1 -5)—Program activities—Partnerships with local entities—Development and use of state menus of best practices and strategies. (1) Beginning in the 2015– 16 school year, expenditure of funds from the learning assistance program must be consistent with the provisions of RCW 28 A. 655. 235. Find the Menus Online § LAP services for mathematics and reducing disruptive behavior must be aligned to the menus of best practices and strategies beginning in 2016– 17. New Director’s Workshop October 2015
Consolidated Program Review Find the information you need on CPR @OSPI CPR Review Cycle Most districts are monitored by ESD on a 5 -year cycle. The four largest districts and selected other districts are monitored annually. 2015– 16: Districts in ESDs 121 and 171 2016– 17: Chosen districts in ESDs 105, 112, and 113 2017– 18: Chosen districts in ESDs 105, 112, and 113 2018– 19: Districts in ESDs 123 and 189 2019– 20: Districts in ESDs 101 and 114 New Director’s Workshop October 2015
Slide Notes Supplemental Fiscal: Common Questions & Answers Q: May a portion of LAP funds be carried over to the next fiscal year? A: Yes, a district may carry forward up to ten percent from one year to the next. The funds must be used for allowable LAP activities. Carryover amounts in excess of ten percent will be recovered by OSPI School Apportionment and Financial Services in January of the following school year. Recovered funds are deposited in the state general fund and may not be reallocated to increase school year funding allocations for districts the following year. Q: Are indirect costs applied to LAP? A: Yes, the district may use an indirect cost amount up to the federal restricted rate. The following link provides access to approved school district indirect cost rates: http: //www. k 12. wa. us/safs/Financial. Resources. asp Q: May LAP funds be used to provide a summer program? A: Yes. Summer school continues to be an allowable LAP-funded activity for students who meet the criteria to be served. (Please refer to A 2 for the criteria for LAP services. ) New Director’s Workshop October 2015
Slide Notes Supplemental Fiscal: Common Questions & Answers Q: May LAP funds pay for a summer readiness program before kindergarten? A: LAP funds could be used to offer a jump-start program during the weeks prior to the start of the school year for incoming kindergarteners already enrolled for the school year. Q: May LAP funds provide transportation associated with extended day services? A: Yes, if solely for the purpose of transporting LAP-served students outside the regular school day, and if no other funding for transportation is available. Q: May a counselor be paid out of LAP funds? A: Maybe. The district must provide documentation to demonstrate that the counselor provides additional instructional assistance to students who qualify under one or more of the allowable LAP activities, and charges only such counseling time to LAP. Q: May LAP funds be used to purchase instructional technology, such as tablets, to support LAP-funded schools? A: Yes. LAP funds can be used to purchase instructional technology to provide additional support to LAP-served students. New Director’s Workshop October 2015
Contact Us LAP Team + Data Analyst http: //www. k 12. wa. us/LAP/Contacts. aspx New Director’s Workshop October 2015
Title I, Part A Slide Notes New Director’s Workshop October 2015
Title I, Part A Targeted Assistance Slide Notes New Director’s Workshop October 2015
8 Components. 3 Priorities. Needs Assessment. Core Program Support. Evaluation. Comprehensive Needs Assessment. Component 1 directs districts to collect and analyze student data. The idea here is to identify a) what’s working and b) what must change to improve student achievement and sustain high quality instruction. Core Program Support. Components 2 through 8 direct schools to target struggling learners in ways that strengthen and support core academic programs and services— based on the results of the needs assessment. Evaluate. Every year, you must assess how well your targeted assistance plan is working and document its outcomes. The academic performance of low-achieving students is key, however, your evaluation must also take into account how well all students are doing. Are all your students meeting state standards? New Director’s Workshop Build Targeted Assistance Plan October Your 2015 8 Components + Evidence New Director’s Workshop October 2015
8 Components. 3 Priorities. Component 1–Needs Assessment A needs assessment identifies the strengths and problems in key areas that impact student performance. Use quantitative and qualitative data for the current school year. Essential Questions to Ask and Answer In your school or district, what data identifies students unable to meet standard? § What data did you use to indicate areas of specific need in these at-risk students? § How will you know that your strategies to support struggling learners have succeeded? § How do your strategies to support children at risk not to meet standard connect with Component 6—professional development? § How do your strategies to support children at risk not to meet standard connect with Component 4—support basic education and transition from pre-school to elementary? § How will you make changes to the services you provide to support struggling learners, if you are not improving outcomes for these students? Component 2–Integrate TA Plan within School Plan Coordinate the supplemental instruction and interventions you provide with targeted assistance must integrate with your school improvement plan. Essential Questions to Ask and Answer Describe how the supplemental instruction and interventions you provide with targeted assistance integrate into your school improvement plan. § How will you evaluate the effectiveness of these interventions and supplemental opportunities for instruction? § How will you know the services your provide through targeted assistance are successful? § How will you make changes, if they aren’t effective? New Director’s Workshop October 2015
