Office of Federal/State Compensatory Programs Program Staff:

1. Office of Federal/State Compensatory ProgramsProgram Staff: Elia M. Juarez, Director email - emjuarez@uisd.net Estela delaGarza, Federal Programs Coordinator and Homeless Liaison email - estelag@uisd.net Veronica Burgoa, Migrant Program Coordinator email -vburgoa@uisd.net Elsa Cantu, After School Program Coordinator email – elsac@uisd.net Nora Gutierrez, State Compensatory Programs Coordinator, email – negutierrez@uisd.net Liz Raymond, Even Start Program Coordinator email – eraymond@uisd.net

2. Federal and State Compensatory Programs • Title I, Part A, Improving Basic Programs • Title I, Part B, Subpart B – Even Start • Title I, Part C – Migrant Education • Title II, Part A – Teacher/Principal Training and Recruiting • Title II, Part D – Enhancing Education Through Technology • Title III, LEP – Managed by the Dept. Of Inst. Emma Leza, Bilingual Director • Title IV, Part A- Safe and Drug Free Schools and Communities • Title V, Part A – Innovative Programs • State Compensatory Education • Homeless Education – McKinney-Vento Act • After School Program * Note: Non-Federal or State funded. This Program is self sufficient

3. Federal and State Compensatory Programs Fiscal Management • Beyond MOE, supplement, not supplant • Use of Funds Reasonable, necessary and Allowable • Documentation: 1. NO IMPLEMENTATION WITHOUT DOCUMENTATION 2. Budget/expenditures (CIP) 3. Internal Controls across campuses/departments

4. Federal and State Compensatory Programs Recent Trends • Renewed focus on Compliance • State’s Monitoring of districts • Compliance Validation - Review District’s Documentation Application/Compliance Reports District/Campus Plans - Ask for documentation to validate self- reporting results

5. Federal and State Compensatory ProgramsRECENT TRENDS • School Visits - More School visits - Urban and Rural • More specific finding - Name Specific Schools - Detail Specific Incidents * unallowable expenditures • Prescriptive Corrective Actions - Both State and district level - Payback

6. Mythbusters • Documentation does NOT have to be difficult or time consuming • REMEMBERS: NO IMPLEMENTATION WITHOUT DOCUMENTATION

7. There is no secret to maintaining documentation

8. There are no new scientific methods of preserving documentation for review…

9. Surface level documentation, may still not show the depth of program implementation needed to avoid being “hit.”

10. Surface level documentation, may still not show the depth of program implementation needed to avoid being “hit.” But, by following guidance, we can chart our course and navigate in the right direction. By providing appropriate, in-depth documentation, we can steer clear andmiss the “sinking” caused by a lack of sufficient documentation.

11. Title I, Part A-Parent Involvement • Monitoring visits data indicate that parent involvement requirements • Has the highest non-compliance rate • Are the least documented • USDE indicates that over a three year period, parent involvement non-compliance has increased • Parent Involvement is a key focus in Washington • President Bush’s recent speech • Reauthorization focus

12. District/Campus Planning Comprehensive needs assessment • Funds must be used for documented needs as identified in a comprehensive needs assessment • Incorporated into District and Campus Improvement Plans

13. Title I, Part A • Allowable Use of Funds -Title I, Part A funds must be expended for programs, activities, and strategies that are scientifically based on research and meet needs (identified in the campus’ comprehensive needs assessment process) that are listed in the CIP - School-wide Programs: On school-wide program campuses, you may use Title I, Part A funds for activities that are part of the CIP to improve student performance and upgrade the entire educational program. In a school-wide program, the amount of Title I, Part A funding on the campus must be supplemental.

14. Title I, Part A Regardless of which types of Title I, Part A, programs you operate, it is possible that some Title I, Part A, administrative, professional development, parental involvement, or even instructional activities are conducted through the central office. You should be able to respond appropriately to and maintain documentation for each of the following questions to determine whether an expenditure would be allowable. • Is the program, activity, or strategy, reasonable and necessary to carrry out the intent and purpose of the program? • Does the program, activity, or strategy address a need previously identified in the campus comprehensive needs assessment? • Is the program, activity, or strategy to be funded described in the campus or district improvement plan before the decision of whether to pay the expenditure from Title I Part A, funds? • How will the program, activity, or strategy be evaluated to measure a positiave impact on student achievement? • If for a school-wide campus, will the program, activity, or strategy upgrade the entire educational program on the campus? • Is the program, activity, or strategy supplemental to other nonfederal programs? On a school-wide program, the amount of Title I, Part A, funding on the campus must be supplemental.

