1. Office of Superintendent of Public Instruction Title I, Part A/Learning Assistance Program Webinar, February 17, 2015

2. Agenda ESSB 5946–Strengthening Student Educational Outcomes (SSEO) Act
K–4 Reading
Grade 3 Requirements
LAP Reporting
Title I Updates
Carryover (FP 200 & FP 201)
CPR Observations
WAEGM Conference
Parent Involvement – SES Parent Survey, Key Requirements, District and School Policies, Citizen Complaint Procedures
SES Updates – Requirements, Background Check Process, Release of 20% Set-Aside Funds (FP 557)

3. ESSB 5946–Strengthening Student Educational Outcomes (SSEO) Act
ESSB 5946, the Strengthening Student Educational Outcomes (SSEO) Act, was passed in the 2013 Legislative session to revise and amend several sections of the RCW/WAC.
Section 100–Learning to Read, Reading to Learn–includes several new requirements for Basic Education
Section 200–Learning Assistance Program–including new data collection requirements

4. All K–4 Students: Reading
District-wide comprehensive reading system that includes–
Screening assessments/tools to identify at-risk readers in grades K–4.
Research-based family involvement and engagement strategies to help students practice and build literacy skills at home.
K–4 report cards that include–
How the student is progressing on acquiring reading skills.
Whether the student is at grade level in reading.
Communication with parent/guardian for K–4 students reading below grade level–
Which interventions and strategies will be used.
Suggestions for interventions and strategies that can be used at home for improving the student’s reading skills.
Reporting–
Schools/districts will report:
K–4 students reading below grade level.
Interventions provided or planned.

5. All Students in 3rd grade: English Language Arts (ELA) Assessment
For any student who receives a score of below basic (Level 1) on the 3rd grade statewide student assessment in ELA [i.e., the Smarter Balanced Summative Assessment]–
Before the end of the school year, the teacher and principal* must meet with parent/guardian to discuss and get agreement on–
Appropriate grade level placement for the next school year; and
Strategies to improve reading, including options for:
Summer support opportunities.
Family/at-home support.
*or the principal’s designee/proxy

6. All Students in 3rd grade: ELA Assessment Starting 2015–16
For any student scoring Below Basic OR Basic (Level 1 or Level 2) on the 3rd grade ELA assessment the prior year–
The district must implement an intensive reading and literacy improvement strategy from the state ELA Menu of Best Practices or an alternative strategy approved by the Office of Superintendent of Public Instruction (OSPI).
For any school where more than 40% of tested students score Below Basic OR Basic (Level 1 or Level 2) on the 3rd grade ELA assessment the prior year–
The district must implement an intensive reading and literacy improvement strategy, or an alternative strategy approved by OSPI, from the state ELA Menu of Best Practices for all K–4 students in the school(s) during the following year.

7. LAP Reporting
By August 1, 2014, and every August 1 thereafter, districts are required to report to OSPI the amount of academic growth gained by students participating in the Learning Assistance Program (LAP).
Beginning with the 2014–15 school year, districts are required to report annual entrance and exit performance data for each student participating in LAP.
Also in the 2014–15 school year, school buildings are required to specify the implemented practices, activities, and programs supported by LAP funding.

8. LAP Reporting http://www.k12.wa.us/LAP
LAP Student Data application in the Education Data System (EDS) from May 1–July 31.
The UPDATED LAP Student Data application to collect assessment and intervention data.
Additionally, the application has been expanded to replace the iGrants LAP end-of-year report Form Package (FP) 245.

9. LAP Reporting Student Data Student List
Academic Growth and Progress Monitoring
Graduation Assistance
LAP Services
Professional Development
Family/Community Involvement
Summer School
Readiness to Learn
Funding Distribution
District’s total LAP allocation for the 2014–15 school year
expenditures by dollar amount for each practice/activity funded by LAP
Data on the number of people and total full-time equivalents (FTEs) by classification

10. Title I, Part A Carryover and Allocation Reductions
Carryover from 2013–14
FP 200 in iGrants.
Provides information on amount of carryover.
Detailed instructions for completion.
Budget revisions completed on FP 201.
All budget revisions due by February 28, 2015.
Reduction in Washington State Allocation
State reduction is $415,055 (September 2014).
Reduction in district allocations: $1 to $36,000.
Allocation adjustments integrated into carryover process.

