Office of Field Services

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

The Cycle of Planning 1 2 The purpose of this slide is to illustrate the relationship between the needs assessment, school selection, grant completion and comparability. We are at number 1. 3 Comparability Application Submitted 4

Managing Your Federal Programs
Application sets the scope of Federal Programs Includes budget to implement Programs Managing federal programs has many facets. Read slide.

MDE approves use of funds and program elements Administrative oversight requires: Program Management Fiscal Management In the application process, OFS reviews the LEA Planning Cycle, the Title I School Selection and the Consolidated Application to ensure allowable uses of the funds. The district administrative oversight requires both program and fiscal management. The program person and the business office must communicate about all facets of the programs.

Changes to any Program and Budget requires prior approval if you: Add staff or change FTEs + or – Add a new Function Code Move an amount greater than 10% of the Budget subtotal Retains applicable cost principles requiring prior approval There is a requirement to amend your federal budgets if any of the following exist. Refer to handout on prior approval. Handout – Prior Approval

Apply for balance of allocation Any other substantive programmatic changes to the Consolidated Application requires prior approval Cumulative transfers Programs, projects, and functions Refer to handout on prior approval. If these conditions exist and the budgets are not amended, a deviation will be reported from the Final Expenditure Report (FER) and possible loss of funds may occur. Programmatic changes should be discussed with your OFS consultant.

School Level Budgets School Level Budgets are required in the Consolidated Application for all schools receiving Title I, Part A funds The requirement for all Title I schools to have school level budgets is still in effect. The school level budgets are used to determine alignment with the uses of funds within the individual school improvement plans which starting in will include all the Title I components, either targeted assistance or schoolwide. The school level budgets are also used to determine comparability, if appropriate. These budgets are also reviewed in the Title I single audit.

Allocations Estimated Allocations in mid-April
Title I, Part A (based on Hold-Harmless) Other Programs (based on a percentage of previous year allocations) Final Allocations may require amending the application Hold harmless is based on census poverty percentage. It may be held harmless to 85, 90 or 95 percent of the previous year’s regular Title I, Part A allocation.

Obligation Dates Review slide

Parent Participation

Parent/Guardian Participation
Definition – The participation of parents/guardian in regular, two-way, and meaningful communication involving student academic learning and other school activities. Read definition

Parent Participation Planning Annual consultation
Parent Involvement Policy Parent/Teacher/Student Compact Annual parent meeting Parents Right-to-Know Annual evaluation Read slide, parents must be involved in federal programs.

Parent Participation Parent Information and Resource Center (PIRC) Refer to the PIRC memo handout originally sent in September. Handout – Parent Information Resource Center

School Improvement Template

School Improvement Template
The AdvancED Portal will include six templates for school improvement plans: Targeted Assistance (TA) Schools Schoolwide (SW) Schools Non-Title I Schools One Building District TA Schools One Building District SW Schools One Building District Non-Title I Schools This is new for school year. If the school receives Title I funds the targeted assistance or schoolwide school components will be embedded with in the school improvement plan template. The non-Title I schools will be completing the requirements from PA 25. Those districts that are small and have only one building will be completing only one school improvement plan encompassing the entire district and including the required Title I components if appropriate.

All State and Federal Programs Require a Needs Assessment
Read slide.

Comprehensive Needs Assessment
Begins Planning Facilitates School Improvement Identifies All Student and Program Needs Determines Use of All Resources Required for All funding sources Read slide.

Needs Assessment Focus Areas Aligned with the School Improvement Framework
Student Achievement Curriculum and Instruction High Quality Professional Staff Family and Community Involvement School Context and Organization Read slide.

Needs Assessment Relates to Funding Sources
Title I, Parts A, C and D Title II, Parts A and D Title III Title V-Rural Education Achievement Program REAP Flex only Title VI Section 31a Section 41 Review slide. Title II, Part D will exist only to use the transferability option, the funding has been routed to a statewide initiative. Title V is still included on this list of programs only for REAP flex districts. REAP flex are those small districts (less than 600 students) who receive Small Rural Schools Achievement Grant funds directly from USED. They are allowed to transfer funds to Title V Innovative Programs. Section 41 will be a separate application submitted after the October Count Day.

Program Evaluation Must conduct an annual evaluation
Using data from site assessments and other indicators of academic achievement Determine program effectiveness Revise plan as necessary The district must have a process in place to evaluate how activities supported with federal funds impact student achievement.

