Ice Breaker “Who am I?”

Who am I?  “Who am I?” is a guessing game where we will use the traits and characteristics of famous, historical, or TDOE figures to break the ice with each other.

Directions  A TDOE staff member will place a nametag on your back.  Each participant must try to guess who they are, by only asking “yes” or “no” questions.  You may only ask 4 questions to each person to gain clues. For example:  “Am I a male?”  “Am I a singer?”  “Am I an athlete?”  “Am I a TV personality?”  Once you have asked the 4 questions, you must move on to another person and ask 4 more questions until you guess correctly.  You will have 10 minutes to figure out “Who am I?”

ESEA Program Overviews 2016 ESEA Directors Institute

Objectives

Session Objectives  Provide overview and general information of ESEA grant programs: –Title I (Parts A, C, and D) –Title II (Parts A and B) –Title III –Title VI –Title X –Equitable services non-public/private schools

Title I, Part A Education for the Economically Disadvantaged

Program Purpose  Title I, Part A funds are formula funds allocated to LEAs in order to: –provide supplemental educational opportunities for children living in high poverty areas and most at risk of failing to meet the state’s challenging academic and achievement standards; and –provide school-based programs and services to address identified student needs.  Title I, Part A statute and regulations identify methods for determining eligible schools and allocating funds.

Allowable Use of Funds  Supplemental instructional programs –Extended day/year –Intervention services –Preschool programs –Online learning  Supporting programs –Professional development –Parent involvement  Salaries and benefits –Administrative staff –Coaches –Educational assistants

Required Spending: Parent Involvement  Districts MUST set aside at least 1 percent of Title I allocation for parent involvement activities if allocation is > $500,000. –95 percent of funds spiral down to Title I schools  Parent involvement is the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities.

Allowable Parent Involvement Activities  Parent activities and meetings directly related to academic goals and policies –Costs may include event advertisement, training materials, light refreshments, childcare, and transportation.  Activities and translations for non-English speaking parents  Communication including postage and printing to provide ongoing outreach and information services to families  Equipment, books, and supplies for a parent resource center or family lending library

Required District Set-Aside: Homeless  These are students who lack a fixed, regular, and adequate nighttime residence.  Districts must set aside funds to provide for homeless students in non-Title I schools. (ESSA will change this requirement to apply to ALL schools.) –No required amount or percentage –Comparable services provided to students in Title I schools Can be services not provided to Title I students

Allowable Activities for Homeless Students  Set aside funds can be used to support: –Tutoring –Backpacks –Counseling –Graduation fees –School supplies –Dress code supplies –Parent involvement

Title I, Part C Education of Migratory Children

Program Purpose  Title I, Part C funds are formula funds to: –provide high quality education programs for migratory children to address their needs, provide full and appropriate opportunities to meet state academic achievement standards, and ensure they are not penalized in any manner as they move among states.  Services in Tennessee will be provided through a contract. – New partner: Conexion Americas

Student Eligibility The Migrant Education Program (MEP) can only serve children who: –are ages 3 to 21 without a diploma or GED; –moved from one district to another in preceding 36 months; –moved to obtain seasonal or temporary work in agriculture, dairy, or fishing OR have moved with a migratory parent/spouse/guardian; –moved out of economic necessity; and –are considered official migrants & issued a Certificate of Eligibility (COE) by the state MEP vendor.

Allowable Use of Funds  Instructional services Pre-K through grade 12 –Tutoring –Before and after school  Support services –Advocacy for migrant children –Social services –Transportation –Educational supplies  Professional development

Title I, Parts A & D Local Neglected, Delinquent, & At-risk

Program Purpose  Title I A, Neglected –Under § 1113(c)(3)(B) of the ESEA, an LEA must reserve such funds for children living in local institutions for neglected children. –If appropriate, these funds can be used to provide services for children living in local institutions for delinquent children and for neglected or delinquent children attending community day school programs.

Program Purpose  The department currently contracts with Tennessee Alliance for Children and Families (TACF) to administer this program services and supports. –Most districts release their funds to the state educational agency. –Bartlett, Shelby, and Sevier are the only districts that retain their funds. NOTE: Changes regarding the management and delivery of these services in will be announced during the main conference.

