2014-2015 CRP Application Roll-Out

1. 2014-2015 CRP Application Roll-Out RIDE’s Consolidated Resource Plan (CRP) Team Members welcome you to our informational webinar regarding the annual update to the CRP Application. April 15, 2014

2. Today’s Webinar Agenda • 10:00 - 10:05 Webinar Open – David Luther •  10:05 – 10:30 Application Basic Concepts – David Luther • 10:30 – 10:45 Title I (A) – Eileen Botelho • 10:45 – 10:55 Title II – Mary Keenan • 10:55 – 11:10 Title III – Emily Klein • 11:10 – 11:30 IDEA: Part B & Preschool – Alice Woods • 11:30 – 11:45 CRP Reviews & Audit Issues – David Luther • 11:45 – 12:00 Questions & Answers – CRP Team

3. Application Basic Concepts (ABCs)Presented by David Luther Highlight of Changes FY 2015 – Getting Started FY 2015 Funding Equitable Participation Building an Approvable Budget

4. Highlight of Select Application Changes • The application process for FY 2015 remains largely unchanged from the current (2014) fiscal year . Look for these changes. • Title II (A): • Highly Qualified Teachers Page – HQT % will be pre-filled • Private School Consultation Process Revised Upload to Related Documents page • Title III: • Elements moved to annual performance report • Action Plan • Professional Development Matrix • Private School Consultation Forms • IDEA: • EIS Validation Update • MOE Test for Eligibility of IDEA funds • Allowable Exceptions Updated

5. Getting Started on 2015 • FY 2015 CRP Application will be available to LEAs on or about 4/23/14 • Select Application Year - 2015 • Change Application Status to “Draft Started” • District System Administrator maintains system user accounts & roles (viewable in address book) • Password reset located on sign-in screen for user forgotten passwords (reset request - active for 1 hour) • Inform RIDE about SY 14/15 school (public & private) openings, closings, grade reconfigurations. • Email: david.luther@ride.ri.gov • Inform RIDE about Title III Consortium Arrangements ASAP • Designated Fiscal Agent and Member LEAs

6. Submitting the CRP Application Due May 23, 2014: • Applicants needing substantial approval for summer activities Due July 1, 2014: • Applicants not seeking summer time substantial approval • Applications are submitted when status is changed to: “District Superintendent Approved” • System validation errors can not exist (Warnings are OK) • Mail All Completed Supplementary Forms to RIDE: • Assurances Affirmation Statements • Designation of Program Representatives • Public Process for Developing the CRP • Request to Obligate Federal Funds Form 2015 • Forms Available for Download within the Document Library

7. Submitting the CRP Application • Project Start Date is the later of: • Date Funds Become Available or; • Date Application Rec’d in Substantially Approvable Form • Expenditure reimbursement available after application is RIDE final approved (RIDE CRP Coordinator Approved) • Reimbursements of expenses incurred between the project start date and the date of reimbursement request • Limited Flexibility within and between approved budget line items • Funding Availability is 27 months • Ex: July 1, 2014 thru Sept 30, 2016 • Available Funds = Allocation + Carryover • Carryover = Unapplied + Unspent Funds • Caution: Title I (A) Limits (Excess) Carryover • Maximum of 15% of allocated amount after first 15 months

8. FY 2015 Funding Preliminary Allocations: • Average Statewide change in funding as compared to FY 14: • Title I (A): +2.7% • Title II (A): Level Funded • Title III: +7.2% • IDEA Part B: +4.1% • IDEA Preschool: Level Funded • Changes for individual LEAs may vary significantly • Final Allocations will be calculated in January 2015 • After Final Allocations are receive from USDE • After October 1st Enrollment and December 1st Special Education Census counts are updated for New and Expanding Charter Schools • Impacts IDEA Private School Proportionate Share • Impacts EIS Required Reserve Amount

9. Private School Equitable Participation • Annually, LEAs must determine private schools intent to participate. • Timely, meaningful, and ongoing consultation • LEA is responsible for maintaining written documentation of entire consultation process • LEA must maintain fiscal control of funds as well as all supplies, materials and equipment • Ownership and responsibility for the use of equipment remains with LEA • LEA must consult with all private schools within district boundaries for Title’ II and III as well as IDEA Part B and Preschool. • ALL STUDENTS- Regardless of student’s district of residence • IDEA – Conduct Child Find • Exception: • Title I (A) – benefits/services follow resident low performing disadvantaged students including those attending private schools outside district boundaries.

