The 2017 2018 LEA ESSA Consolidated Application for

The 2017 -2018 LEA ESSA Consolidated Application for Funding Cory Green, Associate Commissioner Texas Education Agency ESC Region 4 Cluster Training for LEAs April 10, 2017 © 2017 by Texas Education Agency Department of Grants Compliance and Oversight

Agenda Introduction ESSA State Consolidated Plan updates ESSA State and local agency responsibilities Required Local Education Agency Plans: The 20172018 LEA ESSA Consolidated Application for Funding 2 Department of Grants Compliance and Oversight

Agenda (continued) Schedule PS 3001—Needs Assessment, Priorities, and Program Outcomes Schedule PS 3107—Title IV, Part A—Student Support and Academic Enrichment Program Schedule 3099—Private School Services 3 Department of Grants Compliance and Oversight

Introduction TEA Updates Department of Grants Compliance and Oversight Cory Green, Associate Commissioner ESSA Special Projects Team: Anita Villarreal Susan Patterson 4 Department of Grants Compliance and Oversight

Introduction Purpose Provide LEAs updated information on: 5 Specialized Technical Assistance and Negotiation Process; ESSA State Consolidated Plan; 2017 -2018 LEA Consolidated Application for Funding; and Available ESSA guidance for organizations applying for funds. Department of Grants Compliance and Oversight

Specialized Technical Assistance and Negotiation Process New level of support added to the differentiated application negotiation process Limited number of LEAs Technical assistance with: ◦ ◦ Comprehensive needs assessment Application completion Application negotiation Implementation fiscal and program monitoring 6 Department of Grants Compliance and Oversight

Specialized Technical Assistance and Negotiation Process Access to specialized negotiation supervisor Regular phone calls Minimum of quarterly implementation monitoring calls ◦ ◦ Fiscal Programmatic related to SMART goals and activities 7 Department of Grants Compliance and Oversight

ESSA State Consolidated Plan Updates Draft Development Schedule 8 April 2016: 2017 -2018 LEA ESSA funding application development. December 2016: TEA releases public input survey responses on state plan. August 2017: Anticipated public comment period on ESSA State Consolidated Plan draft. September 2017: ESSA State Consolidated Plan submitted to U. S. Department of Education. Department of Grants Compliance and Oversight

ESSA State Consolidated Plan Updates TEA’s Strategic Priorities Strategic priorities Every child, prepared for success in college, a career or the military. Recruit, support, retain teachers and principals Build a foundation of reading and math Connect high school to career and college Improve lowperforming schools Enablers Increase transparency, fairness and rigor in district and campus academic and financial performance 9 9 Ensure compliance, effectively implement legislation and inform policymakers Strengthen organizational foundations (resource efficiency, culture, capabilities, partnerships) Department of Grants Compliance and Oversight

ESSA State and Local Agency Requirements New Roles for State and Local Agencies NCLB: Top-down, one-size-fits-all with strong federal controls: ◦ ED academic achievement goals; ◦ Annual Yearly Progress (AYP); and ◦ Mandated, 5 -stage school improvement interventions. ESSA: Increased flexibility, authority, and responsibility for State and local agencies. 1 0 Department of Grants Compliance and Oversight

ESSA State and Local Agency Requirements New Roles for State and Local Agencies = EDGAR and ESSA ctices codifying best pra EDGAR ESSA States Local Agencies Flexibility Monitorin g Financial management systems Performance management Guidance, technical assistance Oversight Internal controls Oversight Performance monitoring 03 2 CFR 200. 302 -3 28 2 CFR 200. 327 -3 1 1 Department of Grants Compliance and Oversight

ESSA State and Local Agency Requirements New Roles for State and Local Agencies TEA • Performance management; • Guidance (accelerate student outcomes); and • Oversight. Local Education Agencies • School performance management; • Guidance and technical assistance for improvement planning; and • Coordinated use of funds. ll we How wi local e s a e r c n i apacity c ’ s e i c n age e guidanc r e f f o to h— and tec to support schools? 12 Department of Grants Compliance and Oversight