11. Consolidated Program Review (CPR) Observations
Some items ask for description. A description requires a narrative or summary to explain the information.
Some items require documentation. Documentation is uploaded evidence of meetings or events (notification, agenda, completed sign in sheets, outcomes or minutes.) Do not upload blank templates, blank surveys, or blank compacts as evidence. 

12. Upcoming Events
Washington Association of Educational Grants Managers (WAEGM) Conference
May 19–20, 2015
Yakima Convention Center
Registration information coming soon
Contact with questions

13. Title I, Part A Parent Involvement–What is New?
Supplemental Educational Services (SES) Parent Satisfaction Survey
A State Educational Agency (OSPI) is responsible for monitoring the quality and effectiveness of services of an approved provider and removing any provider that fails, for two consecutive years, to contribute to increasing academic achievement among the students it serves [Section 1116(e)(4)(D); 34 C.F.R. §200.47(c)].
Why an SES Parent Satisfaction Survey?
Federal Requirement
Part of the Monitoring Process of Providers’ Services

14. SES Parent Satisfaction Survey
Guiding Questions
Are parents of students who received SES services satisfied with…
Communication from school district
Communication with school district and tutors
Student’s learning plan and progress report
Quality and benefit of the tutoring sessions

15. SES Parent Survey—Online & Paper Version
Survey is available in Spanish, Russian and Vietnamese
Share the survey links with parents and guardians OR distribute the paper version to those who do not have Internet access
SES Parent Survey guidance and instructions–

16. SES Parent Survey–Results and Report
Perspectives from Parents
Data plays an important role as we develop a complete picture of an SES provider’s impact.
Survey Closes June 30, 2015
Survey Results Summer 2015
This summer we will mail survey results to your districts and to the SES providers that tutored your students.

17. Parent Involvement–Key Requirements
Accessibility
Communication in General
Provide information to parents of students participating in Title I, Part A programs in an easy to understand format and in a language they can understand.
Other Languages
Written translations of printed information must be provided to parents with limited English proficiency (LEP) or orally in a language the parent can understand.
Parent with Disabilities
Districts must take the necessary steps to ensure that communication with parents with disabilities is as effective as with other parents.

18. Parent Involvement–Funding Requirements
Districts receiving $500,000 or more in Title I, Part A funds must set aside, at minimum, one percent for parent involvement purposes. Ninety five percent of the district set-aside must be allocated to Title I, Part A buildings for building-level parent involvement.
Districts with less than $500,000 must also provide parent involvement opportunities at the district and building levels.
Districts must involve parents in the decisions about the use of funds the district has reserved for parent involvement activities, including promotion of parent literacy and developing parenting skills.
[No Child Left Behind (NCLB) Section 1118(a)(3), Parent Involvement Guidance C-14]

19. Parent Involvement–District Level Parent Involvement Policy
A written document (school board approved).
Jointly developed and agreed upon with parents annually.
Distributed to all parents of participating students, if applicable, in a format and language that parents can understand.
Describes elements of parent involvement activities that will be implemented at Title I, Part A schools.
Includes strategies on using parent input.
**If the district already has a parent policy, it can be amended to meet Title I, Part A requirements.

20. Parent Involvement–School Level Parent Involvement Policy
Written policy.
Agreed upon by parents.
Distributed to parents, and the local community, in a format and language, to the extent practicable, that parents can understand.
Describes the means for carrying out parent involvement activities at the building level.
Includes strategies in using parent input.
**If the school has a parental involvement policy that applies to all parents, it may be amended to meet Title I, Part A requirements.

21. Parent Involvement–School Level Requirements
Title I, Part A
Provide timely information about programs.
Involve parents in on-going, timely planning, review, and improvement of the school parental involvement policy and the joint development of the schoolwide program plan.
Include a description and explanation of the curriculum in use at the school, the forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet.