Program Purpose  Title I, D funds are formula funds that include two programs, one for state programs and another for local programs. –Subpart 1 provides funds to state agencies that enable them to operate educational programs for children and youth in institutions or community day programs for children who are neglected, delinquent, and at-risk and for children and youth in correctional facilities.  The department has authorized the Department of Children Services and the Department of Corrections to serve as state agencies that receive subpart 1 funds.

Program Purpose  Title I, Part A, Neglected and Title I, Part D, Subpart 2 funds are formula funds to: –provide supplemental programs and services to children and youth in locally operated neglected and delinquent institutions; –ensure students have effective transitions back to school or on to postsecondary education opportunities or employment; and –provide drop-out preventions programs.

Eligible Students  Students in residential programs –Neglected: have been placed voluntarily or by courts for abandonment, neglect, or death of parents/guardians Orphanages, psychiatric hospitals, etc. –Delinquent: have been adjudicated to be delinquent or in need of supervision Juvenile detention centers, adult prisons housing juveniles  Most services are currently offered through the Tennessee Alliance for Children and Families (TACF).

Allowable Use of Funds  Supplemental instruction in core subjects  Tutoring  Counseling and transition services  Dropout prevention programs  Coordination of health and social services including  Vocational and technical education, special education, career counseling, curriculum-based youth entrepreneurship education, and assistance in securing student loans or grants for postsecondary education  Mentoring and peer mediation

Title II, Part A Improving Teacher & Leader Quality

Program Purpose  Title II, Part A funds are formula funds to: –improve teacher and principal quality through professional development in core academic areas and –develop and implement programs to effectively recruit and retain highly-effective teachers, principals, and specialists in core academic areas. 26

Allowable Use of Funds  Professional development related to core academic subjects  Teacher retention/recruitment  Incentives/bonuses  Class size reduction teachers for targeted needs 27

Title II, Part B Math and Science Partnerships

Program Purpose  Title II, Part B (Math and Science Partnership) is a competitive grant to: –improve the content knowledge of teachers and the performance of students in the areas of mathematics and science by encouraging partnerships among states, institutions of higher education (IHEs), local education agencies (LEAs), and elementary and secondary schools to develop and implement summer professional development opportunities focused on math and science.

Allowable Use of Funds  Professional development for math and science teachers  Integration of scientifically based research and technological teaching methods  Math and science summer workshop and institutes  Recruitment of math, science, and engineering majors  Developing or redesigning math and science curricula  Establishing distance learning for math and science  Designing programs for math or science teachers  Math and science teachers collaborating with scientists, engineers, and mathematicians

Reauthorization Implications  ESSA eliminated the Title II, B program  FY17 funds will be awarded to current grantees as continuation grants  No funds available in FY18

Title III Language Instruction for English Learner and Immigrant Students

Program Purpose  Title III funds are formula funds to provide: –supplemental services to English learners and immigrant children to ensure they attain English proficiency and meet challenging academic and achievement standards.

Allowable Use of Funds Funds must be used to supplement programs and services provided through state, local, and federal sources. –Before and after school tutoring –Summer programs –Materials such as bilingual books, manipulatives, dictionaries –Personnel to lower the ESL teacher-student ratio, coaches, embedded professional development providers, nurses, counselors, data personnel –Parental outreach such as parenting classes, nutrition classes, English classes

Title VI, Part B Rural Education Achievement Program (REAP)

Program Purpose  Title VI, Part B funds are formula funds awarded to eligible LEAs to: –assist in addressing academic needs of rural schools more effectively through flexibility in the use of funds to support existing programs.  Two formula grants are available through Title VI: –Small Rural Schools Achievement (SRSA) –Rural and Low Income Schools (RLIS)

Allowable Use of Funds  Teacher recruitment and retention  Parent involvement activities  Activities authorized under Title I-A, II-A, II-D, III, and IV  Professional development  NOTE: May not transfer money into this Title –(May use Title VI for Consolidated Administration)

Title X, Part C Homeless Education (McKinney-Vento)

Program Purpose  Title X, Part C funds are competitive funds provided to: –address the problems that homeless children and youth have faced in enrolling, attending, and succeeding in school and ensure that each homeless child and youth has equal access to the same free, appropriate public education, including a public preschool education, as other children and youth.  Federal definition of homeless children and youth: –“individuals who lack a fixed, regular and adequate nighttime residence”

Important Note  LEAs are still required to support homeless children and youth even if they do not receive a Title X, Part C sub-grant. –Homeless children and youth are eligible to be served in Title I, Part A schools. –Homeless children and youth are eligible for Title I, Part A services regardless of whether they attend a Title I school.