The LEA Planning Cycle Application

LEA Planning Cycle Application
Defined as… A summary of needs, goals, objectives, strategies and activities* derived from a comprehensive needs assessment by the Local Educational Agency. It is based on identified needs of the district after an analysis of achievement trends in its local schools. * New for Read slide

Purpose … Target goals, objectives, strategies and activities* to address identified challenges for program design *New for Read slide

The LEAPC Application is… Required for districts seeking/receiving Federal funds. Located on the AdvancED website. Available now. Due on or before July 1, 2011 as part of the Consolidated Application and Title I School Selection Application which still reside in MEGS (for a July 1 obligation date). Read slide

To be completed in the AdvancED Portal uploaded as a PDF into the Consolidated Application* … The LEAPC must have a minimum of three and a maximum of five goals The source of data for determining the need must be indicated Consolidated Application funds must clearly support stated needs *New for The LEAPC will still be completed within the AdvancED Portal.

The LEAPC PDF shows resources which are for planning purposes only. The Consolidated Application (CA) approves the uses of federal funds. The resources referenced in the LEAPC (pulling in district goals, strategies etc) does not make them allocable, reasonable or necessary.

Equitable Access Section 427 of the General Education Provisions Act requires each applicant for funds (other than an individual person) to include in its application a description of the steps the applicant proposes to take to ensure equitable access to, and participation in, its Federally-assisted program for students, teachers, and other program beneficiaries with special needs.

Equitable Access In federally funded programs for students, staff and beneficiaries with special needs, there must be a plan that outlines steps to ensure equitable access and participation in program services. Each description should reflect the local circumstances and specify how equitable access will be ensured in both programs and services for stakeholder groups included in the budget detail of the Consolidated Application. Applicants are asked to indicate steps the district will take to eliminate barriers to equitable access to encourage full access to programs for students, staff and parents. Handout – Equitable Access

Statements in the Consolidated Application addresses the following:
Equitable Access Are there any barriers that prevent equitable access to services for students, staff and parents (gender, race, national origin, color, disability, or age)? If there are barriers, state the barriers and provide a description of how the LEA is addressing those barriers for students, staff and parents? (See the help screen for assistance) Applicants respond to questions relative to barriers that may prevent equitable access to services for students, staff and parents relative to gender, race, national origin, color, disability, or age) 2. If there are barriers, the applicant is requested to state the barriers and provide a description of how the local educational agency (LEA) is addressing those barriers.

Targeted and Schoolwide Title I Programs

Targeted Assistance Program
A targeted assistance program provides supplementary services only to identified students failing to meet core curriculum standards Students are served based on a comprehensive student needs assessment Program services are research based Supplementary services are provided in all four core curriculum areas add targeted components Selecting the highest needs children for the Title I program is an integral part of a Targeted Assistance Program. Selection for the Title I program is conducted at both the school and the district levels, and differs for children by grade level. Eligible children are identified as those failing or being at risk of failing to meet academic achievement standards. The Office of Field Services developed a rubric to identify required components of Targeted Assistance Programs. Handout – Targeted Assistance Rubric

Incorporation of planning for students served by Title I into existing school planning. Instructional strategies that give primary consideration to providing extended learning time, helping provide an accelerated, high-quality curriculum, and minimizing removal of children from the regular classroom. Coordination with and support for the regular education program. Instruction by highly qualified staff. Each required component is described in the Targeted Assistance Program found on The Office of Field Services website,

High quality professional development for administrators, teachers, and other staff who work with participating children, and, where appropriate, parents. Strategies to increase parent involvement in supporting their children’s learning. Coordination of Title I and other resources to enable participating children to meet the state core curriculum standards. Ongoing review of the progress of participating children and program revision, if needed, to provide additional assistance to children having difficulty meeting state standards. In addition to determining which students will be served by Title I, TAS must set criteria by which students may receive an academic exit from the program. This exit process depends on the selection criteria and individual student performance. In order to provide equal access to all children, it is important for each school to have clearly delineated the processes and criteria that will be used to move children in and out of Title I programs.

Schoolwide Program Requirements
A schoolwide program is a comprehensive school reform initiative The schoolwide model is designed to generate high levels of academic achievement in core academic areas for all students, especially those who are not meeting the State’s academic content and achievement standards A schoolwide rubric is provided on The Office of Field Services website, An index is required to identify the location of the 10 required component of schoolwide plans. Handout – Schoolwide Program Rubric

Comprehensive needs assessment Schoolwide reform strategies Instruction by highly qualified teachers High quality professional development Attract highly qualified teachers to high needs schools Improving student achievement for all students, in addition to providing targeted services for students most at-risk of not meeting State core academic standards, are required components of schoolwide programs.

