1. NCLB Coordinated Meeting TEA Spring 2016 Updates Cindy Ferdin, Laura Cantu, Velma Salazar, and Suzy Hartman Education Service Center, Region 2 April 11, 2016 8:30 AM – 3:30 PM

2. Agenda NCLB Application Grants and Federal Fiscal Compliance Schoolwide Federal & Fiscal Monitoring Updates TEA’s Do’s and Don’ts for Administering of Federal Grant Funds School Improvement & Support Updates and Clarifications 2015/2016 Texas Education Agency Monitoring & Interventions 2016 Grants Administration Update ESSA, EDGAR, Etc. NCLB Compliance Report - PP (Title I, Part A; Title 1, Part C – Migrant; Title III) Title I, Part A; Title I, Part D, Homeless/Foster Care and PNP Updates Title I, Part C – Migrant Updates Title III Updates Networking Time

3. 2016 – 2017 NCLB Consolidated Federal Grant Application See Handout - 2016-2017 No Child Left Behind Consolidated Grant Application: Updates and Helpful Tips Important Dates Guide to the NCLB Online Application Tips for Success Application Schedule Reminders – GS2100 – Applicant Information – SC5000 – Title I, Part A Campus Selection – PS3101 – Title I, Pt A & Title I, Pt D1 – PS3109 – REAP Funding Transferability – BS6001 – Program Budget Summary and Support – BS6101 – Payroll Costs

4. Important Dates June 3 - Final date to submit amendments June 6 - Anticipated date 2016-2017 application will be available July 1 - Submit date for LEAs with 12 month employees funded by grant September 5 - 2016-2017 Application closes

5. Guide to the NCLB Online Application  Access to eGrants  Roles needed for completing the application  Basic computer systems needed  Applicant Designation and Certification (ADC)  Application

6. Accessing eGrants – New Accounts Access the eGrants system through TEA Secure Environment (TEA SE)  Apply for access at www.TEA.texas.govat www.TEA.texas.gov  Select TEA Secure Applications Information located on top ribbon

7. Accessing eGrants – New Accounts  On the eGrants row, select Request Access Online  Request New Account

8. Accessing eGrants – New Accounts  Select Application – eGrants Production  Complete the form and submit  Superintendent must approve the request

9. Accessing eGrants – Existing Accounts  Select Add/Modify Application Access  Complete the form and submit  Superintendent must approve the request

10. Roles Needed in eGrants At least two roles are needed to complete applications and reports in eGrants  Grantee Official – Authorized Official ◦ Authority to submit applications ◦ Authority to bind the applicant in a contractual agreement  Grantee Manager – Local project or business manager ◦ Usually the primary or secondary contact ◦ Assists in completing and saving data on forms and application ◦ Access to complete reporting requirements

11. Roles Needed in eGrants  Grantee Staff – Employees or contracted personnel ◦ View application only ◦ Access to write or edit reporting requirements  Grantee Writer or Editor – Employee or contracted personnel ◦ Assigned to write and edit the application ◦ No access to reporting requirements

12. Basic Computer System Needed  The eGrants system fully functions using: ◦ PC compatible computer ◦ Internet Explorer browser  IE versions 10 and above must enable compatibility view ◦ Pop-up Blocker disabled

13. Need Technical Help? Common questions and answers for eGrants are provided  Access Frequently Asked Questions on TEA help desk https://txeduagency.zendesk.com/hc/en-us  Still having problems? Submit a request

14. Accessing the Application  Access the Application, forms, and reports ◦ www.TEA.texas.gov www.TEA.texas.gov ◦ -- Select TEASE Login ◦ Select the “ eGrants Production” system

15. Accessing the Application  Access the Application, forms, and reports ◦ Once in eGrants, select the appropriate application from the droplist of eligible grants and click “Initiate”

16. Applicant Designation & Certification  The first document to be completed is the Applicant Designation and Certification (ADC) form  On the ADC select which grant program(s) the LEA is applying

17. Applicant Designation & Certification  Use one of the following selections for each eligible funding source with a planning amount ◦ Apply On Own ◦ Apply as Fiscal Agent of SSA -- Shared Service Arrangement ◦ Not Apply at All ◦ Apply as Member of SSA  Select the Fiscal Agent from the drop list

18. Applicant Designation & Certification

19.  Certify and Submit!

20. Tips for Success  Resources ◦ Have copy of the 2015-2016 approved grant application for reference ◦ Have copies of the comprehensive needs assessment (CNA) and/or campus improvement plans (CIP) available for reference ◦ Have a basic idea of the activities and funding needs, based on the CNA/CIP for the programs planned for 2016-2017 and/or continuing from the 2015-2016 school/grant year

21. Tips for Success Complete and save certain application schedules first  GS2100 – Application Information ◦ Have two contacts for the grant that are knowledgeable of the LEA’s program and fiscal needs and who can work with TEA staff regarding the grant application  SC5000 – Campus Selection

22. 2016-2017 NCLB Consolidated Federal Grant Application  Application Schedule Reminders ◦ GS2100 – Applicant Information ◦ SC5000 – Title I, Part A Campus Selection ◦ PS3101 – Title I, Pt A & Title I, Pt D1 ◦ PS3109 – REAP Funding Transferability ◦ BS6001 – Program Budget Summary and Support ◦ BS6101 – Payroll Costs

23. GS2100 – Applicant Information

24. SC5000 – Title I, Part A Campus Selection  SC5000 – Title I, Part A Campus Selection  Refer to the SC5000 from the 2015-2016 NCLB Consolidated Grant  Campus Number, Campus Name, and Grade Spans are automatically populated from AskTED

25. SC5000 – Title I, Part A Campus Selection Per Pupil Amounts (PPA)  Single Attendance Area LEAs can allocate PPA without any regard to low-income percentage.  Multiple Attendance LEAs must follow rules for Title I, Part A eligible and served campuses ◦ Must Rank and Serve campuses with a low- income rate greater than 75% ◦ May serve campuses with 75% low-income rate and lower using “grade span groupings”

26. SC5000 – Title I, Part A Campus Selection

27. What if the PPA Validation Fails?  First time:An error message will appear that lists line number(s) that need to be corrected  Second and Third time: Error message again lists line number(s) that need to be corrected but offers option to submit a justification

28. Example of SC5000

29. Total Campus Allocation:  Columns in Red is what the eGrants system uses to calculate the Total Campus Allocation.  Formula is based on the number of eligible students (percentage of low income) times the PPA amount entered.  The difference between the Entitlement Amount and the Total Campus Allocation should be the district reservations entered on the PS3101

30. SC5000 – Title I, Part A Campus Selection  Report displays campuses by LEA and in Rank order.

31. PS3101 – Title I, Pt A and Title I, Pt D1 Part 2: Funding Requirements Line a: If the Entitlement Amount is greater than $500,000, you must reserve at least 1% of funds for Districtwide Parent Involvement Activities. Line f: Services to Homeless Students Line g: Services to Students Residing in Local Facilities for Neglected Line h: Services to Students Residing in Local Facilities for the Delinquent Line i: Other (Specify)

32. PS3101 – Title I, Pt A and Title I, Pt D1

33. PS3109 – REAP Funding Transferability  LEAs are no longer identified for improvement.  LEAs may transfer 100% Title II, Part ATitle I, Part A  Organizations may not redirect funds from Title I, Part A, to any other program even if those funds were originally redirected to Title I, Part A, from another applicable program.