22. Parent Involvement in Title I, Part A Parent Involvement–School-Parent Compact
Each Title I, Part A school must jointly develop with parents, for all children served, a school-parent compact that outlines:
How parents, the entire school staff, and students will share the responsibility for improved student academic achievement.
The means by which the school and parents will build and develop a partnership to help children achieve the state’s high standards.

23. Parent Involvement–Allowable Parent Involvement Activities
Pursuant to the mandates of Title I, Part A, Sec. 1118(e), districts must provide a broad range of services to parents to help them more effectively support and assist their students to succeed in school.
These services are reasonably broad in scope, but are generally linked to parent education and training, parent participation in school-related meetings, and parent inclusion in the education of their student(s).
Guidance on allowable activities:

24. Parent Involvement–Learn More
Find templates, checklists, regulations and more–

25. Federal Programs Citizen Complaint Procedures
Districts and schools must disseminate to parents of students, and to appropriate private school officials or representatives, adequate information about OSPI’s written complaint procedures for resolving issues of violation(s) of a federal statute or regulation that applies to Title I, Part A programs. [Chapter WAC Special Services Programs-Citizen Complaint Procedures for Certain Categorical Federal Programs]
For detailed information on the citizen complaint procedures, see Bulletin B056-14, Attachment C.

26. Citizen Complaint Procedures
Check and balances
Federal Program Services
Dissemination strategies
Various formats: school handbook, handout, posting, , web link, newsletter, etc.

29. Title I, Part A Supplemental Educational Services (SES
Recap of district responsibilities for SES
Update on background check process and system delays
Recap of district-provider agreement components
Review of provider policies and assurances relevant to tutoring
SES Provider Monitoring Report content and process
Process for release of 20% obligation, Public School Choice (PSC) and SES–iGrants FP 557

30. SES–District Requirements
Notify parents about the availability of services, at least annually [Section 1116(e)(2)(A); 34 CFR §200.46(a)(1)]. (See G-2.)
Help parents choose a provider, if requested [Section 1116(e)(2)(B); 34 CFR §200.46(a)(2)].
Apply fair and equitable procedures for serving students if not all students can be served [Section 1116(e)(2)(C); 34 CFR §200.46(a)(3)]. (See F-3.)
Ensure that eligible students with disabilities (SWD) and LEP students receive appropriate services [34 CFR §200.46(a)(4), (5)]. (See C-31 through C-33.)
Enter into an agreement (contract) with a provider selected by parents of an eligible student [Section 1116(e)(3); 34 CFR §200.46(b)]. (See H-1.)
Assist the SEA in identifying potential providers within the LEA [Section 1116(e)(4)(A); 34 CFR §200.46(a)(2)]. (See C-1).

31. SES–District Requirements
Protect the privacy of students who are eligible for or receive SES [Section 1116(e)(2)(D); 34 CFR §200.46(a)(6)]. (See H-16 through H-18.)
Assist the SEA in monitoring the SES providers.
Prominently display on its website, in a timely manner to ensure that parents have current information: (a) beginning with data for the 2007–2008 school year and for each subsequent school year, the number of students who were eligible for and the number of students who participated in SES; and (b) for the current school year, the list of providers approved by the SEA to serve in the LEA and the locations where services are provided [34 CFR §200.39(c)(1)(ii), (iii)]. (See G-10 through G-12.)
Meet its 20 percent obligation. If an LEA spends less than the amount needed to meet its 20 percent obligation, then it must either: (a) spend the remainder of that obligation in the subsequent school year; or (b) meet the criteria in 34 CFR §200.48(d)(2)(i) [34 CFR §200.48(d)(1), (2)]. (See L-1.)

32. SES–Recap of Background Check Process
State law requires all SES tutors first complete a background check: (RCW 28A ).
Approved SES providers will Jody Hess lists of tutors who have been fingerprinted (first and last name, date of birth) for each district in which they will work.
If a tutor is working in more than one district, the tutor’s name should appear on each district list.
Tutors who have been fingerprinted within the past two years through OSPI are currently in our system. Tutors who are not in our system will have fingerprints taken at Washington State Patrol, Educational Service Districts, or a law enforcement agency. 

