1. Donna Independent School District
The CNA: Federal and
Migrant Programs
AUGUST 15, 2016
Presented by:
Rebecca Castañeda, Director
Federal and SCE Programs

2. Welcome
Purpose of Federal Programs
Staff/Programs Funded by Federal Programs
Budget
Campus Needs Assessment (CNA)
Closure

3. Title I, Part A (Regular)
Purpose
The purpose of the Title I, Part A program is to enable schools to provide opportunities for children (Economically Disadvantaged Children) served to acquire the knowledge and skills contained in the challenging state content standards and to meet the challenging state performance standards developed for all children. To accomplish this, Title I, Part A provides local education agencies with funding for supplemental education programs.

4. Title I, Part C (Migrant)
Purpose
The purpose of the Migrant Education Program is to support programs for migratory children to help reduce the educational disruptions and other problems that result from repeated moves; to ensure that students are provided with appropriate educational services; and to ensure that they have the opportunity to meet the same challenging State content and student performance standards that all children are expected to meet.

5. Title II – Part A - Teacher & Principal Training & Recruiting
Purpose
The purpose of the Title II – Part A Program is to increase student academic achievement through improving teacher and principal quality and increasing the number of highly qualified teachers in classrooms and highly qualified principals and assistant principals in schools and to hold local education agencies and schools accountable for improving student academic achievement.

6. State Compensatory Education
Purpose
State Compensatory Education is designed to improve and enhance the Regular education program for students in at-risk situations. The purpose is to increase the academic achievement of identified students in at-risk situations and reduce the dropout rate. Funds can only be used for costs of programs and services that are supplemental to the regular education program and designed for students in at-risk situations.

7. Positions Funded by Federal and State Compensatory Revenues 2015 - 2016
Teachers (125)
Classroom Instructional Aides (110)
Clerks (41)
Counselors (21)
Curriculum Specialists (14)
Deans of Instruction (9)
Nurses and LVN’s (22)

8. Positions Funded by Federal and State Compensatory Revenues
Alternative Education
Reading Programs
Writing Programs
Science Programs
Social Studies Programs
Staff Development
Computer Assisted Instruction

9. Positions Funded by Federal and State Compensatory Revenues
Extended Day Programs
Extended Year Programs
Parental Involvement
Counseling Services
Library Services
Attendance Services

10. Services & Materials Provided by Federal and State Compensatory Revenues
Vision Services
Clothing Services
Computers & Printers
Other Instructional Materials

11. Federal Programs Budget 2015-2016
Object Description
Title I, Part A Regular
Title I, Part-C Migrant
Payroll Cost
 $7,500,544
$2,254,616
Professional Services
 $93,811
$69,960
Supplies and Materials
 $738,732
$336,681
Other Operating Cost
 $135,293
 $91,460
Indirect Cost
 $211,557
$48,963
Total Costs
 $8,679,937
$2,801,680

12. Federal Programs Budget 2015-2016
Object Description
Title III, Part-A Limited English
Title II, Part-A Teacher and Principal Training
Payroll Cost
 $569,188
$298,644
Professional Services
 $121,954
 $83,420
Supplies and Materials
 $58,705
$53,875
Other Operating Cost
 $20,239
$208,034
Indirect Cost
 $14,734
$14,180
Total Costs
 $784,820
 $658,153

13. Federal Programs Budget 2015-2016
Object Description
State Compensatory Education
Payroll Cost
$9,397,082
Professional Services
$14,275
Supplies and Materials
$559,402
Other Operating Cost
$285,262
Total Costs
$10,256,021

14. Federal Programs Budget Summary 2015-2016
Object Description
Federal/SCE Funds
Payroll Cost
$20,020,074
Professional Services
$383,420
Supplies and Materials
$1,747,395
Other Operating Cost
$740,288
Indirect Cost
$289,434
Total Costs
$23,180,611

15. Title I, Part A; School Wide Program
Comprehensive Needs Assessment

16. CNA/CIP PROCESS Step 1 Comprehensive Needs Assessment (CNA) Step 2
Campus Improvement Plan (CIP)
Step 3
Requisition
Step 4
Purchase Order
Step 5
Goods, activity, travel, training, etc.

17. The No Child Left Behind Application requires a Comprehensive Needs Assessment (CNA) if we are doing funding schoolwide. Donna ISD does schoolwide funding therefore requiring the completion of a CNA by each individual campus.

18. 10 Components of Schoolwide Program
Comprehensive Needs Assessment
Reform Strategies
Highly Qualified Teachers
High Quality Professional Development
Attract HQ Teachers
Increase Parental Involvement/Parent Engagement
Transition
Teacher Decision Making Regarding Assessment
Effective & Timely Assistance to Students
Coordination & Integration

19. Comprehensive Needs Assessment (CNA)
DISD campuses use Title I, Part A in a schoolwide program, and therefore require the comprehensive needs assessment (CNA).
It is the first step of a required, year-long planning process and campuses use this planning process to update or revise its existing campus improvement plan. 
A CNA, can help the campus identify how its needs have changed over time.
It is critical to planning and implementing a successful schoolwide program.
It’s purpose is to identify your campus’s educational strengths and the areas that need improvement. This will help you prioritize the areas that most affect student achievement and guide the development of your campus improvement plan.

