The American Recovery and Reinvestment Act 11/28/2018

President Barack Obama February 24, 2009 “In a global economy where the most valuable skill you can sell is your knowledge, a good education is no longer just a pathway to opportunity – it is a pre-requisite. The countries that out-teach us today will out-compete us tomorrow.”

American Recovery and Reinvestment Act $488 Million for KS Schools On February 17, 2009, President Obama signed the ARRA and stated: “These funds provide us an unprecedented opportunity to boost the economy in the short run while increasing student achievement in the long-term.” 11/28/2018

Advance Core Reforms 11/28/2018 Advance Core Reforms: Assurances States must address four specific areas identified in ARRA that evidence shows make a critical contribution to student results: Making progress toward rigorous college- and career-ready standards and high-quality assessments that are valid and reliable for all students, including English language learners and students with disabilities; Establishing pre-K-to college and career data systems that track progress and foster continuous improvement; Making improvements in teacher effectiveness and in the equitable distribution of qualified teachers for all students, particularly students who are most in need; Providing intensive support and effective interventions for the lowest-performing schools. 11/28/2018

Arne Duncan United States Secretary of Education “These four commitments will help ensure outstanding teachers in America’s schools, arm educators with the tools and data needed to determine what does and doesn’t work in our nation’s classrooms, align curricula and assessments with rigorous standards that prepare young people for college and careers, and transform our lowest-performing schools.” 11/28/2018

Guiding Principles Spend Quickly to Save and Create Jobs Ensure Transparency and Accountability Thoughtfully Invest One-time Funds Guiding Principles The overall goals to stimulate the economy in the short-term and invest wisely, using these funds to improve schools, raise achievement, drive reforms and produce better results for children and young people for the long-term health of our nation. Four principles guide the distribution and use of ARRA funds: Spend funds quickly to save and create jobs.  ARRA funds will be distributed quickly to States, local educational agencies and other entities in order to avert layoffs, create and save jobs and improve student achievement. States and LEAs in turn are urged to move rapidly to develop plans for using funds, consistent with the law’s reporting and accountability requirements, and to promptly begin spending funds to help drive the nation’s economic recovery. Ensure transparency, reporting and accountability.  To prevent fraud and abuse, support the most effective uses of ARRA funds, and accurately measure and track results, recipients must publicly report on how funds are used. Due to the unprecedented scope and importance of this investment, ARRA funds are subject to additional and more rigorous reporting requirements than normally apply to grant recipients. Invest one-time ARRA funds thoughtfully to minimize the “funding cliff.” ARRA represents a historic infusion of funds that is expected to be temporary. Depending on the program, these funds are available for only two to three years. These funds should be invested in ways that do not result in unsustainable continuing commitments after the funding expires. Improve student achievement through school improvement and reform.   To close the achievement gap and help students from all backgrounds achieve high standards. Advance Effective Reforms 11/28/2018

Four Essential Areas of Reform Teacher effectiveness and ensuring that all schools have highly qualified teachers Higher standards and rigorous assessments that will improve both teaching and learning Intensive support, effective interventions, and improved achievement in schools that need it the most Better information to educators and the public, to address the individual needs of students and improve teacher performance Recognizing that the notice will provide further detail and an opportunity to comment, we are providing an overview below of the specific metrics that have been developed and are in process of being published for comment in the Federal Register: Teacher effectiveness and ensuring that all schools have highly qualified teachers – A state would report on the extent to which all students have access to qualified and effective teachers and whether or not teachers are evaluated based on how well their students perform. More specifically, a state would report: the number and percent of teachers in the highest-poverty and lowest-poverty schools in the state who are highly qualified; the number and percent of teachers and principals rated at each performance level in each local educational agency’s (LEA’s) teacher evaluation system; and the number and percent of LEA teacher and principal evaluation systems that require evidence of student achievement outcomes.  Higher standards and rigorous assessments that will improve both teaching and learning – A state would report the extent to which public information is available regarding student performance compared to other states, the extent to which all students are fully included in state assessment and accountability systems and are provided high-quality assessments, and how many high school seniors continue on to pursue a college education or technical training. To this end, states would report: the most recent state reading and mathematics NAEP scores on 2009-10 State Report Cards; whether the state is taking steps to enhance the quality of state academic assessments, including whether the state is engaged in activities consistent with section 6112(a) of the ESEA to (1) work in collaboration or consortia with other states or organizations to improve the quality, validity, and reliability of state academic assessments; (2) measure student academic achievement using multiple measures of academic achievement from multiple sources; (3) chart student progress over time; and (4) evaluate student academic achievement using comprehensive instruments, such as performance and technology-based assessments; whether the state has developed and implemented valid and reliable assessments for students with disabilities and the percent of students with disabilities tested on state mathematics and English Language Arts (ELA) assessments; whether the state has developed and implemented valid and reliable assessment for English language learners and the percent of English language learners tested on state mathematics and ELA assessments; and the number and percentage of students by school who graduate high school and go on to complete at least one year’s worth of college credit (as applicable to a degree) within two years. Intensive support, effective interventions, and improved achievement in schools that need it the most – A state would identify schools most in need of academic intervention, and report on the progress of those schools in implementing reforms to improve student academic achievement. More specifically, a state would report: the number of schools in restructuring status that have demonstrated substantial gains in student achievement, closed, or consolidated within last three years; of the schools in restructuring status, the number of schools in the bottom five percent that have demonstrated substantial gains in student achievement, closed or consolidated within the last three years;the number and percent of schools in restructuring status that have made progress on state assessments in mathematics and ELA in last year; and whether the state allows charter schools and whether there is a cap restricting the number of such schools, the number of charter schools currently operating in the state, and the number of charter schools closed within the last three years for academic purposes. Better information to educators and the public, to address the individual needs of students and improve teacher performance – A state would report on the extent to which it has implemented a system to provide greater clarity to parents about the quality of their child’s education. This system will enable educators to use real time information about the individual needs of students, move away from a one-size-fits-all approach to education, and improve their performance.  In particular, a state would report: progress towards implementing a statewide data system which includes each of the 12 elements described in the America COMPETES Act, to track progress of individual students, from preschool through postsecondary education, and match students to individual teachers; and whether all teachers in mathematics and ELA in tested grades receive timely data on the performance of their students and estimates of individual teacher impact on student achievement, in a manner that informs instruction and includes appropriate benchmarks. 11/28/2018

