ESEA Program Overviews

1. ESEA Program Overviews 2015 ESEA Directors Institute August 25, 2015

2. Consolidated Planning & Monitoring Corey Currie CPM Regional Consultant Courtney Woods CPM Regional Consultant Corey.Currie@tn.gov Courtney.Woods@tn.gov

3. Objectives

4. Objectives • Provide overview and general information of ESEA grant programs • Title I • Part A – Education for the Economically Disadvantaged • Parental Involvement • Part C – Education of Migratory Children • Part D – Neglected & Delinquent • Family and Community Engagement • Title II • Part A – Improving Teacher & Leader Quality • Part B – Math/Science Partnerships • Title III • Language Instruction for Limited English Proficient and Immigrant Students • Title VI • Rural Low-income Schools • Title X • Part C – Homeless Education (McKinney-Vento) • Non-public/Private Schools

5. Title I, Part AEducation for the Economically Disadvantaged

6. Improving Academic Achievement for Economically Disadvantaged Students • Title I, Part A provides federal dollars to help supplement educational opportunities for children who live in high poverty areas and those most at risk of failing to meet the state’s challenging achievement standards. • In core academic subjects

7. Core Academic Subjects • Mathematics • Science • History • Geography • Civics/Government • Economics • Foreign (World) Languages • Reading • English/Language Arts • Music (general, choral, instrumental) • Visual Arts • Dance • Theatre • Elementary Curriculum

8. Use of Funds Supporting Programs • Professional Development • Parent Involvement • Materials/Supplies • Technology (Equipment) Salary and benefits • Title I Director • Title I Secretary • Admin. Asst. • Teachers • Educational Assts. • System-wide Personnel • Academic Coaches Instructional Programs • In Class • Pull Out • Extended Day • Extended Year • Pre-Kindergarten • Summer Programs • Online Learning • Take Home Resources • Tutoring

9. Required District Set-Aside: Parent Involvement • 1% set aside for parent involvement if allocation > $500,000 • 95% of funds spiral down to Title I schools • Parent involvement is the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities, ensuring that— • Parents play an integral role in assisting their child’s learning • Parents are encouraged to be actively involved in their child’s education at school • Parents are full partners in their child’s education and are included, as appropriate, in decision-making and on advisory and planning committees to assist in the education of their child

10. Allowable Expenditures • Parent activitiesand meetings directly related to academic goals and policies • Costs may include event advertisement, training materials, light refreshments, childcare, and transportation • Activities and translations for non-English speaking parents • Communicationincluding postage and printing to provide ongoing outreach and information services to families • Equipment, books, and supplies for a parent resource center or family lending library

11. LEA Parent Involvement Responsibilities • A written parental involvement policy shall be developed jointly with, agreed upon, and distributed to parents of participating children. • The parental involvement policy shall be evaluated annually for effectiveness by parents and educational stakeholders. • LEA will provide coordination, technical assistance, and other supportnecessary to assist schools in planning and implementing effective parent involvement activities. • LEA will build the schools’ and parents’ capacity for strong parental involvement • LEA will coordinate and integrate parent involvement with other programs.

12. School Parent Involvement Responsibilities • Collaborate with parents to develop a written parental involvement policy that is updated periodically • Hold an annual meeting to inform parents of their school’s participation in the Title I program • Offer flexible number of meetings • Involve parents in the planning, review, and improvement of Title I programs, including the parental involvement policy and school improvement plan • Provide timelyinformation concerning: • school curriculum and Title I programs • academic assessments used to measure student progress and expected proficiency levels

13. School Parent Involvement Responsibilities All Title I Schools must include in their parental involvement policy a school-parent compact that outlines: • The shared responsibility of parents, students and staff to improve students’ academic achievement • The school’s responsibility to provide high quality instruction to meet academic standards • Ways in which parents will support their child’s learning • The importance of ongoing communication between teachers and parents through (at a minimum): • Annual parent-teacher conferences • Frequent reports to parents about their children's progress • Reasonable access to staff, opportunities to volunteer and participate in their child’s class, and observation of classroom activities.

14. Parents’ “Right to Know” Required notifications include: • Teacher Qualifications • Student Privacy • Public release of students directory information • Military Recruiter Access to Student Information • Annual report card on statewide and individual academic achievement • National Assessment of Education Progress • Limited English Proficiency Programs • Homeless Children • 21st Century Community Learning Centers • Waiver Request • School-wide Programs • ESEA Flexibility Waiver

15. Required District Set-Aside: Homeless • Funds must be set aside to provide for homeless students in non-Title I schools • No required amount or percentage • Comparable services provided to students in Title I schools • Can be services not provided to Title I students • Some allowable uses include backpacks, school supplies, tutoring, counseling, and graduation fees

16. School-wide Program • A School-wide Program (SWP) is a comprehensive reform strategy designed to upgrade the entire educational program in a Title I school. • In a SWP, all students are Title I students. • Its primary goal is to ensure that all students, particularly those who are low achieving, demonstrate proficient and advanced levels of achievement on state academic standards. • School-wide plan must address ten legislated plan components

