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 MASFPS Fall Directors” Institute Mike Radke, Lee Craft, and Margarita Frommert 1.

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Presentation on theme: " MASFPS Fall Directors” Institute Mike Radke, Lee Craft, and Margarita Frommert 1."— Presentation transcript:

1  MASFPS Fall Directors” Institute Mike Radke, Lee Craft, and Margarita Frommert 1

2  How were the changes made?  Read the law, it’s messy! a.amended, effective 10/1/2014  MDE will be working to make it clearer, more cohesive and consistent. 2

3  New definition of “At-Risk Students”  Use the worksheets to “Identify” all At-Risk students in your district! 3

4  Increased Flexibility!  Supplement-not Supplant is gone – intentionally.  The only things not allowed are costs for administration at the district or school levels.  Everything else is allowable … However… 4

5  Public schools, public school academies, and the education achievement authority are accountable for: o All at-risk students proficient in reading at the end of 3 rd grade o All at-risk students career and college ready by the end of 11 th grade 5

6 About the fundamental principles? 6

7 To understand program requirements.  Reading proficiency by the end of grade three.  High school graduates must be career/college ready.  Activities/strategies driven by the CNA and LEA continuous improvement plans 7

8  Using the Identification Worksheets  Understanding the new Section 31a law  Allowable Uses  On-site Review 8

9  Use the Identification Worksheets o K-3 worksheet o 6530_ ,00.html 6530_ ,00.html o All students in Priority or Priority Successor Schools are at-risk students  Or… 9

10  …is at risk for not meeting district core curricular objectives in ELA or mathematics, or  Is at risk for not being proficient on 2 or more state assessments, i.e. ELA reading and writing, math, social studies and science, or  Is a victim or child abuse or neglect, or  Has a family history of school failure, incarceration, or substance abuse, or  Elementary pupil in K-2 grades who failed 2 or more interim assessments (ELA, math social studies or science ) 10

11  …or in the absence of local or state assessments has 2 of the following risk factors: o Is absent more than 10% of enrolled days, or 10 school days during the school year o Is eligible for free breakfast, lunch or milk o Is migrant o Is an English language learner o Is an immigrant within the last 3 years 11

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14  Use the Identification Worksheets o 4-12 worksheet o 6530_ ,00.html 6530_ ,00.html  All students in Priority or Priority-Successor Schools are at-risk students  Or… 14

15  …did not achieve proficiency on the reading, writing, mathematics, science or social studies components of most recent state content assessment, or  Did not achieve a score of at least proficient on 2 or more state administered assessments for English language arts, mathematics, science or social studies, or 15

16 Using local assessments  9, 10, 12 th grade pupil who failed 2 or more end-of- course exams (ELA, math, science or social studies)  Middle school pupil who failed 2 or more semester/trimester exams (science or social studies) 16

17  Is a victim of child abuse or neglect, or  Has a family history of school failure, incarceration, or substance abuse, or  Is a pregnant teen or teen parent, 17

18 Or in the absence of assessments has 2 or more of the following risk factors o Absence > 10% of the enrolled days or 10 school days during school year, or o Eligible for free breakfast, lunch or milk, or o Is migrant, homeless, English language learner, Immigrant within past 3 years, or o Did not complete high school in 4 years and is still continuing in school 18

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21  Collect the information identifying at-risk students anytime after October 1, 2014  MDE is working with CEPI to develop the process for reporting Section 31a at-risk students and will provide guidance as soon as it is available but not before the winter data collection for MSDS. 21

22  The only things not allowed are costs for administration at the district or school levels.  Anything direct instructional is allowable.  Anything non-direct instructional is allowable.  However, schools are accountable for reading proficiency by the end of 3 rd grade, and career and college readiness at the end of the 11 th grade. 22

23  Expenses for central office or school administration are not allowable. These include expenditures in the following function codes: o 230 series - General Administration, o 240 series - School Administration, o 250 series - Business Services, o 280 series - Central Services and o 510 series - Long Term Debt Services  See the Michigan Public School Accounting ManualMichigan Public School Accounting Manual 23

24 Question: Is (fill in the blank) allowable? Answer: 1) If it is administrative, it is not allowable. 2) If it is not administrative, it is allowable. a. However, schools will be held accountable for reading proficiency by the end of 3 rd grade and career and college readiness in 11 th grade. b. It must be included in the continuous improvement plan. 24

25 Beginning in , a district, public school academy, or the education achievement (EAA)system must demonstrate to the satisfaction of the department that at least 50% of at-risk pupils are reading at grade level by the end of grade 3 as measured by the state assessment. 25