15. Title I, Part C Migrant Education • Office of Inspector General/USDE Federal Monitoring Visit • Immediate Challenges: - Comprehensive Needs Assessment - Service Delivery Plan - Appropriate Use of Migrant Funds - Priority for Service Migrant Students Plan - Required Campus Documentation Migrant Survey (registration Packet) Campus Intervention Strategies

16. Title II, Part A Teacher and Principal Training and Recruiting Allowable Activities • Recruiting, Hiring, and Retention of Highly Qualified Personnel • Improving the Quality of Teacher and Paraprofessional Work Force • Professional Development • Reducing Class-Size

17. What You Need to Know About Title IV, Part A A: Needs Assessment B: Principles of Effectiveness C: Program Requirements

18. Intent & Purpose of Title IV, Safe and Drug Free Schools and Communities • Support comprehensive programs to prevent drug-use and violence in schools • Involve parents and communities • Coordinate with other federal, state, and community efforts, using the Principles of Effectiveness

19. Needs Assessment • Look back as well as ahead. • What is your school doing? • Is it working?

20. Auditable Data • How do you know a program is working? What are your performance measures? • Do you have these set up to produce auditable data?

21. Auditable Data • Objective, quantifiable numbers • Documentation to support those numbers

22. Examples of Data • PEIMS 425 Record • Gun-Free Schools Report • School Safety Choice Option Report • Annual Program Evaluations • Survey results • Other variables identified through scientifically-based research

23. Review History of Programs • What, if any, identifiable trends? • Does your data support your observations? • Does a program need to be tweaked or changed? • Have you given it a chance to work?

24. Principles of Effectiveness: 1 • Assessments of objective data concerning the drug and violence problems in the school and community served.

25. Principles of Effectiveness: 2 • Performance Measures: indicators to show progress toward your established goals

26. Principles of Effectiveness: 3 • Scientifically Based Research: Evidence that the strategies used prevent or reduce drug use and violence.

27. Principles of Effectiveness: 4 • Analysis of Risk Factors • Academic failure • Poor attitude • Weak social ties • Antisocial peers • Gang membership • Abusive parent • Neglect

28. Principles of Effectiveness: 4Protective Factors • Positive influences on youths • Strong family values • Religious beliefs • Team sports • Community groups that offer assets • Buffers such as peer influence, jobs • Community attitudes, climate of support

29. Principles of Effectiveness: 5 • Consultation • Ongoing, meaningful consultation with parents

30. Principles of Effectiveness: 6 • Evaluation • Refine • Improve • Strengthen program • Make results available to the public

31. Title V, Innovative • Intent and Purpose • Support local education reform efforts that are consistent with and support statewide education reform strategies • Provide funding to enable State educational agencies and LEA’s to implement promising educational reform programs and school improvement programs based on scientifically based research • Provide a continuing source of innovation and educational improvement, including support programs to provide library services and instructional and media materials • Meet the educational needs of all students, including at-risk youth • Develop and implement education programs to improve school, student, and teacher performance, including professional development activities and class-size reduction programs Funding is currently being used for the Practice Until Scores are High Program (PUSH)

32. Homeless EducationMcKinney Vento Act Requires School Districts to ensure That they will adopt: • Policies and practices (Homeless Plan and Training) • Personnel (Homeless Liaison) • Transportation • Student Residency Questionaire for youth who are homeless Note: Under the umbrella of Title I, monies need to be set aside (1%) to ensure that the LEA is in compliance with the law and its requirements.

33. SCE State Compensatory Programs Compensatory Education is defined in law as programs and/or services designed to supplement the regular education program for students identified as at risk of dropping out of school. The purpose is to increase the academic achievement and reduce the drop out rate of these students. • Law requires the DIP/CIP to serve as the primary record supporting expenditures for the SCE program • CIP must include the following: Amt. of SCE funds allocated for resource and staff, comprehensive needs assessment, Identified strategies, Supplemental financial resources for SCE, Measurable Performance Objectives, timelines, formative/summative evaluation criteria • Use of Funds Forms • Programs must be designed on the needs of students at risk of dropping out of school

34. SCE A SCE program implemented under the flexibility of a Title I, Part A School-wide program will follow the same rules and regulations that govern the Title I, Part A Program. • Supplement Not Supplant _ SCE should be a supplementary compensatory, intensive or accelerated instruction program (supplemental to the costs of the regular education program) • Please Keep in Mind that the purpose of the SCE program is to improve student performance through direct instructional services to students at risk of dropping outof school: The more removed services are from the student, the more the resources are diluted and the more difficult it becomes for the school district to: Defend the use of the SCE funds and to justify the effectiveness of the program in improving student performance. Note: Flexibility does not equal FREE use of the SCE money

35. After School Child Care Program AFTER SCHOOL CHILDCARE PROGRAM • Available at elementary schools only (22 campuses) • Self sustaining program • Provided for the working parents of the individual campus • Follows strict guidelines due to liability issues • Coordination and cooperation between campus and ASP office vital. For example, KRONOS, tutorials, deposits, custodial issues, space availability for equipment, use of rooms. • Pay Roll deduction for UISD Parents • Number of Staff: 1 Coordinator, 7 Supervisors, over 100 Caregivers/substitute caregivers and 1,600 students • Security Guards