1. ESEA Committee of Practitioners
February 22, 2018

2. Agenda
10:00 – 10:20 Committee Business 10:20 – 10:45 Executive Director’s Update 10:45 – 12:00 Technical Assistance 12:00 – 12:30 Break for Lunch 12:30 – 1:15 ESSA Improvement Planning Review and Approval 1:15 – 1:45 Consolidated Application 1:45 – 2:45 Monitoring 2:45 – 3:00 Clarify Next Steps; Questions; Adjourn Meeting

3. Committee Business

4. Committee Business Items
Approval of October Meeting Minutes
Adjustment to Agenda Format and Minutes
Membership Attendance

5. Technical Assistance

6. WIDA Training Opportunities

7. Technical Assistance – WIDA Training Opportunities
The Office of Culturally and Linguistically Diverse Education (CLDE) will provide WiDA Screener (online & paper) and English Learner Identification Designation trainings in May and August

8. Technical Assistance – WIDA Training Opportunities, Date and Locations
Dates & Locations:
May 4 – Greeley
May 8 – Limon
May 10 – Rifle
May 14 – Colorado Springs
May 17 – Steamboat Springs
August 20 – Alamosa
August 21 – Durango
Registration links will be posted on the CLDE website in late March

9. Best First Instruction Summer Institute

10. Best First Instruction Summer Institute
Focusing on providing tools and resources developed by teachers for teachers that highlight the teaching and learning cycle in:
 Planning for Instruction  
 Enacting Instruction
 Reflection on Instruction
Providing on-going support in Best First Instruction to participating schools
Providing a framework in implementing the strategies and plan of Best First Instruction in participating schools

11. Best First Instruction Summer Institute - Project Overview
When: June 4, 5 and 6, 2018 Where: Embassy Suites, Loveland, Colorado What: Best First Instruction Who: Districts with schools as identified as comprehensive support, targeted support, and additional targeted support

12. Best First Instruction Summer Institute – Funding
CDE will award grants to school teams that would like to participate in the Institute. Funding is provided through reallocated Title II, Part A funds.
Funding will cover:
Travel expenses including mileage, airfare or train
Lodging
Meals
Substitutes (for follow up meetings, or to attend the institute)
Teams – one teacher from each subject area and at least one administrator.

13. Best First Instruction Summer Institute - Foundation
The Best First Instruction opportunity is the next step in meeting the needs and requests from the field around support in delivering standards-based instruction. This opportunity is a hands-on coaching model based on the four phases of the District Sample Curriculum Project launched in The timing for this opportunity is optimal, it will incorporate strategies to understand the revisions to the Colorado Academic Standards

14. Best First Instruction Summer Institute - Teachers
Institute launch:
Experience a model standards based lesson (taught by state teacher leaders and CDE content specialists)
Learn about the key instructional shifts and recent research unique to each subject
Develop a model lesson to teach during the institute
Work with participating school leaders to implement best first instruction key learnings within ta full school model
Online Coaching:
Offered by subject specific teacher leaders/coaches and CDE content specialists
Every 5-6 weeks there will be online afterschool check-ins throughout the school year
Discuss reflections of recent instruction using multiple data points and offer strategies to meet all student needs

15. Best First Instruction Summer Institute - Leadership
Institute launch:
Use a standards based observation protocol to observe a model standards based lesson (by state teacher leaders and CDE content specialists)
Discuss observations and learn about the key instructional shifts and ‘look fors’ unique to each subject
Develop an action plan to bring the best first instruction key learnings back to all staff members during the school year.
Online Coaching:
Coaching opportunities throughout the school-year will be offered based on the timeline developed by participants at the institute (led by state school and district leaders)
Discuss strengths and needs of instruction through multiple data points and offer strategies to meet all student needs

16. We need your feedback.

17. Best First Instruction Summer Institute - Feedback
Are we targeting the right group of schools?
Is the application clear as to the intent of the program?
Are there any other considerations we need to have before releasing this application?