33. SES–Background System Delays
OSPI has no control over the time the Washington State Patrol or the FBI will take to run the background check through their systems.
Because of the unavoidable delays in fingerprint background clearances, districts may need to extend their deadlines past the contracted date with providers to provide SES tutoring.
All eligible students whose parents completed the enrollment process within the timelines for SES tutoring must receive their full per-child expenditure for tutoring, up to the district’s 20 percent SES set-aside. 
Providers must adhere to the maximum allowed tutoring time per day and per week.

34. SES–Maximum Tutoring Per Week/Per Day
Maximum of six (6) tutoring hours per week.
School week—Monday to Friday
Weekend—Saturday and Sunday
3 days maximum
1.5 hours per day maximum
No more than 6 hours per week
Both days
2 hours per day maximum

35. UPDATED: SES Providers Must Not…
Offer a student or parent any form of incentive/award to solicit them to select the provider for SES. This includes transportation, food, prizes, and even small promotional items such as pencils and candy.
Offer or advertise to parents or potential students any form of incentive/award to be given to students for completion of attendance or performance goals, prior to the student’s actual enrollment in the program and prior to the start of SES. This includes digital learning devices such as tablets and laptops.
Tamper with district enrollment forms. It is not acceptable for a provider to pre-populate forms with the provider name, to complete the forms on behalf of a student or parents, or to submit them to the district on behalf of students or parents.
Encourage students/parents to switch providers once enrolled.

36. UPDATED: SES Providers Must Not…
Charge the district for a portion of hours of services offered and indicate that the remaining hours of service are to be provided free of charge.
Compensate school district employees personally in exchange for access to facilities, to obtain student lists, to collect applications, or obtain other similar benefits for their SES program.
Disrupt regular school operations or administration. Providers may not visit schools and ask to meet with principals or SES coordinators without making an appointment beforehand.
Interfere with a regular school day program by trying to talk with teachers, meet with teachers, or teachers about issues regarding their involvement with your programs. This includes contacting school staff via phone, , or mail for any purpose without the district’s permission.

37. UPDATED: SES Providers Must Not…
Ask schools to provide working space for SES programs during regular school hours–you should not be present in the school during the normal school day.
Solicit parents and students outside of the school building when parents are dropping off or picking up their children in an effort to recruit them to sign up for a specific program. This invades their privacy.
Misinform parents of their SES options or that a student can finish one program and then sign up for another one.
Must comply with district policy related to the distribution of enrollment forms. Must receive permission from the district prior to distributing district enrollment forms. May not distribute any enrollment form other than the district’s. Providers may not enroll students, assist parents with filling out form, or collect form.

38. UPDATED: SES Providers Must Not…
Treat school administrators or staff disrespectfully or misinform them of their rights. This includes speaking negatively about a district’s SES program or policies with parents/community organizations.
Advertise unfair or misleading information about your services or that of another vendor. Advertising includes any written or oral communication.
Ask students enrolled in the provider’s program to recruit other students for the program.
Solicit business on school premises except during scheduled SES meetings, fairs, conferences, and other events to which providers have been invited to attend.
Promote or provide tutoring more than maximum hours allowed per day/per week–six hours per week max Monday through Friday, 3 days max, 1.5 hours per day max Saturday and Sunday, 2 hours per day max

39. Update: Marketing Directly to Parents
While providers are permitted to market their services directly to members of the community, they–
Must not purport to be an agent of the school district.
May not offer or advertise economic incentives or gratuities of any kind.
Must ensure promotional materials and advertisements are free of deception and false statements; only OSPI-approved promotional materials may be distributed.

40. Update: Marketing Directly to Parents
May not distribute enrollment forms other than those provided by the district; providers must first seek permission from the district prior to distributing district enrollment forms.
Must avoid any appearance of bullying or pressuring the parent to enroll; high-pressure sales tactics are strictly prohibited.
Must ensure that district and school personnel hired by the provider perform instructional duties only, and that they do not engage in marketing activities, recruit students, distribute or collect enrollment forms, or in any way promote or encourage students to enroll in the provider’s program…this applies to districts serving as SES providers as well.

