Priority School Requirements • Engage in the Texas Accountability Intervention System (TAIS) continuous improvement process in alignment with the ESEA turnaround principles and Critical Success Factors (CSFs); • Prepare and implement a 2015-2016 Targeted Improvement Plan; • Assign a Campus Intervention Team (CIT) by designating a: o District Coordinator of School Improvement (DCSI), and o Professional Service Provider (PSP);
Priority School Requirements Cont. • Assign a Campus Intervention Team (CIT) by designating a: o District Coordinator of School Improvement (DCSI), and o Professional Service Provider (PSP); • Utilize the Intervention and Stage Activity Manager (ISAM) system for CIT team member identifications and submissions; • Identify members of the Campus Leadership Team (CLT); To The Administrator Addressed August 14, 2015 Page 2
Priority School Requirements Cont. • Address all seven CSFs in the Targeted Improvement Plan; • Attend TAIS Trainings; DCSI and principal are required participants; and • DCSI and principal attend the Advancing Improvement in Education (AIE) conference
Priority Progress • Priority schools having improved in performance to the point they no longer meet the original criteria for priority school identification are classified as priority progress schools. • Priority progress schools will continue to follow all required interventions, but are not required to submit the campus’ midyear progress reports of their targeted improvement plan. • Priority progress schools are only required to submit an initial Targeted Improvement Plan and End-of-Year reporting on the implementation of the plan, unless selected by TEA for a random mid-year submission.
Priority • Priority schools still meeting the criteria for priority school identification listed above using 2014 data remain identified as priority schools. • Priority schools will participate in all required interventions and complete all submissions in the 2015-2016 school year.
Focus School Requirements • I nclude instructional intervention(s) in the school’s 2015-2016 campus improvement plan as required by Texas Education Code and provide designated Education Service Center (ESC) with access to the improvement plan; • Designate a district and campus contact for focus school support and interventions;
Focus School Requirements Cont. • Work with the local ESC to: o Select, implement and include targeted instructional interventions designed to close achievement gaps; o learn specific focus school project requirements; o complete and submit all region-specific project activity documentation; o assess progress on reasons for identification as a focus school;
Focus School Requirements Cont. • NEW! Participate in at least one initial consultation with the local ESC contact and one additional services/event hosted by the ESC that are listed as a part of the ESC’s contractual Focus School Support activity plan; and • NEW! Provide campus and district contact information to the local regional ESC.
Focus Progressing • Focus schools having improved in performance to the point they would no longer meet the original criteria for focus school identification are classified as focus progress schools. • Will engage in the TAIS continuous improvement process and communications with their ESC
Focus Progressing Cont. • NOT required to participate in consultation or two focus school support services/events with their ESC. BUT
Focus • Focus schools still meeting the criteria for focus school identification as listed above using 2014 data remain identified as focus schools and shall participate in all required interventions.
1003a Funds Application • Shift to district based grant • No 40% set aside (prior years for personnel) • Must directly impact the Title I campus of need • MUST be able to justify spending of funds – Methodology has to make sense • Can’t out give money to Focus over Priority
Be Specific and Be Strategic
REMEMBER - Index 3 will have a federal impact - 2016 there will be NEW Priority and Focus School List - Remember the 2016 Federal target is 87% - ESEA Waiver is still undecided - ESC 10 is here to support you through ALL of this
Foster Care and Homeless Education David Ray, Region 10 ESC www.region10.org/mvh www.region10.org/fostercare 972.348.1786 David.Ray@Region10.org
Who is Foster Care •Temporary Managing Conservatorship (TMC) •Permanent Managing Conservatorship (PMC) •Texas Department of Family and Protective Services (TXDFPS)
Acceptable Documentation •All Forms in the 2085 series: • Foster Care/Residential Care – 2085 FC • Kinship or other Non-Foster Caregiver – 2085 KO • Verified Kinship Foster Caregiver – 2085 KF • Legal Risk – 2085 LR • Home and Community-based Services (HCS) – 2085 HCS • Supervised Independent Living – 2085 SIL • Designation of Education Decision-Maker – 2085 E •DFPS Kinship Caregiver Agreement – 0695 •Court-order naming Texas DFPS as the TMC or PMC
Non-acceptable Documentation • Placement Authorization forms from Child Placing Agencies • Letters from Child Placing Agencies • Documents from another state’s child welfare system • Authorization Agreement for Nonparent Relative or Voluntary Caregiver- The State of Texas • Agreement for a Parental Child Safety Placement DFPS 2298
PEIMS Coding for Foster Care PEIMS Code Description Documentation 0 Student is not in the custody of the TXDFPS at None anytime during the school year 1 Student IS in the custody of the TXDFPS at anytime 2085 or court order during the school year 2 Student is 3 or 4 years old and was previously in the DFPS Letter custody of the TXDFPS
Acceptable Preschool Documentation
TEA’s Summary Available at www.region10.org/fostercare
Close but No Cigar
THEO’s Summary of FC vs MV •Located at www.region10.org/fostercare •Located at www.region10.org/mvh •Located at www.utdanacenter.org/theo
Who is Homeless •Students Lacking a Fixed, Regular and Adequate Nighttime Residence •Includes: • Sheltered • Doubled-Up • Unsheltered • Hotel/Motel