8 Components. 3 Priorities. Component 3–Services Supplement Core Program Use effective methods and instructional strategies based on scientific research that strengthen the core academic program of the school. Essential Questions to Ask and Answer How will you know that the instructional strategies you plan to integrate have reached the children most at risk not to meet state standard? § How do the instructional practices your teachers employ to improve the academic outcomes of students who receive targeted assistance support the core education programming you provide? § How will you support your instructional staff assigned to students who receive targeted assistance—for example, professional development, help in the classroom, grade-level teams, technology training, peer coaching, professional learning communities? § How will you monitor instructional quality? How will you make changes, if the need arises? Component 4–Coordinate Services to Support Transition Targeted assistance could include services for transition from preschool to elementary and between grade levels. Essential Questions to Ask and Answer How did you determine what types of targeted assistance would be most effective in your school? What data did you use? § How do you identify children at risk not to transition successfully from pre-school to an elementary program? What data did you use? § How will you make changes to the targeted assistance services you deliver, if these interventions prove unsuccessful for students who must transition from preschool to elementary? § How do your strategies to transition students from preschool to public school support component 7—strategies to increase parent and family involvement? § How will you make changes to the targeted assistance services you deliver, if these interventions do not improve student outcomes? New Director’s Workshop October 2015
8 Components. 3 Priorities. Component 5–Instruction by Highly Qualified Staff Mandated by law, every student served through Title I, Part A funds must be taught by a highly qualified teacher. ESEA, SEC. 1119. Qualifications for teachers and paraprofessionals (a)(1), (c)(1). Essential Questions to Ask and Answer Are your most competent teachers assigned to instruct children who are at risk academically? § How will you know that the instructional strategies you plan to integrate—delivered by highly qualified staff with deep content knowledge—have equipped your teachers to reach these children? § How will you support your instructional staff: for example, professional development, help in the classroom, grade-level teams, technology training, peer coaching, professional learning communities. § How will you monitor instructional quality? How will you make changes, if the need arises? Component 6–Professional Development Develop a PD plan that leads to better teaching and better student outcomes. Essential Questions to Ask and Answer How do the opportunities for professional development you plan to provide align to the needs of teachers who work with students who receive targeted assistance? § How will you know that the PD opportunities you provided have improved the instructional quality of teachers who work with the students who receive targeted assistance? New Director’s Workshop October 2015
8 Components. 3 Priorities. Component 7–Parent Involvement Develop strategies that will increase family and parent involvement and have the best chance to help students meet state standards. Essential Questions to Ask and Answer Describe briefly the primary components of your parent involvement programming. How will you know these activities and outreach have increased parent involvement—what data will you use? § How will you make changes to your approach and methods, if you find that parent and family involvement has not increased? § How do your strategies to increase parent and family involvement support component 4— transition plans for preschools and between grade levels? § How will your strategies to increase parent and family involvement help the students you must support in component 3—instructions and services strengthen the core academic program and help participating children meet the state’s achievement standards? § How will this professional development benefit the students you must support in component 3— instructions and services strengthen the core academic program and help participating children meet the state’s achievement standards? § How will you make changes to your PD approach, if you need to modify what your teachers are doing? Component 8–Coordinate Services Leverage multiple sources of academic support and funding—combine funds—to strengthen the educational programming at your school. Essential Questions to Ask and Answer § How will you coordinate and integrate federal, state and local services to strengthen and support the services you deliver through targeted assistance? New Director’s Workshop October 2015
Title I, Part A Schoolwide Slide Notes New Director’s Workshop October 2015
