Presentation on theme: "FASFEPA and ECTAC 2011 SPRING FORUM ORLANDO, FLORIDA MAY 9-12, 2011 FLORIDA DEPARTMENT OF EDUCATION BUREAU OF FEDERAL EDUCATIONAL PROGRAMS OFFICE OF TITLE."— Presentation transcript:
FASFEPA and ECTAC 2011 SPRING FORUM ORLANDO, FLORIDA MAY 9-12, 2011 FLORIDA DEPARTMENT OF EDUCATION BUREAU OF FEDERAL EDUCATIONAL PROGRAMS OFFICE OF TITLE I PROGRAMS Project Application Technical Assistance REAP Program TITLE VI, PART B: Rural And Low-income Schools Program
2 RURAL EDUCATION ACHIEVEMENT PROGRAM (REAP) GENERAL INFORMATION Rural Education Achievement Program (REAP) is designed to assist rural school local educational agencies (LEAs) in using Federal resources more effectively to improve the quality of instruction and student academic achievement. REAP consists of two separate programs. – Small, Rural School Achievement Program ( SRSA) – Rural and Low-Income Schools Program (RLIS)
3 SRSA - Small, Rural School Achievement Program SRSA - Eligibility is determined by the United States Department of Education (USDE) and funds are allocated directly from the USDE to the LEA. An LEA that is eligible for this program may not receive funds under the Rural and Low-Income Schools (RLIS) Program. SRSA eligibility requirements: – Have a total ADA of less than 600 students; or – Serve only schools that are located in counties that have a population density of fewer than 10 persons per square mile; and – Serve only schools that have an NCES school locale code of 7 or 8 (as assigned by USDE NCES); or – Be located in an area of the State defined as rural by a governmental agency of the State.
4 RLIS - Rural and Low-Income Schools Program RLIS – Eligibility is determined by USDE and funds are awarded to the SEA, which in turn make sub-grants to eligible LEAs. Applicants do not compete, but rather are entitled to funds if they meet basic eligibility requirements. Eligibility is restricted by statute. RLIS eligibility requirements: Twenty percent (20%) or more of the children age 5 to 17 served by the LEA are from families with incomes below the poverty line as reported in the U.S. Census Bureau's Small Area Income and Poverty Estimates (SAIPE) data at l. l Each school within the LEA must have a locale code of 6, 7, or 8 as assigned by the National Center for Education Statistics (NCES). The LEA must not meet the eligibility requirements for Title VI, Part B, Subpart 1- SRSA. These funds may be used to address Title VI Performance Goals and Objectives in both Title I and non-Title I schools.
5 LOCALE CODES WHAT DO THEY MEAN? Locale 6 – a school receives a locale code of “6” if, according to Census data, it is located in a place that is outside of a metropolitan statistical area (MSA) and has a population of at least 2,500 persons but fewer than 25,000 persons. Locale 7 – a school receives a locale code of “7” if, according to Census data, it is located in a place that is outside of a metropolitan statistical area (MSA) and has a population of fewer than 2,500 persons. Locale 8 - a school receives a locale code of “8” if, according to Census data, it is located in a place that is inside of a metropolitan statistical area (MSA) and has a population of fewer than 2,500 persons.
6 STRATEGIES/ACTIVITIES DETERMINATION “Allowable strategies or activities” are determined by the following: ◦ The number of years the LEA has participated in the Title VI program (does not have to be consecutive); and ◦ The LEA’s Adequate Yearly Progress (AYP) status. See Historical Data Handout or refer to the following link:
7 STRATEGIES/ACTIVITIES DETERMINATION IF - The LEA has received Title VI funds for less than 3 years AND - The LEA has made adequate yearly progress (AYP) THEN - The LEA may implement activities listed in Section 6222(a) of the Elementary and Secondary Education Act (ESEA).
8 STRATEGIES/ACTIVITIES DETERMINATION IF - The LEA has received Title VI funds for less than 3 years AND - The LEA has not made AYP THEN - An LEA may implement activities listed in Section 6222(a) of the Elementary and Secondary Education Act (ESEA).
9 STRATEGIES/ACTIVITIES DETERMINATION IF- The LEA has received Title VI funds for 3 years or more (does not have to be consecutive) AND- The LEA makes AYP again THEN- An LEA would have the full flexibility available under REAP. [Section 6222(a)]
10 ALLOWABLE USE OF FUNDS Section 6222(a) Teacher recruitment and retention, including the use of signing bonuses and other financial incentives. Teachers professional development, including programs that train teachers to utilize technology to improve teaching and to train special needs teachers. Educational technology, including software and hardware, as described in Part D of Title II. Parental involvement activities. Activities authorized under Safe and Drug-Free Schools program under Part A of Title IV. Activities authorized under Part A of Title I. Activities authorized under Title III.