41. Recap: District/Provider Agreement Components
Once parents select a provider for their child, an LEA must enter into an agreement with the provider that includes the following:
Specific achievement goals for the student, developed in consultation with the student’s parents and the provider [Section 1116(e)(3)(A); 34 CFR §200.46(b)(2)(i)(A)].
A description of how the student’s progress will be measured and how the student’s parents and teachers will be regularly informed of that progress [Section 1116(e)(3)(A), (B); 34 CFR §200.46(b)(2)(i)(B), (ii)].
A timetable for improving the student’s achievement [Section 1116(e)(3)(A); 34 CFR §200.46(b)(2)(i)(C)].

42. District/Provider Agreement Components
A provision for terminating the agreement if the provider fails to meet the student’s specific achievement goals and timetables [Section 1116(e)(3)(C); 34 CFR §200.46(b)(2)(iii)].
Provisions governing payment for the services, which may include provisions addressing missed sessions [Section 1116(e)(3)(D); 34 CFR §200.46(b)(2)(iv)].
A provision prohibiting the provider from disclosing to the public the identity of any student eligible for or receiving SES without the written permission of the student’s parents [Section 1116(e)(3)(E); 34 CFR §200.46(b)(2)(v)].
An assurance that SES will be provided consistent with applicable health, safety, and civil rights laws [Section 1116(e)(5)(C)]. (See C-19, C-31, C-32.)

43. District/Provider Agreement: Reasonable Administrative and Operational Requirements
Per Section E-5 of the SES Non-Regulatory Guidance–
Districts may impose reasonable administrative and operational requirements through its SES agreements with providers that do not subject SES providers to more stringent requirements (such as insurance requirements) than apply to other contractors of the district.
Per Page 4 of all providers’ approved OSPI SES Provider Application–
Providers are required to have minimum liability coverage of $1 Million.

44. General Assurances and Provisions for Providers: Assurances Relevant to Tutoring
All assurances and provisions that providers agreed to in the SES Provider application are posted to our website.
Assurances relevant to tutoring:
Administer the instructional program described in the approved application. Applicant/providers must offer the program to students—at or below—the cost detailed in the approved application.
Ensure that programs build on the academic program a student experiences in the regular school day and are aligned with the district’s curriculum.

45. Assurances Relevant to Tutoring
Ensure that programs align with the state’s academic standards and, in the case of a student with disabilities, are consistent with the student’s individualized education program (IEP) under the Individuals with Disabilities Education Act.
Use high-quality, research-based instructional practices designed specifically to increase students’ academic achievement or language proficiency. Applicant/providers must provide remediation/instruction that addresses the individual skill gaps revealed during the assessment process and base remediation/instruction on an individual learning plan.
Must have a standardized pre- and post-assessment able to identify students’ weaknesses and achievement gaps, and able to build an individual student plan and learning goals. The assessment must be able to identify, by score, an overall gain.

46. Assurances Relevant to Tutoring
Ensure all instruction content offered under P.L , Section 1116(e) is secular, neutral, and non-ideological.
Provide parents/guardians of children receiving SES under P.L , Section 1116(e) and the applicable school district information related to the academic progress of their children in a format and in languages parent(s)/guardian(s) can understand.
Provide a healthy, safe, and clean environment in which to tutor students.
Hold full responsibility for the safety of students in their program. Students must not be left unattended during tutoring sessions.
Must not disclose the identity of any student, eligible for or receiving SES, to the public—without the written permission of the parent.