ESSA State and Local Agency Requirements LEAs: Comprehensive Planning and Coordinated Spending ESSA Changes Supporting Coordinated Use of Funds: 13 Well-rounded educational opportunities, not limited to core academic content. Title IV, Part A—Student Support and Academic Enrichment Grants. * Methodology: Title I, Part A Supplement, Not Supplant compliance. ** *Based on comprehensive needs assessment; **Title I-C, I-D, III, and IV Department of Grants Compliance and Oversight

ESSA State and Local Agency Requirements LEAs: Comprehensive Planning and Coordinated ESSA Changes Supporting Coordinated Use of Funds: Spending 14 Ranking and Serving: LEA may prioritize high schools in which 50% or more of students are lowincome. School % Poverty # Students St. Martin ES 92% 82 Grand Turk MS 87% 90 San Andres ES 79% 40 Utila ES 74% 56 Basse-Terre HS 70% 160 Union Island ES 59% 119 Ambergris HS 52% 92 Long Cay MS 58% 47 Union Island ES 59% 119 Ambergris HS 52% 92 Long Cay MS Department Compliance and Oversight 58% of Grants 47

Required Local Education Agency Plans 2017 -2018 LEA ESSA Consolidated Applications for Funding 15 Significant guidance is embedded in the LEA application design! = Required Local Agency Plan Embedded guidance: ◦ ◦ ◦ Improvement planning process (best practices) Aligned State and local plan Coordinated use of funds Student outcome-focused Performance monitoring Department of Grants Compliance and Oversight

Required Local Education Agency Plans 2017 -2018 LEA ESSA Consolidated Applications for Funding Three New ESSA Schedules PS 3001—Needs Assessment, Priorities, and Program Outcomes PS 3107—Title IV, Part A Student Support and Academic Enrichment PS 3099—Private School Services 16 Department of Grants Compliance and Oversight

Schedule PS 3001—Needs Assessment, Priorities, and Program Outcomes 17 Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Embedded Guidance: Improvement Planning Process Best Practices #1 Inventory LEA and school resources for planning. #2 Convene planning teams adequately representing all stakeholders. ◦ 18 Federal programs, compliance, budget, and finance departments #3 Provide training, materials, and time for team preparation: ◦ Well-defined terms, concepts, process Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Embedded Guidance: Improvement Planning Process Best Practices 19 #4 Collect and analyze student outcome data. #5 Draft problem statements and identify root causes. #6 Complete a comprehensive needs assessment. #7 Research effective strategies with greatest potential to improve student outcomes. Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Embedded Guidance: Improvement Planning Process Best Practices 20 #8 List all activities required to implement each strategy. #9 Identify a specific person who will ensure each activity is completed. #10 Estimate when each activity will be completed. #11 Draft SMART performance measures and goals. Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Embedded Guidance: Improvement Planning Process Best Practices #12 Identify all available—State, local, and federal— funding sources for each strategy. #13 School improvement planning teams document work in a Continuous Improvement Plans (CIP). 21 Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Embedded Guidance: Improvement Planning Process Best Practices 22 #14 LEAs compile and summarize the work of planning teams. Insert this information into Schedule PS 3001 of the Consolidated Application. #15 Establish a process for regularly monitoring progress throughout the year. #16 Annually evaluate how effective the implemented strategies were for improving your student outcomes. Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Inventory Improvement Planning Teams LEA-level Inventory How many planning teams? Who are team members? What planning process do they use? Centrally coordinated? Who tracks deadlines? 23 Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Inventory Improvement Plans How accessible is student data? What data reports, tools, resources do we have? What plans we have? Available online? How do we get copies? Who monitors and updates plans? 24 Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes What are we doing for lowperforming schools? IR campus, soon to be schools with D’s & F’s on report cards = barometer of climate change districtwide. Inventory Improvement Plans How many Improvement Required (IR) schools do we have with IR Plans? Who determines what strategies are implemented at IR schools? Who makes decisions about how we pay for IR Plans? Who can provide budget information about the programs and activities in IR Plans? 25 Department of Grants Compliance and Oversight

