Presentation on theme: "2005-2006 Budget Priorities January 11, 2005 Prekindergarten Programs Title I Starting Points LA 4 8(g) Special Education Preschool Even."— Presentation transcript:
Budget Priorities January 11, 2005
Prekindergarten Programs Title I Starting Points LA 4 8(g) Special Education Preschool Even Start Education Excellence Fund (EEF) Head Start Locally Funded
Eligibility Requirements The majority of the programs require that a child be eligible to receive free or reduced price meals. There may be additional requirements based upon the funding source.
2003 – 2004 Prekindergarten Funding LA 4 35 million Starting Points 5 million 8(g) 9 million Title I 20 million Even Start 400,000 Head Start 100 million EEF 1.7 million Figures for are not available at this time. All numbers are approximate and do not include local funds or funds for students with disabilities.
Prekindergarten Students 67,034 four-year-old children 42,519 considered “at-risk” for school failure Approximately 35,666 “at- risk” students receiving services in the public schools or in Head Start* Approximately 6,855 unserved “at risk” Approximately 31,370 students not enrolled in public pre-k programs *1,393 of these students are served by the Nonpublic Early Childhood Development Program
Allocations LA 4 and Starting Points Allocation Students Served 6 Hour Program Enrichment Program $15 Million (LA 4)1, $30,274,125 (LA 4)4,8792, $35,470,137 (LA 4)6,0031,956 $5,019,000 (Starting Points) 1, $35,000,000 (Both Programs) 6,304 (LA 4) 2, (SP)
LA 4 Funding $5,000 per student for the 6 hour instructional day $1,125 per student for the before and after school enrichment program ($1.56 per hour)
LA 4 Funding In LA 4 was funded at $35 million 51% or $18 million was from State General Funds 49% or $17 million was from federal TANF funds
Anticipated Prekindergarten Population for 65,193 live births in 2001 61% free and reduced lunch rate Approximately 39,767 “at-risk” four- year-old students
Anticipated Funding for Possible 39,767 “at-risk” students Approximately 36,000 students currently being served in public school programs Approximately 4,000 “at-risk” may be unserved Approximately $20 million needed to serve remaining at risk* An additional $127 million needed to serve remaining population* * Based upon $5,000 per child
Schoolwide Positive Behavior Support School-wide positive behavior support is a process that: establishes an effective and efficient system to address behavioral issues; utilizes proactive positive education practices that support success; defines, teaches, and supports appropriate behavior of students and staff; and relies on data-based decisions to target interventions and evaluate progress.
Schoolwide Positive Behavior Support (cont.) A process of introducing, modeling, and reinforcing positive behavior which develops a climate in which appropriate behavior is the norm and undesired actions are reduced. This reduction ultimately results in an increased amount of productive, “on-task” time of instruction for individual students and an environment more conducive to learning for all. This process also affords schools the ability to focus on children with greatest behavioral needs.
Funding for PBIS Administrative Support Small portion of existing Special Education resources Smaller portion of Safe and Drug Free Schools and Communities – Title IV funds 8(g) grant awarded in Locals use a variety of funding streams to fund. 171 Schools in 49 LEAs are trained in PBIS and funding in a variety of ways.
Coordinated School Health Programs – 8 Major Components School Environment Health Education School Meals and Nutrition Physical Education Health Services Counseling, Psychological, and Mental Health Services Staff Wellness Parent/Community Partnerships
Coordinated School Health Programs In collaboration and coordination with other state agencies, including DHH, DSS, DOJ, and DOC, the Department of Education is working to provide prevention, intervention and treatment services to students in schools. School-based health centers are reporting that many visits involve “mental health conditions.” Improving access to appropriate mental health services is a focus of Louisiana’s Coordinated School Health Plan, as well as the Juvenile Justice Reform Act. DOE is playing an active role in the LA Public Mental Health Review Commission to ensure that the mental health needs of children continue to be a priority of the commission.
Strategic Instruction Model (SIM) Principles All students have equal access to learning Education is individualized based on learning needs Most students can successfully be included in general education classes Students can become independent learners
SIM: Yesterday and Today University of Kansas: Began research in 1978 as the Institute for Research in Learning Disabilities Currently called the Center for Research on Learning (CRL) Focus on low achievers, individuals at risk for failure, and individuals with disabilities Designs interventions to dramatically improve the performance of learners, and develops systems to ensure implementation success
SIM in Louisiana Began professional development and use of the research-based strategies in Professional development is offered regionally as well as per request by school districts throughout the state. A cadre of individuals have become certified SIM professional developers and others continue to seek this certification. An annual institute has been held the past three years.