10. Private School Equitable Participation • Title’s I (A) and III and IDEA funds target and benefit specific student populations including private school students. • Private School Student Counts and Worksheets for the Title II and the IDEA programs are located in the Document Library. • Title II (A): • Use Worksheet to determine share of Title II (A) funds to Participating Private Schools within LEA boundaries. • Funds used to support professional development of teachers in Private Schools. • Upload completed worksheet into related documents page. • Revised Worksheet maybe required if LEA increases budgeted amount of PD during the amendment period. • IDEA Part B and Preschool: • Proportionate Share based upon amount of funds allocatednot budgeted. • If necessary, update out-of-district child counts due to child find process. • Upload completed worksheet into related documents page(s). • Revised Worksheets maybe required when allocation is finalized (amendment period).

11. Building a Budget Creating an Approvable Budget $$$$$$$$$$$$$$$$$$$$$

12. Building an Approvable Budget • UCOA Sequence – Complete Sequence in All UCOA Fields 55555-333-22-4444-55555-4444 • Program Codes (Most Commonly Used): 10 - Regular Education 14 – E.I.S. (Part B Only) 20 – Special Education 40 – Bilingual Education 50 – Private Schools • Object of Expenditures 51000 & 52000 must contain a valid jobs code not 0000 • Object of Expenditures 53000 – 60000 jobs code is 0000

13. Building an Approvable Budget • Reserves • Identifies use of funds • Reserves are specific to each program • “Unspecified” can only used for some Title I budget line items • Budgeted Private School = Private School Service Page • Budget Details – Make Clear & Concise • Description: (What) is being paid for • Cost Basis: (How) total cost was determined (rate, units, time frame) • Justification: (Why) describe/link back to program • Identify # of FTE’s for Salaried Personnel and their related benefits only • Budgeted items must be reasonable, necessary, and allowable.

14. Building an Approvable Budget • Combine Benefit Costs for each Compensation line. • Include Taxes (FICA/Medicare) on Substitutes & Stipends • # FTE’s Salary = # FTE’s Fringe Benefits • Indirect Cost Rates TBD • Must allow for distorting budget items in calculation • “Major Subawards” = Grants & Contracts over $25,000 • Exclude Major Subaward costs over $25,000 in calculation • Budget Copy Function Available (2014 into 2015) • Supplement not Supplant • Need additional guidance? Budget and UCOA Guidance Documents are located in Document Library

15. TITLE I, PART A CONSOLIDATED RESOURCE PLAN April 15, 2014

16. Title I, Part A CRP There are no major changes in the 2014-15 Title I CRP application. Today’s presentation will highlight key ideas to keep in mind when developing specific sections of the Title I application. Please know that a Title I specific clinic for Title I directors for Charter and State Schools will be held on April 16, 2014 and a clinic for other LEAs was held on April 11, 2014. At these meetings, additional details provided on the Title I CRP application.

17. Title I, Part A The purpose of Title I, Part A is to ensure that all children have a fair, equal, and significant opportunity to obtain a high quality education, and reach, at a minimum, proficiency on challenging state academic achievement standards and state assessments (Title I, Sec. 1001)

18. Title I Part A CRP Federal law (NCLB Tile I, Section 1112) requires any LEA that receives Title I funds to have an approved plan on file with the state that addresses how the LEA will help low-achieving students meet challenging academic achievement standards. The Title I CRP serves as the annual plan for Title I, and must be a complete and accurate description of the program.

19. Title I, Part A CRP The Consolidated Resource Plan (CRP) is an opportunity to maximize and coordinate federal resources to improve student achievement. Title I requires that the Title I plan in the CRP be developed in consultation with teachers, administrators, parents, students, private school officials, and community members, and be coordinated with other federal programs.

20. Title I Part A ApplicationEligibility Annually, an LEA must “rank” school attendance areas to determine eligibility. Eligibility is based on poverty. A district must serve schools with 75% or more poverty without regard to grade span. If funds remain after serving such schools, an LEA may serve schools below 75% poverty by grade span, or by K-12 grouping.

21. Title I Part A ApplicationSchool Level Allocations Funds are allocated to school attendance areas based on the number of low income students-public and private. This formula driven process determines the amount of funds available for programs at the school level. Poverty determines the amount of funds available to a school, but academic need determines who benefits from the funds.