34. PS3109 – REAP Funding Transferability

35. BS6001 – Program Budget Summary  Amendments submitted after any TEA fiscal adjustments:  If Funding Amount on PS3101 differs from Final Amount on BS6001, the system will prompt the LEA to open PS3101 and revise and save to align amounts

36. BS6101 – Payroll Costs  Reference 2015-2016 BS6101  Will the 2015-2016 positions continue to be funded by 2016-2017 grant funds?

37. BS6101 – Payroll Costs  All positions should be supplemental, reasonable and necessary, and meet the intent and purpose of the fund source  Justification should include a brief description of the job and its responsibilities

38. BS6101 – Payroll Costs  “Number” of positions not “funding” amount regardless of full time, part time, etc… ◦ 15 Full Time Employees 100% TIA = 15 positions ◦ 2 Part Time Employees 100% T3A = 2 positions ◦ 3 Full Time (50% T2A & 50% local) = 3 positions

39. BS6101 – Payroll Costs

41.  LEAs must certify all funded “Other” positions starting with line 15  Documentation must be maintained that clearly demonstrates the allowable and supplemental nature of the position and be able to provide such documentation to TEA upon request

42. BS6101 – Payroll Costs

43. Prior Approval and Justification forms  New EDGAR requirements, certain activities require additional documentation ◦ Educational Field Trips ◦ Out of State Travel ◦ Hosting or Sponsoring conference  Maintained locally (Available upon TEA request) ◦ PNP Equitable Services ◦ Parent Involvement ◦ NCLB Consolidated Administrative Funds ◦ Use of Funds form (Capital Outlay)

44. Completing the Application  Check the “View Errors” button on the Table of Contents page

45. Certify and Submit the Application  “Grantee Official” must be logged into the eGrants system and select the “Certify and Submit” button  Once selected, a window will open with the Table of Contents and require the Authorized Official’s contact information

46. Certify and Submit the Application  Complete the authorized official information  Click the second Certify and Submit button from this page  If successfully submitted, this pop-up window will appear

47. Certify and Submit the Application  The system will send a confirmation email that the application has been received by TEA.

48. Certify and Submit the Application  In order for TEA to award a NOGA for the 2016- 2017 application, the LEA must complete and submit the 2015-2016 NCLB Gun Free report located below the application from last year

49. Gun-Free Schools Report

50. Grants and Federal Fiscal Compliance Schoolwide Title I, Part A Goals of the webinar series Misinterpretation of USDE’s July 2015 schoolwide programs guidance. Introduction to the supplemental funds test. How to pass the supplemental funds test. 50

51. Goals of the Webinar Series 1.To review the basic concepts of schoolwide programs. 2.To encourage you to begin planning now for the 2016–2017 school year. 3.To answer specific questions. 4.To share what we’ve learned. 51

52. Schoolwide Programs Web Page http://tea.texas.gov/grants/schoolwideprograms/

53. Webinar Content #Topics Covered Publication Date 1 Introduction to Title I, Part A schoolwide programs. Importance of starting the planning process in spring. Overview of TEA and federal guidance. February 19, 2016 2 Fiscal flexibility offered by Title I, Part A schoolwide programs. Fiscal requirements that still apply to schoolwide campuses. Consolidation options for schoolwide campuses. February 26, 2016 3 Supplemental funds test and allocating funds to campuses. March 4, 2016 4 Establishing total revenue for schoolwide campuses. Choosing a consolidation option. Creating a campus schoolwide budget. March 18, 2016 53

54. Webinar Content (continued) #Topics Covered Publication Date 5 Establishing an accounting methodology. Committing to a schoolwide program. April 1, 2016 6 Setting up consolidation in an accounting system. o State requirements. o Fund code 282. April 15, 2016 7 Step-by-step guidance for accounting for an actual expenditure. o Encumbering and appropriating funds. o Entering expenditures in fund code 282. o Moving expenditures to the appropriate fund. April 29, 2016 54

55. Webinar Content (continued) #Topics Covered Publication Date 8 More step-by-step guidance for accounting for an actual expenditure. o Journal voucher entries. o Drawing down funds. o Reducing encumbered funds. o Reversing the balance. May 13, 2016 9 Federal subrecipient monitoring of schoolwide programs. o LEA and campus responsibilities. o Monitoring that is specific to schoolwide programs. o Specific items monitors will verify. May 27, 2016 55

56. Misinterpretation of USDE’s Guidance USDE Letter stamped date of July 30, 2015 from Ann Whalen (14 page document) The final paragraph on page 8 begins with the sentence: “The supplement not supplant requirement in ESEA section 1120A(b) does not apply to a schoolwide program school, and the school does not need to demonstrate that Title I funds are only used for activities that supplement those the school would otherwise provide with non-federal funds.” but The final sentence of that paragraph says “However, in order for federal funds to make a difference in supporting school reform in a schoolwide program, they must supplement those funds the school would otherwise receive. To ensure that this occurs, a schoolwide program school relies on the equitable distribution of non-federal funds.” URL: https://www2.ed.gov/policy/elsec/guid/eseatitleiswguidance.pdfhttps://www2.ed.gov/policy/elsec/guid/eseatitleiswguidance.pdf 56

57. Introduction to the Supplemental Funds Test LEAs with campuses that operate schoolwide programs must demonstrate that they comply with supplement, not supplant by passing the supplemental funds test. 57

58. Supplemental Funds Test Instead of demonstrating that specific costs are supplemental, the supplemental funds test ensures that LEAs distribute funds appropriately to campuses. 58

59. Supplemental Funds Test (continued) Your LEA must demonstrate that each schoolwide campus receives at least the same amount of state and local funds that, in the aggregate, it would have received in the absence of Title I, Part A funds. 59

60. How to Pass the Supplemental Funds Test Your LEA must: 1.Pick a fair and equitable method to allocate state and local funds to its campuses. 2.Use that method consistently for all campuses (even those that don’t operate schoolwide programs or don’t receive Title I funds). 3.Maintain documentation of the method used and all related calculations. 60

61. Disclaimer Please note that the following examples are provided by TEA for informational purposes only. You should not interpret the items or amounts as anything other than sample data. http://tea.texas.gov/grants/schoolwideprograms/ 61

62. Supplemental Funds Test: Example 1 This example LEA has decided to calculate its allocation of state and local funds for the upcoming school year based upon the following: 1.Its student-teacher ratio. 2.How much it usually pays for staff and supplies. The specific amounts are as follows: each teacher position = $60,000 each principal position = $80,000 technology cost per student = $50 instructional materials per student = $61 62

63. Supplemental Funds Test: Example 1 (continued) The LEA allocates state and local funds as follows to Campus A, which operates a schoolwide program and has 300 students: Funding CategoryCalculationAmount Allocated Funding for 14 teachers (based upon student-teacher ratio) 14 × $60,000$840,000 Funding for 1 principal1 × $80,000$80,000 Technology costs300 × $50$15,000 Instructional materials costs300 × $61$18,300 Total allocation of state and local funds$953,300 63