Parent involvement Transition plans Teacher participation in assessment decisions Timely additional assistance Coordination of services and programs Parental involvement in the planning, implementation and evaluation of Title programs is essential. Transition plans are required for schools with kindergarten

Schoolwide programs are not relieved of requirements relating to: Health, safety, civil rights Student and parental participation and involvement Services to private school children Maintenance of effort Comparability of services School districts must be mindful of additional requirements for schoolwide schools. All schools must always address health, safety and civil rights issues. Funds to provide students with academic needs are generated by students living in boundaries of Title schools, who attend private schools. Public school districts are fiduciaries and provide oversight for such programs. Maintenance of effort and comparability of services assures that Title I schools receive the same equitable funding as non-Title I schools within a district. Funds are reduced because Title schools receive Title funding for supplemental programs.

To Become Schoolwide, a School Must:
Schoolwide Planning To Become Schoolwide, a School Must: Meet a 40% poverty threshold Participate in a one-year school improvement planning process Once a School is Schoolwide, It Must: Conduct an annual evaluation of program effectiveness Each June, schools with a 40% poverty threshold can apply to become schoolwide schools through a year’s planning process.

Schoolwide Planning Grants
$3,000 planning grant available through MDE – June 2011 Grant helps defray cost of one year planning with an MDE approved facilitator Application available at Under the Office of Field Services Click Title I Schoolwide and Targeted Assistance Planning Schools participating in the schoolwide planning process, must hire an approved MDE facilitator.

Targeted and Schoolwide Plans
Targeted and Schoolwide Plans are reviewed on a rotational basis All completed targeted and schoolwide plans must be approved by MDE Only schoolwide trainers, approved by MDE, can facilitate schoolwide training Targeted Assistance and Schoolwide Rubrics include all required components. Desk audits of such plans are conducted by MDE. Approved plans are mandatory to operate Title I programs.

How Title I Funds Support Special Education
Students with special needs can participate in Title programs.

Title I Funded Services and Special Education
Title funded services can provide supplemental support for special education students Eligibility for services are based on the same criteria as all other Title funded students and delivered within design of the programs The selection process for determining for eligibility of services is based on the same criteria as all Title funded students.

Title Funded Services and Special Education
Title funds must supplement not supplant services for special education students Title funds may not be used to provide services that are required by law under general and other categorical funding Title services should not be written into an Individualized Educational Program (IEP) Title services cannot be used to meet the goals of the IEP Although Title services are supplemental for eligible students, they cannot be used to address the goals of Individualized Educational Programs (IEP’s).

Special Education Targeted Assistance Programs:
Children are identified by the school as failing or most at risk of failing to meet the State’s challenging student achievement standards Children with disabilities are eligible for services on the same basis as other children to receive services Targeted services for special education students have the same criteria, but services cannot be part of students’ IEP’s.

Special Education Schoolwide Programs:
No school participating in a schoolwide program shall be required to identify particular children as eligible to participate Must include strategies to address the needs of all children in the school but particularly the needs of all low-achieving children and those at risk of not meeting the state student academic achievement standards Students with disabilities may be included as a subgroup most at risk of not meeting state student academic achievement standards, and may receive services from Title I Schoolwide Programs.

Special Education Schoolwide Programs:
Must include activities to ensure that the students who experience difficulty mastering the proficient or advanced levels of academic achievement standards shall be provided with effective, timely assistance Difficulties are identified and analyzed as a basis for effective assistance It is important to provide Title I services to students on a timely basis.

Title II, Part A Funds The purpose of Title II, Part A is to increase the academic achievement of all students by helping schools and districts improve teacher and principal quality and ensure that all teachers are highly qualified. Handout – Title II, Part A F A Q Final

Title II, Part A Purposes:
Focus on recruiting and retaining highly-qualified teachers and principals Train teachers, paraprofessionals and administrators Recruiting and hiring supplementary staff (to reduce the size of core instructional groups) Reduce class size in grades K–3 Build “highly qualified” teachers who demonstrate a high level of competency in each of the (core) academic subjects Title II, Part A provides agencies with the flexibility to use these funds creatively to address challenges to teacher quality, whether they concern teacher preparation and qualifications of new teachers, recruitment and hiring, induction, professional development, teacher retention, or the need for more capable principals and assistant principals to serve as effective school leaders. An additional use of funds is reduce class sizes in grades K – 3.

Professional Development
Title II, Part A Professional Development 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)] Please note that core academic subjects expand beyond the four core academic areas assessed in the State of Michigan.

5 Required Days … Funds can be utilized to facilitate speakers/consultants relative to Title II, Part A topics Although the State requires all districts to provide five days of professional development annually, Title II, Part A funds may be utilized to facilitate speakers and consultants relative to Title II, Part A topics. All other expenses related to the required professional development days, must be district funded.