Break 26 Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Inventory Improvement Planning Resources 27 How can we help all teams talk to each other about improvement planning effectively? Do we routinely schedule planning time for our teams? How will we resolve disagreements during planning efforts? Do we have a training plan for team members? Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Inventory Improvement Planning Resources � Example— sed School-ba planning team word list! 28 How do we help planning teams be student outcomefocused? ◦ Standardized Baseline Milestone Input Output Rank and serve Behavior Intervention Tutoring Summer School STAAR Camps list of student outcome terminology for. Fund all teams? Outcome SMART goals Performance measure Goal Data source Economically disadvantaged Attendance areas Poverty Criteria Allocability Tiered Interventions Supplemental funds Strategy Target Action steps Local Achievement gap Donation Allowability Allocation Summer Bridge Blended learning Small-group instruction CBT Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes SA $ S E Add puts! to in Inventory District Improvement Planning Resources Identified problem supported by evidence Inputs Outputs Resources invested in programs, activities, strategies identified during the planning process. What you do with the resources that you have invested (activities). Direct, measurable, work products of activities. Inputs Outputs Student Outcomes What students know or can do. SMART short-term quarterly and annual progress measures or milestones. Long-term, 3 -5 year goals for how much you want students to grow (student achievement). 29 Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Provide Training, Materials, and Team Preparation Time How can we help campus teams align with LEA and TEA priorities? ◦ Foundation Materials: TEA strategic priorities and strategic plan LEA strategic plan Board strategic priorities Theory of Action 30 Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Data Analysis Guiding Questions What does the data reveal about trends and patterns over time? What is the impact of these trends? What other insights does the data reveal? What problem statements have been identified? 31 Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Problem Statement Guiding Questions 32 Has a general problem been identified? Do we agree that this is a problem? How is this relevant to our district or school? Do we have evidence that this is a problem? ** See TAIS published guidance. Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Problem Statements 33 Supported by facts and data Objective Concise language Specific details: who, what, when, where, how Relevant Avoid causation and jumping to solutions s Root Cause Analysi = Why? “The Five Whys” ” “Why? . . . Because ** See TAIS published guidance. Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Root Cause Analysis Problem Statement: Our juniors and seniors participate in advanced courses for college credit at lower rates than their peers districtwide. Why? • • Because. . . Students can’t access community college campuses. Why? • Because. . . • The campuses are not located in our neighborhoods. • Limited bus routes in evenings and on weekends. • Limited access to public transportation. • High # of students’ parents and family members work evenings and weekends. Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Comprehensive Needs Assessment Process Prioritize Problem Statements 35 Does the problem address our area of low performance or need? Which problems affect the greatest number of our students? Which problems address student academic outcomes? Which problems are manageable and relevant? ** See TAIS published guidance. Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Comprehensive Needs Assessment Process Add Qualitative Evidence to Quantitative Data (mixed-methods analysis) Example—full-day Pre—K* 36 * 2015— 16 State Accountability Ratings: School Report Cards and TAPR data Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Comprehensive Needs Assessment Process Example: High. Quality Pre. Kindergarten Quantitative Evidence* 37 500 students 7. 00% enrolled in Pre-K. * 2015— 16 State Accountability Ratings: School Report Cards and TAPR data Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Comprehensive Needs Assessment Process Example: High-Quality Pre-Kindergarten Quantitative Evidence* 38 * 2015— 16 State Accountability Ratings: School Report Cards and TAPR data Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Comprehensive Needs Assessment Process Example: High-Quality Pre-Kindergarten Quantitative Evidence* 39 * 2015— 16 State Accountability Ratings: School Report Cards and TAPR data Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Comprehensive Needs Assessment Process More Quantitative Data on Full-day Pre-Kindergarten Programs 40 Students had significantly higher school readiness assessment scores than non-participating peers. Full-day Pre-K closes school readiness gaps among student subgroups. Improved student outcomes compared to peers at end of 1 st grade. Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Comprehensive Needs Assessment Process More Quantitative Data on Full-day Pre-Kindergarten Programs For every $1. 00 invested, expect a $2. 50 to $17. 00 return. Long-term, students not enrolled: ◦ ◦ 25% more likely to drop out; 40% more likely to be a teen parent; 60% more likely not to go to college; and 70% more likely to be arrested for violent crime. 41 Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Comprehensive Needs Assessment Process Examples of Qualitative Assessments Surveys: program satisfaction, parent, staff, student, community need Interviews Focus groups School climate surveys completed by parents, students, staff 42 Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Comprehensive Needs Assessment Process What Parent Surveys Tell Us about Full-day Prekindergarten Programs How much families pay for childcare in our area? Availability of full-day pre-K programs? Do most families rely on informal, unstructured care? How far parents must travel to access licensed care? What school readiness supports are available? 43 Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Comprehensive Needs Assessment Process What Parent Surveys Tell Us about Full-day Pre. Kindergarten Programs “Affordable, quality preschool is crucial. 75% of my paycheck goes toward preschool/daycare costs. It makes it very difficult for my husband I to make ends meet. We both have full time jobs to provide for our family, but it is still difficult with student loans, insurance costs, groceries, gas, mortgage, etc. We do the best to provide what we can. ” (Parent) “High quality programs have extensive wait lists, this means 1+year of wait list time!” (Parent) Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Comprehensive Needs Assessment Process What Parent Surveys Tell Us about Full-day Pre. Kindergarten Programs “There are lots of places claiming to be preschools, but very few are actually preschools. Most are daycare programs that do not have actual preschool experiences. We need to recognize the value in early childhood education as a whole, especially preschool. ” (Preschool Administrator) 45 “Affordability is HUGE. There are many parents I know that can’t send their children to preschool because they simply cannot afford it. It's hard when we hear that children have a better success rate when they attend preschool before school. I feel like I failing when we can’t afford to give that to our kids Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Organize Local Needs According to TEA Strategic Priorities Recruit, Support, and Retain Teachers/ Principals Instructional leadership training for principals Attract excellent teachers and principals at lowperforming schools Build Foundation In Reading and Math Align local and State assessments Training and coaching for teachers Districtwide literacy initiative Connect High School To Career and College Accessible advanced coursework Increase the # of students graduating with college credit Improve Lowperforming Schools Supplemental math and reading strategies for most at-risk Leadership and time for lesson plan writing. Other Local Needs Reduce # of student referrals to office for discipline during instruction periods Support for observation/feedba ck walkthroughs 46 Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Organize Needs According to TEA Strategic Priorities Five parts, one for each TEA Strategic Priority, and Part 5: Other locally-identified needs Insert needs identified in the needs assessment process here. Add lines, as needed. 47 Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Organize Needs According to TEA Strategic Priorities Required to respond, but not required to have an identified need. ed need No align 1— 4? in Parts rt 5. Go to Pa 48 Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Research and Select Strategies for Locallyidentified Needs Insert selected programs/ activities here. Add lines, as needed. 49 Is it a new initiative? Insert budgeted amount by activity or program. e-Grants calculates total. LEAs Provide technical assistance and guidance to schools; and Compile summary-level information on programs Department of Grants Compliance and Oversight and activities for Schedule PS 3001.

