Strategies for Developing Efficient and Effective Annual Count Processes Stephanie Lampron, DeAngela Milligan, and Marcia Calloway

Provide an overview of the basic Annual Count process Share ideas on how to help improve the process to make it more efficient, effective, and accurate Work through common challenges in the field regarding the Annual Count 2 Goals for Today

Resources outlining requirements and guidance on how to conduct the Annual Count are located on the NDTAC Web site*: Title I, Part D, Federal Regulations, Statute and Nonregulatory Guidance; U.S. Department of Education (ED) guidance, worksheets, and survey forms; NDTAC’s Frequently Asked Questions (FAQs); and NDTAC’s Webinar –The Annual Count: Understanding the Process and Its Implications *The Annual Count information on the NDTAC Web site is currently located on the Data Corner but will soon move to a new location! 3 Where To Go for Basics on How To Count

The Annual Count is how you receive your Part D funding! The Department of Education uses Annual Count data from each State to calculate funding allocations. 4 Why Is the Annual Count Important?

To understand the counting requirements To provide technical assistance to subgrantees To partner with State and local agencies to collect an accurate count of students To verify and submit the count to ED 5 Role of the Part D Coordinator: Counting

Understanding: The Overall Annual Count Process 6 (1) USED distributes Annual Count Survey and ESEA, Title I, Program Guidance (mid-October) (2) Child count periods are selected: SAs (Subpart 1) —Select any one day (no weekends or holidays) during the calendar year LEAs (Subpart 2) — Select any 30 consecutive days; at least one of these days must be in October (3) Annual Count Survey is reported by States to ED (January) (4) ED generates funding tables (5) Funds are announced in April/May and made available to States in July (States and localities have 27 months to obligate funds)

Part 1 of the Survey = Local Education Agency (LEA) Section Count of students who are delinquent (Part D, Subpart 2, funds) Count of students who are neglected (Title I, Part A, funds) Part 2 of the Survey = State Agency (SA) Section Count of students who are neglected or delinquent (Part D, Subpart 1, funds) The Count procedures for the SA (Subpart 1) and LEA (Subpart 2) programs are also different. 7 Understanding: Two Parts of the Survey

Finite Funding: Approximately the same amount of funds is allocated to Part D every year. National fluctuations: While your counts may change significantly, they may be counterbalanced by changes in other States—OR you could greatly benefit, depending on the changes. 8 Understanding: The Relationship Between Count and ED Allocation Process

To avoid confusion, it will help to learn about and think of the counting and funding processes separately. Once you have the funds….  There are different eligibility requirements.  You can fund programs based on information other than the count. 9 Reminder: Counting and Serving Are Different Processes

10 Understanding: Student Eligibility Requirements for Counting per Subpart State Agency/Subpart 1Local Agency/Subpart 2 ResidencyYouth enrolled in institutions for youth who are neglected or delinquent, including juvenile and adult correctional facilities and community day programs Youth living in local institutions for youth who are delinquent and adult correctional institutions (and not counted in Subpart 1) AgeYouth ages 20 or youngerYouth ages 5 through 17 Count Window Youth who reside in an eligible institution (under the authority of eligible State Agencies) on one day in the current calendar year Youth who reside in an eligible institution for at least one day during the 30-day count period Regular Program of Instruction Enrolled in a State-supported regular program of instruction Not applicable

You can more efficiently: Provide training and technical assistance Prepare the State Agency and Local Agency Annual Count surveys for distribution. Ensure the eligibility of (1) SAs and LEAs, (2) facilities and (3) students Verify and submit counts to ED 11 Once You Understand the Annual Count and Your Role…

Be proactive and provide training in advance. Provide technical assistance in a way that best suits your resources and subgrantees. Develop materials and include eligibility requirements and supplemental instructions with the survey. Implement a verification process; do what works for your State. (see handout) 12 Other Strategies To Enhance Count Efficiency and Accuracy

Marcia Calloway Title I, Part D, Director, State of Nevada Implementing Useful Annual Count Processes: Nevada’s Perspective

Nevada’s Perspective 14 Proactive processes:  Technical assistance is provided separately for Subparts 1 and 2 prior to the Annual Count.  We currently use a telephone conferencing format, with materials provided electronically prior to the call.

Nevada’s Perspective 15 Verification processes:  NV currently has three Subpart 1-funded programs, and seven Subpart 2-funded programs.  Risk-based approach determines the level of scrutiny of count submissions: How long has the program operated? Has there been turnover among staff responsible for the count? Have there been issues with the count in the past? Are there significant changes in the count from the previous year?

16 Contact Marcia! Marcia Calloway State Title I, Part D Coordinator Nevada Department of Education Telephone: 775–687–9161 Note: Forms used during the Nevada count process are included on your conference jump drives.