10 Components. 3 Priorities. Component 1–Needs Assessment A needs assessment identifies the strengths and problems in key areas that impact student performance. Essential Questions to Ask and Answer How does your needs assessment integrate the quantitative and qualitative data of the current school year? § How does your comprehensive needs assessment provide an accurate and thorough view of your school? Describe Your Gap Analysis 1. What strengths—instructional, programmatic, operational—does your gap analysis of the data substantiate? 2. What primary areas of concern does your gap analysis of the data substantiate? 3. How will you use the results of your comprehensive needs assessment to develop reform strategies with the best chance to improve the academic performance of your students? Build Your Schoolwide Plan 10 Components + Evidence New Director’s Workshop October 2015
10 Components. 3 Priorities. Component 2–Reform Strategies Design your reform strategies give students the opportunity to meet Washington’s academic standards. Ground these strategies scientifically-based research. Essential Questions to Ask and Answer How did your comprehensive needs assessment and gap analysis lead to the reform strategies you developed? § What role did data and research play in the development of your reform strategies? § How will you evaluate the effectiveness of these reform strategies? § How will you know these reform strategies are successful? § How will you make changes to your reform strategies, if they aren’t effective? New Director’s Workshop October 2015
10 Components. 3 Priorities. Component 3–Highly Qualified Staff Teachers and paraprofessionals, who work in Title I, Part A programs, must meet the state’s requirements for highly qualified at time of placement. Essential Questions to Ask and Answer Are highly qualified teachers assigned to instruct children who are at risk academically? § How will you know that the instructional strategies you plan to integrate— delivered by highly qualified staff with deep content knowledge—have equipped your teachers to reach these children? § How will you support your instructional staff. For example, professional development, help in the classroom, grade-level teams, technology training, peer coaching, professional learning communities. § How will you monitor instructional quality? How will you make changes, if the need arises? § How do the instructional practices of your teachers support the reform strategies you developed? § How will the instructional practices of your highly qualified teachers support the reform strategies you plan to implement in the upcoming school year? New Director’s Workshop October 2015
10 Components. 3 Priorities. Component 4–Professional Development Create a plan for professional development that supports the reform strategies you developed for Component 2. Essential Questions to Ask and Answer In your comprehensive needs assessment, what data supports the training and activities you chose for your professional development plan? § How does this plan connect to the reform strategies you developed? § How does your plan for professional development align to the needs of your teachers, who work with the students, who struggle to meet standard or who are capable of exceeding standard? § How will you know that your PD plan improved the instructional quality of your teachers? § How will your PD plan benefit the students you must support in Component 9 provide assistance to students experiencing difficulties? § How will you make changes to your PD plan, if you need to modify what your teachers are doing? § How are the Professional development activities in alignment to the needs of struggling students? New Director’s Workshop October 2015
10 Components. 3 Priorities. Component 5–Attract, Retain High-Quality, Highly Qualified Teachers Attract and Retain High-Quality, Highly Qualified Teachers Develop strategies that will attract highly qualified teachers to high-need schools. Essential Questions to Ask and Answer Based on your comprehensive needs assessment, how does your human resources department support the need to attract and retain highly qualified teachers? § How do these methods connect to the reform strategies you developed? § How will you know these methods have worked? § How will you make changes to your district’s strategies to attract and retain highly qualified teachers, if you are not on track to meet the goals you set for this Component? § How will you ensure that your school is staffed sustainably by highly-qualified teachers? How do these activities connect to the reform strategies you have chosen? New Director’s Workshop October 2015
10 Components. 3 Priorities. Component 6–Parent Involvement Develop strategies that will increase family and parent involvement and have the best chance to help students meet state standards. You could also include services that improve family literacy. Essential Questions to Ask and Answer How does your plan to increase parent and family involvement connect to the reform strategies you developed? § In your comprehensive needs assessment, what data supports the methods you chose to increase parent and family involvement? § How will you know these methods have worked? § How will you make changes to your approach and methods if you find that parent and family involvement has not increased? § How do your strategies to increase parent and family involvement support Component 7 -transition plans for preschools and between grade levels? § How will your strategies to increase parent and family involvement help the students you must support in Component 9 -provide assistance to students experiencing difficulty? New Director’s Workshop October 2015