20. Developing the Comprehensive Needs Assessment
Your CNA should focus on academic and other information about all students on your campus, including economically disadvantaged students, students from major racial and ethnic groups, students with disabilities, limited English proficient students, and migrant students.
This information must include student achievement in relation to state standards, and should also include the campus's current status regarding student needs, curriculum and instruction, professional development, family and community involvement, and campus context and organization.

21. There are 5 steps in conducting a CNA1
Establish a schoolwide planning team 2
Clarify a vision for reform 3
Create a school profile 4
Identify your data sources 5
Analyze the data

22. Establish a schoolwide planning team.
Your campus needs an effective team to lead the development of the schoolwide program. This team should organize and oversee the CNA process; lead staff in developing the campus improvement plan; and conduct or oversee the program’s annual evaluation. In addition to the principal or another knowledgeable instructional leader, the team might consist of campus and district administrators; teachers representing different grades and content areas; other professional staff on the campus, such as guidance counselors and curriculum specialists; parents and other community members; and students (in a secondary school).

23. Clarify the vision for reform.
Before the CNA begins, campus staff should discuss their vision for a reformed campus in terms of student success, and the difference between that vision and the campus in its current state. This discussion helps identify the strengths and challenges the campus must address to achieve meaningful change, improve student achievement, and attain the collective vision.

24. Create the campus profile.
All staff must understand the campus’s current state in order to understand the gap between the current campus and the campus after reform. A campus profile, which is a data-driven description of the campus’s student, staff, and community demographics, programs, and mission, can help identify the focus areas of the CNA and suggest critical areas that the team can address in the campus improvement plan.

25. Identify data sources. 
The schoolwide planning team should gather and organize data in the identified areas of focus. Some of the necessary quantitative data, such as student achievement results, enrollment counts, dropout rates, and graduation rates is readily available. The team may also have to gather qualitative data by using written surveys or interviews, focus groups, or classroom observations.

26. Analyze data. 
The team should conduct thorough data analysis to progress from gathering information to creating a campus improvement plan that accurately and realistically addresses the key issues facing the campus.
The schoolwide planning team should create a report or other document that summarizes the data it gathered and used, the conclusions it drew from the analysis, and the needs it identified.

27. What are the data sources? CNA Tool Focuses on 8 Areas (8 committees)
Demographics
Student Achievement
School culture and climate
Staff quality, recruitment and retention
Curriculum, instruction and assessment
Family and community involvement
School organization
Technology

28. Demographics (of your campus)
Enrollment
Attendance
Gender
Teacher Turnover
Teacher/Student Ratio
Class Assignments
Special Population Groups
Mobility
At-risk by Category

29. Promotion Retention Rates
Student Achievement
Data can be obtained from:
STAAR
TELPAS
State & AYP Data Tables
Promotion Retention Rates
TAPR
Running Records
Reading Levels
Campus Assessments
District Assessments
Performance Trends
Feeder School Data
Content Area Scores
PBMAS

30. School Culture & Climate
Teacher Surveys
Student Surveys
Discipline Management Records
Interviews
Climate Surveys
Classroom Walkthroughs
Parent Conference Meetings
Parent Surveys
Extra-Curricular Opportunities

31. Staff Quality, Recruitment & Retention
Staff Attendance Records
Turnover Rate
Professional Development
Teacher Certifications
Class Completions, Grades
Recruitment and Retention Strategies
Special Program Qualifications
Professional Development Data

32. Curriculum, Instruction & Assessment
District Curriculum
Resources
Materials
Instructional Delivery
Lesson Plans
Delivery Process
Vertical Alignment
Horizontal Alignment
Differentiated Strategies
Bundle Testing
Class Schedules
Evaluations/ Student Engagement

33. Family & Community Involvement
Family/Community Participation
Parent Volunteer Information
Community Service
Parent Surveys
Partnerships

34. School Organization School Structure – Teaming
Decision Making Processes
Master Schedule
Leadership
Supervision Structure
Support Structures – Mentors
Duty Rosters
Schedule for Support Services
School Map/School Environment
Instructional Time
Student Code of Conduct
Organizational Chart

35. Technology Use of Equipment Use of Software Programs
Support Structures in Place
Class Structures in Place
Class Technology Needs by Area/Class/Department
STAAR Chart Results
Resource Allocations
Technology Plan

36. Once you have all your data; you must summarize it by section
What did you find?
What are the Strengths?
What are the Weaknesses?
How will you address the weaknesses?

38. You will report to the campus
Next you will add this to your CIP
Not only in the CNA section but into the entire document
This CIP must indicate the funds that are being used for the purchase
At every CLPAC Meeting; or CLT you should discuss where you are with addressing the needs
Is it working?
Do we need to revise it?

39. If you do all of this you are on your way to a successful school year.

40. Thank you for attending this session:
The CNA: Federal and
Migrant Programs