PS 3001—Needs Assessment, Priorities, and Program Outcomes Provide Guidance and Technical Assistance to Schools ESSA Published Guidance What is our plan to provide guidance to and tech support all schools & all planning teams? Program guidelines and application instructions Program-specific provisions and assurances Recommended uses of funds Best practices Allowable activities and expenses 50 Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Provide Guidance and Technical Assistance for Schools Strategic Priority Guides Organized by TEA Strategic Priorities Summarized allowable activities by federal program Recommended uses of funds Summarized best practices 51 Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Provide Guidance and Technical Assistance to Schools Strategic Priority Guides: Recommended Uses Linked to resource pages 52 Supported by current research. Significant student outcome increases for resources invested (inputs). Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Organize and Summarize Strategies Addressing Local Needs Insert ESSA funds budgeted for each Priority here. 53 Department of Grants Compliance and Oversight

Lunch 54 Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Insert Three to Five SMART Goals Student outcomefocused The % of what students know or can do will increase from X% to Y% by Z (3 -5 years). Use a static, reliable data source. Identify the ESSA program. Add programs, as needed. 55 The percentage of what students know or can do will increase from X% to Y% by Z (one year). Baseline= control group. Today Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes of (what The percentage can do) students know or X% to will increase from Y% by Z (date). Insert Three to Five SMART The number of what Goals students know or ca n do) will increase from X(#) to Y(#) by Z (date). Specific Measurable (baseline and target) Attainable Results-focused Time-bound Want more SMART goal examples? Click here. 56 Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Insert Three to Five SMART Goals Are we funding this from only one ESSA program? Using money from several ESSA programs for one SMART Goal? Use “return” key on keyboard to add grant names. This is the measure TEA will monitor. Add more SMART goals here. 57 Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Research and Select Strategies for Locallyidentified Needs Start with High-quality Research ** 58 Evidence for ESSA ** ◦ Sign up for email updates What Works Clearinghouse TEA is providing the following information or link for reference purposes only, and TEA’s provision of the information or link does not in any way constitute an endorsement by TEA. Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program. Research Outcomes and Select Strategies for Locally-identified Needs Start with High-quality Research Institute of Education Sciences, National Center for Special Education Research own, n K s ’ What rvention Inte opic T , s t r Repo orts. . . Rep Institute of Education Sciences, publication and product look up 59 Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Research and Select Strategies for Locallyidentified Needs Start with High-quality Research U. S. Department of Education email updates 60 Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Provide Guidance and Technical Assistance to Schools Example Define programs / activities ◦ 61 ◦ ◦ ◦ Academic, social, emotional, behavior (attendance) strategy? Computers/online activity? Lesson plan, curriculum, instructional materials? How often do we do this? And how long does each session last? Who does this, when, and where? Who tracks participation and student progress? Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Provide Guidance and Technical Assistance to Schools Example How do we know it is working? How do we know this is the program or activity that is improving student outcomes? 62 Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Provide Guidance and Technical Assistance to Schools Will IT support it? Ordering to get items in time? Who will get price estimates? Who completes contract? When? Does it go to the Board? How long will that take? Who follow-ups on supplemental pay agreements? Extra-duty pay? Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Provide Guidance and Technical Assistance to Schools Example Goal setting workshops or other resources to schools? ◦ Sample student outcome SMART goals ◦ Sample student outcome monitoring schedule ◦ Student outcome updates/reports Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Provide Guidance and Technical Assistance to Schools Example Do we provide training to principals and campus teams on FASRG? ◦ ◦ ◦ 65 ◦ ◦ ◦ Fund Function Object and subobject Fiscal year Location Program intent Department of Grants Compliance and Oversight

PS 3001—Needs Assessment, Priorities, and Program Outcomes Provide Guidance and Technical Assistance to Schools 66 Budgeting tools for federal funds? ◦ Calculating salary/benefits at rates for federal grants? ◦ Tracking and monitoring budgets and transfers between line items? ◦ “Stop-light” format tracking of student outcomes tied to expenses in CIP? ◦ “Stop-light” format tracking to ensure timely use of federal money linked to CIP? Department of Grants Compliance and Oversight

Schedule PS 3107—Title IV, Part A— Student Support and Academic Enrichment Program 67 Department of Grants Compliance and Oversight

PS 3107—Title IV-A—Student Support and Academic Enrichment Title IV, Part A Student Support and Academic Achievement Grants New "block grant“ Formula grant to LEAs based on equitable share of Title I, Part A funds within the state Minimum $10, 000 award Start 2017 ing -201 8 68 Department of Grants Compliance and Oversight

