Office of Field Services Spring Planning Workshop for the School Year Office of Field Services

Workshop Topics District Improvement Plan (DIP) and School Improvement Plan (SIP) in the ASSIST PLATFORM via AdvancED Title I School Selection (TISS) in MEGS+ Consolidated Application (CA) in MEGS+

District Improvement Plan (DIP) School Improvement Plan (SIP)

The DIP or SIP Must Precede or accompany the Consolidated Application submission Include Goals, Objectives, Strategies and Activities Contain all programs/ services proposed for funding in the CA Contain all programs/services the LEA anticipates adding to the application later in the academic year with carryover or unspent set-asides Contain strategies and activities for how funding sources such as Title IA, Title III LEP and Immigrant, Title IC, and Title VI will be used

TITLE I SCHOOL SELECTION (TISS)

Purpose of the TISS Identifies Schools eligible for Title I, Part A, services Allocation options and sources Required and optional reservations (set- asides) Per pupil allocations to schools Important Note: TISS screens must be completed in numerical order.

TISS and Educational Entity Master (EEM) Before initiating the TISS in MEGS+, the LEA’s authorized user must update EEM to reflect the following changes: Known changes in entity (school) configurations, New and closed entities, Adjustments in grade configurations for the upcoming school year, Changes require approval by CEPI staff. See TISS HELP Information

TISS View/Edit Screen

View/Edit Screen Use View/Edit to : Change status Access TISS screens Access Consolidated Application View several links to HELP Information

TISS Screen 1 – Grade Span Groupings Completed by all districts Do short version of TISS if district has less than 1,000 students OR has no schools with overlapping grade levels Do long TISS if the district has more than 1,000 students AND schools with overlapping grade levels

TISS Screen 2 – Data on Schools Eligible public schools information prepopulated from EEM District enters appropriate grade levels, documented public student, low-income, and private school student counts Community Eligibility Option (CEO) schools will have an adjusted public count calculated Districts considering CEO participation should contact MDE to determine impact on federal programs

Screen 3 – Allocation Method How are schools identified for Title I support? District-wide average or school grouping average 35% rule, which may make it possible to serve additional schools Schools with more than 75% poverty must be served

Screen 4 – Title I Eligible Schools Title I schools are identified as Targeted Assistance or Schoolwide An ineligible school may be “grandfathered” for one year if it received Title I funding in the previous year An eligible school that has not been served in the past automatically becomes a Targeted Assistance school

Screen 5A – Funds Available TISS and Consolidated Application Alignment Screen 5A addresses: Regular Title I Part A, Allocation Amount Current year funds transferred into Title I, Part A from Title II, Part A (up to 100% of Title II, Part A after private school equitable share is deducted) Minimum amount per low-income child Carryover

Screen 5A Funds Available Transferred Carryover and Equitable Services Row 1b: Enter prior year carryover funds transferred from other grant sources (will be included in determining equitable services for eligible private schools) Row 1c: Enter total amount of unspent Title I funds designated in the prior year for equitable services to private schools for which the district has assumed responsibility for the lack of full participation by the private school.

Screen 5A Funds Available

Screen 5B: Title I Data Collection for Required and Optional Reservations

Screen 5B Focus/Priority School District Reservation Language has been aligned to the MDE Flexibility Waiver: Revised to reflect “Priority” and “Focus” rather than “Identified for Improvement” Transportation for Transfer Option and Supplemental Educational Services omitted.

Screen 5B – Required and Optional Reservations

Screen 5B Additional Required and Optional Reservations Parent Involvement, including private school equitable share Homeless Administrative Costs (including Indirect Costs and function codes 226, 231, 252, 261, 281, 282, 283, 284) District-level Instructional Programs (summer school, preschool, intersession) Additional PD

Screen 5B Required and Optional Reservations If there are prior year unspent parent involvement funds being carried over, those funds must be expended only on parent involvement activities.

