ESEA Program Overviews 2015 ESEA Directors Institute August 25, 2015

Consolidated Planning & Monitoring Corey Currie CPM Regional Consultant Courtney Woods CPM Regional Consultant

Objectives

Objectives Provide overview and general information of ESEA grant programs –Title I Part A – Education for the Economically Disadvantaged –Parental Involvement Part C – Education of Migratory Children Part D – Neglected & Delinquent Family and Community Engagement –Title II Part A – Improving Teacher & Leader Quality Part B – Math/Science Partnerships –Title III Language Instruction for Limited English Proficient and Immigrant Students –Title VI Rural Low-income Schools –Title X Part C – Homeless Education (McKinney-Vento) –Non-public/Private Schools

Title I, Part A Education for the Economically Disadvantaged

Improving Academic Achievement for Economically Disadvantaged Students Title I, Part A provides federal dollars to help supplement educational opportunities for children who live in high poverty areas and those most at risk of failing to meet the state’s challenging achievement standards. –In core academic subjects

Core Academic Subjects 7 Mathematics Science History Geography Civics/Government Economics Foreign (World) Languages Reading English/Language Arts Music (general, choral, instrumental) Visual Arts Dance Theatre Elementary Curriculum

Use of Funds Instructional Programs In Class Pull Out Extended Day Extended Year Pre-Kindergarten Summer Programs Online Learning Take Home Resources Tutoring Supporting Programs Professional Development Parent Involvement Materials/Supplies Technology (Equipment) Salary and benefits Title I Director Title I Secretary Admin. Asst. Teachers Educational Assts. System-wide Personnel Academic Coaches

Required District Set-Aside: Parent Involvement 1% set aside for parent involvement if allocation > $500,000 –95% 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, ensuring that— –Parents play an integral role in assisting their child’s learning –Parents are encouraged to be actively involved in their child’s education at school –Parents are full partners in their child’s education and are included, as appropriate, in decision-making and on advisory and planning committees to assist in the education of their child

Allowable Expenditures 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

A written parental involvement policy shall be developed jointly with, agreed upon, and distributed to parents of participating children. The parental involvement policy shall be evaluated annually for effectiveness by parents and educational stakeholders. LEA will provide coordination, technical assistance, and other support necessary to assist schools in planning and implementing effective parent involvement activities. LEA will build the schools’ and parents’ capacity for strong parental involvement LEA will coordinate and integrate parent involvement with other programs. LEA Parent Involvement Responsibilities

School Parent Involvement Responsibilities Collaborate with parents to develop a written parental involvement policy that is updated periodically Hold an annual meeting to inform parents of their school’s participation in the Title I program –Offer flexible number of meetings Involve parents in the planning, review, and improvement of Title I programs, including the parental involvement policy and school improvement plan Provide timely information concerning: –school curriculum and Title I programs –academic assessments used to measure student progress and expected proficiency levels

School Parent Involvement Responsibilities All Title I Schools must include in their parental involvement policy a school-parent compact that outlines: The shared responsibility of parents, students and staff to improve students’ academic achievement The school’s responsibility to provide high quality instruction to meet academic standards Ways in which parents will support their child’s learning The importance of ongoing communication between teachers and parents through (at a minimum): ‒ Annual parent-teacher conferences ‒ Frequent reports to parents about their children's progress ‒ Reasonable access to staff, opportunities to volunteer and participate in their child’s class, and observation of classroom activities.