Identification •Evaluate the housing status of all students at a regular interval •Most LEAs use a Student Residency Questionnaire (SRQ) •Follow-up with confusing or incomplete forms •Campus delegation •Policy and Procedure
School Selection •Federal Law- Local Attendance Zone or School of Origin •Texas Education Code- All LEAs are available •Consider Services Available at the SoO vs. Other Schools
PEIMS Coding for Homelessness PEIMS Code Description Documentation 0 Student was not homeless at anytime during the None school year 1 Student was homeless at anytime during the school None year, and began the homelessness as sheltered 2 Student was homeless at anytime during the school None year, and began the homelessness as doubled-up 3 Student was homeless at anytime during the school None year, and began the homelessness as unsheltered 4 Student was homeless at anytime during the school None year, and began the homelessness as hotel/motel
Unaccompanied Youth •Any homeless student who is not in the physical custody of their parent or guardian would be considered unaccompanied
PEIMS Coding For Unaccompanied Youth PEIMS Code Description Documentation 3 Homeless Student is in the physical custody of a None parent of legal guardian for the entire school year 4 Homeless student is not in the physical custody of a None parent or legal guardian
HoLis and FoLis •All LEAs must designate a person to serve students in homeless situations •All LEAs must designate a person to serve students in foster care situations •HoLi Directory available on www.utdanacenter.org/theo •FoLi Directory available on ASKTed
Comparisons of Services Service Homeless Foster Care Nutrition Automatic Eligibility Automatic Eligibility Transportation Provided by the LEAs Provided by the Foster Parent Enrollment Immediate Enrollment Dependent on appropriate documentation from TXDFPS School Selection SoO or Local, Any LEA SoO or Local Attendance Zone At-Risk Yes Yes
Scenario • James arrives at your school to enroll with a foster parent. The foster parent produces a letter from the Methodist Fostering Council. • Simon arrives at your school to enroll with a foster parent. The foster parent produces a form 2085 E. • Claire arrives at school with her aunt. The aunt states that the student has fled an abusive situation at home to live with the aunt. • John’s uncle arrives to enroll him with TXDFPS form 2298. • Dexter ran way from home last night and is living with friends. He now wants to enroll in the school where his friends attend.
Questions? •Ask ‘em!
PNP Updates Laura Griffin Consultant/PNP & Title I Support laura.griffin@region10.org
Participant Support Costs As defined by EDGAR, Participant Support Costs are “Direct costs for items such as stipends or subsistence allowances, and registration fees paid to or on behalf of participants or trainees (but not employees) in connection with conferences, or training projects.”
Approval of Participant Support Costs Per EDGAR, Participant Support Costs are “allowable with the prior approval of the Federal Awarding Agency.” USDE has not yet established a process for obtaining approval, nor have they delegated that authority to TEA.
Approval of Participant Support Costs TEA requested the authority to approve Participant Support ● Costs TEA created a “Request for Approval of Participant Support ● Costs” TEA awaits further guidance from USDE. ●
Participant Support Costs Options for LEAs to meet the requirement of equitable services include: provide services that do not fall under the Participant Support ● definition pay Participant Support Costs out of local funds, request retroactive ● approval later, and reimburse themselves once approval is granted. It is important that the needs of the PNPs are met, because the requirement of equitable services has not changed.
Request for Approval of Participant Support Costs
Final Amounts Don’t forget to update your Equitable Services Worksheet to reflect these. PNP Cooperative members districts should email an updated copy of the ESW to Laura Griffin.
Title I, Part A Updates Nerissa Erickson Consultant Title I/NCLB Nerissa.Erickson@Region10.org www.Region10.org/TitleI
2015-2016 VALIDATIONS CAMPUS IMPROVEMENT PLANS • Randomly Selected Campuses • Validating most current Comprehensive Needs Assessment • Validating required Ten Components of Schoolwide Program which are easily identifiable within the contents of the Campus Improvement Plan • Validation of the alignment of activities or strategies to support the identified Schoolwide Component Date of notification to LEAs - November 2015 January 2016 - resubmission for those LEAs who did not meet the validations
INITIAL COMPLIANCE REVIEW (ICRs) The Program Monitoring and Interventions Division (PMI) - statewide review processes for No Child Left Behind (NCLB) Promote program effectiveness, improve student performance, and monitor compliance for all students served through NCLB programs NCLB program - part of the Performance-Based Monitoring (PBM) system. PBM uses Performance-Based Monitoring Analysis System to assign r equired intervention activities based on (LEA’s) annual performance on individual indicators and patterns across all indicators. All LEAs staged for PBM interventions will engage in Texas Accountability Intervention System (TAIS). Locate LEA ICR Intervention Staging - TEASE/TEAL in NCLB Reports Initial Compliance Review Process - ICR Review Chart Initial Compliance Review - 2015-2016 ICR List
USDE SCHOOLWIDE FLEXIBILITY Letter from USDE July 2015 – www.Region10.org/TitleI
ALLOWABLE COSTS GUIDANCE FROM TEA Costs on a Schoolwide Program are generally allowable as long as the LEA assures that the following requirements are met. Activities and/or resources are: • Identified in the Comprehensive Needs Assessments; • Included in the Campus Improvement Plan; • Reasonable; • Necessary to carry out the intent and purpose of the Title I, Part A program; • Allocable; • The Campus Improvement Plan addresses how the activity/resource identified will be evaluated; and • The needs of students at risk of not meeting State Standards are being met. In addition, the LEA assures that the expenditure(s) meet all EDGAR requirements.