10 Components. 3 Priorities. Component 7–Transition Plan Build transition plans able to help young students move from preschool into the elementary classroom, and between grades and programs. Essential Questions to Ask and Answer How do these methods to transition students connect to the reform strategies you developed? § In your comprehensive needs assessment, what data supports the methods you chose to transition at-risk children from pre-school to kindergarten and between grade levels? § How will you know these methods have worked? § How will you make changes, if these methods are not effective through the transition process? § How do your strategies to transition students from preschool to public school and between grade levels support Component 6 -strategies to increase parent and family involvement? New Director’s Workshop October 2015
10 Components. 3 Priorities. Component 8–Assessment This component calls for a team of teachers, administrators and parents “to participate in the selection, use and interpretation of school-based assessments. ” Essential Questions to Ask and Answer In your comprehensive needs assessment, what data supports the need to bring your teachers into the development, analysis and decision-making process that leads to 1) actionable formative and summative assessment data, and 2) the ability to meet the individual learning needs of struggling learners? § How do the methods you have chosen to include teachers in assessment decisions connect to the reform strategies you developed? § How will you know that your strategies to include teachers in assessment decisions have worked? § How do your strategies to include teachers in assessment decisions support Component 4 -professional development? § How will your strategies to include teachers in assessment decisions help the students you must support in Component 9 -provide assistance to students experiencing difficulty? § How will you make changes to your approach and methods, if they are not on track to include teachers meaningfully in assessment decisions? New Director’s Workshop October 2015
10 Components. 3 Priorities. Component 9–Struggling Learners Provide supplemental assistance in a timely way to students who struggle to meet state academic standards. Essential Questions to Ask and Answer In your comprehensive needs assessment, what data identifies students unable to meet standard? What student data did you use to indicate areas of specific need in these at-risk students? § How do the strategies you chose to support children at risk connect to the reform strategies you developed? § How will you know that your strategies to support struggling learners have succeeded? § How do your strategies to support children at risk not to meet standard connect with Component 4 -professional development? § How do your strategies to support children at risk not to meet standard connect with Component 8 -teachers included in assessment decisions? § How will you make changes to the strategies you chose to support struggling learners, if you are not improving outcomes for these students? New Director’s Workshop October 2015
10 Components. 3 Priorities. Component 10–Coordinate Services and Funds Schoolwide programs should combine suitable fund sources and human resources. Essential Questions to Ask and Answer How will you leverage the allowable combined funds to strengthen and support your schoolwide plan? § How will you make the most of the human resources available in your school and district to maximize the positive impact of your schoolwide program? § How does your plan to combine funds connect to the reform strategies you developed? New Director’s Workshop October 2015
Contact Us Larry Fazzari larry. fazzari@k 12. wa. us 360 -725 -6189 http: //www. k 12. wa. us/Title. I/Contacts. aspx New Director’s Workshop October 2015
Title I, Part A SES: Fingerprints & Background Checks Slide Notes New Director’s Workshop October 2015
3 Strategies to Help with Background Checks 1. Prioritize Clearance Checks. Consider checking only tutors who work for the SES providers selected by parents. 2. Begin Tutoring Later. If staffing-up is not possible, begin tutoring sessions later in the school year. Use this extra time to give your human resources staff time to complete clearance checks—and still finish SES tutoring no later than the end of your school year. Important! Notify parents about any changes that could delay tutoring. Parents need to know a late start will not affect the number of tutoring hours their student will receive. 3. Staff Up. Use Title I, Part A funds—administrative budget—to hire staff or extend the hours of existing staff to complete background clearance checks in a timely way. Here are three key sections in the Non-regulatory Guidance for Supplemental Educational Services that should be helpful as you move forward. • E-5: May an LEA impose reasonable administrative and operational requirements through its agreements with providers? • H-7: For how long must a provider offer services? • K-22: May an LEA count toward meeting its 20 percent obligation administrative costs, other than those for parent outreach and assistance, incurred in providing SES to eligible students? Here is the fundamental provision in state law, RCW 28 A. 400. 303, that governs fingerprint records and background checks. New Director’s Workshop October 2015