Title II, Part A Professional Development
To improve the knowledge of teachers and principals (if appropriate, paraprofessionals) concerning one or more core academic subjects that the teachers teach Can focus on effective strategies, methods and skills, and use of state academic content standards and state assessments An LEA may use Title II, Part A funds to support professional development activities that improve the knowledge of teachers, principals and, in appropriate cases, paraprofessionals in core academic subjects, effective instructional strategies and use of State standards and assessments. Title II, Part A funds may be used to provide training for teachers, principals and, in appropriate cases, paraprofessionals to address the needs of students with different learning styles and how to provide early and appropriate interventions. Principals and superintendents may participate in professional development activities designed to improve the quality of their work in such areas as management and instructional leadership. Central Office staff involved in curriculum, instruction and assessment are also eligible to participate in Title II, Part A professional development [ESEA, Section 2123 (a)(3)(A) and 2123 (a)(6) and ESEA Title II, Part A Non-Regulatory Guidance Question E1].

Title II, Part A Professional Development
How to teach and address the needs of students with different learning styles To provide training in improving student behavior To provide training to enable teachers and principals to involve parents in their child’s education How to understand and use data Training may also include how to do the following: improve student behavior in the classroom, involve parents in their child’s education, understand and use data and assessments to improve teaching and learning and integrate technology into curricula and instruction.

Allowable Expenses for Teacher Mentoring
Guidelines: The district is required to have new teacher mentoring Assign a mentor At least 15 days of professional development over 3 years Some contracts require mentoring under certain circumstances Title II, Part A mentoring must be in addition to the legal requirements The mentoring activities funded under Title II, Part A must be supplemental to the State mentoring requirements and any mentoring requirements included in local board policy [ESEA, Section 2123 (4)(A) and ESEA Title II, Part A Non-Regulatory Guidance Question E16].

Allowable Title II, Part A Expenses for Substitute Teachers
Guidelines: Reasonable and necessary 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 Title II, Part A funds for substitute teachers must be reasonable and necessary. Funds may be used for substitute services for Title II, Part A class size reduction teachers and for substitute services for teachers who are participating in Title II, Part A-funded professional development activities. The exception to this rule is in the event that the LEA requires substitute teachers in order to participate in an ISD facilitated/hosted training or training offered through a college/university partnership, that has no registration or facilitator cost. If it is in the school improvement plan and aligned to the needs assessment, these substitute costs can also be funded by Title II, Part A [Title II, Part A Non-Regulatory Guidance Question E4].

Class Size Reduction MDE requirements:
CSR is identified in needs assessment 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 The decision to reduce class size must be based on each school’s comprehensive needs assessment. In Michigan, class size reduction is only allowed in grades K-3, with a ratio at least as low as 17 students to one teacher, and the cohort of students must be preserved for at least two years. Additionally, instructional strategies must be specific to the needs of the cohort of students in the class size reduction classroom and the impact on achievement must be evaluated. Prior to using Title II, Part A funds to reduce class size, the district’s contractual obligations related to class size must be met. When the contract does not address class sizes, or the contract has ambiguous language, the Michigan Department of Education (MDE) will review the district’s historical class size data to determine the number of generally funded teachers and class sizes in prior years.

Title II, Part A Please refer to the Title II, Part A FAQs at regarding: Recruitment Merit pay Retention Bonuses Teacher Mentoring Contracting Services Tuition The Office of Field Services website provides guidance as to how Title II, Part A funds can be used to address teacher recruitment, merit pay, retention bonuses, teacher mentoring, contracting services and the payment of tuition for staff.

Title III Title III Programs are designed to addess the following:
Speedy acquisition of English language proficiency Assists students to achieve in the core academic subjects Assists students to meet state standards Supports efforts to use technology to promote parent and family involvement in education and communications

What are the Title III – Limited English Proficient (LEP) Grant and
Title III – Immigrant Children and Youth Grant Programs? The Title III program is designed to assure speedy acquisition of English language proficiency, assist students to achieve in the core academic subjects, and to assist students to meet State standards. It also provides immigrant students with high quality instruction to meet challenging State standards, and assists the transition of immigrant children and youth into American society.

Title III, Part A Grant funds are allocated for two programs:
English language instruction programs for LEP students Programs to provide supplemental services to immigrant students Title III, Part A programs are designed for supplemental services to address the needs of students with Limited English Proficiency and for immigrant students.

Title III provides supplemental programs and services
Title III, LEP Title III provides supplemental programs and services The purpose of the program is to promote rapid acquisition of English language proficiency The English Language Acquisition, Language Enhancement and Academic Achievement program provides funds for helping limited English proficient (LEP) children attain English proficiency and meet the same challenging state academic standards as all children are expected to meet. Funds must be used for increasing the English proficiency of LEP children by providing high-quality language instruction and high-quality professional development.