Parents’ “Right to Know” Required notifications include: Teacher Qualifications Student Privacy Public release of students directory information Military Recruiter Access to Student Information Annual report card on statewide and individual academic achievement National Assessment of Education Progress Limited English Proficiency Programs Homeless Children 21 st Century Community Learning Centers Waiver Request School-wide Programs ESEA Flexibility Waiver 14

Required District Set-Aside: Homeless Funds must be set aside to provide for homeless students in non-Title I schools –No required amount or percentage –Comparable services provided to students in Title I schools Can be services not provided to Title I students –Some allowable uses include backpacks, school supplies, tutoring, counseling, and graduation fees

School-wide Program A School-wide Program (SWP) is a comprehensive reform strategy designed to upgrade the entire educational program in a Title I school. In a SWP, all students are Title I students. Its primary goal is to ensure that all students, particularly those who are low achieving, demonstrate proficient and advanced levels of achievement on state academic standards. School-wide plan must address ten legislated plan components

Targeted Assistance Program A Targeted Assistance (TA) program is a program that “targets” supplemental educational services to eligible children identified as having the greatest need for special assistance. Students are identified for services in a TA program based on multiple, educationally-related, objective criteria such as: –State Assessments –Local Assessments –Grades –Teacher Observations

Things to Remember Can fund Pre-K programs as part of the school allocation set aside –Part of school allocation –District-wide set aside Carry-over cap of 15% Cannot transfer money out of Title I but may transfer money into Title I from another Title allocation, but this increases the amount of equitable services to private school students

Title I, Part C Education of Migratory Children

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 Are considered official migrants & issued a Certificate of Eligibility (COE) by the state MEP

School and LEA Responsibilities Give Occupational Survey to all students enrolling in school –Include form in enrollment packet –Send forms with “yes” answer to district liaison –District liaison maintains copy & sends original to Tennessee Opportunity Programs (TOPS) –TOPS determines eligibility Provide free meals for 3 years after Qualifying Arrival Date (QAD) Provide Accurate & Timely Reporting –Monthly reports to verify contact information & enrollment –Re-enrollment reports due annually by September 20 –Individual Student Records (ISRs) by June 15

Requirements Forms & Reports –Occupational Survey –Monthly reports (Excel) –Re-enrollment reports (Excel) –ISRs Secure & Timely Transmission of Data –T o comply with FERPA, send personally identifiable information (student ID, social security number, date of birth, etc.) via the secure site. –All of the reports and surveys with at least one "yes" answer are to be uploaded to the secure site. XNo XNo hard copy

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

Program Purpose To provide supplemental programs & services that: Carry out high quality education programs Prepare children & youth for secondary school completion, training, employment, or further education Provide activities to facilitate the transition of children & youth from the correctional facility to further education or employment Operate programs in local schools for students returning from correctional facilities & programs serving at-risk students

Funding Generated based on number of students in residential placement Student count is taken each October Title I-A: Neglected youth Title I-D, Subpart 2: Delinquent youth

Youth in Residential Programs Neglected: placed voluntarily or by courts for abandonment, neglect, or death of parents/guardians Delinquent: have been adjudicated to be delinquent or in need of supervision Reside in juvenile detention centers, psychiatric hospitals, residential treatment centers, & orphanages with education programs Almost half of the Neglected & Delinquent facilities are contracted by DCS

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

Serving Neglected & Delinquent Youth Neglected programs in 27 districts Delinquent programs in 18 districts TN Alliance for Children & Families (TACF) contracted by TDOE to serve the state except: ‒ Shelby Co. ‒ Bartlett City ‒ Sevier Co.

Title II, Part A Improving Teacher & Leader Quality

Title II, Part A – Improving Teacher Quality The Title II-A legislation focuses on –preparing, training, and recruiting high-quality teachers and principals; and –requires states to develop plans with annual measurable objectives that will ensure that all teachers teaching core academic subjects are “highly qualified.” Provides support to teachers and leaders (no direct services to students) 30

Title II, Part A – Improving Teacher Quality Professional development related to core academic subjects Teacher retention/recruitment Incentives/bonuses Class size reduction teachers for targeted needs Testing costs for highly qualified status 31

Core Academic Subjects 32 Mathematics Science History Geography Civics/Government Economics Foreign (World) Languages Reading English/Language Arts Music (general, choral, instrumental) Visual Arts Dance Theatre Elementary Curriculum