Data Metrics Specific metrics on the four reform areas Transparency on state progress toward reforms Public comment in the Federal Register Phase two stabilization funds - states must provide plan for collecting and reporting these data *Data metrics means specific measurements of student and school improvement. Recognizing that the notice will provide further detail and an opportunity to comment, we are providing an overview below of the specific metrics that have been developed and are in process of being published for comment in the Federal Register: Teacher effectiveness and ensuring that all schools have highly qualified teachers – A state would report on the extent to which all students have access to qualified and effective teachers and whether or not teachers are evaluated based on how well their students perform. More specifically, a state would report: the number and percent of teachers in the highest-poverty and lowest-poverty schools in the state who are highly qualified; the number and percent of teachers and principals rated at each performance level in each local educational agency’s (LEA’s) teacher evaluation system; and the number and percent of LEA teacher and principal evaluation systems that require evidence of student achievement outcomes.  Higher standards and rigorous assessments that will improve both teaching and learning – A state would report the extent to which public information is available regarding student performance compared to other states, the extent to which all students are fully included in state assessment and accountability systems and are provided high-quality assessments, and how many high school seniors continue on to pursue a college education or technical training. To this end, states would report: the most recent state reading and mathematics NAEP scores on 2009-10 State Report Cards; whether the state is taking steps to enhance the quality of state academic assessments, including whether the state is engaged in activities consistent with section 6112(a) of the ESEA to (1) work in collaboration or consortia with other states or organizations to improve the quality, validity, and reliability of state academic assessments; (2) measure student academic achievement using multiple measures of academic achievement from multiple sources; (3) chart student progress over time; and (4) evaluate student academic achievement using comprehensive instruments, such as performance and technology-based assessments; whether the state has developed and implemented valid and reliable assessments for students with disabilities and the percent of students with disabilities tested on state mathematics and English Language Arts (ELA) assessments; whether the state has developed and implemented valid and reliable assessment for English language learners and the percent of English language learners tested on state mathematics and ELA assessments; and the number and percentage of students by school who graduate high school and go on to complete at least one year’s worth of college credit (as applicable to a degree) within two years. Intensive support, effective interventions, and improved achievement in schools that need it the most – A state would identify schools most in need of academic intervention, and report on the progress of those schools in implementing reforms to improve student academic achievement. More specifically, a state would report: the number of schools in restructuring status that have demonstrated substantial gains in student achievement, closed, or consolidated within last three years; of the schools in restructuring status, the number of schools in the bottom five percent that have demonstrated substantial gains in student achievement, closed or consolidated within the last three years;the number and percent of schools in restructuring status that have made progress on state assessments in mathematics and ELA in last year; and whether the state allows charter schools and whether there is a cap restricting the number of such schools, the number of charter schools currently operating in the state, and the number of charter schools closed within the last three years for academic purposes. Better information to educators and the public, to address the individual needs of students and improve teacher performance – A state would report on the extent to which it has implemented a system to provide greater clarity to parents about the quality of their child’s education. This system will enable educators to use real time information about the individual needs of students, move away from a one-size-fits-all approach to education, and improve their performance.  In particular, a state would report: progress towards implementing a statewide data system which includes each of the 12 elements described in the America COMPETES Act, to track progress of individual students, from preschool through postsecondary education, and match students to individual teachers; and whether all teachers in mathematics and ELA in tested grades receive timely data on the performance of their students and estimates of individual teacher impact on student achievement, in a manner that informs instruction and includes appropriate benchmarks. 11/28/2018

