October 2015 New Director’s Workshop

1. October 2015 New Director’s Workshop Slide Notes New Director’s Workshop October 2015

2. Learning Assistance Program Slide Notes New Director’s Workshop October 2015

3. Definition & Purpose Focus on Reading Literacy in State Law RCW 28A.165.005 (1) Purpose—Focus on reading literacy (1) This chapter is designed to: (a) Promote the use of data when developing programs to assist underachieving students and reduce disruptive behaviors in the classroom; and (b) guide school districts in providing the most effective and efficient practices when implementing supplemental instruction and services to assist underachieving students and reduce disruptive behaviors in the classroom. Learning Assistance Program@OSPI New Director’s Workshop October 2015

4. Eligibility Essential Definitions RCW 28A.165.015 (1-4) Definitions Unless the context clearly indicates otherwise the definitions in this section apply throughout this chapter. (1) "Basic skills areas" means reading, writing, and mathematics as well as readiness associated with these skills. (2) "Participating student" means a student in kindergarten through grade twelve who scores below standard for his or her grade level using multiple measures of performance, including on the statewide student assessments or other assessments and performance measurement tools administered by the school or district and who is identified by the district to receive services. (3) "Statewide student assessments" means one or more of the assessments administered by school districts as required under RCW 28A.655.070. (4) "Underachieving students" means students with the greatest academic deficits in basic skills as identified by statewide, school, or district assessments or other performance measurement tools. New Director’s Workshop October 2015

5. LAP First Focus • First Focus • RCW 28A.165.005 (2) Purpose—Focus on reading literacy • (2) School districts implementing a learning assistance program shall focus first on addressing the needs of students in grades kindergarten through four who are deficient in reading or reading readiness skills to improve reading literacy. New Director’s Workshop October 2015

6. Allowable Activities Allowable Activities RCW 28A.165.035 (1-2) Program activities—Partnerships with local entities—Development and use of state menus of best practices and strategies. RCW 28A.655.235 Reading skills—Intensive reading and literacy improvement strategy—Calculation of tested students at or below basic on third grade student assessment—State menu of best practices. RCW 28A.320.190 Extended learning opportunities program. New Director’s Workshop October 2015

7. Allowable Activities • Allowable Activities • Q: May LAP funds be used to provide full-day kindergarten classes? • A: Yes, as long as the classes do not replace previously fully funded basic education kindergarten classes. When using LAP funds for full-day kindergarten, program and reporting requirements are the same as for all LAP-served students, including: • Use of the ELA Menu of Best Practices • Tracking individual student growth using a developmentally appropriate assessment(s) • Students should be coded in CEDARS as receiving full-day kindergarten, and flagged for “LAP Readiness.” The LAP service is considered “Extended Time,” and must be reported through the LAP Student Data application at the end of the year. • Q: If a district has a tuition-based full-day kindergarten program, can LAP funds be to support this program? • A: Yes. New Director’s Workshop October 2015

8. Allowable Activities • Allowable Activities • Q: Are LAP funds used for full-day kindergarten considered part of the first focus on K–4 literacy? • A: Yes. In reviewing the needs of all its K–4 struggling readers, a school or district may determine that an emphasis on kindergarten is the best strategy for prioritizing the use of LAP funds. Program and reporting requirements are the same as for all other LAP served-services. • Please note, students should be coded for “LAP Readiness” in CEDARS. In the LAP Student Data application, please record an ELA/literacy assessment and associated growth for each student. • Q: Are credit retrieval services limited to students in grades 11 and 12 for LAP? • A: Yes, Grades 11 and 12 are the only grades in which credit retrieval is allowed. • Q: Are credit retrieval activities applicable to ALL CORE courses? • A: Yes. LAP-funded credit retrieval can be used in content areas other than just reading, writing, and mathematics–any required, credit-bearing course. New Director’s Workshop October 2015

