1. ESSA Title Programs Spoke: Decision Points
ESEA Committee of Practitioners Meeting December 13, 2016
Unit of Federal Programs Administration

2. Agenda Welcome and review of minutes ESSA State plan update
Title IV
Comparability
LUNCH
McKinney Vento
21st CCLC
Migrant Education Program 2

3. ESSA State Plan Update
New template has been provided based on final regulations
State plan
State assurances (due April 3 for all States)
New due dates:
April 3, 2017
September 18, 2017 3

4. Title IV, Part A: Purpose
Newly authorized under subpart 1 of Title IV, Part A of the ESEA, the Student Support and Academic Enrichment (SSAE) program is intended to increase the capacity of State educational agencies (SEAs), local educational agencies (LEAs), schools, and local communities to:
provide all students with access to a well-rounded education;
improve school conditions for student learning; and
Improve the use of technology in order to improve the academic achievement and digital literacy of all students 4

5. Allowable Activities
Activities to support well rounded educational opportunities for students may include: 
STEM programs
Music and art programs
Foreign language offerings
The opportunity to earn credits from institutions of higher learning
Reimbursing low-income students to cover the costs of accelerated learning examination fees
Environmental education
Programs and activities that promote volunteerism and community involvement
*This is not an exhaustive list. 5

6. Allowable Activities
Activities to support safe and healthy students may include: 
School-based mental health services
Drug and violence prevention activities that are evidence-based
Integrating health and safety practices into school or athletic programs
Nutritional education and physical education activities
Bullying and harassment prevention
Activities that improve instructional practices for developing relationship-building skills
Prevention of teen and dating violence, stalking, domestic abuse, and sexual violence and harassment
Establishing or improving school dropout and reentry programs
Training school personnel in effective practices related to the above
*This is not an exhaustive list. 6

7. Allowable Activities
Activities to improve the use of educational technology in order to improve the academic achievement and digital literacy of all students may include:
Providing educators, school leaders, and administrators with the professional learning tools, devices, content and resources to:
Personalize learning
Discover, adapt, and share relevant high-quality educational resources
Use technology effectively in the classroom
Implement and support school and districtwide approaches for using technology to inform instruction, support teacher collaboration, and personalize learning
*This is not an exhaustive list. 7

8. Funding State use of funds: The law authorizes $1.65 billion
95% must be allocated to LEAs
No more than 1% for SEA administration
No more than 4% for SEA level program activities
The law authorizes $1.65 billion
For reference: The authorized amount for Title I is ~$15 billion
U.S. Senate Labor, Health and Human Services, Education Appropriations Subcommittee appropriated only $300 million in its recently approved funding bill. 8

9. Title IV, Part A: State Plan
Does the SEA intend to use funds from Title IV, Part A or other included programs to support strategies to support LEAs to improve school conditions for student learning, including activities that create safe, healthy, and affirming school environments inclusive of all students to reduce:
Incidents of bullying and harassment;
The overuse of discipline practices that remove students from the classroom; and
The use of aversive behavioral interventions that compromise student health and safety?
☐Yes. If yes, provide a description below.
☐ No. 9

10. Title IV, Part A: State Plan
Does the SEA intend to use funds from Title IV, Part A or other included programs to support strategies to support LEAs to effectively use technology to improve the academic achievement and digital literacy of all students?
☐ Yes. If yes, provide a description below.
☐ No. 10

11. Title IV, Part A: State Plan
Does the SEA intend to use funds from Title IV, Part A or other included programs to support strategies to support LEAs to engage parents, families, and communities?
☐ Yes. If yes, provide a description below.
☐ No. 11

12. Comparability
Districts may get Title IA funds only if services paid with state and local funds in Title I schools are “comparable” to those in non-Title I schools in the same grade span (EMH).
Title IA funds intended for extra resources for poorly performing students from low-income neighborhoods—above and beyond state and local funding.
If Title IA money is spent on the basics, students won’t receive extra resources the law intended them to have.

13. Current Process
LEAs check for comparability through the CDE hosted system
Use FTE method
If FTE method did not work, use alternative methods:
Conduct FTE analyses on high- and low-enrollment schools separately.
Conduct FTE analyses on high- and low-poverty schools separately.
Calculate state and local funds per-pupil allocation for educational materials and resources
CDE provides training and technical assistance
CDE check during monitoring

14. Proposed Process
LEAs will continue to check for comparability through the CDE hosted system
Decision Item – Determination of method
During application intake, CDE will check the comparability system for compliance
LEAs will complete the new Compliance assurance in application
CDE will work with LEAs that are not in compliance with comparability
CDE check during monitoring

15. Decision Items / Questions
What methodology should be used to demonstrate comparability?
Student/state-locally funded teacher FTE
State/local per pupil allocation (already will be collected per ESSA statute)
State/local per pupil allocation specific to educational materials and resources
Other?