11 STRATEGIES/ACTIVITIES DETERMINATION IF - The LEA has received Title VI funds for 3 years or more (does not have to be consecutive) AND - The LEA has not made AYP THEN - An LEA may continue to receive Title VI funds only if funds are used to carry out the improvement requirements of Section 1116.
12 ALLOWABLE USE OF FUNDS Section 1116 Activities to support School Improvement under Section 1116 activities: Support public school choice activities and/or supplemental educational services required under Section 1116; Support school improvement programs; Incorporate scientifically based learning in core academic subjects; Identify and implement strategies that have the greatest likelihood of improving student achievement; Implement activities to increase students graduation in both Title I and non-Title I schools; and Incorporate, as appropriate, before and after school and summer supplemental student academic improvement programs for low achieving students.
13 Activities to support School Improvement under Section 1116 activities: Increase students participation in summer school or other extended learning programs by funding transportation (these funds are subject to the supplement, not supplant requirements); Address professional development needs of instructional staff in supporting activities that are being implemented; Address fundamental teaching and learning needs in the schools and the specific academic problems of low- achieving students; Incorporate strategies to promote effective parental involvement in the school; and Incorporate activities that support an improvement plan developed under Section ALLOWABLE USE OF FUNDS Section 1116 (continued)
COMPLETING THE TITLE VI, PART B PROJECT APPLICATION No major changes to the online Title VI, Part B Application Minor revisions made to simplify or clarify sections within the application New: The LEA is required to identify each school in which Title VI funded activities will be implemented Submission of DOE
ALLOCATION DOE 100 RLIS funds are allocated according to a formula based on the number of students in average daily attendance (ADA) served by the LEA. LEAs will be provided a preliminary amount based on the SEA’s previous year allocation. The preliminary amount will be pre-populated in the online application upon release of the online system. The official SEA Award Notification is usually received in mid-September. 15
IDENTIFYING NEEDS NEEDS STATEMENT Needs to be addressed should be determined based on the results of a Comprehensive Needs Assessment (CNA). Briefly describe the LEA’s needs assessment process. Provide the methodology for prioritizing needs. Identify only needs that will be addressed using Title VI funds. Identify each need separately. 16
17 COMMON AREAS OF NEED Common needs identified: The need to Increase students proficiency in core subjects; Increase graduation rate (low); Close achievement gap among subgroups; Decrease drop-out rate (high); Provide extended reading or learning opportunities for students at non-Title I Schools; and Accrue additional resources to provide credit recovery and/or credit accrual opportunities for students.
18 DATA SOURCE(S) Description should: Provide the data source(s) used for determining the need or needs identified in the application; Based on the data provide the most current outcome(s) used to establish the basis for the need(s); and If applicable, use analysis of previous years’ activities to support need(s) or activity(ies).
19 COMMON DATA SOURCES AYP data School Public Accountability Reports (SPARs) FCAT data School grades Professional development surveys Instructional staff surveys Parent surveys Teachers’ evaluations LEA-developed assessments LEA evaluation of the Title VI program Other assessments used by the LEA SEA and LEA Graduation Data School dropout data Analysis of previous year program evaluation
20 TITLE VI PERFORMANCE GOALS At least one Title VI Performance Goal must be addressed by each activity. The goal or goals selected must be appropriate for the activity/strategy being implemented. Each goal indicated must be addressed as an annual goal.
21 TITLE VI PERFORMANCE GOALS Goal 1: Decrease the proportion of the cohort of students 4th-10th grade scoring non-proficient on FCAT reading, mathematics, and writing by 10% each school year through Goal 2: Each participating LEA will decrease the proportion of all students scoring non-proficient on FCAT reading, mathematics, and writing by 10% each school year through Goal 3: Cut the average gap between minority and non-minority 20% each school year through Goal 4: Each participating LEA will decrease the proportion of high school students not earning a standard diploma by 10% each school year through
22 STRATEGIES OR ACTIVITIES IMPLEMENTATION For each strategy or activity funded through Title VI: Provide the name of the strategy or activity and how each will be implemented. Describe how each will support the Title VI Performance Goal(s) indicated. Describe the most recent evidence-based research that support the effectiveness of the activity Provide the frequency and duration of each strategy or activity identified. For each strategy or activity: – identify the school(s) in which the strategy or activity will be implemented; – identify the population(s) each strategy or activity will target; and – identify, if applicable, any professional development to be provided to assist instructional staff in the implementation of the strategies or activities indicated. Tie needs and strategies or activities to budget line items.