9. Readiness to Learn • Readiness to Learn • RCW 28A.165.035 (2)(g) • Up to five percent of a district's learning assistance program allocation may be used for development of partnerships with community-based organizations, educational service districts, and other local agencies to deliver academic and nonacademic supports to participating students who are significantly at risk of not being successful in school to reduce barriers to learning, increase student engagement, and enhance students' readiness to learn. The office of the superintendent of public instruction must approve any community-based organization or local agency before learning assistance funds may be expended. New Director’s Workshop October 2015

10. Readiness to Learn • Readiness to Learn • Q: Is the criteria of “not being successful in school” related and limited to the academic areas of reading, writing, and mathematics? • A: No. Districts should have an identification and referral process for students they wish to serve with Readiness to Learn programming, but these students are not required to meet the same eligibility criteria as LAP identified and served students. • Q: If a district has not previously participated in RTL, can they use five percent of LAP funding to begin community partnerships to provide similar services now? • A: Yes. • Q: How are students reported for RTL services? • A: Students should be coded in CEDARS as: 39 – RTL (Readiness to Learn). New Director’s Workshop October 2015

11. Readiness to Learn • Readiness to Learn • Q: How are the up to five percent of LAP funds for Readiness to Learn tracked and documented? • A: The amount of funds expended for authorized Readiness to Learn activities (e.g., salaries, supplies, procurements, etc.) must be tracked and accounted for separately from the at least 95 percent LAP expenditures. Districts may use a unique sub account or other record keeping as documentation for up to five percent expenditures. These expenditure records may be audited by the State Auditor’s Office (at his discretion). Such records will be examined by OSPI during the course of mandated sub recipient monitoring of LAP. • Q: Does there need to be special budget codes set up for the five percent? • A: Yes. New Director’s Workshop October 2015

12. Readiness to Learn • Readiness to Learn • Q: Can LAP funds be used to pay a parent and family engagement coordinator? • A: Districts may use RTL funds for Parent and Family Engagement Coordinators and Parent Involvement activities, and they may use those dollars for any student. However, the role of the coordinator needs to be attached to a plan that details parent involvement as an activity or strategy that qualifies as an “academic or non-academic support for students who are at risk of not being successful in school.” For example, how will the parent engagement activities reduce the likelihood of failure? What outcomes are expected? What measures will be used to evaluate success? New Director’s Workshop October 2015

13. CEDARS Codes CEDARS Codes for LAP Reporting 2014-15 CEDARS codes for LAP Reading and LAP Language Arts are no longer valid.  To reflect the RCWs and reporting requirements, these codes have been combined. Please work with your CEDARS administrator(s) to verify the codes in your Student Information System (SIS) to ensure that students receiving LAP English Language Arts services are coded correctly. New Director’s Workshop October 2015

14. LAP Behavior Help for Disruptive Behavior • Q: How can a district use LAP funds to reduce disruptive behavior in the classroom? • A: Districts may use LAP funds to provide evidence-based support services to students who demonstrate disruptive classroom behaviors, and who meet same LAP eligibility criteria as other LAP students. Behavior services provided must be based on data to determine need and monitor progress. Research-based programs and proven interventions practices must adhere to program requirements. • Behavior services may be provided to students who meet eligibility requirements; however, these interventions must be “in addition to” universal supports offered to all other students in a school-wide intervention model such as PBIS (Tier 1 = Universal. Tier 2 and Tier 3 = Supplemental). For students receiving behavior interventions (regardless of whether or not the student is receiving academic supports as well), schools will report progress data for ELA or math because the behavior intervention is intended to have indirect effects on academic performance. In other words, report the same data for these students as for all other LAP interventions. New Director’s Workshop October 2015