16. Decision Items / Questions
What platform should be used by LEAs to demonstrate comparability?
Submit data in the Cons App
Submit data in the Comparability System
Submit data during Desk Monitoring
Other? 16

17. Decision Items / Questions
When should LEAs submit data to the CDE to demonstrate Comparability?(for example, 17-18)?
Option 1: Before beginning of the academic year (end of 16-17) by time of consolidated application submission or before
Pros: Most timely in terms of helping districts avoid a non-comparable situation
Can be a requirement of receiving Title I funds for the coming year
Requires districts to consider comparability as they plan ahead.
Cons: Data may not be accurate; working with prior year student counts and preliminary teacher assignments.

18. Decision Items / Questions
When should data be collected for the year (for example, 17-18)?
Option 2:Early in the academic year (e.g., fall semester)
Pros: Districts are more definite about where their teachers/resources are allocated than they would be before the school year begins
Cons: Takes extra time for staff to submit comparability data.
If district not comparable, changes need to be made in the middle of the year, which can be disruptive for students.

19. Decision Items / Questions
When should data be collected for the year (for example, 17-18)?
Option 3: At end of the school year
Pros: CDE can do the analysis based on HR and fiscal data districts submitted through other collections, so takes less district time and effort
Cons: Too late to do any remediation for the prior year if there was non-comparability, which is against regulations and not beneficial to students.

20. Decision Items / Questions
Should districts be allowed to use different/multiple methodology for demonstrating comparability?
For example, if using the FTE method, one school that has fewer, more highly paid teachers and uses more paras may not be comparable to another school that uses more teachers but pays them less.

21. Decision Items / Questions
What platform should be used to collect data?
Online system similar to what CDE currently uses (for FTE or per-pupil allocation methods)
Some type of new system; what would it look like?

22. McKinney-Vento Education of Homeless Children and Youth (MV) Supplemental Grant Program
December 13, 2016
Dr. Jamie Rife 22

23. Homeless Education and McKinney-Vento Overview
Number of Colorado Public School Students experiencing homelessness in : 24,685 students in grades PK-12
The number of unaccompanied homeless youth identified and served in Colorado public schools in : 2,052 students (55% increase since )

24. Homeless Education and McKinney-Vento Overview
Title IX, Part A of ESSA and the McKinney-Vento Act have federal educational rights for students experiencing homelessness that all LEAs must meet
Purpose: To remove educational barriers facing children and youth experiencing homelessness, with an emphasis on educational enrollment, attendance, and success
All M-V students are categorically eligible for Title IA and LEAs must reserve set-aside funding to help meet their needs
Grant Administration: Competitive Supplemental Grant Program

25. MV Supplemental Grant Program Overview
For FY16-17, Colorado received $696,654
Eligible entities: All Colorado LEAs and BOCES are eligible to apply
75% distributed through competitive grants to grantees, 25% state administration and activities
State activities include: providing professional development, technical assistance, monitoring, evaluation, coordination with other federal and state programs, responding to inquires from homeless parents and students, working with LEA Homeless Education Liaisons to improve identification and to heighten the awareness and capacity of the liaisons and personnel to respond to specific needs in the education of homeless children and youths 25

26. MV Supplemental Grant Program (cont.)
Colorado currently has 14 LEA grantees and 2 BOCES MV grantees
Grant cycle: 3-year cohort
Grant ranges are from $10,000 minimum and $40,000 maximum
The average grant size: $32,656
Grant program funds supplemental programming that tracks and evaluates academic progress; LEA/BOCES school support and collaboration
Priority is given to applicants that:
Serve the greatest need and are providing direct services to homeless children and youth (inclusive of preschool and high school age students)
Demonstrate high-level collaboration with Title I, Part A
Have established partnerships with homeless service providers and school personnel
Next RFP to fund programs will be released for programs starting school year 26

27. McKinney-Vento and ESSA
ESSA requirements are connected with the consolidated state plan
New requirements under the ESSA MV state plan include:
Removing foster care placement on 12/10/16
Increased specificity and intention regarding liaison capacity
Increased collaboration expectations with Title IA
Clearer preschool provisions
Increased credit accrual and college readiness assistance and procedures
Feedback from the MV field includes: statewide McKinney-Vento Homeless Education Liaison training 10/4/16, feedback from grantees, Colorado Advisory Council on Homeless Youth, meetings with primary stakeholders and partners 27

28. Discussion Questions McKinney-Vento:
What training or TA could CDE offer to build a more comprehensive program aimed at heightening the awareness of school personnel (liaisons, school leaders, attendance officers, teachers, enrollment personnel, and specialized instructional support personnel) on the specific needs of homeless children and youth?
What supports are needed to ensure McKinney-Vento students receive appropriate full or partial credit upon transfer or transition to a new school? Examples from stakeholders:
Awarding partial credit following district graduation/credit accrual policy
Heightened communication between districts, particularly for timely transcripts
Training across districts and sharing of best practices 28

29. Next Meeting Thursday, February 16, 10:00-3:00
Location TBD (Children’s Campaign no longer available)
Would a location not downtown, such as Arvada, be ok?
Topics:
ESSA State Plan draft review
Identification and reporting challenges with Native American students 29