23 MONITORING STRATEGIES OR ACTIVITIES Description should include: How and how often the LEA will monitor the implementation of strategies or activities; Method(s) for providing follow-up and feedback to ensure fidelity; How the effectiveness of the activities being implemented will be tracked; How the LEA will monitor student progress; and Identify the review team members involved in the monitoring process and the tool(s) used.
24 MONITORING (continued) STRATEGIES OR ACTIVITIES Description should include how the LEA will utilize its finding to address student academic achievement goals that are not being met. How results will be used to revise or revamp activities during the school year if necessary. How the LEA will determine the effectiveness of professional development provided, if applicable. Do not indicate that the monitoring of activities will be implemented via the School Improvement Plan (SIP) without providing the specifics that address the Title VI funded strategies or activities and how it correlates with the SIP, especially if funds are being used to implement goals in non-Title I schools or schools that are not required to submit school improvement plans.
25 ANTICIPATED OUTCOMES STRATEGIES OR ACTIVITIES Provide the anticipated outcome(s) based on the activities to be implemented to address the identified need(s). Each anticipated outcome should be stated as Specific, Measurable, Achievable, Realistic, and Time-limited (SMART).
26 ANTICIPATED OUTCOMES STRATEGIES OR ACTIVITIES Specific Measurable Achievable Realistic Time-limited Who? What? Where? How? How Much? Can it be done? Can it be done with the time, resources, and personnel available? Specify when this objective will be completed.
27 ANTICIPATED OUTCOMES An Example of a SMART Objective: By the end of the school year, all students participating in the after-school activity (Read 180) funded with Title VI, Part B funds will increase proficiency by at least five percent on the 2012 FCAT in Reading.
EVALUATION CURRENT STRATEGIES OR ACTIVITIES Describe the process: to evaluate the strategy or activity indicated for each need to determine its effectiveness, and to evaluate progress made toward meeting the targeted goals and objectives throughout the school year. 28
29 COORDINATION AND COLLABORATION Describe the LEA’s effort in coordinating and collaborating with federal, non-federal programs and collaborative partners. – If sources other than Title VI, Part B are used to fund the strategies or activities implemented, describe the programs or partners involved and the resources to be provided. – Identify the coordination and collaboration by the need and the strategies or activities for which the coordination or collaboration apply. – If there is no coordination or collaboration for any of the activities, please indicate “Not Applicable” as a response. – Coordination and integration of services for preschool programs have been deleted.
30 COORDINATION AND COLLABORATION Common Collaborative Partners Boys and Girls Club 21 st Century Community Learning Centers Just Read, Florida! Non-profit organizations Parent Information and Resource Centers Private industries/civic organizations Grocery stores Department stores Restaurants School Advisory Councils Parent Advisory Councils Health and social services Local Booster Clubs
31 LEA’S SUPPORT OF READING INITIATIVES AND THE NEXT GENERATION STRATEGIC PLAN Describe how the proposed project will incorporate reading initiatives and one or more of the Florida State Board of Education (SBE) Next Generation Strategic Areas of Focus. URL:
32 LEA’S SUPPORT OF READING INITIATIVES AND THE NEXT GENERATION STRATEGIC PLAN Sample Responses
33 DISSEMINATION, MARKETING AND REPORTING Title VI, Part B Application Describe the methods the LEA will use to disseminate and/or market information regarding this application to the appropriate population(s). Description should: Provide the methods of disseminating or marketing of the Title VI, Part B Application. For each method indicated: identify the population(s) each will target; provide the frequency and the duration that each method will be disseminated; and identify the language(s) each method will be made available.
34 DISSEMINATION, MARKETING AND REPORTING OUTCOMES Describe the methods the LEA will use to disseminate or market information to the appropriate stakeholders or populations: about the project application; to report students’ outcomes; and to report on program outcomes. The description should include each of the following: identify the population(s) to be addressed by each method; provide the frequency and the duration that each method will be disseminated; and identify the language(s) each method will be made available.
35 DISSEMINATION, MARKETING AND REPORTING Common issues in previous years LEA combined responses for the three elements (application, program outcome, and students outcomes) and therefore, the dissemination or marketing efforts for each were not clear. LEA addressed one but not all elements required for disseminating, marketing, or reporting. Evidence of dissemination requirements were not available during monitoring activity.