Allowable Use of Funds  Transportation to school of origin  Clothing and shoes such as physical education and dress code uniforms  School supplies  Dental, medical, and mental health services  Hygiene items  School fees and testing fees

Equitable Non- public Services

Intent of Equitable Services  ESEA requires the equitable participation of non-public school students, teachers, other educational personnel, and in some cases, parents and families in certain title programs.  LEAs remain in control of funds and provide services and programs with designated non-public school funds in accordance with each title program.  Consultation is required between the LEA and the non-public school throughout the school year and before program decisions are made.

Programs Requiring Equitable Participation  Title I-A –Education for the Economically Disadvantaged  Title II-A –Improving Teacher and Leader Quality  Title III-A –Language Instruction for English Learners & Immigrants  Discretionary Grants –Title IV, 21 st Century –Math and Science Partnership (MSP)

Contacts

CPM Contacts  Executive Director (Title I)  Director of Planning (Title VI)  Director of Monitoring (Title II, IIB)  Director of School Improvement Rita  Director of Project Management  Director of English Learner, Immigrant, and Migrant Programs (Title III)  ePlan System Administrator  School Improvement and Parent & Community Engagement  IDEA Coordinator  McKinney-Vento & Neglected/Delinquent Programs Coordinator (Title X, IID)  Contracts & Projects Support Coordinator  Administrative Assistants

Regional Consultant Contact Information CPM Regional Consultants 1)Vacant (615) )Janet (Michelle) Mansfield (731) )Bridgett Carwile (615) )Shalonda Meeks (615) )Deborah Thompson (615) )Henry LaFollette (615) Finance Regional Consultants 1)Cindy Smith (731) )Brad Davis (615) )Robert (Rob) Mynhier (615) )Brian Runion (931) )Dustin Winstead (865) )Jackie Broyles (615)