Title III, LEP Title III prohibits states from awarding sub-grants of less than $10,000 LEA must establish headcount based on students who took the English Language Proficiency Assessment (ELPA) or the ELPA Screening No more than 2% of the sub-grant allocation may be used for administrative costs, which does include indirect costs If districts do not have sufficient numbers of LEP students to qualify for grants of $10,000 or more, they may join consortiums to contract for services. Additionally, no more than 2% of the district’s allocation can be used for administrative costs, which includes indirect costs.

Title III, LEP Supplemental Title III, LEP funded student services are only allowed for extended day or extended year programs Please note that services are allowed for extended day or summer programs, which should be reflected in budget requests.

Title III, LEP Grantee must also implement an effective means of outreach to parents Grantee must inform parents of right to have their child enrolled or removed from an LEP program The requirement for an annual assessment of students is a Title I requirement; the reporting requirements for the ELPA is a Title III requirement Parental outreach is a requirement of Title III, LEP. Parents must also receive notification that they have the right to enroll or remove their children from LEP programs. One final note, an annual assessment must be administered to students, the English Language Proficiency Assessment.

Title III, Immigrant Support for personnel, including paraprofessionals who have been specifically trained, or are being trained, to provide services to immigrant children and youth. Provision of tutorials, mentoring, and academic or career counseling for immigrant children and youth (career exploration and shadowing experiences, college visits, etc) throughout the day and before/after school. Identification and acquisition of bilingual curricular materials, bilingual educational software and technologies to be used in the program carried out with these funds. Title III, Immigrant program are carried out through formula grants to State educational agencies and local educational agencies to help limited English proficient children, including immigrant children and youth, develop proficiency in English, while meeting challenging State academic content and student academic achievement standards;

Title III, Immigrant Districts with 20 or less immigrant students must join a consortium in order to receive funds. Funding continues only if there is an increase in students annually. Districts with fewer than 20 students must join a consortium to receive allocations for Title III, Immigrant students. Please note that funding continues if there is an increase in students annually.

Section 31a Handouts Section 31a (Birth to Age 5, K-3, 4-12)

Section 31a At-Risk Program Description
- It is the expectation of the State that the Section 31a Funds be used as SUPPLEMENTARY funds not to SUPPLANT other funds - "to supplant another program" means to take the place of a previously existing instructional program or direct non-instructional services funded from a funding source other than funding under this section Section 31a funds are supplemental to basic district instructional programs.

Allowable Uses Instructional Services
Tutorial Services Early Childhood Programs Reduced Class Size Adult Education K-3 Early Intervening Programs Reading Programs Credit Recovery Alternative Education Tutorial Services [Section 31a(4)] A tutorial method may be conducted with paraprofessionals working under the supervision of a certificated teacher. The ratio of pupils to paraprofessionals shall be between 10:1 and 15:1. Only 1 certificated teacher is required to supervise instruction using a tutorial method. Tutorial services can be provided for mathematics, English language arts, science and for bilingual instruction supervised by a bilingually-certified/endorsed teacher. Tutorial services may be offered using the following methods: Traditional School Day Instruction within the classroom or using a pull-out method during the traditional school day. Extended School Day Instruction before or after regular school hours. Extended School Year Instruction provided by the addition of extra school days to the school year. Summer Programs Instruction conducted during the summer. A district may use Section 31a funds to reduce class size in grades K-6 or any combination of these grades. Schools are only eligible for class size reduction if the percentage of pupils eligible for free breakfast, lunch or milk exceeds the district’s percentage of eligible students. A school within the district that does not exceed the district average may be funded for class size reduction if a waiver is approved.

Allowable Uses Non-instructional
Early Childhood Programs Medical and Counseling Services School Health Clinics Security School Breakfast Programs Special Grants Hearing and Vision Screenings Early Childhood Programs (also see Direct Non-Instructional Services) [Section 31a(4)] A district may use Section 31a funds to supplement Instructional Programs provided in two types of existing early childhood programs for at-risk pupils age 0–5: • A non-competitive MSRP* • A district-designed early childhood program that is underfunded.

Supplement, Not Supplant

Fiscal Requirements Supplement, not Supplant
Maintenance of Effort Under Offices, click on State Aid & School Finance See Publications (Procedures for Determining Maintenance of Effort) Districts must demonstrate that the level of state and local funding is maintained from year to year Title I Comparability Supplement not Supplant (Auditors and Field Services) Maintenance of Effort (Office of State Aid and School Finance) Gross expenditures and per pupil expenditures.