15. LAP Behavior Help & Eligibility • Continued…Q: How can a district use LAP funds to reduce disruptive behavior in the classroom? • A: The district may, however, use their five percent LAP set-aside for community partnerships to provide academic or non-academic supports to students in an effort to improve overall readiness to learn. These funds are not limited to LAP-eligible students, and may be used to support a district staff person who is tasked with improving school climate, implementing universal intervention systems to improve academic access, and to improve practices associated with social-emotional learning. The district could, in theory, use their five percent set-aside for universal Tier 1 interventions, and use regular LAP dollars for Tier 2 and Tier 3 interventions for LAP-eligible students. • Q: Do students displaying disruptive behaviors also have to be below standard academically in ELA and/or mathematics to be served by LAP? • A: Yes. New Director’s Workshop October 2015

16. LAP Behavior Eligibility & Allowable Activities • Q: If a student has an IEP for a behavior disorder may the student qualify for LAP support? • A: Yes, the student may qualify for LAP services related to disruptive classroom behavior after the IEP-specific services are provided. • Q: What are some allowable activities for the use of LAP funds to address “student disruptive behavior” in the classroom? • A: See the Menu of Best Practices and Strategies for Reducing Disruptive Behaviors: http://www.k12.wa.us/SSEO/RDPMenuBestPractice.aspx New Director’s Workshop October 2015

17. Report Data Plan for Data Collection & Reporting Find It Online Guidance & Support for LAP Data Reporting Ask Questions. Get Help. Jordyn Green, Data Analyst, 360-725-6317. EDS LAP Student Data Tool & iGrants FP 218, 247 RCW 28A.165.100 (1-3)―Entrance and exit performance data—Report by school districts—Report by OSPI. New Director’s Workshop October 2015

18. Plan Your LAP Program Report Annually in EDS Collected at the school-level in the LAP Student Data Report in EDS at the end of each academic year. New Director’s Workshop October 2015

19. Plan Your LAP Program • Menus of Best Practices and Strategies • 28A.165.035 (1-5)—Program activities—Partnerships with local entities—Development and use of state menus of best practices and strategies. • (1) Beginning in the 2015–16 school year, expenditure of funds from the learning assistance program must be consistent with the provisions of RCW 28A.655.235. • Find the Menus Online • LAP services for mathematics and reducing disruptive behavior must be aligned to the menus of best practices and strategies beginning in 2016–17. New Director’s Workshop October 2015

20. Consolidated Program Review • Consolidated Program Review • Find the information you need on CPR @OSPI • CPR Review CycleMost districts are monitored by ESD on a 5-year cycle. The four largest districts and selected other districts are monitored annually. • 2015–16: Districts in ESDs 121 and 1712016–17: Chosen districts in ESDs 105, 112, and 1132017–18: Chosen districts in ESDs 105, 112, and 1132018–19: Districts in ESDs 123 and 1892019–20: Districts in ESDs 101 and 114 New Director’s Workshop October 2015

21. Slide Notes Supplemental Fiscal: Common Questions & Answers • Q: May a portion of LAP funds be carried over to the next fiscal year? • A: Yes, a district may carry forward up to ten percent from one year to the next. The funds must be used for allowable LAP activities. Carryover amounts in excess of ten percent will be recovered by OSPI School Apportionment and Financial Services in January of the following school year. Recovered funds are deposited in the state general fund and may not be reallocated to increase school year funding allocations for districts the following year. • Q: Are indirect costs applied to LAP? • A: Yes, the district may use an indirect cost amount up to the federal restricted rate. The following link provides access to approved school district indirect cost rates: http://www.k12.wa.us/safs/FinancialResources.asp • Q: May LAP funds be used to provide a summer program? • A: Yes. Summer school continues to be an allowable LAP-funded activity for students who meet the criteria to be served. (Please refer to A2 for the criteria for LAP services.) New Director’s Workshop October 2015

