Office of Federal Programs

1. Office of Federal Programs Foundational Improvement Planning: Federal Funds Supporting Student Learning MASA October 2014

2. Textto E-mail federalprograms2@mde.k12.ms.us

3. ChangeCurve

4. Vision The vision of Mississippi State Board of Education is to create a world-class educational system that gives students the knowledge and skills to be successful in college and the workforce, and to flourish as parents and citizens.

5. MDE Goals for 2016-2020 Note: All goals apply to all subgroups of students. • To increase the proficiency rates in reading for all K-3 students • To decrease the dropout rate • To increase reading and math proficiency for all students • To graduate all students college and/or career ready • To ensure every school has effective teachers and administrators

6. Goal 1: Increase K-3 reading proficiency Objective 1: Expand access to high-quality 4-year-old early childhood education programs • Strategy 1: Apply for PreK Development Grant • Strategy 2: Request additional funds for PreKCollaboratives • Strategy 3: Expand the number of Title I-funded PreK programs

7. Goal 1: Increase K-3 reading proficiency Objective 1: Expand access to high-quality 4-year-old early childhood education programs • Strategy 1: Apply for PreK Development Grant • Strategy 2: Request additional funds for PreKCollaboratives • Strategy 3: Expand the number of Title I-funded PreK programs

8. Goal 3: Increase reading and math proficiency for all students Objective 1. Implement high quality, college and career ready standards • Strategy 1:Provide professional development to teachers and administrators related to literacy and math instruction aligned to college and career ready standards • Strategy 2: Provide literacy and math resources to all teachers and administrators, across all content areas

9. Goal 5: Ensure every school has effective teachers and administrators Objective 3: Reduce the number of low-performing school districts • Outcome: Increase the number of high-performing school districts

10. Mission In support of this vision, the mission of the Office of Federal Programs (OFP) is to provide leadership in the effective use of federal funds so that all students are prepared to compete in the global community.

11. OFP Goals The Office of Federal Programs uses an outcome-based focus to achieve the following goals: (absolutes) - To collaborate across the agency and support state initiatives - To support district planning and implementation - To evaluate and monitor performance

12. OFP Updates: General • Greater focus on positively impacting student outcomes • Data driven decisions and focused evaluations • Government 2015 CR has language which requires an across-the-board cut of 0.0554% implemented October 1, 2014 • Release of Title Allocations October 21, 2014 Title I, II, III (Immigrant and LEP), and Title VI • Release of 1003a allocations by weeks end • Application due dates will accompany release of allocation amounts

13. OFP Updates: General • OFP University (New Directors Training) • Three years or less in positon • November 13, 2014 • Future dates TBD for Spring 2015 sessions • Title II, Part A • Guidance on Title II Funds and supplies for CSR Teachers • Research recommendation for CSR teacher grades K-3.

14. OFP Updates: 21st CCLC • Relinquishment of Funds • Relinquishment Letters and Forms will be sent to sub-grantees on October 29, 2014 • Relinquishment Forms should be submitted to the MDE on or before November 30, 2014 • Monitoring • Monitoring visits will be scheduled for mid-February 2015 through mid-April 2015

16. SERP Overview: Selection and Location • District Selection Criteria • All districts with an accountability rating of “F”; • All schools rated as “F”; and • All schools rated as “D” are under consideration for review pending 2014 Accountability results. • Location of SERP • regional meetings (north, central, south) for face-to-face conversations • Exceptions will be considered, as needed

17. SERP Overview of Teams • District Team • Superintendent • Federal Programs Director • Principal(s) of low-performing school(s) • Optional additional team member (i.e. Business Manager, Curriculum Director or Board Member). • Note: These four positions may participate on a phone interview; others may observe but not participate. • MDE Team • SERP Team Leader • OFP staff as needed

18. Impact on School Districts • Final Approval of the FY15 CFPA (Consolidated Federal Programs Application) held until completion of FY15 SERP interview and documentation (50% of funding released) • Increased oversight by MDE in usage of Title I and Title II funding

19. Guiding Questions Remember the ultimate goal of the SERP is to assist districts in ensuring all federal resources are used efficiently to positively impact student achievement. Therefore, the following questions are provided to initiate the SERP review conversation. The SERP review panel may ask additional probing questions in an effort to meet the overarching SERP objectives.

20. Three Big Questions

21. Focused Outcomes • Encourage LEAs to evaluate instructional practices • Have rigorous standards and instructions • Strong instructional leadership • Instruction designed for all students’ success • Positive school culture • Increase parent and community involvement • Develop meaningful schoolwide plans • Continuous monitoring of performance outcomes and trend data

23. Office of Federal Programshttp://www.mde.k12.ms.us/federal-programs Presenter: Marcus E. Cheeks Director of Federal Programs Questions Phone: 601-359-3499 E-mail: federalprograms2@mde.k12.ms.us Fax: 601-359-2587

24. MCAPS Mississippi Comprehensive Automated Performance-based System

25. MCAPS • New online application system • Mississippi Comprehensive Automated Performance-based System • Name accommodates various programs within and outside the Office of Federal Programs

26. MCAPS • Reduces the burden on LEAs when applying for grant funding • Increases transparency of grant activities • Links funding to student outcomes • Provide consistent grant applications • Reduce grant application rejections

27. MCAPS • Expedite approvals • Improve fiscal processes • Increase time available for student achievement activities by reducing LEA and MDE staff time and resources for grant administrative tasks

28. MCAPS • Go live – October 31, 2014 • 27 Pilot Districts • Webinar – October 22, 2014 • Training for Pilot District – November 5, 2014 • All Districts – Spring 2015