26 Beginning in a district public school academy or the EAA must demonstrate to the satisfaction of the department, improvement over 3 consecutive years in the percentage of at-risk pupils that are career- and college-ready as measured by the pupil's score on each of the 5 individual subject areas on the college entrance examination portion of the Michigan merit examination. 26

27 Under section 1279g(2)(a) of the revised school code, MCL g, the district, public school academy, or education achievement system shall ensure all of the following: a. 3 rd grade proficiency b. 11 th grade career and college ready 27

28 (a) The district, public school academy, or the education achievement authority (EAA) shall determine the proportion of total at-risk pupils that represents the number of pupils in grade 3 that are not reading at grade level by the end of grade 3. (continued) 28

29 (a) continued The district, public school academy, or the education achievement system shall expend that same proportion multiplied by 1/2 of its total at-risk funds under this section on tutoring and other methods of improving grade 3 reading levels. 29

30 (a) continued As an example, if 60% of grade 3 students are not proficient in reading, and the district received $1,000,000 in Section 31a funding, they must now expend 0.60 x 0.50 of their funds, or $300,000 on improving reading levels in the 3 rd grade. 30

31 (b) The district, public school academy, or the EAA shall determine the proportion of total at-risk pupils that represent the number of pupils in grade 11 that are not career- and college-ready as measured by the student's score on each of the individual subject areas on the college entrance examination portion of the Michigan merit examination. (continued) 31

32 (b) continued The district, public school academy, or the education achievement system shall expend that same proportion multiplied by 1/2 of its total at-risk funds under this section on tutoring and other activities to improve scores on the college entrance examination portion of the Michigan merit examination. 32

33 (b) continued As an example, 41% of the at-risk pupils in grade 11 are not career and college ready. Your allocation for Section 31a funds is $48,000. How much must be allocated to improve proficiency? 33

34 Allocations 34

35  Grant Application 35

36 PA 25 Districts/schools are to fund initiatives, programs and strategies that are included in the LEA/school continuous improvement plan. 36

37  Unobligated funds must be spent within the next school year. If the funds are not expended and reported in the July 15 th annual report, the funds are returned to the State’s School Aid budget. 37

38 Program Reports  Due Date  MEGS+ MEGS+  Changes 38

39  District Study Guides and Explanations 39

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42 Indicator 1. At the district level, a written process is in place to provide oversight for Section 31a programs and initiatives. Evidence & Explanation Organization chart, written processes/services; agendas/minutes that support district level leadership related to programs/services; documentation of monitoring of programs/services. 42

43 Indicator 2. The district has a written process in place that identifies the data used to measure proficiency. Evidence & Explanation State assessment data for relevant grade levels; local assessments, formative assessments, interim assessments for identified Section 31a students. Written policy and procedure. 43

44 Indicator 4. The district has a written process in place that defines student exit procedures. Evidence & Explanation Policy and procedures, Documents that detail how students are exited from direct instructional support and/or direct non-instructional support; data supporting 3 rd grade proficiency in reading or data demonstrating college/career ready. 44

45 Indicator 8. The district has a written process in place that defines student entrance procedures. Evidence & Explanation Policy and procedures detailing the process for entering a student into a component(s) of a 31a program; documents detailing admission of students into program, minutes of meetings held to discuss entry of students/attendance sheets. 45

46 Indicator 9. The district has a written procedure for program evaluation using the MDE Program Evaluation Tool. Evidence & Explanation Policy and procedures detailing the process for identifying and monitoring program evaluation practices; Completed program evaluation tool detailing the program/initiative or strategy used. Data used to determine the efficacy of the program/initiative or strategy. 46

47 Indicator 10. The district has a written process in place that ensures program accountability. Evidence & Explanation Policy and procedures detailing the oversight of the Section 31a program. Updated copy of the program description and supporting documentation. 47

48 Indicator 13. The district has a written process in place to ensure that the Section 31a programs and initiatives are aligned to t he LEA/school continuous improvement plan. Evidence & Explanation Policy and procedures assuring that the activities/strategies that are provided to Section 31a students are consistent with the Comprehensive Needs Assessment (CNA) and the District/School Improvement Plan. 48

49  No formal findings for school year  6 selected pilot districts will receive technical assistance only 49

50 What are the three fundamental principles discussed at the beginning of the presentation? 50

51  New definition of “At-Risk Students”  Use the worksheets to “Identify” all At- Risk students in your district! 51

52  Increased flexibility!  Supplement-not-Supplant is gone – intentionally.  The only things not allowed are costs for administration at the district or school levels.  Everything else is allowable 52

53  Public schools, public school academies, and the education achievement authority are accountable for: o All at-risk students proficient in reading at the end of 3 rd grade o All at-risk students career and college ready by the end of 11 th grade 53

54 Please Questions to: Lee Craft, Margarita Frommert, Mike Radke, 54


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