22. Slide Notes Supplemental Fiscal: Common Questions & Answers • Q: May LAP funds pay for a summer readiness program before kindergarten? • A: LAP funds could be used to offer a jump-start program during the weeks prior to the start of the school year for incoming kindergarteners already enrolled for the school year. • Q: May LAP funds provide transportation associated with extended day services? • A: Yes, if solely for the purpose of transporting LAP-served students outside the regular school day, and if no other funding for transportation is available. • Q: May a counselor be paid out of LAP funds? • A: Maybe. The district must provide documentation to demonstrate that the counselor provides additional instructional assistance to students who qualify under one or more of the allowable LAP activities, and charges only such counseling time to LAP. • Q: May LAP funds be used to purchase instructional technology, such as tablets, to support LAP-funded schools? • A: Yes. LAP funds can be used to purchase instructional technology to provide additional support to LAP-served students. New Director’s Workshop October 2015

23. Contact Us LAP Team + Data Analyst http://www.k12.wa.us/LAP/Contacts.aspx New Director’s Workshop October 2015

24. Title I, Part A Slide Notes New Director’s Workshop October 2015

25. Title I, Part A Targeted Assistance Slide Notes New Director’s Workshop October 2015

26. 8 Components. 3 Priorities. Needs Assessment. Core Program Support. Evaluation. Comprehensive Needs Assessment. Component 1 directs districts to collect and analyze student data. The idea here is to identify a) what’s working and b) what must change to improve student achievement and sustain high quality instruction. Core Program Support. Components 2 through 8 direct schools to target struggling learners in ways that strengthen and support core academic programs and services— based on the results of the needs assessment. Evaluate. Every year, you must assess how well your targeted assistance plan is working and document its outcomes. The academic performance of low-achieving students is key, however, your evaluation must also take into account how well all students are doing. Are all your students meeting state standards? Build Your Targeted Assistance Plan 8 Components + Evidence New Director’s Workshop October 2015

27. 8 Components. 3 Priorities. Component 1–Needs AssessmentA needs assessment identifies the strengths and problems in key areas that impact student performance. Use quantitative and qualitative data for the current school year. Essential Questions to Ask and Answer In your school or district, what data identifies students unable to meet standard? • What data did you use to indicate areas of specific need in these at-risk students? • How will you know that your strategies to support struggling learners have succeeded? • How do your strategies to support children at risk not to meet standard connect with Component 6—professional development? • How do your strategies to support children at risk not to meet standard connect with Component 4—support basic education and transition from pre-school to elementary? • How will you make changes to the services you provide to support struggling learners, if you are not improving outcomes for these students? Component 2–Integrate TA Plan within School Plan Coordinate the supplemental instruction and interventions you provide with targeted assistance must integrate with your school improvement plan. Essential Questions to Ask and Answer Describe how the supplemental instruction and interventions you provide with targeted assistance integrate into your school improvement plan. • How will you evaluate the effectiveness of these interventions and supplemental opportunities for instruction? • How will you know the services your provide through targeted assistance are successful? • How will you make changes, if they aren’t effective? New Director’s Workshop October 2015

28. 8 Components. 3 Priorities. Component 3–Services Supplement Core Program Use effective methods and instructional strategies based on scientific research that strengthen the core academic program of the school. Essential Questions to Ask and Answer How will you know that the instructional strategies you plan to integrate have reached the children most at risk not to meet state standard? • How do the instructional practices your teachers employ to improve the academic outcomes of students who receive targeted assistance support the core education programming you provide? • How will you support your instructional staff assigned to students who receive targeted assistance—for example, professional development, help in the classroom, grade-level teams, technology training, peer coaching, professional learning communities? • How will you monitor instructional quality? How will you make changes, if the need arises? Component 4–Coordinate Services to Support Transition Targeted assistance could include services for transition from preschool to elementary and between grade levels. Essential Questions to Ask and Answer How did you determine what types of targeted assistance would be most effective in your school? What data did you use? • How do you identify children at risk not to transition successfully from pre-school to an elementary program? What data did you use? • How will you make changes to the targeted assistance services you deliver, if these interventions prove unsuccessful for students who must transition from preschool to elementary? • How do your strategies to transition students from preschool to public school support component 7—strategies to increase parent and family involvement? • How will you make changes to the targeted assistance services you deliver, if these interventions do not improve student outcomes? New Director’s Workshop October 2015