18. Best First Instruction Summer Institute - Contacts
DeLilah Collins Federal Programs Lulu Buck Support Staff

19. Supplement, Not Supplant Demonstration under Title I, Part A

20. Supplement, Not Supplant Demonstration - Guidance
Released guidance outlining the Supplement, Not Supplant Demonstration requirements under Title I, Part A in December 2017
Demonstration includes:
An assurance stating the LEA is in compliance with the provisions of section 1118(b) of the ESSA;
An indication of the type of methodology the LEA has adopted and is implementing in regard to the allocation of State and local (non-Federal) funds to all schools; and,
A narrative description of the methodology or a reference to the LEA’s Financial Transparency document in which the methodology is described.

21. Supplement, Not Supplant Demonstration - Timeline
Scenario
Timing Considerations
LEA can demonstrate compliance with requirements
Submits by May 30; receives substantial approval upon submission of Consolidated Application
LEA is not currently in compliance but will have a plan (including a response to section (c) in the demonstration) to come into compliance by September 30 in place by May 30
LEA is not currently in compliance and cannot provide a response to section (c) in the demonstration requirements by May 30, but the LEA can provide a description of how the LEA intends to come into compliance by September 30
Submits by May 30; resubmits additional details by June 30; receives substantial approval upon submission of Consolidated Application; will not receive final approval until CDE is able to verify demonstration requirements are met
LEA does not submit any information by May 30
LEA will not receive substantial approval until information is provided; will not receive final approval until CDE is able to verify demonstration requirements are met once information is provided

22. Supplement, Not Supplant Demonstration - Webinar
The Office of ESEA Programs and the Office of School Finance will host a webinar to discuss the demonstration guidance and specific examples of acceptable methodologies on Friday, February 23.
What additional information would be helpful for CDE to address through the webinar or additional guidance to ensure LEAs understand the requirements and are prepared to meet the demonstration timelines?

23. Waivers

24. Waiver Requests – Authority to Request
Multiple avenues of authority enabling CDE and LEAs to request waivers from requirements under the ESSA, including:
Statutory provisions (i.e. 40% requirement for schoolwide programs, waiver option provided in statutory language)
Ed-Flex Partnership State Status (currently still approved as a partnership state under previous application)
Requests directly to the U.S. Department of Education (i.e. Section 8401)
CDE is currently reviewing the statutory requirements in which LEAs may seek to request a waiver and discussing the opportunity to provide a standardized request process

25. Waiver Requests – Feedback
Do you have feedback or suggestions to help inform the standardized approach to waiver requests?
Are there specific requirements under the Every Student Succeeds Act that LEAs or BOCES are currently considering requesting a waiver?

26. Waiver Requests – District Managed Activities
Currently, CDE allows LEAs to set-aside up to 20% of their total Title I, Part A allocation to support district managed activities (DMA). LEAs that exceed the 20% limitation are currently permitted to do so on an as-needed basis.
CDE is reviewing the use of DMA and the limitation currently imposed in order to provide more specific guidance regarding the allowable use of Title I, Part A funds in this manner. In addition, CDE is considering incorporating a request to exceed the limitation into the standardized waiver process.

27. Waiver Requests – District Managed Activities, Feedback
Please provide feedback regarding the current use of or limitation on Title I, Part A funds budgeted to support district managed activities.
What, if any, change to the limitation should be considered?
What justifications should be provided to CDE when LEAs choose to direct funds to the district level, rather than school level, in light of rank order requirements? (Both up to and exceeding the limitation)
What additional considerations should be included in guidance regarding the use of DMA?

28. Lunch

29. ESSA Improvement Planning Requirements
Nazanin Mohajeri-Nelson
Federal Programs Unit
Director, Data, Program Evaluation & Reporting

30. ESSA Statutory Requirements (CS Schools)
ESSA §1111(d) School Support and Improvement
(1) Local educational agencies with schools identified for Comprehensive Support and Improvement (CS) shall, for each identified school, in partnership with stakeholders, locally develop a comprehensive support and improvement plan for the school to improve student outcomes, that –
Is informed by all ESSA indicators, including student performance on state-determined long-term goals
Includes evidence-based interventions
Is based on a school-level needs assessment
Identifies resource in equities, which may include a review of local educational agency and school-level budgeting, to be addressed through implementation of such comprehensive support and improved plan
Is approved by the school, local educational agency, and state educational agency