64. Supplemental Funds Test: Example 1 (continued) The LEA allocates state and local funds as follows to Campus B, which does not operate a schoolwide program and has 600 students: Funding CategoryCalculationAmount Allocated Funding for 27 teachers (based upon student-teacher ratio) 27 × $60,000$1,620,000 Funding for 1 principal1 × $80,000$80,000 Technology costs600 × $50$30,000 Instructional materials costs600 × $61$36,600 Total allocation of state and local funds$1,766,600 64

65. Supplemental Funds Test: Example 1 (continued) To pass the supplemental funds test, the LEA must apply the same method to all of its campuses, and maintain documentation of its method and all related calculations. Please note that while this LEA’s method is based upon staffing, the district does not necessarily have to use the allocated funds according to the calculation. The calculation is used to generate a fair and consistent allocation amount, but the LEA can use its discretion to pay a teacher, for example, more or less than $60,000. 65

66. Supplemental Funds Test: Example 2 This example LEA has decided to calculate its allocation of state and local funds for the upcoming school year based upon a weighted, per-pupil formula. The specific amounts are as follows: standard per-pupil allocation = $4,000 additional allocation for each low-income student = $400 additional allocation for each limited English proficient student = $600 additional allocation for each special education student = $900 66

67. Supplemental Funds Test: Example 2 (continued) The LEA allocates state and local funds as follows to Campus C, which operates a schoolwide program and has 300 students (200 low-income students, 100 limited English proficient students, and 20 special education students): 67 Funding CategoryCalculationAmount Allocated Standard funding for all students300 × $4,000$1,200,000 Funding for low-income students 200 × $400$80,000 Funding for limited English proficient students 100 × $600$60,000 Funding for special education students 20 × $900$18,000 Total allocation of state and local funds$1,358,000

68. Supplemental Funds Test: Example 2 (continued) The LEA allocates state and local funds as follows to Campus D, which does not receive Title I, Part A funds and has 600 students (450 low-income students, 200 limited English proficient students, and 75 special education students). 68 Funding CategoryCalculationAmount Allocated Standard funding for all students600 × $4,000$2,400,000 Funding for low-income students450 × $400$180,000 Funding for limited English proficient students 200 × $600$120,000 Funding for special education students 75 × $900$67,500 Total allocation of state and local funds$2,767,500

69. Supplemental Funds Test: Example 2 (continued) To pass the supplemental funds test, the LEA must apply the same method to all of its campuses, and maintain documentation of its method and all related calculations. Please note that while this LEA’s method is based upon per-pupil amounts, the district does not necessarily have to use the allocated funds according to the calculation. The calculation is used to generate a fair and consistent allocation amount, but the LEA can use its discretion to spend, for example, more or less than $4,000 on each low-income student. 69

70. Texas Education Agency Division of Federal Fiscal Monitoring 70 TEA’s Do’s and Don’t’s for Administering Federal Grant Funds

71. 71 Risk Assessment Benefits of Federal Flexibility Policies and Procedures Internal Controls Grant Budget Period of Performance Time Distribution Records Property Standards General Procurement Standards Professional and Contracted Services Technology Devices Supplies and Materials Questions and Answers Additional References: Methods of Procurement

72. Risk Assessment 72 Pass-through entity must evaluate each subrecipient’s risk of non compliance (federal statute/regulations/terms of award) to determine appropriate monitoring. (200.331(b)). Risk Factors, may include consideration of: 1.Subrecipient’s prior experience with the grant program 2.Results of previous audits 3.New personnel or substantially changed systems 4.Results of federal monitoring

73. Benefits of Federal Flexibility Subrecipient monitoring in the current period of availability 2015 - 2016 school year. This allows monitors to work with subrecipients to correct issues and resolve findings while adjustments can still be made to the grant budget. Subrecipients should drawdown reimbursements monthly in order for subrecipients to resolve findings and mitigate questioned costs. 73

74. No Federal Flexibility For Single-Audits Annual financial and compliance report (AFR), including the single-audit report are performed by subrecipient’s external auditor. Since AFRs are for previous school year audit, federal flexibility is not available. Questioned costs identified in federal grant finding will need to be reimbursed to TEA. 74

75. Policies and procedures 75 Do develop local policies and procedures – Make policies broad and procedures more detailed. Don’t use generic policies that do not accurately state what your district or charter school does locally. New EDGAR’s emphasis on internal controls will likely result in a finding by auditors/monitors. Procedures that are locally developed to ensure compliance with federal statutes, regulations, terms of and performance goals.

76. Policies and Procedures 76 Do establish procedures and internal controls for complying with: Financial Management Standards (200.302) FASRG-15 digit account codes Accurate, Current, Complete Accounting Records Internal Controls (200.303) Cash Management (200.305) For all non-federal entities payments must minimize time elapsing between transfer of funds (draw-downs) and disbursement.

77. Payments (200.305(b)(1)-(4) 77 Written procedures must describe whether non-federal entity uses: 1)Advance Payments(preferred) Limited to minimum amounts needed to meet immediate cash needs 2)Reimbursement Pass through must make payment within 30 calendar days after receipt of the billing 3)Working Capital Advance The pass-through entity determines that the nonfederal entity lacks sufficient working capital. Allows advance payment to cover estimated disbursement needs for initial period

78. Policies and Procedures (Additional Handout – EDGAR Sections that Require Written Policies and/or Procedures) 78 Do establish procedures and internal controls for complying with: Property standards (200.310) Do consider implementing a policy for safeguarding technology devices. Do implement internal controls to provide assurance that property purchased with federal grant funds are solely used for authorized purposes. Procurement standards (200.317) Do ensure that your procedures identify if your are applying procurement standards to conform with new EDGAR procurement standards, or otherwise. Policy decision should be recognized and, when appropriate, approved by school board.

79. Policies and Procedures 79 Do establish procedures and internal controls for determining allowability of costs in accordance with Subpart E – Cost Principals All costs must be: Necessary, Reasonable, and Allocable Conform with federal law and grant terms Consistent with state and local policies Consistently treated In accordance with GAAP Not included as match Net of applicable credits Adequately documented If its not in your plan it is not allowable-necessary for the performance or administration of the grant

80. Provide Training on P & P ‘s 80 Do provide training for professional and support staff including: Business Office Staff Central Administrative Staff Campus Staff Department Staff Do ensure that personnel receive relevant, reliable and timely information that enables them to carry out their responsibilities.