Screen 5C

Private School Equitable Share All Private School budget items must be reported in the District Level Budget Detail in Function Code (FC) 371 Find the Private School Calculation Worksheet on the OFS website at Under: “Tools and Resources” Find: “ Consolidated Application Important Information” Click On: “Participating Private Schools’ Equitable Share Calculation Worksheet ”

Screen 9 – Data Collection for Required and Optional Reservations (Short TISS) Collects same data as Screens 5A, B, and C of long TISS – Funds available, including carryover and transfers – Reservations – Private school equitable share If there are no required or optional reservations in the Consolidated Application, check the appropriate box

Screen 6A Carryover, Parent Involvement Reservations

Screen 6B Allocation to School Attendance Areas and Other Funding

Screen 6B Balance Remaining for Per Pupil School Allocations must be at or near zero without going over the Balance Available for Per Pupil Amount School Allocations. Draft - 3/14/13

Screen 8 – Skipped Schools Describe how the full allocation will be used to provide Title I-like services.

CONSOLIDATED APPLICATION

View/Edit Screen

Consolidated Application Reminders: Cover Page Updates Help Information Review Grant Selections Description of Equitable Access Private School Documentation Letters, Consultations, Plans Private School Calculation Worksheets

Cover Page

Help Information “Show Help” is available when you are in the Application Menu or on any of the Quick Links screens. View/Edit – This allows you to edit and complete information for the application/task. Change Status – This allows you to change the status of the Application/Task. Access Management Tools – This allows you to perform application management tasks, such as adding people to MEGS+ Access.

Help Information Additional Help is available when you are in the application. View Comments – This is a summary of the comments in all the grant budget pages. Review Panel and Show Notes – These contain comments that occur within each grant budget. Flagged Budget Items – These are comments for specific items within a budget.

Review Grant Selections

Description of Equitable Access III. Parent Involvement “…describe the methods used to inform and involve parents to ensure fair and equitable opportunities to participate in planning, implementing and evaluation of the Title I program…”

Private School Documentation These are required documents that can be found at the Office of Field Services website: Consultation Documentation Sample Letter In-District Sample Letter Out-of-District (if applicable) Memorandum of Understanding (if applicable) Participating Private Schools’ Equitable Share Calculation Worksheet

Private School Documentation

Title I, Part A

Title I Budget Summary Screen

Title I Budget Detail

Budget Line Descriptions Enter enough detail to make your intention clear to the reviewer. Provide justification for each budget item from the funding source. Ensure the budget item is addressed as a strategy or activity in the DIP. Ensure the budget item is reasonable, necessary and allocable from the funding source.

Administrative Costs The district may use Title I funds only for those administrative costs that are directly related to the Title I program. This includes personnel time spent managing the program, audit costs, Title I evaluation activities, professional development for administrators and indirect costs.

Title II, Part A Funds

Recruiting and retaining highly-qualified teachers and principals Training teachers, paraprofessionals and administrators Recruiting and hiring supplementary staff Reducing class size in grades K–3 (need to complete template and attach to application) Building “highly qualified” teachers who demonstrate a high level of competency in each of the (core) academic subjects Purposes

Description of Core Academic Subjects – The term “core academic subjects” means English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history and geography [Section 9101(11)] Professional Development

5 Required Days……… Funds can be utilized to facilitate Keynote speakers/consultants relative to Title II, Part A topics

Can focus on improving the knowledge of teachers, principals and paraprofessionals in core academic subjects Can focus on effective strategies, methods and skills, and use of state academic content standards and state assessments Professional Development

Provide training how to teach and address the needs of students with different learning styles Provide training in improving student behavior Provide training to enable teachers and principals to involve parents in their child’s education Provide training how to understand and use data Professional Development

Professional Development Budget Line Descriptions Enter enough information to make your intention clear to the reviewer (i.e. number of days/hours, number of staff participating, cost per session/day/hour). Provide justification for each budget item funded from Title II, Part A. How does it support the strategies and activities in the DIP? Ensure the budget item is reasonable, necessary and allocable for Title II, Part A.