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 Read slide.

[Title I, Part A Section 1120 A (b)]
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 A state educational agency or local educational agency shall use federal funds received under this part only to supplement the funds that would, in the absence of such federal funds, be made available from non-federal sources for the education of pupils participating in programs assisted under this part, and not to supplant such funds. [Title I, Part A Section 1120 A (b)]

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 Read slide

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 Read slide

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 Professional development for teachers (minimum 5 day requirement) Read slide

Carryover

Definition of Carryover
Funds not expended during initial year of availability Read slide

Identifying Available Carryover Funds
funds that were approved but not spent may be made available as carryover after certification of the Final Expenditure Report through the amendment process New The final expenditure report will be open early when all funds in a grant have been drawn down. The regular dates for opening and filing the Final Expenditure Report (FER) remain in effect for grants with remaining funds. Talking Point: The FIR is the report that compares the amount of funds approved to the amount of funds expended filed by business office. Business people and program people must have communication regarding when the FIR has been filed and what funds are available to apply for as carryover. Presenter notes: Beginning obligation date for carryover funds The beginning obligation date for the carryover budget can be the same as the beginning obligation date for the regular budget.

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 set-asides are included in the 15% carryover limit May be waived once every three years Request must be “reasonable and necessary” Talking Points: “Reasonable and Necessary” refers to a strong rationale as to why the district could not spend at least 85% of the allocation of the previous project year. “Required Set-asides” refer to SES, Choice/Transfer, HQ, Parent Involvement, PNP, PD for School Improvement and Homeless Talking Point for 3rd bullet: Emphasize that this is the first year that we will be enforcing that unspent set-asides as part of the 15% limit. Other Programs included in the Consolidated Application do not have a carryover limit.

Distribution of Carryover Within the District
District has considerable discretion Options include: Pay part of the cost of district level Title I activities Provide additional funds to support required set-aside activities Reallocate funds to schools in accordance with Title I allocation procedures as required through Title I School Selection Return carryover to schools of origin Talking Point: If a district decides to distribute Carryover funds back to the schools they MUST use the school selection/allocation procedures if the process is required for that district. There is a screen in the Consolidated Application that deals with the Title I carryover funds.

Carryover Funds from 2010-11 Set-Asides
Set-asides that must be used for their original purpose include: 10% professional development for schools & districts identified for improvement 1% parental involvement (if allocation is > $500,000) 25% professional development for Title II, Part D (transferability) Talking Points: The 10% PD for schools/districts is now articulated in NCLB guidance document. Title II, D 25% PD needs clarification. The district must look at the Final Expenditure Report to determine if 25% was spent on PD. Any portion of the 25% not spent on PD in regular project year must be determined and set-aside in carryover. If 25% was spent in regular year, then carryover does not need to include an increase in the line item for PD. Talking Points: Set-asides with non-fixed minimums include: Choice/ Transfer, SES and HQ.

Carryover Funds from 2010-11 Set-Asides, continued
Choice/transfer, supplemental educational services (SES), and highly qualified set-aside carryover funds may be used for other purposes Title I regular fund required set-aside amounts cannot be decreased by carryover fund use Talking Point: Because choice/transfer, SES and HQ have “unless less is needed” language in the legislation, a district may not have expended their total set-aside. There is no requirement to carryover the unspent portions of these set-asides for the same purposes.

Carryover and Private Schools
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 Talking Point: In order to decide how PNP carryover can be used in the next project year, the district must determine why a carryover resulted. This is addressed in a new amendment page in the Consolidated Application. Bullet One: “Lack of full participation” refers to funds not spent by the PNP even though districts followed PNP consultation protocol Bullet Two: “Circumstances under the control of the district” refers to PNP funds not spent because the district did not follow the PNP protocol in a timely manner, i.e. consultation occurred in late fall rather than early spring thus throwing off timeline for service to PNPs.

Final Expenditure Report
One expenditure report includes both regular budgets and carryover amendments Read slide

Title I School Selection

Title I School Selection and Allocation Application
Ensures that Title I resources are provided to schools with highest concentrations of low-income children Ensures the district has some flexibility to determine where there is the greatest need for service Provides MDE with schoolwide or targeted assistance designation Read slide

Implications for Planning
Identifies the schools to receive Title I, Part A funds Determines the amount of resources for each school Determines appropriate district level set asides Required Discretionary Because the reservation of funds by an LEA will reduce the funds available for distribution to participating areas and schools, the LEA must consult with teachers, pupil services personnel (where appropriate), principals, and parents of children in participating schools in determining, as part of its LEA plan, what reservations are needed. This issue must also be part of the consultation with private school officials before an LEA makes any decisions that affect the opportunities of eligible private school children to participate in Part A programs.