31. ESSA Statutory Requirements (TS & ATS Schools)
ESSA §1111(d) School Support and Improvement
(2) Each school identified for targeted (TS) or additional (ATS) targeted support and improvement shall locally develop, in partnership with stakeholders, and implement a targeted support and improvement plan to improve student outcomes based on ESSA indicators for each student groups that resulted in the school’s identification that –
Is informed by all ESSA indicators, including student performance on state-determined long- term goals
Includes evidence-based interventions
Is approved by the local educational agency prior to implementation
Is monitored, upon submission and implementation, by the local educational agency
Results in additional action following unsuccessful implementation after a district-determined timeline
For ATS, Identifies resource in equities, which may include a review of local educational agency and school-level budgeting, to be addressed through implementation of such plan

32. ESSA §1111(d)(3) There is More…
CDE shall provide technical assistance to each district serving a significant number of identified schools
CDE shall periodically review resource allocation to support school improvement in each district with a significant number of identified schools
CDE may take action to initiate additional improvement in any district with schools that are consistently identified for CS and not meeting exit criteria or a significant number of schools implementing targeted support and improvement plans
Need help defining what significant means

33. What is an ESSA Improvement Plan in Colorado?
CS Improvement Plan
The school Unified Improvement Plan (UIP) from any school identified for comprehensive support and improvement
TS Improvement Plan
The school Unified Improvement Plan (UIP) from any school identified for targeted or additional targeted support and improvement
Any plan designed by the district that meets all of the ESSA improvement plan requirements

34. CS Improvement Plans TS Improvement Plans When are They Due?
April 16, 2018, via the UIP submission process
TS Improvement Plans
ESSA requires implementation by
Establish reasonable parameters re: timeline for planning and implementation.

35. How and When Will They Be Reviewed and Approved?
CS Improvement Plans
By using a rubric that checks for compliance with ESSA improvement requirements and allows for feedback on how to meet requirements
Target date ~ May 31, 2018
Changes will be due by fall of 2018
CDE will provide training, technical assistance, and support
TS Improvement Plans
May use the CS plan review rubric or use it as a model to develop a local one
Target date ~ to be determined by the district
Changes will be due before plan is implemented
District must establish the timeline for additional action if unsuccessful in implementing the plan

36. Proposed Timeline for CS Improvement Plans
Entity
Activity
Timeline
Avenue
CDE
Provide overview and general guidance on ESSA planning requirements
January present
Several ESSA presentations and webinars
CDE website
CDE Update
Develop general feedback to early UIP submitters (January 2018)
March 1, 2018
UIP Review Process
Communicate general feedback and guidance to all CS schools
March 16, 2018
to districts of CS schools
Provide training on the review and approval process and rubric
1:00 to 3:00
Webinar Info:
LEA
Submit CS improvement plans
April 16, 2018
UIP Submission Process
Review and approve CS implement plans, provide feedback on required changes
~ May 31, 2018
UIP
to district of CS schools
Submit revised CS improvement plans
Fall 2018
Provide TA and review resource allocations
Ongoing
Multiple pathways - TBD

37. Proposed Timeline and Work on TS Improvement Plans
Entity
Activity
Timeline
Avenue
CDE
Develop guidance on TS Improvement Plans
March 2018
CDE website
Finalize and publish CS Improvement Plan rubric and review process to serve as a model for LEAs, if they want to use it
March 31, 2018
CDE Update
CDE website on ESSA Improvement Requirements
LEA/CDE
Develop a template for TS plans
May use the UIP template
By ?
TBD
LEA
Develop a review and approval process
TBD by LEA
Identify and publish examples of LEA review and approval tools and processes By
Provide TA and periodically review resource allocations of districts with a significant number of identified schools
Ongoing
Multiple pathways - TBD

38. We Need Your Help and Would Greatly Appreciate Feedback!
General input
How can we improve the flow, clarity, and conciseness of the whole document?
Does the timeline work?
How should we define a “significant number” of identified schools?
Indicators (1– 5)
Are these the right indicators?
What is missing?
Guiding questions
Are these helpful?
Should we keep them?
Success criteria
What should these be called?
Are these the right criteria?
Rating scales
Are these the right levels?
Is this sufficient detail to help improve the plans?
How can we improve them?