DEADLINE FOR MEETING TITLE I, PART A COMPARABILITY OF SERVICES Applies to All LEAs •All LEAs must document their compliance every year with the Title I, Part A comparability of services requirement. •All LEAs must complete and submit the Comparability Assurance Document (CAD). LEAs that do not meet any of the criteria for exemption must also complete and submit the Comparability Computation Form (CCF). •The CAD and CCF, along with instructions for completing and submitting them, are now available on the Title I, Part A Comparability of Services Requirement page of the TEA website. Recorded webinar on Comparability posted on www.Region10.org/TitleI The deadline for submitting required 2015-2016 school year documents is November 12, 2015.
NATIONAL TITLE I ASSOCIATION 2016 National Title I Conference www.TitleI.org Frontiers of Opportunity January 28 - 31, 2016 Houston, TX
2015 NATIONAL BLUE RIBBON HONORS Country Place ES - CFB Harry Stone Montessori Academy - Dallas High Performing High Performing High Progress High Progress National Blue Ribbon School for 2015 National Blue Ribbon School 2015 Kent ES - CFB Kimberlin Academy for Excellence - Garland High Performing High Performing High Progress National Blue Ribbon School 2015 National Blue Ribbon School for 2015 Trinidad Garza Early College HS - Dallas High Performing National Blue Ribbon School for 2015
STATUS OF NCLB HIGHLY QUALIFIED TEACHER REQUIREMENTS LEGAL MANDATE (NCLB Section 1119) Campus Reporting of Highly Qualified Teacher Compliance Report as of September 16, 2015 Due Date November 18, 2015 LEA Public Reporting of Progress in Meeting Highly Qualified Teacher Requirements Due Date December 16, 2015 Principal’s Attestation of Highly Qualified Teacher Requirements Due Date December 16, 2015 To view documents and guidelines applicable to highly qualified requirements, please visit http://tea.texas. gov/About_TEA/Laws_and_Rules/NCLB_and_ESEA/Highly_Qualified_Teachers/Highly_Qualified_Teachers
SCHOOL SUPPORT TEAM TRAINING: PUBLIC LAW 107–110—JAN. 8, 2002 115 STAT. 1499 Why would our LEA/campus need School Support Team Training? Campuses transitioning to Title I ● Campuses transitioning from Targeted Assistance to Title I ● New principals/administrators who need an overview of the requirements of operating a compliant Title I campus ● Administrators who need a “refresher” ● Campuses in need of improvement and determining needs ● Day One Functions and Charges of a SST Team ● Conduct Data Analysis and Document Comprehensive Needs Assessment ● Day Two Incorporation and Alignment of the Ten Schoolwide Components ● Required Documentation of the Campus Improvement Plan ● Parental Involvement Policy Compliance ● School/Parent Compact and Public Law ● Annual Title I Meeting and Required Dissemination of Information ● Required Documentation Methods for Compliance and Validation ● Program Evaluation Compliance ●
UPCOMING TRAININGS AND WEBINAR LINKS For registration, www.Region10.org/TitleI To access complete list, click Upcoming Trainings and Webinars
ACCESSING FEDERAL FRIDAY WEBINARS
TITLE I, PART A CONTACT INFORMATION Nerissa Erickson, M.A.Ed., M.Ed. Becky Book Consultant Title I/NCLB Consultant Title I/NCLB Nerissa.Erickson@Region10.org Becky.Book@Region10.org 972-348-1358 972-348-1434 www.Region10.org/TitleI www.Region10.org/TitleI
Capacity Building Initiative Title I, Part A and Title I, Part D
We’ve reorganized! http://www.region10.org/capacitybuilding Look at the top of the page for new Reward School Profile Form - due Nov. 30 Look on the left side bar - Capacity Building Links Best Practice Resources Aligned with CSFs ● Reward School Profiles 2013-2014 ● Reward School Videos (NEW) ● NCLB Publications (Revised) ● Title I, Part D (NEW) ●
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