Data Metrics Teacher effectiveness and ensuring that all schools have highly qualified teachers Number and percent of teachers in the highest-poverty and lowest-poverty schools in the state who are highly qualified Number and percent of teachers and principals rated at each performance level in each LEA’s teacher evaluation system Number and percent of LEA teacher and principal evaluation systems that require evidence of student achievement outcomes Teacher effectiveness and ensuring that all schools have highly qualified teachers – A state would report on the extent to which all students have access to qualified and effective teachers and whether or not teachers are evaluated based on how well their students perform. More specifically, a state would report: the number and percent of teachers in the highest-poverty and lowest-poverty schools in the state who are highly qualified; the number and percent of teachers and principals rated at each performance level in each local educational agency’s (LEA’s) teacher evaluation system; and the number and percent of LEA teacher and principal evaluation systems that require evidence of student achievement outcomes. 11/28/2018

Track students throughout their educational trajectory. Arne Duncan “Data systems to me are at the heart of this reform effort…we need comprehensive data systems that do three things: Track students throughout their educational trajectory. Track students back to teachers so we can really shine a spotlight on those teachers who are doing a phenomenal job of driving student achievement. Track teachers back to their schools of education so..we’ll understand which schools…are adding value with their graduates.” 11/28/2018

Data Metrics Higher standards and rigorous assessments that will improve both teaching and learning Most recent NAEP reading and math scores Steps to improve assessments Valid reliable measures for ELLs and students with disabilities in math and English Language Arts (ELA) Percent of ELLs and students with disabilities tested in math and ELA Number and percent of students who graduate and complete one year of college which public information is available regarding student performance compared to other states, the extent to which all students are fully included in state assessment and accountability systems and are provided high-quality assessments, and how many high school seniors continue on to pursue a college education or technical training. To this end, states would report: the most recent state reading and mathematics NAEP scores on 2009-10 State Report Cards; whether the state is taking steps to enhance the quality of state academic assessments, including whether the state is engaged in activities consistent with section 6112(a) of the ESEA to (1) work in collaboration or consortia with other states or organizations to improve the quality, validity, and reliability of state academic assessments; (2) measure student academic achievement using multiple measures of academic achievement from multiple sources; (3) chart student progress over time; and (4) evaluate student academic achievement using comprehensive instruments, such as performance and technology-based assessments; whether the state has developed and implemented valid and reliable assessments for students with disabilities and the percent of students with disabilities tested on state mathematics and English Language Arts (ELA) assessments; whether the state has developed and implemented valid and reliable assessment for English language learners and the percent of English language learners tested on state mathematics and ELA assessments; and the number and percentage of students by school who graduate high school and go on to complete at least one year’s worth of college credit (as applicable to a degree) within two years. 11/28/2018

Data Metrics Intensive support, effective interventions, and improved achievement in schools that need it the most Number of schools in restructuring status that demonstrated substantial gains in achievement, closed, or consolidated – last 3 years Number of schools in the bottom 5% of those schools that demonstrated substantial gains in student achievement, closed or consolidated - last 3 years Number and percent of schools in restructuring status that have made progress in math and reading in last year Charter school caps, number operating, number closed Intensive support, effective interventions, and improved achievement in schools that need it the most – A state would identify schools most in need of academic intervention, and report on the progress of those schools in implementing reforms to improve student academic achievement. More specifically, a state would report: the number of schools in restructuring status that have demonstrated substantial gains in student achievement, closed, or consolidated within last three years; of the schools in restructuring status, the number of schools in the bottom five percent that have demonstrated substantial gains in student achievement, closed or consolidated within the last three years; the number and percent of schools in restructuring status that have made progress on state assessments in mathematics and ELA in last year; and whether the state allows charter schools and whether there is a cap restricting the number of such schools, the number of charter schools currently operating in the state, and the number of charter schools closed within the last three years for academic purposes. 11/28/2018

Data Metrics Better information to educators and the public, to address the individual needs of students and improve teacher performance Statewide data system including elements of America COMPETES Act All teachers in math and reading in tested grades receiving timely data and estimates of individual teacher impact on student achievement to inform instruction Better information to educators and the public, to address the individual needs of students and improve teacher performance – A state would report on the extent to which it has implemented a system to provide greater clarity to parents about the quality of their child’s education. This system will enable educators to use real time information about the individual needs of students, move away from a one-size-fits-all approach to education, and improve their performance.  In particular, a state would report: progress towards implementing a statewide data system which includes each of the 12 elements described in the America COMPETES Act, to track progress of individual students, from preschool through postsecondary education, and match students to individual teachers; and whether all teachers in mathematics and ELA in tested grades receive timely data on the performance of their students and estimates of individual teacher impact on student achievement, in a manner that informs instruction and includes appropriate benchmarks. 11/28/2018