39. Other Feedback Needed
Should the improvement plan, rubric and review/approval process differ for
AECs?
Schools identified due to low participation?
K-2 schools?
Small schools?
If so, how?
Should the improvement plan, rubric and review/approval process be the same or different for TS versus ATS schools?

40. Contact Information
Nazanin Mohajeri-Nelson Laura Meushaw

41. Consolidated Application

42. Consolidated Application – Training Updates
The Office of ESEA Programs has intentionally included programmatic training in the Regional Network Meetings throughout the school year. Additional training specific to the Consolidated Application will be provided during the March Virtual Network Meeting and the April Regional Network Meetings.

43. Consolidated Application – Training Additional Updates
Additional virtual training opportunities will be provided on:
March 21 at 9:30am – Specific Consolidated Application Support for BOCES
March 26 at 11:00am – Title III, Part A: Opportunities to Participate through Consortia or BOCES
Registration information will be included in the upcoming Scoop, as well as posted online.

44. Consolidated Application – Timeline
Projected Timeline
Fall/Winter 2017
Application Updates and Development
Winter 2017/Early Spring 2018
Platform Testing
Program Training for Planning Purposes
Spring 2018
Application Available to LEAs/BOCES
Application System Training
LEA submits plans for supporting schools identified for Comprehensive Support and Improvement
May 2018
Non-public Consultation Forms Due
June 2018
Consolidated Application Due
Approval & Transmittal Due
July 2018
Consolidated Application Review
Timeline presented to CoP in August 2017

45. Consolidated Application – Timeline, Updated Processes
Timeline Consideration
BOCES: Intent to Participate – Member Districts
Must be submitted to CDE prior to submission of the Consolidated Application*
School Improvement Funds – Request to Retain Funds Form (as applicable)
Due by May 30, annually*
Supplement, Not Supplant Demonstration
Due by May 30, one-time demonstration unless substantial change in methodology*
*required to receive substantial approval

46. Consolidated Application – Review Organizational Changes, GEPA
Example of updated organizational structure for GEPA Statement
Barrier Type (Required)
Describe the steps taken to identify potential/existing barrier(s) (Required)
Describe the Potential/Existing Barrier (Including the ESEA program in which barrier may exist) (Required)
Describe how the LEA will mitigate the barrier(s) identified (Required)
Indicate the funds that will support these activities (Required)
Notes (Optional)
National Origin
UIP
a lack of cultural competency in instruction; inhibiting students from fully accessing Title III supports
provide professional development opportunities for teachers by addressing culturally responsive instructional practices (including more detailed description)
Title II, Part A
Presented to CoP and ELD Stakeholders on September 20 via webinar

47. Consolidated Application – Review Organizational Changes, Title III
Example of updated organizational structure for Title III, Part A Narrative Questions
Describe the Proposed Activity
Who/What organization is implementing the proposed activity?
Select the intended Audience
Describe the Intended Outcome of the proposed activity.
Describe the timeline for implementation of parent, family, and/or community activities (i.e. Describe how the activity will be delivered throughout the year).
Indicate whether the proposed activity will be funded with Title III, Part A; Title I, Part A; or, State/local funds.
If the activity will be supported with Title III, Part A funds, describe how the activity is supplemental to the core ELD program.
Additional notes
open narrative(will mirror budget activity descriptions)
open narrative
Drop down menu:
Students
Parents/Families
Community
Teachers
Administrators
Other (add narrative)
Title III, Part A
Title I, Part A
State/local funds
open narrative (optional)
Presented to CoP and ELD Stakeholders on September 20 via webinar

48. Consolidated Application – Preview, Title III, Part A Narrative Questions

49. Consolidated Application – Preview, Title III, Part A Question 1

50. Consolidated Application – Preview, Title III, Part A Question 2

51. Consolidated Application – Preview, Title III, Part A Question 3

52. Consolidated Application – Preview, Title III, Part A Responses

53. Consolidated Application – Development Update
Updates to the Consolidated Application have been in development since October CDE will be reaching out to specific CoP members regarding their ability to participate in testing the platform soon. Outreach is based on the geographic location and size of the LEA/BOCES to ensure we have adequately captured the needs of the field. Testing participants will support the delivery of an error-free platform and while programmatic and functionality suggestions are appreciated, they will be taken for consideration for future planning years only.