81. Common observations on P & P ‘s 81 Most common observation is that Policies and Procedures either: a)Don’t exist b)Are outdated c)Or not being followed

82. Internal Controls Definitions (200.61) 82 Internal controls means a process, implemented by a non- Federal entity, designed to provide reasonable assurance regarding the achievement of objectives in the following categories: 1.Effectiveness and efficiency of operations; 2.Reliability of reporting for internal and external use ; and 3.Compliance with applicable laws and regulations

83. Internal Controls Definitions (200.62) 83 Internal control over compliance requirements for Federal awards means a process implemented by a non-Federal entity designed to provide reasonable assurance regarding the achievement of the following objectives for Federal awards: a.Transactions are properly recorded and accounted for, in order to: a.Permit the preparation of reliable financial statements and Federal reports; b.Maintain accountability over assets; and c.Demonstrate compliance with Federal statutes, regulations, and the terms and conditions of the Federal award;

84. Internal Controls Definitions (200.62) (cont.) 84 b.Transactions are executed in compliance with: 1.Federal statutes, regulations, and the terms and conditions of the Federal award that could have a direct and material effect on a Federal program; and 2.Any other Federal statutes and regulations that are identified in the Compliance Supplement; and c.Funds, property, and other assets are safeguarded against loss from unauthorized use or disposition

85. Internal Controls Requirements (200.303) 85 The non-Federal entity must: a.Establish and maintain effective internal control over the Federal award that provides reasonable assurance that the non-Federal entity is managing the Federal award in compliance with Federal statutes, regulations, and the terms and conditions of the Federal award. b.Comply with Federal statutes, regulations, and the terms and conditions of the Federal awards. c.Evaluate and monitor the non-Federal entity's compliance with statutes, regulations and the terms and conditions of Federal awards. d.Take prompt action when instances of noncompliance are identified including in audit findings. e.Take reasonable measures to safeguard protected personally identifiable information and other information designated or deemed sensitive.

86. Grant Budget 86 Grant Budget Work-papers Don’t throw them away… keep all support regarding discussions, meetings regarding district and campus improvement plans. Ensure to maintain adequate documentation regarding special individualized education needs/plans Set Aside Requirements-Do include specific amounts as appropriations in your financial records. Verify class object code was budgeted before expending in any given cost category. Verify payroll positions were budgeted. Do maintain evidence of funding for each campus. Any funding formulas regarding the distribution of local, state, and federal funds.

87. Period of Performance-Obligations 87 Period of Performance (200.309) Do consider when an obligation of federal funds occurs. What affect will this have on whether my expense is allowable under federal period of performance standards. Obligation-promise to pay Liquidation-performance of services/goods received Drawdown-reimbursement Payment-issuance of payment Obligation = transaction that requires payment

88. Period of Performance- When can I obligate federal grant funds? Grantees may begin to obligate funds when Awarding agency approves application Awarding agency determines the application is substantially approvable 88 Expenditure TypeDate of Obligation Acquisition of PropertyDate of binding written commitment Personal Services by Employee When services are performed Personal Services by Contractor Date of binding written commitment TravelActual dates of travel Utility ServicesWhen the services are received. Rental or lease of property When the property is actually used or occupied.

89. Time Distribution Records (200.430) Time and Effort 89 Use the TEA’s substitute time and effort reporting for documenting payroll allocations for teachers, when applicable. Do consider applying for use of TEA’s substitute time and effort reporting even if you don’t know if you will be using it. Approximately 300-400 LEAs have applied for approval to use this substitute system. Don’t have employees sign their forms prior to the end of the period being certified. Do ensure that time distribution records account for 100% of the employee’s time for which they are compensated and identify all funding sources/cost objectives from which they are paid.

90. Payroll Records 90 Do update Employee Job Descriptions on an periodic basis. This allows for the opportunity to update any change in their roles and responsibilities. Do implement controls for documenting Supplemental Pay Agreements and timesheets for supporting extra-duty payments, e.g., tutoring services. Don’t issue payroll checks prior to services being performed. Midmonth payroll for services provided during the whole month in which payments are made.

91. Record Retention 91 Think twice before throwing anything away. Do consider: Requesting copies of conference materials-Evidence of attendance Working lunches-agendas, evidence of cost analysis Food-documentation of business related activity, demonstrating the purchase was reasonable and necessary for school business purposes. Do retain records for at least five years. Do verify student eligibility for participants.

92. Property Standards 92 Must have adequate controls in place to account for: Location of equipment Custody of equipment Security of Equipment Physical Inventory at least every two years Property records Description, serial number or other ID, title info, acquisition date, costs, percent of federal participation, location, use and condition, and ultimate disposition

93. Property Standards-Shared Use 93 Shared use is allowed if such use will not interfere: 1 st preference – projects supported by federal awarding agency 2 nd preference – project funded by other federal agencies 3 rd preference - use for non federally funded programs Incidental benefit exists if three requirements are met: 1.the equipment is used less than 5% of time 2.the use does not take away the use by intended program 3.the use does not increase the depreciation value of the equipment

94. General Procurement Standards(200.318) 94 All nonfederal entities must have documented procurement procedures which reflect applicable Federal, State and local laws and regulations, provided that the procurement conform to applicable federal laws and standards noted in 200.318.

95. Professional and Contracted Services 95 Do verify qualifications and credentials when outsourcing. Implement effective procedures for ensuring contract terms and conditions are documented and monitored for compliance. Don’t pay employees as independent contractors in the same fiscal year.

96. Technology Devices 96 Do implement procedures for monitoring the use by participants and staff including what software applications are on these devices. Don’t maintain devices in a school closet and expect that it is safeguarded. TEA recommends all technology devices be considered as controllable assets in policy and procedures be implemented to track these units by some means.

97. Supplies and Materials 97 Don’t allow for stockpiling of supplies and materials. Do document every need. Make sure that all purchases align with a goal or objective included in the most current improvement plan or a need in a student’s individual educational plan, as applicable. Do maintain appropriate documentation for demonstrating compliance with procurement standards, as applicable.

98. Methods of Procurements(200.320(a)) 98 Procurement by Micro-purchase Acquisition of supplies and services under the aggregate amount of $3,000 or less To the extent practicable must distribute micro- purchases equitably among qualified suppliers May be awarded without soliciting competitive quotations if nonfederal entity considers the cost reasonable.

99. Methods of Procurements(200.320(b)) 99 Small Purchase Procedures Good or service that costs $150,000 or less (NEW: Simplified Acquisition Threshold was raised under 200.88) Organization may set lower threshold Must obtain price or rate quotes from an adequate number of qualified sources Relatively simply and informal

100. Methods of Procurements(200.320(c)) 100 Sealed Bids for Over $150,000 Organization may set lower threshold Bids are publically solicited. When following conditions are met A complete, adequate and realistic specification or description of good or service is available; Two or more responsible bidders are willing and able to compete effectively for the business. Selection of vendor can be made principally based on price and it’s a firm fixed price contract.

101. Methods of Procurements(200.3 20(c)) (Cont.) 101 Sealed bids must: Provide sufficient time to submit bids; Include all specifications so bidder can properly respond; and Be publicly opened at time and place announced in invitation for bids Any and all bids may be rejected if there is a sound documented reason. Award is made to the lowest responsive and responsible bidder.