Title II, Part B Math/Science Partnerships

Purpose of Title II-B The purpose of the Title II B Math and Science Partnership is to improve the academic achievement of students in the areas of mathematics and science by encouraging, local educational agencies, elementary schools, and secondary schools to participate in programs that — –improve and upgrade the status and stature of mathematics and science teaching by encouraging institutions of higher education to assume greater responsibility for improving teacher education through the establishment of a comprehensive, integrated system of recruiting, training, and advising mathematics and science teachers

Purpose of Title II-B (cont’d) –focus on the education of mathematics and science teachers as a career-long process that continuously stimulates teachers' intellectual growth and upgrades teachers' knowledge and skills –bring mathematics and science teachers in elementary schools and secondary schools together with scientists, mathematicians, and engineers to increase the subject matter knowledge of mathematics and science teachers and improve such teachers' teaching skills through the use of sophisticated laboratory equipment and work space, computing facilities, libraries, and other resources that institutions of higher education are better able to provide than the elementary schools and secondary schools

Purpose of Title II-B (cont’d) –develop more rigorous mathematics and science curricula that are aligned with challenging State and local academic content standards and with the standards expected for postsecondary study in engineering, mathematics, and science; and –improve and expand training of mathematics and science teachers, including training such teachers in the effective integration of technology into curricula and instruction.

Use of Funds PD 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.

Title III Language Instruction for Limited English Proficient and Immigrant Students

Intent of Title III To develop and implement new language instruction educational programs (LIEPs) for English Learners (ELs) and immigrant students To carry out highly focused, innovative locally-designed activities to expand or enhance existing LIEPs and academic content instruction for ELs and immigrant students To implement schoolwide or district programs for restructuring, reforming, and upgrading all relevant programs, activities and operations LIEPs and academic content instruction for ELs and immigrant students

Allocations Regular Title III grant for ELs is a formula grant that flows through districts with ELs enrolled –If the award is less than $10,000, the district must join a consortium to receive the funds –The same service must be given even if funds are not accepted Immigrant grant: $200,000 taken from the Title III award –Immigrant grant is a discretionary grant that is awarded based on a formula for growth. Prior years 2 and 3 are averaged and compared to the current year. If the district meets this requirement, they are eligible to apply and be awarded the funds.

Use of Funds Supplemental services, after school tutoring, before school tutoring, ESL summer programs Supplemental materials: bilingual books, manipulatives, dictionaries, hand held translators, ESL specific software Supplemental personnel: lowering the ESL teacher: student ratio, coaches, embedded professional development providers, nurses, counselors, data personnel Supplemental parental outreach: parenting classes, nutrition classes, English classes

Title VI, Part B Rural, Low-income School

Small, Rural School Achievement (SRSA) The SRSA program provides eligible LEAs with greater flexibility in using the ESEA formula grant funds to small, rural school districts. LEAs apply directly to U.S. Department of Education when they are deemed eligible for the grant.

Small, Rural School Achievement (SRSA) To be eligible to participate in SRSA, an LEA must – have a total average daily attendance (ADA) of less than 600 students, or serve only schools that are located in counties that have a population density of fewer than 10 persons per square mile; and serve only schools that have an NCES school location code of 7 or 8 (assigned by the US Department of Education’s National Center for Education Statistics) or be located in an area of the State defined as rural by the State of TN (NCES urban-centric locale code of 32, 33, 41, 42 or 43)..

Rural and Low-Income Schools (RLIS) The RLIS program authorizes formula grant awards to states, which in turn make subgrants to eligible LEAs that serve concentrations of children from low-income families. LEAs may use RLIS funds to support a broad array of local activities to support student achievement.

Rural and Low-Income Schools An LEA is eligible for an allocation under the RLIS program if: 20 percent or more of the children age 5 to 17 served by the LEA are from families with incomes below the poverty line; all schools served by the LEA have a school location code of 6, 7, or 8 (assigned by the US Department of Education’s National Center for Education Statistics); and the LEA is not eligible to participate in the SRSA program.