Background Check for Every Tutor RCW 28 A. 400. 303 Record Checks for Employees (1) School districts, educational service districts, the Washington state center for childhood deafness and hearing loss, the state school for the blind, and their contractors hiring employees who will have regularly scheduled unsupervised access to children shall require a record check through the Washington state patrol criminal identification system under RCW 43. 830 through 43. 834, 10. 97. 030, and 10. 97. 050 and through the federal bureau of investigation before hiring an employee. The record check shall include a fingerprint check using a complete Washington state criminal identification fingerprint card. Cleared Background Check In Place Before Services Start § Every tutor must clear the fingerprint/background check process before they start services. This regulation also applies to online tutors and current district employees, who provide SES tutoring. § Every tutor must have current fingerprint records, and the results of the background check present in OSPI’s EDS e-Certification system. These results remain in the e-Certification system for two years and then are deleted New Director’s Workshop automatically. October 2015 New Director’s Workshop October 2015
District Responsibilities Districts Have the Information Necessary to Expedite SES Services The SES coordinator or staff in your district’s human resources department will use e. Certification to check the status of individual tutors Does Your SES Coordinator Need e-Certification Access? 1. Contact your district data security manager 2. Set up the SES coordinator as a fingerprint user. 3. Log in to the e-Certification system and check the clearance status of every tutor. No List of Cleared Tutors from OSPI Staff in the Title I, Part A office at OSPI will not provide SES coordinators with a list of tutors who have cleared the fingerprint and background check process. Important! OSPI-approved SES providers must submit their tutor lists for districts to review through the e-Certification system on EDS (OSPI’s Educational Data system). New Director’s Workshop October 2015
District Responsibilities Check e-Certification Clearance for Every Tutor. Notify SES Providers. OSPI-approved SES providers must forward the name and date-of-birth—for every tutor expected to work in your district—to your SES coordinator. The SES coordinator or staff in your district’s human resources department will use e. Certification to check the status of these tutors. If the SES coordinator needs e. Certification access, contact your data security manager and have them set up the SES coordinator as a fingerprint user. District SES coordinators or human resource department staff use district policy/ standards for clearance to determine who qualifies as “contractors who have regularly unsupervised access to children. ” Once the SES coordinator is notified the tutor is cleared to work, he or she will let the SES provider know that services can begin. Notify Parents Once the contract between your district and an SES provider is final, let the parents know they can contact this provider and schedule tutoring. School staff can help parents out with this task and make contact with contracted SES providers. At this point, districts are permitted to release the names of students who will receive SES to individual SES providers. Important! Protect the Privacy of SES-eligible Students See Section 1116(e)(2)(D) │ 34 C. F. R. § 200. 46(a)(6)]. Do not make public the identity of any student without written permission from the parent or guardian. New Director’s Workshop October 2015
SES Provider Responsibilities OSPI Mails Fingerprint Cards to Approved SES Providers OSPI staff will send every SES provider pre-printed fingerprint cards by mail. SES providers can email WASES@k 12. wa. us to get more fingerprint cards—mailed through USPS. There are detailed instructions that explain how to complete and submit fingerprints for clearance, as well as fee information—$45. 75. SES Providers Guide Tutors Through the Background Check Process SES Providers must forward the name and date-of-birth—for every tutor districts employ—to the SES coordinator. Providers must also guide their tutors through the background check process. Important! § SES providers must let their tutors know how to submit fingerprint cards to OSPI. § SES providers are responsible for letting their tutors know how to code the fingerprint cards if they use other fingerprint agencies, for example, an out-of-state agency. Open, regular communications between SES coordinators and approved SES providers is essential. Two Years and Deleted from e-Certification The results of a tutor’s background check remains two years in the e-Certification system. The system deletes two-year records automatically. New Director’s Workshop October 2015
Title I, Part A Parent Involvement Slide Notes New Director’s Workshop October 2015
Communication with Families Language Access Obligations in State and Federal Law State and federal law requires districts and schools to fulfill certain language access obligations when receiving federal or state funds. Transitional Bilingual Instructional Program – school board duties │ RCW 8 A. 180. 040 │ Civil Rights Act of 1964 │ Section 1118 ESEA These laws are in place to ensure equitable access to individuals of all national origins, including those whose primary language is not English. Translations & Interpretation Services § Title I, Part A requires written translations of printed information to parents with Limited English Proficiency (LEP). The translation must be in a language the parent can understand, or if not practicable, orally in a language the parent can understand. § Make sure that communications with disabled parents or guardians are as understandable and effective as the communications other parents receive. § Best Practice–Interpreters or school staff translating/interpreting information to parents should be familiar with educational terms typically used in a school setting. Family Involvement @OSPI New Director’s Workshop October 2015