22. Title I Part A ApplicationSchoolwide Programs (SWP) Schools with at least 40% poverty may operate a SWP after a year of planning. Planning includes a comprehensive needs assessment of the school, and development of a Schoolwide Plan based on the results of the needs assessment. All request for Title I funds must support the goals and objectives of the Schoolwide Plan based on identified needs.

23. Title I Part A ApplicationTargeted Assistance Schools (TAS) In a TAS, services are provided to a select group of children who are failing or at risk of not meeting state academic achievement standards. A targeted assistance program must incorporate planning into existing school planning; use effective methods and instructional strategies; coordinate with and support the regular educational program; provide PD specific to the needs of the Title I students; provide parental involvement opportunities; and coordinate federal, state and local services and programs.

24. Title I Part A ApplicationSchool Improvement Only districts with Priority, Focus, or Warning schools must complete this item. Districts must describe how Title I funds will be used to support interventions identified through the diagnostic screen process. Title I, Part A funds can only be used in participating Title I schools.

25. Title I Part A Application Parental Involvement A district may receive Title I funds only if the district implements programs, activities and procedures for the involvement of parents in the Title I, Part A program as outlined in NCLB, Section 1118. This includes the development of a district parental involvement policy, and school level policies for each participating school. If the district Title I allocation is more than $500,000, it must reserve at least 1% for parental involvement activities. 95% of the 1% must be distributed to schools.

26. Title I Part A Application Services to Private School Students The district must consult with private school officials -statewide- to determine which students are eligible for services. Districts must provide comparable services based on a proportional share of funds for services to eligible private school students. The district maintains control of all aspects of the services to private school students.

27. Title I Part A ApplicationBudget All budget request must be allowable under federal program guidelines, and necessary to implement program goals. Costs must be reasonable, meaning it would be a cost that a prudent person would incur under similar circumstances. All budget request should align to the program description in the application narrative.

28. Title I Part ARelated Documents All supporting documentation for the Title I Part A application should be uploaded and saved to the Related Documents section of AcceleGrants. Please name related documents clearly. (e.g. 2014-15 Extended Narrative Response Question #3.) Related Documents will be saved permanently with the application when it is approved in the AcceleGrants system.

29. Title I Part ADocument Library The Title I section of the AcceleGrants Document Library has been updated with the most recent references. Please review the 2014-2015 RIDE Title I Application Guide prior to completing the CRP application. It provides guidance on what information should be included in the responses for each section.

30. Please contact the Title I Specialist assigned to your district to discuss new Title I schools, new Title I programs, major changes to existing programs, or any questions that you may have.

31. Title II- Part A – Teacher Quality Presented By: Mary Keenan

32. Title II, Part A Goal: Professional Development that improves educator quality for teachers and administrators • Increase teachers’ knowledge of academic areas • Teaching skills to support students meet State standards • Improve classroom management skills • Instructional strategies that are based on research • Developed with teachers, principals, parents and administrators feedback and participation and as a result, increases the academic achievement of all students

33. Title II, Part A Title II-Part A funds originate from the districts Comprehensive Needs Assessment Process: • Research based-multiple sources of student and educator data • Involvement of teachers, parents and district personnel • Focus on student achievement gaps and “non-highly qualified” teachers

34. Title II, Part A Class Size Reduction (CSR): • Any grade level • Must be Highly Qualified Teacher • Selection of Class Size Reduction (CSR) strategy must be research based • Flexible implementation is allowable • Public Schools Only

35. Title II, Part A Monitoring and Reporting: RIDE is charged with monitoring the use of Title II, Part A funds • Highly Qualified Teachers • Needs Assessment • Professional Development series and activities • Class Size Reduction • Equity Gaps • RIDE must report on LEAs activities and progress on an annual basis • RIDE is conducting Title II Monitoring Process on a parallel schedule with the school support visits

36. Title II, Part A Application Cautions: • Cost basis and justification – must be specific and connected to allowable Title II, Part A activities • Services and Supplies –used only with educators • Must address Highly Qualified Teacher issues • Must provide a Professional Development series/activity for each category of funds • Must provide research base for CSR • All Title II A professional development equipment, technology and supplies must be used ONLY for approved professional development activities