PS 3107—Title IV-A—Student Support and Academic Enrichment Allowable 2016 -2017 Expense An LEA or SSA that receives a subgrant for federal fiscal year 2017 (SY 2017 -2018) may use grant funds to cover part or all of the fees for accelerated learning exams taken by low-income students during the 2016 -2017 school year P. L. 114 -90, Section 4107(b) Special Rule 69 Department of Grants Compliance and Oversight

PS 3107—Title IV-A—Student Support and Academic Enrichment Title IV, Part A 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 70 Department of Grants Compliance and Oversight

PS 3107—Title IV-A—Student Support and Academic Enrichment Title IV, Part A 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) 71 Department of Grants Compliance and Oversight

PS 3107—Title IV-A—Student Support and Academic Enrichment Part 1: Planned Uses of Funds 1. 1 CY Allocation prepopulates 1. 2 – 1. 6 Percentages calculated automatically Total Budget calculates automatically 72 Department of Grants Compliance and Oversight

PS 3107—Title IV-A—Student Support and Academic Enrichment Part 2: Program Requirement Assurances 2. 1 – Must mark one or other; with date if applicable 2. 2 – Must mark one or other 2. 3 – Must mark 2. 4 -2. 9 – Must mark 73 Department of Grants Compliance and Oversight

PS 3107—Title IV-A—Student Support and Academic Enrichment Title IV, Part A 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 74 Department of Grants Compliance and Oversight

PS 3107—Title IV-A—Student Support and Academic Enrichment Part 3: Program Description Allowable activities for well-rounded education. #1—#4 TEA Strategic Priorities 75 Department of Grants Compliance and Oversight

PS 3107—Title IV-A—Student Support and Academic Enrichment s ble Allowa ion program t a c u d ed ute. ounde n stat i s e i t well-r i iv or act Part 3: Program Description (continued) LEAs can insert “other” activities or programs aligned to statue. Add lines, if needed. 76 Department of Grants Compliance and Oversight

PS 3107—Title IV-A—Student Support and Academic Enrichment Part 3: Program Description (continued) Allowable programs and activities: Safe and Healthy Students No “other” activities or programs option listed in statue. 77 Department of Grants Compliance and Oversight

PS 3107—Title IV-A—Student Support and Academic Enrichment Part 3: Program Description (continued) LEAs can insert “other” activities or programs aligned to statue. Add lines, if needed. 78 Department of Grants Compliance and Oversight

PS 3107—Title IV-A—Student Support and Academic Enrichment Potential Funding for Title IV, Part A Assuming $50, 000 to the state (this is an estimated amount) Approximately 125 LEAs over $30, 000 Approximately 434 LEAs $30, 000 - $10, 000 Approximately 666 LEAs only receive $10, 000 79 Department of Grants Compliance and Oversight

Questions 80 Department of Grants Compliance and Oversight

Break 81 Department of Grants Compliance and Oversight

Schedule PS 3099—Private School Services 82 Department of Grants Compliance and Oversight

Changes to Equitable Services Under ESSA PS 3099 – Private School Services In order to meet the Private Schools Services requirements and facilitate the calculation of equitable services to private schools the following changes have been made to the ESSA Consolidated Application. This could be a temporary one year fix… 83 Department of Grants Compliance and Oversight

Changes to Equitable Services Under ESSA PS 3099 – Private School Services PS 3099 will be open to all LEAs in their independent project application, even those SSA members. The LEA will complete and submit the required schedule for all fund sources in which they apply independently or join an SSA. 84 Department of Grants Compliance and Oversight

Changes to Equitable Services Under ESSA PS 3099 – Private School Services The ESC fiscal agent, will not submit PS 3099 in the SSA application. Fiscal agents can collect the same information that was previously provided on equitable services and provide it to the LEAs. 85 Department of Grants Compliance and Oversight

Changes to Equitable Services Under ESSA PS 3099 – Private School Services We are working on a manual process for those limited LEAs who do not have an independent project (join SSAs for all fund sources) to submit the required information. 86 Department of Grants Compliance and Oversight

Changes to Equitable Services Under ESSA PS 3099 – Private School Services Allocation of Services: General Formula Number of: ◦ Private school students from low-income families ◦ Who reside in Title I-eligible public school attendance areas (participating or skipped) 87 Department of Grants Compliance and Oversight