29. 8 Components. 3 Priorities. Component 5–Instruction by Highly Qualified Staff Mandated by law, every student served through Title I, Part A funds must be taught by a highly qualified teacher. ESEA, SEC. 1119. Qualifications for teachers and paraprofessionals (a)(1), (c)(1). Essential Questions to Ask and Answer Are your most competent teachers assigned to instruct children who are at risk academically? • How will you know that the instructional strategies you plan to integrate—delivered by highly qualified staff with deep content knowledge—have equipped your teachers to reach these children? • How will you support your instructional staff: for example, professional development, help in the classroom, grade-level teams, technology training, peer coaching, professional learning communities. • How will you monitor instructional quality? How will you make changes, if the need arises? Component 6–Professional Development Develop a PD plan that leads to better teaching and better student outcomes. Essential Questions to Ask and Answer How do the opportunities for professional development you plan to provide align to the needs of teachers who work with students who receive targeted assistance? • How will you know that the PD opportunities you provided have improved the instructional quality of teachers who work with the students who receive targeted assistance? New Director’s Workshop October 2015

30. 8 Components. 3 Priorities. Component 7–Parent Involvement Develop strategies that will increase family and parent involvement and have the best chance to help students meet state standards. Essential Questions to Ask and Answer Describe briefly the primary components of your parent involvement programming. How will you know these activities and outreach have increased parent involvement—what data will you use? • How will you make changes to your approach and methods, if you find that parent and family involvement has not increased? • How do your strategies to increase parent and family involvement support component 4—transition plans for preschools and between grade levels? • How will your strategies to increase parent and family involvement help the students you must support in component 3—instructions and services strengthen the core academic program and help participating children meet the state’s achievement standards? • How will this professional development benefit the students you must support in component 3—instructions and services strengthen the core academic program and help participating children meet the state’s achievement standards? • How will you make changes to your PD approach, if you need to modify what your teachers are doing? Component 8–Coordinate Services Leverage multiple sources of academic support and funding—combine funds—to strengthen the educational programming at your school. Essential Questions to Ask and Answer • How will you coordinate and integrate federal, state and local services to strengthen and support the services you deliver through targeted assistance? New Director’s Workshop October 2015

31. Title I, Part A Schoolwide Slide Notes New Director’s Workshop October 2015

32. 10 Components. 3 Priorities. Component 1–Needs Assessment A needs assessment identifies the strengths and problems in key areas that impact student performance. Essential Questions to Ask and Answer How does your needs assessment integrate the quantitative and qualitative data of the current school year? • How does your comprehensive needs assessment provide an accurate and thorough view of your school? Describe Your Gap Analysis • What strengths—instructional, programmatic, operational—does your gap analysis of the data substantiate? • What primary areas of concern does your gap analysis of the data substantiate? • How will you use the results of your comprehensive needs assessment to develop reform strategies with the best chance to improve the academic performance of your students? Build Your Schoolwide Plan 10 Components + Evidence New Director’s Workshop October 2015

33. 10 Components. 3 Priorities. Component 2–Reform Strategies Design your reform strategies give students the opportunity to meet Washington’s academic standards. Ground these strategies scientifically-based research. Essential Questions to Ask and Answer How did your comprehensive needs assessment and gap analysis lead to the reform strategies you developed? • What role did data and research play in the development of your reform strategies? • How will you evaluate the effectiveness of these reform strategies? • How will you know these reform strategies are successful? • How will you make changes to your reform strategies, if they aren’t effective? New Director’s Workshop October 2015