Policy Requirements Written Parent Involvement Policy § Handout–District/school side-by-side policy requirements handout, Elements A through F. Each district and school that receives Title I, Part A funds must develop a written parent involvement policy that establishes the program components for parental involvement. § Districts and schools must develop this policy in partnership with the parents whose children receive Title I, Part A services. If your district and school has an existing parent involvement policy that applies to all parents, it is permissible to amend that policy to meet Title I, Part A requirements. New Director’s Workshop October 2015
Policy Requirements Awareness & Dissemination Schools and districts must make sure that all parents whose students attend a Title I, Part A school receive a copy of the parent involvement policy. 1. Districts must make sure parents are aware of the policy. 2. Parents must agree with the provisions of the policy. Annual Evaluation Districts and schools must conduct an annual evaluation of the content and effectiveness of parent involvement policy. The ultimate goal of this yearly evaluation is to improve the quality of Title I, Part A programs and services. § Use the findings from these annual evaluations to develop new strategies able to increase the effectiveness of your parent involvement policy. § Make sure evaluations identify barriers to greater parent involvement. New Director’s Workshop October 2015
School-Parent Compact Shared Responsibilities. Active Partnership. Work closely with the parents of children who receive Title I, Part A services to create a School-Parent Compact as a component of your written parent involvement policy. This compact takes the form of a written agreement that identifies specific activities—shared responsibilities—that parents, school staff and students will carry out to improve academic achievement. The School-Parent Compact must also outline activities that build productive partnerships that help children reach the learning goals of state academic standards. School-Parent Compact Checklist │ Template for school-parent compacts Required School Elements Provide high-quality curriculum and instruction in a supportive and effective learning environment that enables participating children to meet the state’s student academic achievement standards. § Describe how the school will provide high-quality curriculum and instruction, and do so in a supportive and effective learning environment. New Director’s Workshop October 2015
School-Parent Compact Shared Responsibilities. Active Partnership. Hold parent-teacher conferences, at least annually in elementary schools, during which this compact will be discussed as it relates to the individual child’s achievement. § Describe when the parent-teacher conferences will occur. Provide parents with frequent reports on their children’s progress. Specifically, the school will provide reports that describe individual student progress. § Describe when and how the school will provide reports to parents. Provide parents reasonable access to staff. Specifically, staff availability for consultation with parents. § Describe when, where, and how staff will be available for consultation with parents. Provide parents opportunities to volunteer and participate in their child’s class and to observe classroom activities. § Describe when and how parents may volunteer, participate, and observe classroom activities. New Director’s Workshop October 2015
School-Parent Compact Shared Responsibilities. Active Partnership. Provide parents with frequent reports on their children’s progress. Specifically, the school will provide reports that describe individual student progress. § Describe when and how the school will provide reports to parents. Provide parents reasonable access to staff. Specifically, staff availability for consultation with parents. § Describe when, where, and how staff will be available for consultation with parents. Provide parents opportunities to volunteer and participate in their child’s class and to observe classroom activities. § Describe when and how parents may volunteer, participate, and observe classroom activities. New Director’s Workshop October 2015
Build Capacity Support. Partnership. Involvement. Districts must build capacity for parent involvement within schools and among parents themselves. Effective scheduling, best practices and community engagement—are just three of the many ways districts can support parent involvement at school, at home and across the community. New Director’s Workshop October 2015