The District is required to have new teacher mentoring. It must:  Assign a mentor to new teachers  Provide at least 15 days of professional development over 3 year Some contracts require mentoring under certain circumstances Title II, Part A mentoring must be in addition to the legal requirements Guidelines for Teacher Mentoring

Substitute services for Title II, Part A Class size reduction teachers Substitute services for teachers who are participating in Title II, Part A funded professional development activities Use of funds must be reasonable and necessary Allowable Expenses for Substitute Teachers

MDE requirements: CSR is identified in the needs assessment After meeting contractual obligations, CSR is allowed:  Only in grades K-3  Where adding teacher reduces class size to 17 or less  When serving high risk students  When sustained over multiple years  When instructional strategies are changed Impact on achievement must be measurable Class Size Reduction (CSR)

56 Transferability Districts may only transfer funds from Title II, Part A to Title I, Part A Districts may transfer up to 100% of Title II, Part A funds into Title I, Part A AFTER the private school equitable share has been calculated

57 Title II, Part A Refer to the Title II, Part A FAQs at regarding: Recruitment Merit Pay Retention Bonuses Teacher Mentoring Contracting Services Tuition

Carryover Funds

59 Identifying Available Carryover Funds funds that were approved but not expended may be made available as carryover through the amendment process after certification of the Final Expenditure Report

60 Title I Carryover 15% Limit Applies to Districts with allocations of $50,000 or more Carryover may not exceed 15% of the initial year’s allocation All unspent reservations are included in the 15% carryover limit May be waived once every three years

61 Carryover Funds from Reservations If a District’s Title IA allocation is greater than $500,000, it must set aside 1% of its allocation for parental involvement. If this reservation is not spent during the year it was reserved, when carried over into the next school year, it must be used for its original purpose.

62 Private Nonprofit Equitable Share of Carryover If carryover results from lack of full participation by the private school, then carryover fund use may be determined by the District If carryover results from circumstances under the control of the District, then the carryover funds must be reserved for services to the private school

Office of Special Populations Title IA, Title IC, Title ID, Title III, Homeless

Alternative Language Program Upload a description of the Alternative Language Program (ALP) for English learners as an attachment to the Consolidated Application  For existing ELS  For possible new EL enrollees Acquire template at under programs - “Title III - English Learner & Immigrant Education Programs “

Sample Alternative Language Program Template Proficiency levels Level of service/# of hours daily (from general funds) Mode of delivery (from general funds) Staff providing service (from general funds) Basic Examples: Push-in for language development and common core content area learning Push-in for language development to newcomers Collaborative teaching in classrooms between a bilingual/ESL HQ staff and classroom teacher (language & content) Examples: Certified bilingual/ESL endorsed teacher; Bilingual/ESL Resource Teacher; Bilingual/ESL Resource Teacher SIOP Trainer/Coach working with teachers; “Floating” SIOP Trained staff; Bilingual HQ paraprofessionals who are supervised by, and consult with a bilingual/ESL endorsed teacher Low intermediate High Intermediate Proficient/Advanc e Proficient Name of School District/PSA: Name of the Title III/EL contact person, address, & phone number:

Professional Development World-Class Instructional Design & Assessment (WIDA) English Language Proficiency Standards: Will replace current ELP standards MDO-OFS Train the Trainer in March 2013 Regional workshops at the ISDs and local districts/PSA’s For more information contact Maria Silva at

Title I, Part A Services to Homeless Students Tools and Resources Consolidated Application Important Information

68 Delivery System for Special Populations

69 Supplement, Not Supplant

Supplementing Categorical funds are additional resources to provide targeted services beyond the basic educational program Categorical funds do not replace, nor are they a substitute for foundation dollar expenditures

Supplanting [Title I, Part A, Section 1120 A (b)] Substituting or replacing funds from non- federal sources (state/local) for existing or previously existing instructional programs or non-instructional services Substituting or replacing funds from other federal/state programs required by law for specific categories of students

72 Supplement, Not Supplant State and local funds must be used for all activities that are a District responsibility A District is responsible for all school operating requirements under state and local laws or policy

73 District Responsibilities This includes, but is not limited to: Basic education classroom teacher salaries Support personnel salaries Administrator salaries Basic classroom supplies and materials Operation and maintenance

74 District Responsibilities Contractual agreements with employees Transportation Required state assessments Training and mentoring new teachers -District/School accreditation -School improvement planning -Planning and writing the district’s core curriculum -Complying with P.A. 25 requirements -Training and mentoring new teachers -Professional development for teachers (minimum 5 day requirement)

75 Questions and Answers Contact your Regional Office of Field Services Consultant: Region 1…………………… Region 2……….…………… Region 3…………………… Region 4…………………… Region 5……………………