34. 10 Components. 3 Priorities. Component 3–Highly Qualified Staff Teachers and paraprofessionals, who work in Title I, Part A programs, must meet the state’s requirements for highly qualified at time of placement. Essential Questions to Ask and Answer Are highly qualified teachers assigned to instruct children who are at risk academically? • How will you know that the instructional strategies you plan to integrate— delivered by highly qualified staff with deep content knowledge—have equipped your teachers to reach these children? • How will you support your instructional staff. For example, professional development, help in the classroom, grade-level teams, technology training, peer coaching, professional learning communities. • How will you monitor instructional quality? How will you make changes, if the need arises? • How do the instructional practices of your teachers support the reform strategies you developed? • How will the instructional practices of your highly qualified teachers support the reform strategies you plan to implement in the upcoming school year? New Director’s Workshop October 2015

35. 10 Components. 3 Priorities. Component 4–Professional Development Create a plan for professional development that supports the reform strategies you developed for Component 2. Essential Questions to Ask and Answer In your comprehensive needs assessment, what data supports the training and activities you chose for your professional development plan? • How does this plan connect to the reform strategies you developed? • How does your plan for professional development align to the needs of your teachers, who work with the students, who struggle to meet standard or who are capable of exceeding standard? • How will you know that your PD plan improved the instructional quality of your teachers? • How will your PD plan benefit the students you must support in Component 9-provide assistance to students experiencing difficulties? • How will you make changes to your PD plan, if you need to modify what your teachers are doing? • How are the Professional development activities in alignment to the needs of struggling students? New Director’s Workshop October 2015

36. 10 Components. 3 Priorities. Component 5–Attract, Retain High-Quality, Highly Qualified Teachers Attract and Retain High-Quality, Highly Qualified Teachers Develop strategies that will attract highly qualified teachers to high-need schools. Essential Questions to Ask and Answer Based on your comprehensive needs assessment, how does your human resources department support the need to attract and retain highly qualified teachers? • How do these methods connect to the reform strategies you developed? • How will you know these methods have worked? • How will you make changes to your district’s strategies to attract and retain highly qualified teachers, if you are not on track to meet the goals you set for this Component? • How will you ensure that your school is staffed sustainably by highly-qualified teachers? How do these activities connect to the reform strategies you have chosen? New Director’s Workshop October 2015

37. 10 Components. 3 Priorities. Component 6–Parent Involvement Develop strategies that will increase family and parent involvement and have the best chance to help students meet state standards. You could also include services that improve family literacy. Essential Questions to Ask and Answer How does your plan to increase parent and family involvement connect to the reform strategies you developed? • In your comprehensive needs assessment, what data supports the methods you chose to increase parent and family involvement? • How will you know these methods have worked? • How will you make changes to your approach and methods if you find that parent and family involvement has not increased? • How do your strategies to increase parent and family involvement support Component 7-transition plans for preschools and between grade levels? • How will your strategies to increase parent and family involvement help the students you must support in Component 9-provide assistance to students experiencing difficulty? New Director’s Workshop October 2015

38. 10 Components. 3 Priorities. Component 7–Transition Plan Build transition plans able to help young students move from preschool into the elementary classroom, and between grades and programs. Essential Questions to Ask and Answer How do these methods to transition students connect to the reform strategies you developed? • In your comprehensive needs assessment, what data supports the methods you chose to transition at-risk children from pre-school to kindergarten and between grade levels? • How will you know these methods have worked? • How will you make changes, if these methods are not effective through the transition process? • How do your strategies to transition students from preschool to public school and between grade levels support Component 6-strategies to increase parent and family involvement? New Director’s Workshop October 2015