Competitive ARRA Grants Incentive Grants “Race to the Top” grants to states “Invest in What Works and Innovation” grants to districts and non profit groups Teacher Quality Enhancement (Equity) Teacher and Principal Incentives Statewide Data Systems 11/28/2018

ARRA Money for Kansas Program Estimated 2009-2010 2010-2011 State Fiscal Stabilization Fund $138,700,000 Title I Grants to LEAs $70,868,000* * Title I School Improvement Grants $11,377,000 Special Education – Part B Grants $53,436,000 Special Education – Early Childhood $2,248,000 Title II, Part D – Education Technology (EETT) $4,552,000 Education for Homeless $460,000 School Lunch Equipment $850,000 AmeriCorps $631,000 Title I Part D Subpart 2 Delinquent $816,000 *Total allocation is provided to USD’s as one amount. It is recommended that the dollars be spent equally over the 27 months; it is a district determination. Title I, Part D, Subpart 2 funds included in $70,868,000. 11/28/2018

ARRA Money for Kansas Program Estimated 2009-2010 2010-2011 Qualified School Construction Bonds* $79,589,000 Qualified Zone Academy Bonds* $10,508,000 The Qualified School Construction Bond Program is a new tax credit program created by the American Recovery and Reinvestment Act (ARRA) and provides tax credits, in lieu of interest, to lenders who issue bonds to eligible school districts. The Qualified Zone Academy Bond (QZAB) program allows school districts with low-income populations to save on interest costs associated with financing school renovations. The federal government covers all of the interest in the form of tax credits on these bonds. *These are total amounts statewide which schools could issue in lease/purchase and on new construction projects. The savings to the school would be the interest they would not have to pay for these projects. 11/28/2018

State Fiscal Stabilization Fund (SFSF) SFSF Funds: These funds are being used to set the base state aid per pupil Kansas 2009-10: $138,700,000 ($4,218 BSAPP) Kansas 2010-11: $138,700,000 No additional funding under ARRA is available for 2011-12 or anytime after 2010-2011. 11/28/2018

Title I Grants to LEAs KS Grant amounts: Title I Part A 2009-2010: $70,868,000 These are in addition to the regular 2009-10 Title I allocation District allocations are based on Title I funding formula for targeted and incentive grants Title I ARRA plus regular Title I allocations equals the 2009-2010 Title I allocation Title I ARRA allocation is one time only 11/28/2018

Title I School Improvement Grants KS Grant amounts: 2009-10: $22,754,000.  Overview of program: Requires SEA’s and LEA’s to review annually the status of every school Must use defined benchmarks Must ensure the school is making adequate progress toward achieving the long-term proficiency goal  Resources must be targeted to specific proven investments in Title I schools and districts that face severe academic challenges.  Title I schools identified for School Improvement, Corrective Action or Restructuring can receive additional funding administered by the Kansas Department of Education.   11/28/2018

Special Education – Part B Grants KS Grant amounts: Part B, Sec. 611: $106,872,000    Part B, Sec. 619: $4,496,000 Overview of program: 50 percent of IDEA, Part B Grants awarded to States and Preschool Grants ARRA on April 1, 2009. The other 50 percent will be awarded by September 30, 2009. These are in addition to the regular 2009-10 Part B grants. IDEA ARRA plus regular IDEA allocations equals the FY 2009 Part Grants to States and Preschool Grants allocations. 11/28/2018

Other Grants Title II, Part D-Education Technology: Grants are provided to SEAs based on proportionate share of funding under Part A of Title I to ensure students technologically literate no later than 8th grade. Education for the Homeless: Ensure that States and school districts remove all barriers to the enrollment, attendance, or success in school of homeless children and youth. School Lunch Equipment: Purchase school food service equipment. Americorps: Support learning service programs. Title I Part D Subpart 2 Delinquent: Support education in correctional facilities. Qualified School Construction Bonds (QSCB): Tax credit. Qualified Zone Academy Bond (QZAB): Acquisition of educational equipment. 11/28/2018

Recommendations for Use of Funds Extend the use of funds across the allowable number of months Title I: Extend across the allowable 27 months Follow the rules for supplement not supplant Follow the rules for maintenance of effort 11/28/2018

Recommendations for Programs and Services Extending time for student learning Longer school year Summer school Serving more students Adding more Title I schools Providing more intense interventions Expanding MTSS Offering job –embedded professional development Extending services Offering Title I preschool 11/28/2018