TISS Requirements Required by Elementary and Secondary Education Act legislation Must be completed annually Must complete the Title I School Selection Application for Will be available in MEGS by mid April Purpose is to facilitate the coordination and consolidation of supplemental resources available to the district. Real time communication and collaboration with MDE and LEAs.

District Responsibility to Private Schools
Handout – Benefits to Private School Teachers and Students

District Responsibility
Program Responsibility Consultation Equitable participation in: Title I, Part A Title I, Part C Title II, Part A Title III, Part A “Technical Assistance Packets are available on the Office of Field Services website, in the Private, Non-Public link. Comment here on WHY nonpublic schools also qualify for these funds.

General Requirements Joint planning and consultation Equity
Documentation Opportunities for participation Equity Provide equitable services and benefits in comparison to public school students Provide in a timely manner Read slide

Program Responsibility
The LEA is responsible for designing and implementing Title programs for its resident children attending private schools, their parents and instructional staff The LEA cannot delegate the responsibility of the design of Title services to private school officials. Read slide

Consultation Discussion
Discussion must include at a minimum: How the LEA will identify the needs of eligible children What services the LEA will offer How and when the LEA will make decisions How, where, and by whom the LEA will provide services How the LEA will assess the Title I Program and the results to improve Title I Services The size and scope of equitable services and the proportion of funds the LEA will allocate for services Read slide

Consultation Discussion
Discussion must include at minimum, continued… Thorough consideration and analysis of the views of private schools officials services through a contract with a third-party provider Private school officials have the right to complain to the SEA if the LEA fails to engage in timely and meaningful consultation, does not give adequate consideration to the views of the private schools officials, or if they dispute the low income data The SEA handles the complaint Read slide

General Requirements Suggested Timeline February/March
Mail letter (See sample of letter) April Conduct initial meeting (See sample of documentation) Review demographics Plan program May-July Await allocations Meet to confirm Submit application Sample letters and Consultation Form are in TAP pages Handouts – Sample letters for PNP Program

Private School Allocations
Student number for the allocation process uses prior year data collection count Districts that do not use Title I School Selection to calculate the amount of funding per school must calculate amount for the private school Utilize the “help” screen in Title I School Selection on Screen 6 to determine private school allocations. For districts who do not complete the entire Title I School Selection Application, must utilize the calculation information in the “help” on Screen 9.

Determining Private School Participation—Student Numbers
Private School Students Residing Within District Boundaries (who attend a private school within or outside of district boundaries) Students Attending Private School Within District Boundaries (regardless of their residency) Title I, Part A Funding Generated By: Low-income students who reside in a Title I school attendance area Students Eligible to be Served: Identified by a Needs Assessment for achievement below standard and reside in a Title I school attendance area* Title I, Part C Meet criteria for migrant? Meet priority for services? Title II, Part A Title III, Part A Meet criteria for LEP/Immigrant? Completes Home Language Survey? Read slide, which is found in Technical Assistance Packets. Handout – Determining Private School Participation – Student Numbers * Eligible student not required to be low- income

Allowable Uses of Funds for Private Schools
LEA for Private Schools Title I Part A Part C Title II Title III Salaries for Private School personnel No Salaries of LEA staff who service Private Schools Yes Yes, if providing PD Substitutes for ANY reason Stipends Professional Development in core, academic areas—secular content only Reasonable & Necessary Outside of school day Paid directly to teacher by LEA Purchase of Computers Yes, for ELIGIBLE students Supplies Yes, for Title I students Yes, for Migrant students Yes for PD Yes, for Eligible Students Class Size Reduction Support for Private School staff to become HQ No Yes, for ESL/bilingual endorsement Professional Development Yes, for helping Title I students Read slide of the chart found in the Technical Assistance Packets. Handout – Allowable Uses of Funds for Private Schools

What Happens When a Private School Closes or the Program Ends?
If a program is terminated or if the private school closes, the non-consumable materials and equipment must be returned to the district Emphasize LABELING the items purchased to facilitate return. Materials and equipment purchased by the district for use by private school students are the property of the district.

District Fiscal Responsibilities
Write a check? NO! Generate a purchase order Pay for professional development registrations Pay wages of district employees who serve the private school Pay for services of third party employees who serve the private schools (“purchased services”) YES! Read slide.

