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ESEA Program Updates

Stay informed about the updates and progress of the ESEA program implementation in Virginia. Learn about identification processes, exit criteria, targeted support, and allowable uses of funds.

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ESEA Program Updates

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  1. ESEAProgram Updates Office of ESEA Programs Federal Program Coordinators’ Technical Assistance Academy 2019

  2. Disclaimer The academy was planned under a grant from the U. S. Department of Education (USED). However, the content does not necessarily represent the policy of the USED, and you should not assume endorsement by the federal government.

  3. Accountability

  4. Federal Indicators

  5. Year One of Implementation (2018-2019 School Year) • May 2018 – Plan approved (fourth revision) • October 2018 – Amendment #1 approved • Removed “Rank these schools by the rate of chronic absenteeism” from the last step of the identification process for comprehensive support and improvement schools • October 2018 – Identification of schools • Comprehensive Support and Improvement – 39 schools • Additional Targeted Support and Improvement – 39 schools

  6. Year One of Implementation (2018-2019 School Year), continued • March 2019 – Amendment #2 submitted (approval pending) • Added definition of ineffective teacher For the purposes of meeting the requirements of this section, the Virginia Board of Education has determined that an ineffective teacher is defined as a teacher who is both out-of-field and inexperienced. • Out-of-field and inexperienced data to be added to Teacher Quality tab of SQPs by September 15, 2019

  7. Year Two of Implementation (2019-2020 School Year) • June 2019 – Amendment #3 presented to Virginia Board of Education for First Review • FGI - use the current year’s cohort data • Mathematics targets – revise to reflect statewide data from new SOL mathematics tests • Chronic absenteeism targets - calculate using the same methodology used on other federal indicators • Title II, Part A, state level set-aside funds - use to support training and technical assistance to school divisions on upcoming revisions to the teacher evaluation system • July 2019 – Anticipated Final Review by Board, submission to USED for review and approval

  8. Proposed Chronic Absenteeism Targets

  9. Year Two of Implementation (2019-2020 School Year), continued • July/August 2019 (tentative) – federal accountability detail reports available in SSWS – Supt’s Email on accountability timeline pending • September 2019 (tentative) • Identification of Schools for Targeted Support and Improvement • Additional Targeted Support and Improvement schools will exit if criteria are met

  10. Identification Process: Comprehensive Support and Improvement • Lowest 5% of Title I schools based on ALL students group • Identified every three years beginning with the 2018-2019 school year • Eligible to exit after two years • Any high school with an FGI below 67% will be identified (eligible to exit after one year)

  11. Exit Criteria: Comprehensive Support and Improvement • The lowest 5% of Title I schools must, after a minimum of two years: • Demonstrate improved student performance as compared to performance when the school was identified and • No longer be in the bottom five percent of Title I schools based on the performance of all students • Schools that exit this status at the end of year two will be required to implement sustainability plans for at least one additional year • High schools with an FGI below 67% must, after a minimum of one year: • Increase the FGI to 67% or above • Schools that do not meet the exit criteria after three years will receive more rigorous interventions

  12. Identification Process: Targeted Support and Improvement • Identification based on student group (subgroup) performance • Title I and non-Title I schools identified annually beginning with the 2019-2020 school year • Eligible to exit after one year

  13. Identification of Schools:Additional Targeted Support and Improvement • Identified every three years beginning with the 2018-2019 school year • From among targeted support schools, schools that have one or more subgroups performing at a lower level on all required indicators than the performance of the highest performing comprehensive support and improvement school on each indicator

  14. Exit Criterion: Additional Targeted Support and Improvement • Additional targeted support and improvement schools must, after a minimum of one year: • Meet the interim measure of progress in the subgroup or subgroups for which the school was identified • Title I schools that do not meet the exit criterion after three years will be identified for comprehensive support and improvement

  15. Allowable Uses of funds

  16. How do we know which expenses are allowable uses of federal funds? Federal resources: • Every Student Succeeds Act • Education Department General Administrative Regulations (EDGAR) Part 200 • Federal guidance for each program State and local resources: • Code of Virginia Title 22.1 • Standards of Quality • Commonwealth Accounting Policies and Procedures (CAPP) Manual • Local policies, guidelines, and procedures

  17. What can we learn from ESSA? In broad/general terms: • The purpose of each program • Distribution of funds • Intended uses of funds (required and allowable) in general terms • SEA and LEA plan requirements • Reporting requirements

  18. What can we learn from EDGAR? In specific terms: • Requirements for pass-through entities (VDOE) and grantees (divisions) • Audit requirements • Monitoring requirements and remedies for noncompliance • Cost principles, including categories of expenditures that are allowable/not allowable

  19. What can we learn from federal guidance? In clarifying terms: • Detailed interpretations about selected sections of ESSA (ex. Equitable services guidance, report card guidance) • Requirements, rules, timelines set by the Secretary of Education • The expectations for program implementation set by USED and other federal agencies

  20. Considerations for Allowability • Necessary, reasonable, allocable • Cost effective • Conforms with federal and state law, regulation, guidance, policies • Based on identified need • Contributes to measurable objectives articulated in program application • Evidence or justification suggests that it will work

  21. Why Are Costs Questioned? • Not aligned with broad goals of program • Not included in program application • Not aligned with measurable objectives • Not necessary to achieve measurable objectives • Not supplemental • Not cost effective • Prohibited per EDGAR • Lack of evidence to support anticipated success

  22. Requested Recently, Not Allowable • Vehicles • Structures such as sheds • Entertainment • Food for students during the school day • Stipends for parents and family members • Awards/rewards/gifts/incentives for participation • SWAG (promotional items, such as T-shirts, caps, tote bags, imprinted pens, and key chains)

  23. Incentives/Rewards/Awards • Allowable under some programs to acknowledge performance • Not allowable to acknowledge, reward, or incentivize attendance • Must be nominal in cost ($10) • Must be educationally based (no toys) • Must be non-monetary (no gift cards)

  24. Office updatesTraining opportunities

  25. Staff Changes

  26. 2019-2020 Training and Conferences • Application Workshop 2020 ? – TBD • FACE Part I (2 day training)– Spring 2020 • FACE Part II (1 day follow-up training) • November 13, 2019 - Harrisonburg • November 14, 2019 - Portsmouth • NAESPA (formerly NASTID) – February 4-7, 2020 – Atlanta, GA • VAFEPA • October 15, 2019 – Christiansburg • October 22, 2019 – Richmond • WIDA – October 15-18, 2019 – Providence, RI

  27. 2019-2020 Training and Conferences, continued • VATESOL – September 19, 2019 - Charlottesville • VESA – January 30-31, 2020 – Portsmouth • Title III trainings (VDOE sponsored) • ExC-ELL • Fairfax County • Jeff Zwiers • West Ed • WIDA • Title III Statewide Consortium – November 18-19, 2019 – Blacksburg

  28. Contact Information Dr. Lynn Sodat Director lynn.sodat@doe.virginia.gov 804-225-2870 ESSA Mailbox ESSA@doe.virginia.gov

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