47. Assurances Relevant to Tutoring
When the applicant/provider or any of its employees has reasonable cause to believe that a child has suffered abuse or neglect, the provider must report to, or make sure a report is filed with, the proper law enforcement agency, or to the Department of Social and Health Services, as directed by RCW Abuse or neglect means sexual abuse, sexual exploitation, or injury of a child by any person under circumstances, which cause harm to the child's health, welfare, or safety, excluding conduct permitted under RCW 9A , or the negligent treatment or maltreatment of a child by a person responsible for, or providing care to, the child.
Must not accumulate more than three “no shows” for scheduled tutoring sessions. Provider(s) must reschedule with students/parents at least 24 hours before scheduled services, except in the event of inclement weather or emergencies.

48. SES Provider Monitoring Report
All providers will complete a monitoring report–iGrants FP Components of the SES monitoring report:
List number of students served in every grade span for each district served.
Submit sample Student Achievement Goal Plans for each grade served this school year.
Describe instruction and student activities implemented; explaining how students with IEPs, SWD, and LEP students’ needs were met.
Indicate pre and post data collected; describe how assessment data was utilized to customize instruction.

49. SES Provider Monitoring Report
Explain the high quality research-based activities utilized.
Upload lesson plan demonstrating instructional content is aligned to Common Core State Standards.
Describe parent involvement process.
Submit sample progress reports for every grade band served.
Submit and describe student conduct, discipline, and safety policies and procedures.
Components specific to districts serving as SES providers.

50. SES Provider Monitoring Report
Monitoring Report is available on iGrants (FP 726).
Report must be submitted by 4 p.m., PT, Thursday, April 30, 2015.
Each component of the report must be completed.
An evaluation rubric (“above standard”, “acceptable”, “below standard”, “insufficient information”) will be utilized to evaluate the report.
Submissions that score below standard or do not provide sufficient information for any component will be required to revise/resubmit by Friday, June 19, 2015.
If minimum standards are still not met, a Corrective Action Plan will be required.

51. District Implementation/Evaluation of SES
In addition to monitoring districts under CPR for SES implementation, OSPI will conduct interviews with parents of students served by providers in select districts.
All districts implementing SES this school year will address questions pertaining to their SES Program in their comprehensive Title I, Part A End-of-Year report.
Districts will be asked to complete a survey of SES Provider services as well as help facilitate parent surveys.

52. Process for Release of 20% Obligation — PSC & SES
iGrants FP 557–do NOT submit until both SES open enrollment windows have closed.
Due Date–the application may be completed for OSPI review any time after the requirements are met and the district knows the amount which will not be needed to meet requests for PSC and SES. All applications must be received no later than July 1, 2015.
Carryover–any of the 20% PSC/SES set aside not approved for release for other allowable Title I, Part A purpose must be carried over and used for PSC/SES purpose in the next year. This is in addition to the required 20% of the next year allocation set aside for PSC/SES on the Title I, Part A application (FP 201).

53. Process for Release of 20% Obligation — PSC & SES
Amounts entered should agree to Section B on Page 5 (Required Set-Asides for Public School Choice and Supplemental Educational Services) of the Title I, Part A application (FP 201). All amounts should be entered in whole numbers. The total set aside and amount remaining to reallocate are automatically calculated.
Application and budget revisions will require adjustments to the Title I, Part A application and budget (FP 201). Submit revisions to FP 201 upon approval.

54. Process for Release of 20% Obligation — PSC & SES
Components of the report (adheres to Sec. L of SES Non-Regulatory Guidance):
Explain how the district partnered with outside groups to inform students and families about PSC and SES.
Explain how the district ensured parents were made aware of opportunities for PSC.
Explain how the district ensured parents of eligible students were provided opportunities to sign up for SES (this includes at least two enrollment windows or one continuous open enrollment window.)
List the number of students eligible for SES vs. number served.
Indicate the activity(ies) to which the district intends to allocate funds.

55. OSPI Title I/LAP Contacts
Assistant Superintendent, Special Programs and Federal Accountability
Gayle Pauley,
Title I, Part A/LAP Program Supervisors
Larry Fazzari,
Jamey Gelhar,
Jody Hess,
Mary Jo Johnson,
Nate Marciochi, ,
Penelope Mena,
Cara Patrick,
LaWonda Smith,
Title I, Part A/LAP Support Staff
Julie Chace,
Tony May,
Kevan Saunders,