Use of Funds Teacher recruitment and retention Parent involvement activities Activities authorized under Title IA, IIA, IID, 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)

Purpose Definition of homeless children and youths: “individuals who lack a fixed, regular, & adequate nighttime residence.” Refer to (Sec.725) for additional criteria. Address problems that homeless children & youth face in enrolling, attending, & succeeding in school Ensure Free Appropriate Public Education (FAPE) and access to the same and equal services (educational & other) to be able to meet the same challenging State academic standards No maximum time limit for eligibility Eligible for the entire academic year

Allocation Information McKinney-Vento (Title X, Part C) subgrants –Competitive grant cycle to begin in Spring 2016 for FY17 & FY18 –Any LEA can apply –Application and budget required –LEAs cannot carry over more than 25% of funds

LEA Responsibilities Designate a homeless education liaison –Coordinate & collaborate to provide services Provide annual training to staff Identify & serve homeless children & youth Ensure access to Pre-K programs (front of waiting list) Enroll homeless students & provide services immediately Provide free meals during the school day

Use of Funds Allowable* Transportation (school of origin) Clothing & shoes (PE, uniforms) School & test fees (IB, AP) School supplies Dental, medical, mental health services Enrollment items Food Staff serving homeless students Hygiene items * After exhausting all other resources. NOT Allowable XRent XUtilities XClothing for parents XServices or materials from other funds (supplanting) XPrograms or services required by state laws or policies

Equitable Non- public Services

Intent of Equitable Services Purpose: To provide supplemental educational services for eligible public and non-public school students to ensure all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging academic achievement standards and assessments. Services that are supplemental to what non-Title I students receive. ˗ Longer school day or year ˗ Supplemental component to the reading or math program

Participating Programs Title I-A –Improving Academic Achievement Title II-A –Improving Teacher Quality Title III-A –Language Instruction for Limited English Proficient Discretionary Grants –Title IV- 21 st Century –Math and Science Partnership (MSP)

Contacts

Nashville CPM Contacts Executive Director (Title I, II) Director of Planning (Title VI) Director of School Improvement Rita Director of Project Management Director of Homeless & Migrant Education ‒ ePlan System Administrator ‒ Title III Director ‒ Neglected & Delinquent Program Director ‒ OCR and Non-public Manager School Improvement & Parent & Community Engagement Administrative Assistants ‒ ‒

Regional Consultant Contact Information CPM Regional Consultants 1)Corey Currie (731) )Janet (Michelle) Mansfield (731) )Bridgett Carwile (615) )Courtney Woods (615) )Deborah Thompson (615) )Jacki Wolfe (423) Finance Regional Consultants 1)Cindy Smith (731) )Brad Davis (615) )Robert (Rob) Mynhier (615) )Brian Runion (931) )Dustin Winstead (865) )Jackie Broyles (423)

CPM & Finance Regional Consultant 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 OVERTO N 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 Corey Currie, CPM Cindy Smith, Fiscal Michelle Mansfield, CPM Brad Davis, Fiscal Bridgett Carwile, CPM Rob Mynhier, Fiscal Courtney Woods, CPM Brian Runion, Fiscal Deborah Thompson, CPM Dustin Winstead, Fiscal Jacki Wolfe, 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 796 Germantown 794 Bartlett 798 Millington 795 Collierville 797 Lakeland 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 271 Humboldt City 272 Milan SSD 273 Trenton 274 Bradford SSD 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 670 Overton 690 Pickett 710 Putnam 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) 020 Bedford 040 Bledsoe 080 Cannon 160 Coffee 161 Manchester (PK-8) 162 Tullahoma 260 Franklin 280 Giles 310 Grundy 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 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 700 Polk 720 Rhea 721 Dayton City (PK-8) 730 Roane 760 Scott 761 Onieda 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 8/17/2015 CHESTER DECATUR

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