102. NEW EDGAR VS State March 30, 2016Copyright © 2016 by TEA102 CategoryCategoryCurrent Texas School PurchasingUniform Guidance $1-$3,000TEC 44.031 - no formal rules200.320(a) micro purchase - reasonable cost $3,001-$50,000TEC 44.031 - no formal rules200.320(b) small purchase - price or quotes (adequate number of vendors) $50,000-$150,000 (except produce and fuel) 1.competitive bidding 2.competitive sealed proposals 3.request for proposal (rfp) 4.interlocal contract 5.request for qualifications (rfq) -no prices are bid 6.Reverse auction. 7.formation of political subdivision corporation 200.320(b) small purchase - price or quotes (adequate number of vendors) $150,001+TEC 44.031 - one of 7 methods listed above 200.320(c) sealed bids or rfps or rfqs

103. Methods of Procurements(200.320(c)) 103 Competitive Proposals Over $150,000 Organization may set lower threshold Award contract to responsible vendor whose proposal is most advantageous to the program, considering price and other factors. Generally used when sealed bid is not appropriate.

104. Competitive Proposals( 200.320(d)) 104 Request for proposal (RFP) must be publicized and identify all evaluation factors and their relative importance identified. Proposals must be solicited from an adequate number of sources. Must have method for evaluating proposals and selecting the vendor. Contracts must be awarded to the responsible vendor whose proposal is most advantageous to the program, considering price and other factors.

105. Noncompetitive Proposals( 200.320(f)) 105 Only use when following: The item is only available from a single source; The public exigency or emergency for the requirement will not permit delay; The Federal awarding agency or pass-through expressly authorizes noncompetitive proposals in response to a written request from non-Federal entity; or After soliciting a number of sources, competition is determined inadequate.

106. School Improvement and Support (SIS) Updates and Clarifications ESSA Timelines Major ESSA Changes o Assessments o Accountability o School Improvement o Direct Student Services o Highly Qualified Handout: Transitioning to the Every Student Succeeds Act (ESSA) Frequently Asked Questions http://www2.ed.gov/policy/elsec/leg/essa/faq/essa-faqs.pdf http://www2.ed.gov/policy/elsec/leg/essa/faq/essa-faqs.pdf

107. School Improvement Support (SIS) ESSA Timelines USDE Timeline: Spring 2016 – Negotiated Rulemaking Summer 2016 – Propose rules and public comment period Fall 2016 – Final Rules Released TEA Timeline: Spring and Summer 2016—Gather stakeholder input Early Fall 2016—Draft initial state plan Late Fall 2016—Release draft plan for public comment (based on finalization of USDE regulations) January 2017—Submit final state plan to USDE for approval Final approval from USDE within 120 days

108. School Improvement Support (SIS) Major ESSA Changes Assessment Basics of the NCLB assessment system remain the same New flexibility for states to consider shifting from one summative assessments to: o multiple statewide interim assessments that, when combined, produce an annual summative score. o portfolios, projects, or extended performance tasks. o computer-adaptive assessments to measure a student’s academic proficiency above or below grade level to determine a student’s actual performance level.

109. School Improvement Support (SIS) Major ESSA Changes Accountability Adequate Yearly Progress (AYP) Each statewide system must “meaningfully differentiate” schools using: Academic proficiency on state assessments Graduation rates for high school English Language Proficiency Growth or another statewide academic indicator for K-8 schools Not less than 1 other state- set indicator of school quality or student success 95% assessment participation rate

110. School Improvement Support (SIS) Major ESSA Changes School Improvement SES Corrective Action Restructuring Parental Notification Reconstitution State Developed Intervention System Comprehensive Support and Improvement: Lowest-performing 5% of Title I schools on state accountability index; High schools with <67% graduation rates, and Schools with underperforming subgroups that do not improve after a state-determined number of years. Targeted Support and Improvement: Schools with consistently underperforming subgroups, as defined by the state.

111. School Improvement Support (SIS) Major ESSA Changes Direct Student Services New Title I reservation for states (up to 3% of Part A) to fund LEA “direct student services” May include: Credit recovery Opportunities to earn postsecondary credits Implement personalized learning Participation in academic courses not available at a student’s school Title II – Highly Qualified Highly Qualified Teacher Requirements

112. School Improvement Support (SIS) Major ESSA Changes Title II Does not require specific educator evaluation measures or methods. Title II Part A allows states to fund their priorities in attracting, preparing, supporting and retaining effective teachers and leaders to serve high- poverty, minority students. Requirements aligned with state equity plan New funding flexibilities for state activities and state supports

113. School Improvement Support (SIS) Major ESSA Changes Title IV Eliminates separate funding streams for Safe and Drug Free Schools and Enhancing Education through Technology Programs Shift to block grants for portions of this section

114. 2015-16 TEA Monitoring and Interventions (PMI/SIS) Handout

115. 2016 Grants Administration Updates Consolidated Appropriations Act ESSA Fiscal Issues Title I, Part A Title I, Part B Title I, Part C Title I, Part E Title II, Part A Title IV, Part A MOE Ed-Flex Preschool Development Grants (Sec 9212)

116. 2016 Grants Administration Updates Consolidated Appropriations Act Federal allocations for 2016-2017 Small revisions to 2015-2016 award amounts ◦ budget adjustments completed last week ◦ small increases for Title I, Title II, and IDEA- B formula

117. 2016 Grants Administration Updates Consolidated Appropriations Act  Delayed implementation of ESSA for formula grant programs from USDE ◦ Formula grant programs will operate under the ESEA legislation in effect the day before the date of he enactment of ESSA ◦ Implement under NCLB statute in 2016-2017, while planning for implementation under ESSA in 2017-2018

118. 2016 Grants Administration Updates – ESSA Fiscal Issues Every Student Succeed Act (ESSA) Enacted 12/10/15 Implementation delayed; 7-1-2017 for programs allocated by formula from USDE Public comment period ended 1/21/16 USDE in negotiated rule-making process

119. 2016 Grants Administration Updates – ESSA Fiscal Issues Starting 2017-2018 Title I, Part A  Maintains four formula structure for allocations  Reserve the greater for school improvement and technical assistance ◦ 7%, or ◦ Sum of FY16 PFS reservation and FY16 TTIPS grants ◦ Competitive or formula grants

120. 2016 Grants Administration Updates – ESSA Fiscal Issues Starting 2017-2018 Title I, Part A  State may reserve 3% for Direct Student Services grants  Allowable for— ◦ Academic and CTE coursework ◦ Credit recovery ◦ Advance placement ◦ Early college high school ◦ Tutoring ◦ AP, IB testing fees ◦ Transportation for school choice

121. 2016 Grants Administration Updates – ESSA Fiscal Issues Starting 2017-2018 Title I, Part A  Private Schools ◦ Allows for services from LEA, other government agency, entity or third party contractor ◦ Allows consolidation of Title I equitable services with those allowable under Migrant, Title II, Part A, Title III, Part A, Title IV, Parts A & B (Sec. 8501)  Requires state to notify appropriate administrators of private schools of allocations for PS services as determined by LEAs

122. 2016 Grants Administration Updates – ESSA Fiscal Issues Starting 2017-2018 Title I, Part A  Supplement, not supplant ◦ LEA must demonstrate (within two years of implementation) that the methodology used to allocate state and local funds to each participating school is the same as it would be in the absence of Title I funds ◦ Secretary cannot require the LEA to identify individual cost or service as supplemental, or for services to be provided through a particular method or instructional setting to demonstrate compliance  Similar to current SW supplemental funds test