39. 10 Components. 3 Priorities. Component 8–Assessment This component calls for a team of teachers, administrators and parents “to participate in the selection, use and interpretation of school-based assessments.” Essential Questions to Ask and Answer In your comprehensive needs assessment, what data supports the need to bring your teachers into the development, analysis and decision-making process that leads to 1) actionable formative and summative assessment data, and 2) the ability to meet the individual learning needs of struggling learners? • How do the methods you have chosen to include teachers in assessment decisions connect to the reform strategies you developed? • How will you know that your strategies to include teachers in assessment decisions have worked? • How do your strategies to include teachers in assessment decisions support Component 4-professional development? • How will your strategies to include teachers in assessment decisions help the students you must support in Component 9-provide assistance to students experiencing difficulty? • How will you make changes to your approach and methods, if they are not on track to include teachers meaningfully in assessment decisions? New Director’s Workshop October 2015

40. 10 Components. 3 Priorities. Component 9–Struggling Learners Provide supplemental assistance in a timely way to students who struggle to meet state academic standards. Essential Questions to Ask and Answer In your comprehensive needs assessment, what data identifies students unable to meet standard? What student data did you use to indicate areas of specific need in these at-risk students? • How do the strategies you chose to support children at risk connect to the reform strategies you developed? • How will you know that your strategies to support struggling learners have succeeded? • How do your strategies to support children at risk not to meet standard connect with Component 4-professional development? • How do your strategies to support children at risk not to meet standard connect with Component 8-teachers included in assessment decisions? • How will you make changes to the strategies you chose to support struggling learners, if you are not improving outcomes for these students? New Director’s Workshop October 2015

41. 10 Components. 3 Priorities. Component 10–Coordinate Services and Funds Schoolwide programs should combine suitable fund sources and human resources. Essential Questions to Ask and Answer How will you leverage the allowable combined funds to strengthen and support your schoolwide plan? • How will you make the most of the human resources available in your school and district to maximize the positive impact of your schoolwide program? • How does your plan to combine funds connect to the reform strategies you developed? New Director’s Workshop October 2015

42. Contact Us Larry Fazzari larry.fazzari@k12.wa.us 360-725-6189 http://www.k12.wa.us/TitleI/Contacts.aspx New Director’s Workshop October 2015

43. Title I, Part A SES: Fingerprints & Background Checks Slide Notes New Director’s Workshop October 2015

44. 3 Strategies to Help with Background Checks • Prioritize Clearance Checks. Consider checking only tutors who work for the SES providers selected by parents. • Begin Tutoring Later. If staffing-up is not possible, begin tutoring sessions later in the school year. Use this extra time to give your human resources staff time to complete clearance checks—and still finish SES tutoring no later than the end of your school year. Important! Notify parents about any changes that could delay tutoring. Parents need to know a late start will not affect the number of tutoring hours their student will receive.  • Staff Up. Use Title I, Part A funds—administrative budget—to hire staff or extend the hours of existing staff to complete background clearance checks in a timely way. Here are three key sections in the Non-regulatory Guidance for Supplemental Educational Services that should be helpful as you move forward. • E-5: May an LEA impose reasonable administrative and operational requirements through its agreements with providers? • H-7: For how long must a provider offer services? • K-22: May an LEA count toward meeting its 20 percent obligation administrative costs, other than those for parent outreach and assistance, incurred in providing SES to eligible students? Here is the fundamental provision in state law,  RCW 28A.400.303, that governs fingerprint records and background checks. New Director’s Workshop October 2015

45. Background Check for Every Tutor RCW 28A.400.303Record Checks for Employees (1) School districts, educational service districts, the Washington state center for childhood deafness and hearing loss, the state school for the blind, and their contractors hiring employees who will have regularly scheduled unsupervised access to children shall require a record check through the Washington state patrol criminal identification system under RCW 43.43.830 through 43.43.834, 10.97.030, and 10.97.050 and through the federal bureau of investigation before hiring an employee. The record check shall include a fingerprint check using a complete Washington state criminal identification fingerprint card. Cleared Background Check In Place Before Services Start • Every tutor must clear the fingerprint/background check process before they start services. This regulation also applies to online tutors and current district employees, who provide SES tutoring. • Every tutor must have current fingerprint records, and the results of the background check present in OSPI’s EDS e-Certification system. These results remain in the e-Certification system for two years and then are deleted automatically. New Director’s Workshop October 2015