17. Targeted Assistance Program • A Targeted Assistance (TA) program is a program that “targets” supplemental educational services to eligible children identified as having the greatest need for special assistance. • Students are identified for services in a TA program based on multiple, educationally-related, objective criteria such as: • State Assessments • Local Assessments • Grades • Teacher Observations

18. Things to Remember • Can fund Pre-K programs as part of the school allocation set aside • Part of school allocation • District-wide set aside • Carry-over cap of 15% • Cannottransfer money out of Title I but may transfer money into Title I from another Title allocation, but this increases the amount of equitable services to private school students

19. Title I, Part CEducation of Migratory Children

20. Eligibility The Migrant Education Program (MEP) can only serve children who: • Are ages 3 to 21 without a diploma or GED • Moved from one district to another in preceding 36 months • Moved to obtain seasonal or temporary work in agriculture, dairy, or fishing OR have moved with a migratory parent/spouse/guardian • Moved out of economic necessity • Are considered official migrants & issued a Certificate of Eligibility (COE) by the state MEP

21. School and LEA Responsibilities • Give Occupational Survey to all students enrolling in school • Include form in enrollment packet • Send forms with “yes” answer to district liaison • District liaison maintains copy & sends original to Tennessee Opportunity Programs (TOPS) • TOPS determines eligibility • Provide free meals for 3 years after Qualifying Arrival Date (QAD) • Provide Accurate & Timely Reporting • Monthly reports to verify contact information & enrollment • Re-enrollment reports due annually by September 20 • Individual Student Records (ISRs) by June 15

22. Requirements • Forms & Reports • Occupational Survey • Monthly reports (Excel) • Re-enrollment reports (Excel) • ISRs • Secure & Timely Transmission of Data • To comply with FERPA, send personally identifiable information (student ID, social security number, date of birth, etc.) via the secure site. • All of the reports and surveys with at least one "yes" answer are to be uploaded to the secure site. • http://tn.msedd.com • No email • No hard copy

23. Title I, Parts A & DLocal Neglected, Delinquent, & At-risk

24. Program Purpose To provide supplemental programs & services that: • Carry out high quality education programs • Prepare children &youth for secondary school completion, training, employment, or further education • Provide activities to facilitate the transition of children &youth from the correctional facility to further education or employment • Operate programs in local schools for students returning from correctional facilities &programs serving at-risk students

25. Funding Generated based on number of students in residential placement • Student count is taken each October • Title I-A: Neglected youth • Title I-D, Subpart 2: Delinquent youth

26. Youth in Residential Programs • Neglected: placed voluntarily or by courts for abandonment, neglect, or death of parents/guardians • Delinquent: have been adjudicated to be delinquent or in need of supervision • Reside in juvenile detention centers, psychiatric hospitals, residential treatment centers, & orphanages with education programs • Almost half of the Neglected & Delinquent facilities are contracted by DCS

27. Use of Funds • Supplemental instruction in core subjects • Tutoring • Counseling & transition services • Dropout prevention programs • Coordination of health and social services including: day care, drug &alcohol counseling, & mental health services • Vocational & technical education, special education, career counseling, curriculum-based youth entrepreneurship education, & assistance in securing student loans or grants for postsecondary education • Mentoring &peer mediation

28. Serving Neglected & Delinquent Youth • Neglectedprograms in 27 districts • Delinquentprograms in 18 districts • TN Alliance for Children & Families (TACF) contracted by TDOE to serve the state except: • Shelby Co. • Bartlett City • Sevier Co.

29. Title II, Part AImproving Teacher & Leader Quality

30. Title II, Part A – Improving Teacher Quality • The Title II-A legislation focuses on • preparing, training, and recruiting high-quality teachers and principals; and • requires states to develop plans with annual measurable objectives that will ensure that all teachers teaching core academic subjects are “highlyqualified.” • Provides support to teachers and leaders (no direct services to students)

31. Title II, Part A – Improving Teacher Quality • Professional development related to core academic subjects • Teacher retention/recruitment • Incentives/bonuses • Class size reduction teachers for targeted needs • Testing costs for highly qualified status

32. Core Academic Subjects • Mathematics • Science • History • Geography • Civics/Government • Economics • Foreign (World) Languages • Reading • English/Language Arts • Music (general, choral, instrumental) • Visual Arts • Dance • Theatre • Elementary Curriculum

33. Title II, Part BMath/Science Partnerships

34. Purpose of Title II-B • The purpose of the Title II B Math and Science Partnership is to improve the academic achievement of students in the areas of mathematics and science by encouraging, local educational agencies, elementary schools, and secondary schools to participate in programs that — • improve and upgrade the status and stature of mathematics and science teaching by encouraging institutions of higher education to assume greater responsibility for improving teacher education through the establishment of a comprehensive, integrated system of recruiting, training, and advising mathematics and science teachers