123. 2016 Grants Administration Updates – ESSA Fiscal Issues Starting 2017-2018 Title I, Part B – Assessment Grants  20% of state allocation for LEA grants  Local assessment audits  Implement assessments plan  Assessment delivery systems  Instructional coaches – classroom assessment  Accommodations for SWD and ELs  Improve dissemination of assessment data

124. 2016 Grants Administration Updates – ESSA Fiscal Issues Starting 2017-2018 Title I, Part C – Migrant  Adds 90% hold harmless to formula for 2017—2019  Updates formula to states to be based on more current migrant child counts

125. 2016 Grants Administration Updates – ESSA Fiscal Issues Starting 2017-2018 Title I, Part E – Per-Pupil Funding Pilot  LEAs apply to USDE  3-year pilot for up to 50 LEAs  Consolidate Titles I, II, III, IV-A and V-C, state, and local funds to create weighted per-pupil funding systems  No high poverty school receive less per pupil for low- income students and English Learners  Renewable for three years  If successful, can expand to any LEA in 2019-2020

126. 2016 Grants Administration Updates – ESSA Fiscal Issues Starting 2017-2018 Title II, Part A  Phase in new formula by 2020 ◦ 20% population ◦ 80% poverty  Hold-harmless reduced by 14.29% per year, over 7 years removes hold-harmless provision in formula  Increases amount awarded by 20/80 pop/poverty each year

127. 2016 Grants Administration Updates – ESSA Fiscal Issues Starting 2017-2018 Title IV, Part A  Student Support and Academic Achievement Grants  New "block grant"  Formula grant to LEAs based on equitable share of Title I, Part A funds within the state  Minimum of $10,000 awards

128. 2016 Grants Administration Updates – ESSA Fiscal Issues Starting 2017-2018 Title IV, Part A  If grant is greater than $30,000—Comprehensive needs assessment required ◦ 20% focus on one or more "well-rounded educational opportunities" activity ◦ College and career guidance/counseling, arts and music programs that promote problem solving and conflict resolution, STEM, accelerated learning, history, civics, economics, geography, foreign language, environmental education, community involvement, other programs

129. 2016 Grants Administration Updates – ESSA Fiscal Issues Starting 2017-2018 Title IV, Part A  If grant is greater than $30,000— ◦ 20% focus on one or more "safe and healthy students" activity ◦ Drug and violence prevention, school-based mental health services, health and safety practices in school/athletics, physical education, nutrition education, healthy lifestyle, bullying and harassment prevention, relationship-building, dropout prevention and re-entry, train school personnel in drug, violence, trafficking, and trauma, other programs

130. 2016 Grants Administration Updates – ESSA Fiscal Issues Starting 2017-2018 Title IV, Part A  If grant is greater than $30,000— ◦ Support effective use of technology; limit to 15% on purchasing technology infrastructure ◦ Professional learning tools, technology, devices, content resources for adaptive learning, build technology capacity, developing strategies for digital learning, blended learning projects, remote access resources for students in rural, remote, and underserved areas

131. 2016 Grants Administration Updates – ESSA Fiscal Issues Starting 2017-2018 Title IV, Part A  If grant is less than $30,000— ◦ LEA only required to meet one of the set-asides (well-rounded educational opportunity, safe and healthy students, or support effective use of technology)

132. 2016 Grants Administration Updates – ESSA Fiscal Issues Starting 2017-2018 Maintenance of Effort (MOE)  90% MOE requirement  LEA is not subject to penalty (reduction in allocations) for failing MOE if it has not failed MOE in past five years  USDE may waive penalty of MOE if change in organizational structure at LEA (in addition to exceptional or uncontrollable circumstances and precipitous decline in financial resources)

133. 2016 Grants Administration Updates – ESSA Fiscal Issues Starting 2017-2018 Ed-Flex  Ed-Flex reauthorized in Section 9207 of ESSA  Secretary can review state progress and automatically renew state’s authority for up to five years  State can submit application for authority for up to five years

134. 2016 Grants Administration Updates – ESSA Fiscal Issues Starting 2017-2018 Preschool Development Grants (Sec 9212)  Competitive early learning grants to states  One-year grant for planning, coordination and improvement activities at state level  Three-year renewal grants can include subgrants ◦ 1st year 60% subgrants ◦ 2nd and 3rd year 75% subgrantee  Matching requirement – 30% of amount of award

135. 2015-2016 NCLB Compliance Report Handouts: Draft Compliance Report

136. Getting Started TEASE Access to eGrants Ensure you have the correct role RoleGrant ApplicationCompliance Report Grantee Official View program summary, guidelines, instructions View, create, edit, save and print application Certify and submit View NOGA View, create, edit, save and print reports Certify and submit Grantee Manager View program summary, guidelines, instructions View, create, edit, save and print application Certify and submit View NOGA View, create, edit, save and print reports Certify and submit Grantee Staff View program summary, guidelines, instructions View, and print application View NOGA View, create, edit, save and print reports Grantee Writer/ Editor View program summary, guidelines, instructions View, and print application View NOGA None Grantee Viewer View program summary, guidelines, instructions View, and print application View NOGA None

137. eGrants Navigation

138. Contact Information must be completed for the compliance reports to be enabled. Only the funds that an LEA applied for On Their Own on the ADC will be required. PR5000, PR6400 and PR6200 are required of all LEAs.

139. eGrants Navigation

140. Part 1: Private Nonprofit School Participation If yes, the LEA is saying they have PNP participation. Complete remaining questions. Enter the number of PNP that are being served. Select the month(s) LEA had ongoing consultation Enter the date(s) inventory was conducted. One date is required. If material and/or equipment have been purchased with Title I, Part A funds, LEA needs to report inventory. If no material and/or equipment have been purchased select the Not Applicable box and questions 3 and 4 will collapse. Enter the position of the person responsible for maintaining the inventory

141. Private Nonprofit School Participation

142. Resources for PNP 2015-16 NCLB Consolidated Application PS3101 Part 1 – LEAs need to report if there are any PNP located within boundaries.If yes, if there are any PNP participating.

143. Private Nonprofit School Participation Resources for PNP PNP Affirmation

144. Private Nonprofit School Participation Resources for PNP PNP Equitable Services Worksheets Districtwide reservations should equal reservation amount on 2015-16 NCLB Consolidated Application – PS3101

145. Private Nonprofit School Participation Resources for PNP PNP Equitable Services Worksheets Data from SC5000

146. Part 2: Estimated Expenditures from Title I, Part A, Funds Reserved at LEA Level Enter estimated expenditure for each district level reservation. 0 is a valid answer. 2015-16 NCLB Consolidated Application for Federal Funding - PS3101 – Part 1

147. Part 3: Schoolwide Campus Programs Enter the estimated amount for schoolwide campus expenditures Part 4: Targeted Assistance Campus Programs Enter the estimated amount for targeted assistance campus expenditures

148. Part 5: High Quality Professional Development Enter the total number of teachers in the LEA From value in Part 5.1, enter the number who participated in high quality professional development activities Enter the expenditures on professional development to meet highly qualified requirements for teachers and qualification requirements for paraprofessionals regardless of fund source.