CPM & Finance Regional Consultants District Map LAKE OBION WEAKLEY DYER GIBSON LAUDERDALE HAYWOOD FAYETTE CROCKETT BENTON SHELBY TIPTON HENRY CARROLL HUMPHREYS HENDERSON MADISON HARDEMAN McNAIRY HARDIN HOUSTON STEWART ROBERTSON MONTGOMERY DICKSON CHEATHAM PERRY HICKMAN WILLIAMSON DAVIDSON MAURY LEWIS WAYNE LAWRENCE MARSHALL GILES SUMNER MACON TROUSDALE WILSON RUTHERFORD BEDFORD LINCOLN SMITH DEKALB WHITE PUTNAM JACKSON CLAY CANNON COFFEE FRANKLIN MOORE PICKETT OVERTON FENTRESS CUMBERLAND BLEDSOE WARREN VAN BUREN GRUNDY SEQUATCHIE MARION SCOTT MORGAN CAMPBELL ROANE LOUDON RHEA HAMILTON BRADLEY McMINN POLK MEIGS MONROE BLOUNT SEVIER KNOX ANDERSON CLAIBORNE GRAINGER JEFFERSON HANCOCK HAWKINS SULLIVAN JOHNSON CARTER UNICOI HAMBLEN GREENE COCKE WASHINGTON UNION Vacant, CPM Cindy Smith, Fiscal Michelle Mansfield, CPM Brad Davis, Fiscal Bridgett Carwile, CPM Rob Mynhier, Fiscal Shalonda Meeks, CPM Brian Runion, Fiscal Deborah Thompson, CPM Dustin Winstead, Fiscal Henry LaFollette, CPM Jackie Broyles, Fiscal 120 Chester 200 Decatur 240 Fayette 350 Hardeman 360 Hardin 380 Haywood 390 Henderson 391 Lexington (PK-8) 490 Lauderdale 550 McNairy 570 Madison 680 Perry 792 Shelby 793 Arlington 794 Bartlett 795 Collierville 796 Germantown 797 Lakeland 798 Millington 840 Tipton 960 West TN School for Deaf 030 Benton 090 Carroll 092 Hollow Rock- Bruceton 093 Huntingdon 094 McKenzie 095 South Carroll 097 West Carroll 170 Crockett 171 Alamo (PK-6) 172 Bells (PK-5) 230 Dyer 231 Dyersburg City 275 Gibson 274 Bradford SSD 271 Humboldt City 272 Milan SSD 273 Trenton 400 Henry 401 Paris SSD (K-8) 420 Houston 430 Humphreys 480 Lake 660 Obion 661 Union City 810 Stewart 920 Weakley 985 ASD 110 Cheatham 140 Clay 180 Cumberland 190 Davidson 210 DeKalb 220 Dickson 250 Fentress 440 Jackson 560 Macon 630 Montgomery 690 Pickett 710 Putnam 730 Roane* 740 Robertson 800 Smith 830 Sumner 850 Trousdale 930 White 950 Wilson 951 Lebanon SSD (PK-8) 970 Dept of Children’s Serv. 971 Dept of Corrections 963 TN School for the Blind 961 York Institute (9-12) *Dustin Winstead, Fiscal 020 Bedford 040 Bledsoe 080 Cannon 160 Coffee 161 Manchester (PK-8) 162 Tullahoma 260 Franklin 280 Giles 410 Hickman 500 Lawrence 510 Lewis 520 Lincoln 521 Fayetteville 580 Marion 581 Richard City 590 Marshall 600 Maury 640 Moore 750 Rutherford 751 Murfreesboro (PK-6) 770 Sequatchie 880 Van Buren 890 Warren 910 Wayne 940 Williamson 941 Franklin SSD (PK-8) 010 Anderson 011 Clinton (PK-6) 012 Oak Ridge 050 Blount 051 Alcoa City 052 Maryville 060 Bradley 061 Cleveland 070 Campbell 310 Grundy** 330 Hamilton 530 Loudon 531 Lenoir City 540 McMinn 541 Athens City (PK-9) 542 Etowah City (K-8) 610 Meigs 620 Monroe 621 Sweetwater (PK-8) 650 Morgan 670 Overton *** 700 Polk 720 Rhea 721 Dayton City (PK-8) 760 Scott 761 Oneida **Brian Runion, Fiscal ***Rob Mynhier, Fiscal 100 Carter 101 Elizabethton 130 Claiborne 150 Cocke 151 Newport City (K-8) 290 Grainger 300 Greene 301 Greeneville 320 Hamblen 340 Hancock 370 Hawkins 371 Rogersville (K-8) 450 Jefferson 460 Johnson County 470 Knox 780 Sevier 820 Sullivan 821 Bristol 822 Kingsport 860 Unicoi Co 870 Union Co 900 Washington 901 Johnson City 964 East TN School for Deaf Central Time Zone Eastern Time Zone Revised July 14,2016 CHESTER DECATUR

Needs Assessment

Objectives 1.Conduct a personal needs assessment on each title program 2.Determine areas where additional development is needed 3.Select breakout sessions to attend

What is a needs assessment?  First, what is a need? –A discrepancy or gap between “what is” and “what should be”  A needs assessment then is a method of determining gaps, establishing priorities for addressing those gaps, and identifying steps to make improvements.

Why complete a needs assessment? A process for pinpointing reasons for gaps in understanding or knowledge A method for identifying new and future professional development needs Personal analysis identifies what training is needed

Needs Assessment Activity 1.Evaluate your current understanding by completing the pre- assessment in your folder. 2.Listen closely as the correct answers are reviewed. 3.Using the scoring sheet, tally your scores. 4.Review the title program scores and identify the programs where the “gap” in knowledge is larger than others. 5.Determine the priority for closing the knowledge gap(s) that exists. 6.Select the breakout sessions that will address the priority gaps.

Needs Assessment Answers

Districts and schools in Tennessee will exemplify excellence and equity such that all students are equipped with the knowledge and skills to successfully embark on their chosen path in life. Excellence | Optimism | Judgment | Courage | Teamwork

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