35. Purpose of Title II-B (cont’d) • focus on the education of mathematics and science teachers as a career-long process that continuously stimulates teachers' intellectual growth and upgrades teachers' knowledge and skills • bring mathematics and science teachers in elementary schools and secondary schools together with scientists, mathematicians, and engineers to increase the subject matter knowledge of mathematics and science teachers and improve such teachers' teaching skills through the use of sophisticated laboratory equipment and work space, computing facilities, libraries, and other resources that institutions of higher education are better able to provide than the elementary schools and secondary schools

36. Purpose of Title II-B (cont’d) • develop more rigorous mathematics and science curricula that are aligned with challenging State and local academic content standards and with the standards expected for postsecondary study in engineering, mathematics, and science; and • improve and expand training of mathematics and science teachers, including training such teachers in the effective integration of technology into curricula and instruction.

37. Use of Funds • PD for math and science teachers • Integration of scientifically based research and technological teaching methods • Math and science summer workshop and institutes • Recruitment of math, science, and engineering majors • Developing or redesigning math and science curricula • Establishing distance learning for math and science • Designing programs for math or science teachers • Math and science teachers collaborating with scientists, engineers, and mathematicians.

38. Title IIILanguage Instruction for Limited English Proficient and Immigrant Students

39. Intent of Title III • To develop and implement new language instruction educational programs (LIEPs) for English Learners (ELs) and immigrant students • To carry out highly focused, innovative locally-designed activities to expand or enhance existing LIEPs and academic content instruction for ELs and immigrant students • To implement schoolwide or district programs for restructuring, reforming, and upgrading all relevant programs, activities and operations LIEPs and academic content instruction for ELs and immigrant students

40. Allocations • Regular Title III grant for ELs is a formula grant that flows through districts with ELs enrolled • If the award is less than $10,000, the district must join a consortium to receive the funds • The same service must be given even if funds are not accepted • Immigrant grant: $200,000 taken from the Title III award • Immigrant grant is a discretionary grant that is awarded based on a formula for growth. Prior years 2 and 3 are averaged and compared to the current year. If the district meets this requirement, they are eligible to apply and be awarded the funds.

41. Use of Funds • Supplemental services, after school tutoring, before school tutoring, ESL summer programs • Supplemental materials: bilingual books, manipulatives, dictionaries, hand held translators, ESL specific software • Supplemental personnel: lowering the ESL teacher: student ratio, coaches, embedded professional development providers, nurses, counselors, data personnel • Supplemental parental outreach: parenting classes, nutrition classes, English classes

42. Title VI, Part BRural, Low-income School

43. Small, Rural School Achievement (SRSA) • The SRSA program provides eligible LEAs with greater flexibility in using the ESEA formula grant funds to small, rural school districts. • LEAs apply directly to U.S. Department of Education when they are deemed eligible for the grant.

44. Small, Rural School Achievement (SRSA) To be eligible to participate in SRSA, an LEA must – • have a total average daily attendance (ADA) of less than 600 students, or serve only schools that are located in counties that have a population density of fewer than 10 persons per square mile; and • serve only schools that have an NCES school location code of 7 or 8 (assigned by the US Department of Education’s National Center for Education Statistics) or • be located in an area of the State defined as rural by the State of TN (NCES urban-centric locale code of 32, 33, 41, 42 or 43). .

45. Rural and Low-Income Schools (RLIS) • The RLIS program authorizes formula grant awards to states, which in turn make subgrants to eligible LEAs that serve concentrations of children from low-income families. • LEAs may use RLIS funds to support a broad array of local activities to support student achievement.

46. Rural and Low-Income Schools An LEA is eligible for an allocation under the RLIS program if: • 20 percent or more of the children age 5 to 17 served by the LEA are from families with incomes below the poverty line; • all schools served by the LEA have a school location code of 6, 7, or 8 (assigned by the US Department of Education’s National Center for Education Statistics); and • the LEA isnot eligible to participate in the SRSA program.

47. Use of Funds • Teacher recruitment and retention • Parent involvement activities • Activities authorized under Title IA, IIA, IID, III and IV • Professional development • NOTE: May not transfer money into this Title • (May use Title VI for Consolidated Administration)

48. Title X, Part CHomeless Education(McKinney-Vento)

49. Purpose Definition of homeless children and youths: “individuals who lack a fixed, regular, & adequate nighttime residence.” Refer to (Sec.725) for additional criteria. • Address problems that homeless children & youth face in enrolling, attending, & succeeding in school • Ensure Free Appropriate Public Education (FAPE) and access to the same and equal services (educational & other) to be able to meet the same challenging State academic standards • No maximum time limit for eligibility • Eligible for the entire academic year

50. Allocation Information • McKinney-Vento (Title X, Part C) subgrants • Competitive grant cycle to begin in Spring 2016 for FY17 & FY18 • Any LEA can apply • Application and budget required • LEAs cannot carry over more than 25% of funds