149. Part 6: Services Provided Answer Yes if LEA provided family literacy services. Enter number of campuses provide extended learning opportunity programs. Select the types of services provided to homeless students Enter the student participation by special service or program. Students can be in more than one program but unduplicated within the program.

150. Part 7: Federally Funded Staff on TAP Enter the FTE by staff assigned to TAP

151. Part 8: Student Participation Enter Title I student participation by program by grade Enter Title I student participation by program by gender

152. Part 8: Student Participation Enter Title I student participation by program by ethnicity The totals for grade, gender and ethnicity must equal For TA only, enter student participation by instructional service For TA only, enter student participation by support service

153. Part 9: Program Implementation

155. Part 9: Program Implementation Questions If Yes, the LEA must select from the source(s) of documentation listed as to what the LEA has readily available to submit to the agency to document compliance If No, the LEA must explain the reason for noncompliance If NA, the LEA must explain why the requirement is not applicable.

156. Finalizing the Report Examples of Error Messages when LEA clicks Save Upon a successful completion of report LEA will receive a Congratulations! Message box when LEA clicks Save.

157. Status of Report

158. All required compliance reports have been completed. Consolidated Report has been certified and submitted. All required compliance reports have been completed or there are still pending reports that need to be completed. The Consolidated Report has not been certified and submitted.

159. Initial Compliance Reviews (ICRs) ICRs 1 - 20 – All of the Program Implementation Questions on the PR1000 ICR 64 – Private nonprofit participation – comparison between PS3101 and PR1000 ICR 65 – Private nonprofit participation – comparison between PS3101 and PNP Affirmations ICR 66 – Private nonprofit Equitable Services Worksheets – comparison of submitted worksheets and the PS3101 ICR 67 – Homeless student reservation on PS3101 if 1 or more campuses are not Title I served on SC5000

160. Initial Compliance Reviews (ICRs)

163. Making the Connections

164. http://tea.texas.gov/About_TEA/Laws_and_Rules/NCLB_and_ ESEA/Other_NCLB_laws_and__rules/NCLB_Progress___Comp liance_Reports/

165. Title I, Part A; PNP; Title I, Part D; and Homeless/Foster Care UPDATES

166. Title I, Part A UPDATES LEA’s will only need to address 8 components in CIP in 2016-17 (Remove 2 related to HQ)

167. Parent and Family Engagement  USDE – Dual Capacity Building Framework  http://www.esc16.net/default.aspx?name=title1swi.home http://www.esc16.net/default.aspx?name=title1swi.home http://www.esc16.net/users/0020/USDE%20Framework/Dual%20Ca pacity%20Framework.pdfhttp://www.esc16.net/users/0020/USDE%20Framework/Dual%20Ca pacity%20Framework.pdf – Resource Copyright 2013 If you want parents to be partners, you have to treat them as partners from the beginning, not as consumers

168. Resources Noelle Ellerson www.aasa.org/AASABlog.aspx The Alliance for Excellent Education http://all4ed.org/ESSA

169.  Frequently Asked Questions (FAQs)  State Level PNP Committee  PNP Documents Equitable Services to Private Non- Profit(PNPs)Schools

170. PNP: Title I Services B-55.May an LEA hire a private school teacher to provide Title I services to private school participants? Yes, as long as the private school teacher meets the highly qualified teacher standards required in §1119 of the Title I statute and is independent of the private school in the provision of Title I services. Private school teacher under direct supervision of LEA.

171. PNP: Title I-A Services  The PNP received a grant to purchase Chromebooks for all staff. Could Title I-A funding be used to support professional development to all teachers in effective uses of Chromebooks in the classroom?  No, Title I professional development may be provided only to teachers of Title I students.  Professional development must supplement and not supplant professional development provided by the state.

172. PNP: ED Office of General Council Does the non-profit status of a church cover the private school, or does the school need separate non-profit documentation?  Under 34 CFR 77.1, the term “nonprofit” as applied to an agency, organization, or institution, means that it is owned and operated by one or more corporations or associations whose net earnings do not benefit, and cannot lawfully benefit, any private shareholder or entity.  Therefore, as long as the church that operates the school meets the definition of “nonprofit”, the school does not need separate nonprofit documentation.

173. PNP Committee  Simplify PNP Equitable Services Worksheet (ESW) Instructions  ‘Connect the dots’ between:  Equitable Services Worksheet (ESW)  PS3101, Part 2 – NCLB Application Program Description, Title I Parts A and D  SC5000  Will make recommendations to TEA  Early May timeline

174. TitleIPart A Equitable Services Campus Worksheet

175. Title I Part A: PNP Affirmation

176. PNP Corrections (2015-2016) Timeline to correct deficiencies:  PNP Review Report available by April 8  2015-16 NCLB Consolidated Application for Funding Amendments June 3  2015-16 PNP Affirmations July 15  2015-16 PNP Equitable Services Worksheets July 15

177. PNP Documents for 2016-2017  Affirmation  Equitable Services Worksheet  Due October 1, 2016

178. Resources  Texas Education Agency PNP  http:/ tea.texas.gov/About_TEA/Laws_and_Rules/ NCLB_and_ESEA/Title_I,_Part_A_- _Improving_Basic_Programs/Services_to_Private, _Non-Profit_Schools/  Region 10 Capacity Building Initiative  http://www.region10.org/capacitybuilding  U.S. Department of Education, Office of Non-Public Education  http://www2.ed.gov/about/offices/list/oii/nonp ublic/index.html

179. Title I Part D Subpart 2: Application Requirements LEA Expanded Application Requirements: Successful transition of students returning from correctional facilities and the type of services that schools will provide Develop partnerships with institutions of higher education Facilitate postsecondary and workforce success for students returning from correctional facilities, such as: Credit-bearing coursework Enrollment in postsecondary education Participation in career and technical education programs Accountability TEA may reduce or terminate funding if LEA does not show progress in the number of students attaining regular high school diploma or recognized equivalent

180. McKinney-Vento Homeless and Foster Care Education Updates ESSA updates McKinney-Vento Other updates McKinney-Vento Other updates Foster Care

181. ESSA updates McKinney-Vento Emphasis that SEA and LEA designated liaison have capacity to ‘sufficiently carry out’ the duties described in MV law. Local Title I plans must describe the services the LEA will provide to support the enrollment, attendance, and success of homeless children and youth, including services provided with the Title I homeless reservation, in coordination with the services the LEA provides under the McKinney-Vento Act. The amount of Title I funds reserved for homeless children and youth may be determined based on a needs assessment, and must be based on the total allocation received by the LEA and reserved prior to any allowable expenditure of transfers by the LEA. Title I funds reserved for homeless children and youth may be used for services not ordinarily provided by Title I, including local liaisons and transportation to the school of origin.