37. TITLE III Language Instruction for English Language Learners Presented By: Emily Klein

38. Supplemental Funds • Provide services “in addition to and not replace” core ELL programs that are the district’s responsibility. • Must supplement: • all other Title program dollars • IDEA dollars • other federal, state,andlocal/district requirements • Required Expenditures: • Professional development • and/or • Extended day, summer, ramp-up or other enhanced instructional support program • Allowable Expenditures: • Parent support and information services • Linguistically appropriate materials

39. Supplement not Supplant Activities associated with the core English language instruction program should not be funded by Title III: • Home Language Survey implementation • Cost related to initial screening of English proficiency with the W-APT and annual ACCESS assessment. • Salaries of ELL teachers to provide core ELL services • Parent notice (including translations) of program placement, exit, progress reporting etc. are all required by Ch. 16-54 and therefore not allowable under Title III funding

40. When is it Supplemental not Supplanting? • Examine the details of a situation • What is allowable in one district may be considered supplanting in another district due to specific district requirements and previous use of funding. • What is allowable one year may be considered supplanting the following year due to new district, state, or federal requirements.

41. Supplemental Professional Development Activities Additional professional development that supplements the state required professional development in Ch. 16-54 L-4-12 • Use the description and justification to clarify: • The type of PD and • How it supplements what the district provides with non-Title III funds Review of PD materials in the online desk audit will verify supplement/not supplant.

42. Title III Application Application Details page - no change • Only one question: how activities are informed by evaluation of prior year’s activities Review Details Page • Deleted this year: uploads for private schools, professional development matrix, and action plan as all will be moved into an online desk audit to be completed at another point in time – tbd Private school page • No prompt to upload consultation documents: simply complete this page as is CHANGE CHANGE

43. Related Documents • Consortia districts must upload the following document on the Related Documents page of the Title III application. • Intent to join consortium only; do not submit PD matrix, action plan, or private school consult in the grant anymore • any other supporting documents • Please do not upload these pieces to the Document Library. • Be sure to use the newest forms provided this year. • Consortia members must send their attachments to the fiscal agent to upload. • The fiscal agent is no longer responsible for uploading PD matrices, action plans, or private school consult documents for all member districts. CHANGE CHANGE

44. Private School Funding Consultation Requirements Contact all private schools in district. Discuss participation in Title III funded services for ELL students and faculty in their schools. Note: Private school students and teachers may receive benefits, services, and materials from these programs; they do not receive direct funding from these programs. The LEA always maintains control of the funds.

45. Evidence of Private School Consultation Use the form found in the document library: • describe the private school participation • provide the district plan to evaluate the services provided to the private school • count of ELL students in the private school by grade level • private school official’s signature with intent to participate or not participate Save the completed, signed form on the for the new online desk audit. Do not submit it in the CRP. CHANGE

46. Consortium Requirements Under Title III • If allocation is < $10,000 form a consortium to reach the $10,000 threshold. • Each member district must submit to RIDE declaration of intent to form consortium • Fiscal agent applies for consortium funds • Fiscal agent is responsible for ensuring: • AMAO notification requirements & private school consultation obligations • upload member consultation forms only in Related Documents • Individual districts will complete PD requirements, action plans, & evidence of private school consultation in the online desk audit separate from grant. CHANGE

47. Federal Allocations Under the Individuals with Disabilities Education Act (IDEA) The IDEA Components of the FY 2015 Consolidated Resource Plan (CRP) Presented by Alice Woods Office of Student, Community and Academic Supports

48. FY 2015 CRP Two IDEA funding streams; two applications: IDEA Grants to States (“Part B”) IDEA Preschool Grants

49. Primary Intent of the IDEA Appropriation Annual IDEA Allocation: To partially offset the excess cost of providing FAPE, supporting LEAs to: • accomplish the purposes of IDEA and • implement innovative strategies that close achievement gaps and improve outcomes for students with disabilities.

50. Use of IDEA Funds in the CRP Primary use: • To partially offset excess costof ensuring FAPE to students with disabilities; Two other uses: • To provide opportunity for parentally placed private school students w/disabilities (PPPSS) to participate in federally funded activities; and • To provide Comprehensive Early Intervening Services (EIS) to subgroups of general education students who, even with differentiated instruction or first-tier interventions, are experiencing learning or behavioral challenges. These are specifically identified and targeted students receiving interventions at a “Tier 2 or 3” level.