Changes to Equitable Services Under ESSA PS 3099 – Private School Services Equitable Services Reservation 88 Old rule: Private school students must also get equitable share of districtwide instruction, parental involvement, and professional development set-asides. NEW: Must be calculated before any allowable expenditures and transfers by the LEA: Districtwide instruction, parent involvement, professional development are included in this calculation. Department of Grants Compliance and Oversight

Changes to Equitable Services Under ESSA PS 3099 – Private School Services Equitable Services Reservation Before the LEA makes any decisions regarding expenditures and/or reservations of funds it must reserve the required amount of funds for PNP services. Consultations that occur prior to the LEA receiving the 2017 -2018 allocation must be revisited and services may need to be adjusted based on the current LEA allocation. 89 Department of Grants Compliance and Oversight

Changes to Equitable Services Under ESSA PS 3099 – Private School Services Two Options Pooling: pool the money to use for students with greatest educational need districtwide; or School-by-school: the money follows the child to the private school for educationally-needy children in that school. 90 Department of Grants Compliance and Oversight

Changes to Equitable Services Under ESSA PS 3099 – Private School Services Items of Discussion Related to PS 3099 91 Submission of PS 3099 Private School Services for: ◦ ◦ ◦ Title I, Part A Title I, Part C Title II, Part A Title III, Part A ELL Title III, Part A Immigrant Title IV, Part A SSAEP Department of Grants Compliance and Oversight

Changes to Equitable Services Under ESSA PS 3099 – Private School Services Consultations Affirmations of Consultations Equitable Services Calculations PS 3099 – Private School Services schedule 92 Department of Grants Compliance and Oversight

Changes to Equitable Services Under ESSA PS 3099 – Private School Services Consultations The LEA must initiate consultation with a proposal for services. The LEA must contact all PNPs located within the LEA’s boundaries. 93 Department of Grants Compliance and Oversight

Changes to Equitable Services Under ESSA PS 3099 – Private School Services Consultations Must be timely; Must be meaningful; Must discuss the size and scope of the equitable services that the LEA will provide; 94 Department of Grants Compliance and Oversight

Changes to Equitable Services Under ESSA PS 3099 – Private School Services Must include the method/source of poverty data used for eligibility of services; Must discuss delivery of services; and Must discuss the two options: ◦ ◦ Pooling: pool the money to use for students with greatest educational need; or School-by-school: the money follows the child to the private school for educationally-needy children in that school 95 Department of Grants Compliance and Oversight

Changes to Equitable Services Under ESSA PS 3099 – Private School Services Consultations Final decisions made by the LEA after consultation. If the LEA disagrees with private school officials regarding provision of equitable services through a contracted third party provider, the LEA will provide written notice, an analysis, and reasons to the private school officials; 96 Department of Grants Compliance and Oversight

Changes to Equitable Services Under ESSA PS 3099 – Private School Services Consultations All parties should reach an agreement on how to provide equitable and effective programs for eligible private school children LEAs must provide “timely and meaningful” consultation with appropriate private school officials (NEW) State-level Ombudsman 97 Department of Grants Compliance and Oversight

Changes to Equitable Services Under ESSA PS 3099 – Private School Services LEAs must obtain written affirmation that timely and meaningful consultation occurred. (NEW) LEAs must also give option of signing a written affirmation indicating that timely and meaningful consultation did not occur or that the program design is not equitable with respect to eligible private school children. 98 Department of Grants Compliance and Oversight

Questions 99 Department of Grants Compliance and Oversight

Contact Information Department of Grants Compliance and Oversight Texas Education Agency grants@tea. texas. gov (512) 463 -8525 www. tea. texas. gov 10 0 Department of Grants Compliance and Oversight

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. 3. Any portion reproduced must be reproduced in its entirety and remain unedited, unaltered and unchanged in any way. 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: copyrights@tea. texas. gov. 101 Department of Grants Compliance and Oversight