182. ESSA updates McKinney-Vento Increased emphasis on identification of students and coordination with community stakeholders. Expanded ‘school of origin’ to include the child’s feeder pattern/designated receiving school and preschool is now an option for where the student was last enrolled. New data requirements: determine graduation and dropout rates, include in accountability ratings, state report cards, etc. Removed ‘awaiting foster care’ from McKinney-Vento definition. Attended ED MV State Coordinator’s meeting (Info discussed: Monitoring, Dispute Resolution, Data Use, Early Childhood, and Higher Education Coordination) National Center for Homeless Education (NCHE): http://center.serve.org/nche/ http://center.serve.org/nche/ National Association for Homeless Children and Youth: http://www.naehcy.org/ http://www.naehcy.org/

183. Other updates McKinney-Vento LEA McKinney-Vento Homeless Liaison Information NOW stored and maintained in AskTED (Texas Education Directory) http://www.region10.org/r10website/assets/File/AskTed_ HmlssLiaison_Search_Instructions_THEO.pdf http://www.region10.org/r10website/assets/File/AskTed_ HmlssLiaison_Search_Instructions_THEO.pdf TEA working collaboratively with TASB, ESC Region 10, and THEO to clarify dispute resolution procedures/process for local and state level disputes. Guidance on TEC 33.906 (HB 1559) requiring school campuses with a website to post information regarding local services and program that assist homeless students – coming soon! Texas Homeless Education Office Updating website, Spring 2016. MV Texas FAQ –Coming in Spring/Summer 2016.

184. Students in Foster Care - Data and Accountability Students in Foster Care are now a mandatory sub-group that LEA’s and states must collect and report data on. State report cards must include disaggregated information, including the graduation rates and academic achievement of student in foster care. The existing PEIMS code for students in foster care will help Texas to fulfill the new data collection requirements.

185. Title I, Part C – Migrant UPDATES

186. Agenda MEP Updates Out of School Youth (OSY) Initiative Identification and Recruitment (ID &R) Title I, Part C, Migrant Compliance Report (PR1200) Guide to Implementation Questions Initial Compliance Review Indicators (ICRs) 2016-2017 NCLB Consolidated Federal Grant Application NGS Updates Closing/Q & A

187. MEP Updates CNA Process TMIP A Bright Beginning Project SMART -Making Mathematics Meaningful Distance Learning State Parent Advisory Council (PAC) NGS OSY

188. Out of School Youth (OSY) Initiative

189. What’s working: Attending community events Building relationships with campus staff and community members Posting flyers What’s not working: Districts not working with OSY Internet access Lack of funds to pay for GED The OSY Initiative will continue for the 2016-2017 school year.

190. Identification and Recruitment (ID&R) New COE for 2016-2017 Requesting COE and COE SDF for 2016- 2017 Review of 2015-2016 New ID&R Guidance Request of COEs from other states

191. Title I, Part C, Migrant Compliance Report (PR1200)

203. Part 5: Key Migrant Education Program (MEP) –Funded Personnel Who is an administrator? A professional staff member, including the project director or regional director. Who is a teacher? A classroom instructor who is licensed and meets any other teaching requirements in the State. Who is a counselor? A professional staff member who guides individuals, families, groups, and communities by assisting them in problem-solving, decision-making, discovering meaning, and articulating goals related to personal, educational, and career development. Who is a recruiter? A staff person responsible for identifying and recruiting children as eligible for the MEP and documenting their eligibility on the Certificate of Eligibility. Who is a record transfer staffer? An individual who is responsible for entering, retrieving, or sending student records from or to another school or student records system.

204. Part 5: Key Migrant Education Program (MEP) –Funded Personnel Who is a paraprofessional? An individual who: (1) provides one-on-one tutoring if such tutoring is scheduled at a time when a student would not otherwise receive instruction from a teacher; (2) assists with classroom management, such as organizing instructional and other materials; (3) provides instructional assistance in a computer laboratory; (4) conducts parental involvement activities; (5) provides support in a library or media center; (6) acts as a translator; or (7) provides instructional support services under the direct supervision of a teacher (Title I, Section 1119(g)(2)). Because a paraprofessional provides instructional support, he/she should not be providing planned direct instruction or introducing to students new skills, concepts, or academic content. Individuals who work in food services, cafeteria or playground supervision, personal care services, non-instructional computer assistance, and similar positions are not considered paraprofessionals under Title I. Who is a qualified paraprofessional? A qualified paraprofessional must have a secondary school diploma or its recognized equivalent and have (1) completed 2 years of study at an institution of higher education; (2) obtained an associate's (or higher) degree; or (3) met a rigorous standard of quality and be able to demonstrate, through a formal State or local academic assessment, knowledge of and the ability to assist in instructing reading, writing, and mathematics (or, as appropriate, reading readiness, writing readiness, and mathematics readiness) (Section 1119(c) and (d) of ESEA).

205. Part 5: Key Migrant Education Program (MEP) –Funded Personnel For each job classification type the unduplicated number of staff (headcount) whose salaries were paid wholly or in part with MEP funds. Do not count staff employed in schoolwide programs in which MEP funds were combined. If a MEP funded employee serves more than one function listed, report the employee in the category where the majority time is spent. If employee is 50/50 choose the category. For each job classification type the number of FTEs for staff whose salaries were paid wholly or in part with MEP funds. Round to the nearest hundredth. Because headcount is an unduplicated number, it is possible to report 0 under headcount but still report a partial FTE for that category. At least one value must be greater than 0.

209. Part 6: Estimated Expenditures from Title I, Part C Funds For each required program activity enter the estimated amount of the MEP funds expended from MEP and Other funding sources. Regardless of selections made for campus type the following activities are required for reporting. ID&R NGS Migrant Services Coordination District Procedures Interstate Coordination Intrastate and Interstate Coordination Migrant parent Advisory Council Program Evaluation PEIMS Migrant Indicator Code All cells must be completed. 0 are a valid answer.

218. Initial Compliance Review Indicators (ICRs)

219. Initial Compliance Reviews (ICRs) ICRs 21 –33, 73 -75 –All of the Program Implementation Questions on the PR1200 ICR 64 –Private nonprofit participation – comparison between PS3103 and PR1200 ICR66 –Private nonprofit Equitable Services Worksheets –comparison of submitted worksheets and the PS3103 ICR 68 –72 –NGS

223. 2016-2017 NCLB Consolidated Federal Grant Application

224. NGS Updates New Build Version 20.1 Items NGS Training

225. Closing Question and Answers Thank you! Migrant Team Velma Salazar, Consultant Cindy Ferdin, Migrant ID & R and NGS Data Technician Laura Cantu, OSY Recruiter/Specialist Anita Martin, Recruiter/Technician

226. Title III UPDATES

227. Networking Time How do you keep organized? How do you maintain the documents? How do you tackle the application and compliance report?

228. Suzy Hartman Administrator for Instructional Support Systems Title I, Part A 361-561-8504 or suzy.hartman@esc2.ussuzy.hartman@esc2.us Laura Cantu Migrant Out of School Youth Specialist/Recruiter (361) 561-8524 or laura.cantu@esc2.us laura.cantu@esc2.us Velma Salazar Bilingual-ESL-Title III/Migrant Specialist (361) 561-8612 or velma.salazar@esc2.usvelma.salazar@esc2.us Cindy Ferdin Migrant ID&R/NGS Data Technician (361) 561-8602 or cindy.ferdin@esc2.uscindy.ferdin@esc2.us Stephanie Smith College, Career & Counseling, School Improvement & Federal Programs Specialist (361) 561-8567 or stephanie.smith@esc2.usstephanie.smith@esc2.us Questions?