Build Capacity Strategies that Build Capacity for Parent Involvement Required Help parents understand state academic standards. Provide training on these topics: § How to monitor a child’s progress. § How to work with educators. Provide materials and training designed to help parents work with their children. Hold meetings early morning or in the evening that widen the time available for working parents to be present. Raise awareness and build skills among teachers, pupil services personnel, principals and staff related to outreach and communication, and ways to work with parents as equal partners. Send parents information related to school and parent-focused programs, meetings and other activities. Present this information in an understandable and uniformat. To the extent practicable, provide materials in a language and format the parents can understand. Coordinate parent involvement programs with other school-based programs and services—Head Start, Even Start, LAP, Special Education and stateoperated preschool programs. New Director’s Workshop October 2015
Build Capacity Strategies that Build Capacity for Parent Involvement Allowable–Call Title I, Part A office before Implementing Involve parents as you develop training for teachers, principals and other educators to improve its effectiveness. Provide literacy training for parents. Use Title I, Part A funds, if your district has exhausted all other funding sources. Pay reasonable and necessary expenses associated with parent involvement activities. Transportation and child care two such allowable costs under Title I, Part A, which make it possible for parents to participate in schoolbased meetings and training sessions. Train parents to support the involvement of other parents. Schedule in-home conferences between parents, and the teachers and other educators who work directly with their children. Implement model approaches that improve parent involvement. Establish a district-level parent advisory council to provide advice on related to parent involvement in Title I, Part A programs. Develop appropriate roles for businesses, and community- and faith-based organizations that support community participation in parent involvement activities. New Director’s Workshop October 2015
Key Notification Requirements Results-oriented, Inclusive Effort The communication and notification components that impact family involvement should demonstrate a results-oriented effort between districts, schools and OSPI. At different times, communications and notifications could be a cooperative effort among districts, schools and OSPI—all of us have an obligation to distribute information to the parents/guardians of students who receive services through Title I, Part A programs. What Districts and Schools Must Send Out and When This table is not complete, and does not include the consultation, collaboration, technical assistance, training, and other kinds of direct and indirect communication that occurs among school and district staff and the families and children they serve. New Director’s Workshop October 2015
Allowable Costs for Parent Involvement Allowable Activities Districts Can Fund with Title I, Part A Five Examples 1. Transportation and child care costs, as needed, to make it possible for parents to attend meetings and training sessions. 2. Meals/refreshments to encourage attendance when parent involvement meetings and trainings conflict with family meals or schedules. You can provide snacks but only if you can prove that these refreshments increase participation. Do not pay for snacks or refreshments at staff meetings— no matter what the purpose of the meeting—with Title I, Part A funds. If there is no other scheduling option for a staff meeting, you can pay for a working meal—but be ready to demonstrate that this accommodation increased productivity. New Director’s Workshop October 2015
Allowable Costs for Parent Involvement Allowable Activities Districts Can Fund with Title I, Part A Five Examples 3. Registration and travel costs for parent representatives/committee members to attend in-state workshops and conferences that support parent education and involvement. The expectation is that parent participants will share new knowledge with other parents. 4. Translation and interpretation services that make sure parents have access to school-related information—in a format and language the parent can understand. 5. Unavoidable costs related to the facility in which you conduct parent involvement activities. New Director’s Workshop October 2015
Citizen Complaint Process Complaints that Allege Discrimination Equity and Civil Rights @OSPI Districts and schools distribute adequate information about OSPI’s written complaint procedures for resolving issues of violation(s) of a federal statute or regulation that applies to Title I, Part A programs. This information must reach parents of students, and appropriate private school officials or representatives. WAC Chapter 392 -168 -- SERVICE PROGRAMS CITIZEN COMPLAINT PROCEDURE FOR CERTAIN CATEGORICAL FEDERAL PROGRAMS Citizen Complaints–Federal Programs New Director’s Workshop October 2015
Contact Us Penelope Mena penelope. mena@k 12. wa. us 360 -725 -6069 http: //www. k 12. wa. us/Title. I/Contacts. aspx New Director’s Workshop October 2015
Title I, Part A/LAP Fiscal & Grants Management Slide Notes New Director’s Workshop October 2015
Uniform Grants Guidance (UGG) Council on Financial Assistance Reform (COFAR) OMB and federal awarding agencies developed new guidance in the Code of Federal Regulations, 2 C. F. R. 200— Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards or Uniform Guidance. § Summary in the Federal Register. § On the COFAR home page, https: //cfo. gov/cofar/, a series of webcast training sessions on the new UGG New Director’s Workshop October 2015