29. MCAPS – Pilot Districts • Attala County • Baldwyn • Bay St. Louis/Waveland • Biloxi • Calhoun County • Canton • Coffeeville • Columbia • Columbus • DeSoto County • Forest • Greenville • Gulfport • Hattiesburg

30. MCAPS – Pilot Districts • Jackson Public • Lowndes County • Marshall County • Monroe County • New Albany • Pascagoula • Picayune • Pontotoc County • South Pike • Stone County • Sunflower County • Union County • Vicksburg-Warren

31. MCAPS • PROS • Immediate Feedback • Paperless • Documents centralized • CONS • System glitches

32. MCAPS

33. MCAPS

34. MCAPS

35. Office of Federal Programshttp://www.mde.k12.ms.us/federal-programs Presenter: Mariea B. Jackson Division Director, Title II & VI Questions Phone: 601-359-3499 E-mail: federalprograms2@mde.k12.ms.us mbanks@mde.k12.ms.us Fax: 601-359-2587

36. Maximizing Flexibility in Federal Grants Office of Federal Programs MASA Conference October 21, 2014

37. OFP School Support Services • The area of School Support Services assist school communities with practical information, instructional and technical support, research-based and effective practices designed to support school improvement efforts.

38. Federal Guidance • Provides a framework for the LEAs to meet program and fiscal requirements of federal programs. • Allows districts to create school improvement efforts to increase student achievement. • MDE and the federal government serve as supporters of district’s efforts.

39. Selected Federal Programs • Title I, Part A of the Elementary and Secondary Act of 1965 (ESEA)—supplemental federal funds to ensure students have fair, equal, and significant opportunities to obtain a high-quality education and improve their achievement • Title II, Part A of ESEA—supplemental federal funds to increase academic achievement by improving teacher and principal quality • Individuals with Disabilities Education Act (IDEA)—supplemental federal funds to ensure all children with disabilities have a free appropriate public education, in the least restrictive environment, with access to the general curriculum to improve results and outcomes for all children with disabilities

40. Schoolwide Programs • A schoolwide school: • Represents a primary means to maximize flexibility in using federal funds • Serves as a vehicle to whole-school reform • Allows for easier leveraging of non-federal and federal funds to work together to improve educational performance of the entire school • Addresses student needs through a schoolwide plan based on a comprehensive needs assessment

41. Areas of Reform Examples • College and Career-Ready (CCR) Standards and Assessments • State-Developed Differentiated Recognition, Accountability, and Support • Effective Instruction and Leadership • Positive School Climate

42. College and Career-Ready Standards and Assessments • Provide professional development to support all teachers and leaders in learning core content and new instructional strategies to implement CCR standards (Title II). • Prepare low-achieving students to participate successfully in coursework aligned with CCR standards (Title I). • Provide intensive summer programs to low-achieving high schools students to prepare them to take advanced classes (Title II).

43. State-Developed Differentiated Recognition, Accountability, and Support • Consolidate funds in a schoolwide school to turn around low-performing schools (Title I and Title II). • Encourage a schoolwide school, if funds are not consolidated, to use Title I funds on comprehensive reforms designed to improve the overall school, consistent with the needs as identified in the schoolwide plan, rather than on specific services for individual low-achieving students (e.g., pull-out programs).

44. State-Developed Differentiated Recognition, Accountability, and Support • Focus funds where the needs are the greatest by: • Reserving funds for LEA support to low-performing schools (Title I). • Allocating more funds per low-income student to schools with higher poverty rates (Title I). • After allocating to schools above 75 percent poverty, deciding whether to allocate funds to elementary, middle, or high schools (Title I).

45. State-Developed Differentiated Recognition, Accountability, and Support • Provide incentives and rewards to attract qualified and effective teachers to low-performing schools (Title I and Title II). • Provide educators with professional development, and materials and supplies, to implement a schoolwide plan (Title I and Title II).

46. Effective Instruction and Leadership • Provide professional development to teachers as part of carrying out a schoolwide plan (Title I and Title II). • Develop and implement a coordinated, early intervening services for non-identified students in need of additional academic or behavioral support, including professional development (IDEA). • Recruit and retain effective and highly qualified teachers using differential pay (Title II). • Provide monetary incentives associate with earning high educator effectiveness ratings (Title II).

47. School Climate • Permit a schoolwide program to implement activities to improve school climate, provided that climate-focused interventions are part of the schoolwide plan (Title I). • Implement behavioral evaluations and interventions for non-identified students who need additional academic and behavioral support (IDEA).

48. Words of Caution • Previous examples illustrate ways that Title I, Title II, and IDEA funds may be used to support key areas of reform in a schoolwide program. • The funding sources listed in the examples do not imply that other sources are not permissible in the proper context.

49. Requirements to Remember General Requirements: • Title I funds may not be used for activities for non-Title I students except when there is a specific authorization in the law. All students in a schoolwide program are Title I students. • Federal funds must supplement, and not supplant, non-federal funds. Supplement not supplant applies differently in different programs; within Title I, it applies differently in a schoolwide vs. a targeted assistance school (Title I, Title II, and IDEA). • Federal funds must support activities that are necessary and reasonable to accomplish the federal program’s purpose (Title I, Title II, and IDEA).

50. Requirements to Remember Title II Funds may not be used to: • Develop curriculum associated with implementing CCR standards • Provide subject-specific professional development in non-core areas • Simply raise awareness about a State-mandated evaluation system (e.g., without a professional development component) • Purchase evaluation system-related data systems to manage linking student and teacher data • Purchasing equipment, such as iPads for school and district administrators to use in evaluating teachers unless solely used for that purpose • Pay non-highly qualified teachers or pay highly qualified teachers hire for any purpose other than class-size reduction