36 EVALUATION What were the identified needs based on the LEA’s Comprehensive Needs Assessment? What strategies or activities were implemented? – identify strategies and activities indicated in approved application and any amendments – identify the correlation of strategies and activities implemented to the District Improvement and Assistance Plan (DIAP) and/or the Schools Improvement Plans (SIPs). Were all strategies or activities implemented as planned? If no, why not? Were activities monitored in a timely manner? Were there any barriers in implementing strategies or activities? If yes, what was done to alleviate barrier? General guiding questions in evaluating the previous years’ strategies or activities:
37 EVALUATION What data was used to measure the impact of each strategy or activity? – student achievement data – budget or expenditures for each activity implemented – targeted population participation: anticipated participation versus actual participation – school staff input Comparing the identified need(s) to the established proficiency target(s), what changes occurred? Was the anticipated outcome reached? If yes, why? If no, why not? Who participated in the evaluation process? How were recommendations documented? How were evaluation results used? Identify, if applicable, any other data used to support evaluation process. General guiding questions in evaluating the previous years’ strategies or activities (continued):
38 EVALUATION Use the guiding questions to evaluate the outcomes of the strategies or activities implemented. LEAs that received funds in the previous year should address the outcomes of the strategies or activities implemented in the previous year’s Title VI application and not on the anticipated outcomes identified in the current year’s application. LEAs that did not receive Title VI funds during the previous school year but received funds within the last 2 years should respond using the end of the year data from the last year funded to reflect the outcomes related to the strategies implemented in that last year.
39 EVALUATION Describe the outcomes of students’ academic achievement that resulted from implementation of strategies or activities described in the LEA’s previous Title VI Application. Based on students’ academic achievement results, what contributed to the success or failure in meeting the Title VI Goals identified in the previous Title VI application? If applicable, describe the outcomes of the strategies or activities implemented to address graduation and/or student dropout issues described in your previous Title VI application. If applicable, based on the Florida Public High School Graduation Data, what contributed to your success or failure in meeting the Title VI Goal(s) identified in the previous year’s Title VI application? If applicable, based on the Florida Public School Dropout Data, what contributed to your success or failure in meeting the Title VI Goal(s) identified in the previous year’s Title VI application?
40 EVALUATION Common issues The LEA did not address each of the goals identified in the previous Title VI application. The LEA did not provide appropriate data to support the outcomes. The LEA did not identify steps to be taken to revisit issues contributing to the failure in meeting anticipated outcomes or goals. The LEA did not maintain evidence of evaluating the outcome of the strategies or activities implemented.
42 BUDGET Each line item must “Tie” to a need and strategy or activity described in the application. Account Title and Description – Sufficient details of the purchases indicated must be provided. No one word description. Common issues: The LEA did not tie line items to the needs and strategies or activities indicated in application. LEA did not provide adequate description for each account title on budget page. The LEA listed purchases that were not identifiable with the needs and/or strategies or activities indicated in application. Large carry forward amount at SEA level due to non- expended funds at the LEA level.
43 AMENDMENT TIPS If introducing a new need the LEA should address each of the seven items as listed in the original application in the narrative of the amendment. If introducing a new strategy or activity for a need that is already approved, the LEA should include in its narrative a summary of the currently approved need and describe how the new strategy or activity will support current need. In an effort to expedite the approval process of amendments, it is suggested that the LEA, if time permit, a copy of their request to the program office for review prior to submission. Amendments must go through the official channel of approval (via the Office of Grants Management) The following DOE forms are required when submitting amendments to the Title VI application: Project Amendment Request (DOE150) Budget Amendment Narrative Form (DOE151)
44 CONSOLIDATED STATE PERFORMANCE REPORT How is Title VI, Part B data used? Each SEA that receives RLIS funds must annually submit to the USDE a report called the Consolidated State Performance Report (CSPR). This report describes: the method the SEA used to award funds to eligible LEAs; how LEAs and schools use RLIS funds; and the degree of progress made by the State toward meeting the goals and objectives described in its application.
45 MONITORING LEAs to be monitored: Columbia Desoto Glades Hendry Walton Desktop or Onsite - TBD by Office of Federal Programs Development of a Monitoring Toolkit (Sample) to aide in determining documents that will serve as evidence for compliance indicators for Title VI. LEAs comments and suggestions are welcomed and will be taken into consideration as we strive to improve the monitoring process.
WHAT IS WORKING? WHAT IS NOT? Project Applications Technical assistance Monitoring Communicating Other issues 46
47 REFERENCES EIAS Data Report: Florida Public High school Graduation Rates data SPAR Reports: prd.doe.state.fl.us/eds/nclbspar/index.cfm School Grades
48 REFERENCES (continued) Title VI Historical data: ◦ ED has posted FY 2011 Spreadsheets for the Small, Rural Schools Achievement program and SRSA and Rural Low-income school program (RLIS) the SRSA website at REAP, Non-Regulatory Guidance
49 TITLE VI, PART B APPLICATION APPLICATION (DRAFT) 2011 – 2012 REVIEW CHECKLIST (DRAFT)
50 QUESTIONS AND ANSWERS
51 Contact Information Jessie McKinney Simmons (fax) Cynthia D. Milton (fax) THANK YOU!