Other Budget Considerations

General Budget Review Considerations
All activities must be linked to the stated needs and plan Items included in the budget must connect with the needs, goals, objectives, strategies and activities in the LEA Planning Cycle Budget items must have sufficient description to determine if they are supplemental in nature, necessary, reasonable and allowable according to funding sources. Items included in the budget for supplies and materials must be descriptive Read slide

Services to Homeless Students
Title I, Part A legislation requires that services for homeless students in its non-Title I schools are comparable to services provided to its homeless students in Title I Consultant – refer to Title I Homeless Coordination Handout FAQ for slides and reference Q.3 Step 3 to discuss comparable services.

Services to Homeless Students
Services to homeless students are to be coordinated with the district’s designated homeless liaison If the federal programs coordinator and the homeless liaison are the same person, then collaboration must take place with additional stakeholders Reference FAQ Q.3

Title I and Homeless Appropriate Reservation
Collaborate with district homeless liaison or additional stakeholders, if appropriate Identify the homeless students and their academic or additional needs Determine a reasonable amount

Homeless Students Set Aside - Reservation
Four Methods Determine a reasonable amount in collaboration with HL based upon number of homeless and academic and/or educationally related academic needs Count of homeless, identify academic needs or additional educationally related needs and multiply by district’s Title I, Part A per pupil allocation or by average per pupil allocation

Homeless Students Set Aside, Continued
Reserve an amount of funds greater than or equal to the amount of an LEA’s McKinney-Vento sub-grant total, if applicable Reserve a specific percentage based on your district’s poverty level or total Title I, Part A allocation

Homeless Services Template Upload into Consolidated Application
All districts: Obtain the interactive document from the OFS website: under “Current Topics” Complete the template and upload according to directions Consultants – refer to handout for slide Homeless Template – Description of Coordinated Planning and Services for Homeless Students. Download template electronically and if possible put on screen for quick overview.

Professional development items must meet the criteria of sustained, ongoing and research based Items included in the budget for supplies and materials must be descriptive

Professional development budget item detail description includes the professional development topic(s), approximate number of staff, number of days planned, costs per day for staff and/or contracted consultants, supplies and materials or other related expenses; and/or a detailed description that links to the School Improvement Plan or AYP status or a separate Professional Development Plan

Contract Requirements for Services
Clearly-defined deliverables Description of services to be performed or goods to be delivered Description of dates when services will be performed or goods delivered Description of locations where services will be performed or goods delivered Read slide

Contract Requirements for Services
Description of number of staff/parents (if appropriate) to be served Description of how the contract services will be evaluated An assurance that the contractor is not on the suspension or debarment list An assurance that there is not a conflict of interest Read slide

Allowable Expenses for Curriculum Development Activities
Examples: Allowable Not Allowable Training on how to do curriculum mapping – Title II, Part A Funding to write curriculum maps An overview workshop on the International Baccalaureate Program or other school improvement model, Title II, Part A Funding activities for developing and implementing the SIP model in the district Training on how to do MEAP analysis – Title II, Part A Conducting a training that includes the completion of the district’s MEAP analysis Paying for registration to attend one of the MDE school improvement frameworks conferences –Title I, Part A or Title II, Part A Funding a workshop in the local district that includes planning the district’s core curriculum around the school improvement frameworks Talking point – Title VI, Part B can be utilized for rural districts.

OMB Circular A 87 Co-funded Staff
Written schedules supported by personnel activity reports (PARS) PARS Prepared monthly Signed and dated by employee accounting for total activity Time sheets, etc., completed after the fact Read slide

OMB Circular A 87 Certification-solely on a single federal award or cost objective Prepared semi-annually Signed by the employee or a supervisor with first-hand knowledge of the work performed by the employee Read slide

Evaluation Evaluation procedures for Federally-funded programs are in development and will be available in the AdvancED Portal Read slide

Further Assistance U.S. Department of Education Guidance Documents
Office of Nonpublic Education Michigan Department of Education Office of Field Services Technical Assistance packets on each grant source Call your Field Services Consultant Refer to Technical Assistance Packets

The Cycle of Planning 1 2 The purpose of this slide is to illustrate the relationship between the needs assessment, school selection, grant completion and comparability. CORRESPONDING HANDOUTS: The blank pages of the worksheets should be reviewed with the audience. Discuss the use of HELP screens for guidance, directions, definitions. 3 Comparability Application Submitted 4

Contact your Regional Office of Field Services Consultant:
Questions and Answers Contact your Regional Office of Field Services Consultant: Region 1…………………… Region 2……….…………… Region 3…………………… Region 4…………………… Region 5…………………… Appendix Handouts: Program Overview and Generally Allowable Use of Funds Appendix Handout: Spring Workshop Evaluation Handout

MEGS 101 Training Podcasts Available March 4, 2011

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