46. District Responsibilities Districts Have the Information Necessary to Expedite SES Services The SES coordinator or staff in your district’s human resources department will use e-Certification to check the status of individual tutors Does Your SES Coordinator Need e-Certification Access? • Contact your district data security manager • Set up the SES coordinator as a fingerprint user. • Log in to the e-Certification system and check the clearance status of every tutor. No List of Cleared Tutors from OSPI Staff in the Title I, Part A office at OSPI will not provide SES coordinators with a list of tutors who have cleared the fingerprint and background check process. Important! OSPI-approved SES providers must submit their tutor lists for districts to review through the e-Certification system on EDS (OSPI’s Educational Data system). New Director’s Workshop October 2015

47. District Responsibilities Check e-Certification Clearance for Every Tutor. Notify SES Providers. OSPI-approved SES providers must forward the name and date-of-birth—for every tutor expected to work in your district—to your SES coordinator. The SES coordinator or staff in your district’s human resources department will use e-Certification to check the status of these tutors. If the SES coordinator needs e-Certification access, contact your data security managerand have them set up the SES coordinator as a fingerprint user. District SES coordinators or human resource department staff use district policy/ standards for clearance to determine who qualifies as “contractors who have regularly unsupervised access to children.” Once the SES coordinator is notified the tutor is cleared to work, he or she will let the SES provider know that services can begin. Notify Parents Once the contract between your district and an SES provider is final, let the parents know they can contact this provider and schedule tutoring. School staff can help parents out with this task and make contact with contracted SES providers. At this point, districts are permitted to release the names of students who will receive SES to individual SES providers. Important! Protect the Privacy of SES-eligible Students See Section1116(e)(2)(D) │ 34 C.F.R. §200.46(a)(6)]. Do not make public the identity of any student without written permission from the parent or guardian. New Director’s Workshop October 2015

48. SES Provider Responsibilities OSPI Mails Fingerprint Cards to Approved SES Providers OSPI staff will send every SES provider pre-printed fingerprint cards by mail. SES providers can email WASES@k12.wa.usto get more fingerprint cards—mailed through USPS. There are detailed instructions that explain how to complete and submit fingerprints for clearance, as well as fee information—$45.75. SES Providers Guide Tutors Through the Background Check Process SES Providers must forward the name and date-of-birth—for every tutor districts employ—to the SES coordinator. Providers must also guide their tutors through the background check process. Important! • SES providers must let their tutors know how to submit fingerprint cards to OSPI. • SES providers are responsible for letting their tutors know how to code the fingerprint cards if they use other fingerprint agencies, for example, an out-of-state agency. Open, regular communications between SES coordinators and approved SES providers is essential. Two Years and Deleted from e-Certification The results of a tutor’s background check remains two years in the e-Certification system. The system deletes two-year records automatically. New Director’s Workshop October 2015

49. Title I, Part A Parent Involvement Slide Notes New Director’s Workshop October 2015

50. Communication with Families Language Access Obligations in State and Federal Law State and federal law requires districts and schools to fulfill certain language access obligations when receiving federal or state funds. Transitional Bilingual Instructional Program – school board duties │ RCW 8A.180.040 │ Civil Rights Act of 1964 │ Section 1118 ESEA These laws are in place to ensure equitable access to individuals of all national origins, including those whose primary language is not English. Translations & Interpretation Services • Title I, Part A requires written translations of printed information to parents with Limited English Proficiency (LEP). The translation must be in a language the parent can understand, or if not practicable, orally in a language the parent can understand. • Make sure that communications with disabled parents or guardians are as understandable and effective as the communications other parents receive. • Best Practice–Interpreters or school staff translating/interpreting information to parents should be familiar with educational terms typically used in a school setting. Family Involvement @OSPI New Director’s Workshop October 2015