Uniform Grants Guidance (UGG) Memorandum No. 007 -15 M –Office of Management and Budget– Uniform Grant Guidance New Office of Management and Budget Guidance Governing Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards This new guidance provides significant changes to the way we administer federal funds. The main purposes for releasing new guidance were to: 1) ease the administrative burden on grantees by incorporating all Federal Administrative Requirements, Cost Principles, and Audit Requirements into New Director’s Workshop one comprehensive document, and 2) reduce the risk of fraud, October 2015 waste, and abuse. New Director’s Workshop October 2015
Uniform Grants Guidance (UGG) Code of Federal Regulations 200. 403 (e. CFR) Major Changes in Federal Grants Management All costs must be… continued § Treated consistently § In accordance with GAAP—Generally Accepted Accounting Principles § Not included as a match § Net of credits―moved to 200. 406 § Documented adequately New Director’s Workshop October 2015
Time & Effort: Semiannual Certification Schoolwide Programs: OSPI Bulletin B 054 -12― Combining Funds in Schoolwide Programs Permits flexibility to combine other federal funds in support of the schoolwide program. In addition to Title I, Part A funds, schoolwide programs may include funds from most other federal ED programs (see Federal Revenues section below). A schoolwide program that includes other federal education programs does not have to conform to the specific statutory or regulatory requirements for each separate program so long as the intent and purposes of those programs are met in the schoolwide plan. [ESEA 1114(a)(3)(A)-(B)] New Director’s Workshop October 2015
Time & Effort: Personnel Activity Report Component 10 of the Schoolwide Plan―Coordinate and Integrate Federal, State and Local Services―are considered to be a single cost objective for reporting time and effort. § If an employee works 60% of the time in a program combined in the schoolwide and 40% in programs not combined in the schoolwide, they must complete a monthly personnel activity report (PAR)― reported as multiple cost objectives. Code of Federal Regulations 200. 430(i). Here is the guidance on the new and more flexible Time and Effort Reporting, which changed with the revision to 2 C. F. R. 200 —Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards or Uniform Guidance. Important! As we state in Memorandum No. 007 -15 M Office of Management and Budget–Uniform Grant Guidance, districts must continue to report Time and Effort reporting according to the earlier requirements until OSPI releases guidance on the matter. New Director’s Workshop October 2015
Maintenance of Effort Washington Association of School Business Officials § Training Presentation Maintenance of Effort (pptx) U. S. Department of Education § Fiscal Non-Regulatory Guidance–Maintenance of Effort A-1 New Director’s Workshop October 2015
Comparability More on Comparability The district must develop procedures for complying with comparability requirements. 1. Districts are required to document compliance with the comparability requirement every two years. However, staff must perform the necessary calculations every year to demonstrate all Title I schools are comparable. Districts must make adjustments if any schools do not meet the comparability requirement. 2. Districts must keep records that document the salary schedule and policies were implemented. Districts must also document the calculations, which demonstrate equivalence among schools related to staffing, materials and supplies. OSPI Bulletin B 057 -14―Required Submission of Comparability Report for Title I, Part A §Use i. Grants Form Package 361, Title I, Part A Comparability Report U. S. Department of Education §Fiscal Non-Regulatory Guidance – Comparability B 1 -18 New Director’s Workshop October 2015
Supplement Not Supplant Rebuttals Presumptions of supplanting are rebuttable if the district can demonstrate that it would not have provided the services in question with non-federal funds had the federal Title I, Part A funds not been available. Maintain sufficient documentation in order to adequately demonstrate rebuttal. New Director’s Workshop October 2015
Required Set-asides Optional Set-asides Include… § Administration § Instructional programs: summer school/extended day programs § Preschool § Professional development § Parent involvement New Director’s Workshop October 2015
Procurement Federal Procurement Standards 2 CFR 200. 317 -200. 326 Remember that when procuring with federal funds, the district must abide by the more restrictive of federal or state requirements (see table on slide). New Director’s Workshop October 2015
Internal Control Framework Internal Controls Defined by the Committee of Sponsoring Organizations of the Treadway Commission (COSO) as–“a process, effected by an entity’s board of directors, management, and other personnel. This process is designed to provide reasonable assurance regarding the achievement of objectives in effectiveness and efficiency of operations, reliability of financial reporting, and compliance with applicable laws and regulations. More from COSO. Internal Control Is… § A process. § A means to an end, not an end in itself. § Not merely documented by policy manuals and forms. Rather, it is put in by people at every level of an organization. § Can provide only reasonable assurance, not absolute assurance, to an entity’s management and board. § Geared to the achievement of objectives in one or more separate by overlapping categories. New Director’s Workshop October 2015
Contact Us Ask Questions. Get Help. Jamey Schoeneberg jamey. schoeneberg@k 12. wa. us 360 -725 -6104 New Director’s Workshop October 2015
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