54. Monitoring

55. ESEA Monitoring – CDE’s Goal
CDE’s goal in monitoring is to help build the capacity of school districts so that they are aware of the requirements of the federal funds, have the ability to self-assess against the requirements of the grants, and understand how they can utilize funding under the grants to improve services for children. Monitoring is an opportunity to identify the supports LEAs need and to leverage federal funds in support of better outcomes for all students.

56. ESEA Monitoring – Timeline for 2017-18
ESEA Program Requirements are posted. The requirements list out requirements that LEAs must meet to accept ESEA funds. Also included, is a list of acceptable evidence that LEAs may begin collecting to be prepared for monitoring visits.

57. ESEA Monitoring – Timeline for 2018-19

58. Monitoring – Timeline Timeline Indicators/Requirements
Indicator-specific guidance/trainings
Criteria for Compliance
Examples of Acceptable Evidence
Process Overview
Program Self-evaluation Tool
Program Effectiveness Meetings
Q&A Webinars and Guidance
Data Collection Platform Training
Targeted (Indicator-specific) Support
5-year Monitoring Plan
Desk review of Prioritized Indicators
On-site follow-up as determined necessary, incorporating secondary indicators

59. Monitoring – Five Year Calendar, Option 1
Every LEA is monitored once during a five year cycle
Year 1
Years 2-5
Approximately 44 prioritized indicators, plus any additional secondary indicators (as appropriate)
Implementation of monitoring feedback and/or supports to improve practices

60. Monitoring – Five Year Calendar, Option 1 continued
LEAs are monitored in non-consecutive two-year cohorts
Year 1
Year 3
Years 2,4, and 5
Approximately 22 prioritized indicators, plus any additional secondary indicators (as appropriate)
Implementation of monitoring feedback and/or supports to improve practices

61. Monitoring – Five Year Calendar, Option 3
LEAs are monitored in consecutive three-year cohorts
Year 1
Year 2
Years 3
Years 4 and 5
Approximately 11 prioritized indicators, plus any additional secondary indicators (as appropriate)
Implementation of monitoring feedback and/or supports to improve practices

62. Monitoring – Five Year Calendar, Guiding Questions
Which of the three options works best for your LEA or BOCES and member districts?  Why?
What considerations and implications, both at the school and LEA level, should CDE be aware of that accompany each option?
What form (i.e. desk review, onsite, etc.) would be best for an initial monitoring review?
When considering options 2 and 3, what kind of support should CDE provide in “off years?”

63. Monitoring – ESEA Program Evaluation Tool
SE 9.1 Stakeholder Engagement in the Consolidated Application for ESEA Funds
Through a continuous process, the LEA develops, reviews, and revises, as necessary, the Consolidated Application in partnership with teachers, principals, other school leaders, paraprofessionals, specialized instructional support personnel, charter school leaders, parents, community partners, and other organizations or partners with relevant and demonstrated expertise in programs and activities designed to meet the purposes of ESSA. This review process should include examination of the comprehensive needs assessment, planned actions, funds allocation, and the previous annual evaluation.
Examples of Acceptable Evidence
Criteria for Compliance
Required
Documentation of the process for revising the Consolidated Application, including data that is or will be gathered (i.e. climate surveys, attendance trends, volunteer participation) and the stakeholders who are involved. This information may be captured in the district’s UIP. Optional Agendas, attendance logs, and minutes from plan/application development meetings (prior to submission, during revisions, after finalized plan)
Description of process for revising the Consolidated Application, including data that is/will be gathered and the stakeholders who are involved. This information may be captured in the district’s UIP. This review process should include examination of the comprehensive needs assessment, planned actions, funds allocation, and the previous annual evaluation.
Stakeholders involved should represent the demographics of the district and Title I schools within the district
District determines the languages and formats that the information will be shared. Translation/interpretation services are consistent with this program as well as other policies and processes.
Compliance Met
Yes No
Additional Notes

64. Next Steps