The Day in the Life of OFPSI staff By: Dr. Shawnrell Blackwell Director of Federal Programs & School Improvement (OFPSI) Petersburg City Public Schools

Office of Federal Programs and School Improvement Administrative Staff Dr. Shawnrell Blackwell, Director of Federal Programs and School Improvement Works with VADOE, Division Level Staff, and Principals to ensure compliance of federal programs Compile data for audit and ensure data accuracy Monitor and evaluate programs for compliance Report to Assistant Superintendent Nakeya Johnston-Peterson, Federal Programs Associate Works collaboratively with Director OFPSI Assists the building level staff to implement federal program initiatives Tamika Wilson, Administrative Assistant Disseminate and articulate information to stakeholders Manage the office area to include financial management such as the requisition process and maintaining files such as record keeping, organizing, filing, etc. VACANT, Parental Involvement Coordinator Works collaboratively with Division level staff and building level staff to assist planning community and parental involvement activities. Secure community partnerships Provides support with Title I, III, and 21st Century parental and community engagement Cecilia Stith, Professional Development and Curriculum Coordinator- 50% Federal Programs Provide professional development based on assessment results and data Report directly to Assistant Superintendent of Instruction

Primary Role of OFPSI  Grant Management  Compliance Monitoring

Grant Management  OFPSI Grant Management  Manage all major grants EXCEPT Perkins and Special Education: Title I, Title II, Title III, Project Graduation, 21 st Century, VPI, School Improvement (1003g and 1003a funds), Year Round School grant, private foundation grants, GEAR UP, etc. (approximately 3 million dollars in grant funds)  Adhere to state and federal guidelines. Each grant has specific state and federal guidelines.  Compile data to develop the grant (Needs Assessment)  Compose the grant (Grants range from 3 pages to over 100 pages in length)

Conducting Needs Assessment  Validity of Data  Data is received from multiple sources and multiple school level and division level departments. Accuracy of data is imperative.  Data submitted must be reviewed thoroughly to ensure alignment with other reports submitted to the state level (i.e. record collection data that is submitted to VADOE must mirror the data in grant applications for consistency).  Data must be questioned to ensure accuracy.  Grant Development Planning Process  Preparation is a key element in grant writing.  Example: Title I, II, and III grant data compilation began in November 2013 to get ready for the school board review in May 2014  Development of a research-based justification to determine why the service or resource is important to achieve the goals

Several drafts of Goals are composed and sent for feedback  Goals are developed (based on instructions of the grant and needs of the division)  Goals are measurable and aligned with the division comprehensive plan  Goals are focused on student achievement and variables that impact student achievement such as teacher quality and parental involvement

Grant Budgets  The budgets provide SUPPLEMENTAL support  We must avoid supplanting

Supplement not Supplant  Under Section 1114(a)(2)(B) of the ESEA, a schoolwide school may use Title I, Part A, and other federal funds available to the school to supplement the amount of funds that would, in the absence of federal funds, otherwise be made available from nonfederal sources for that school (including funds needed to provide services required by law for children with disabilities and children with limited English proficiency).  A schoolwide school must, in the absence of any federal funds, receive sufficient resources from state and local sources to operate its regular educational program for all students.

At the School Division Level  The Maintenance-of-Effort provision requires that a division maintain its expenditures for public education from state and local funds from one year to the next. A division cannot reduce its own spending for public education and replace those funds with federal funds. At the School Level  The division must ensure that each Title I school receives its fair share of resources from state and local funds. A division may not reduce resources funded from state and local sources to Title I schools simply because these schools receive federal funds. At the Individual Student Level  A division must ensure that students receiving supplemental instructional support from Title I, Part A, funds are in addition to the division’s services from non-federal funds (local and state). Services from Title I, Part A, resources cannot replace or supplant services that a division would ordinarily provide to all students. Supplement, Not Supplant

The primary support that Petersburg consistently uses federal funds for is human capital.  EX: day tutors, after school tutors, reading/math/instructional specialists, etc.  When evaluating supplemental programs, it is strongly aligned with the evaluation of the human capital. Evaluation of tutors, reading specialists, and paraprofessionals are conducted by building level principals. OFPSI monitors the progress of the programs’ goals by reviewing the data that is submitted by the building level staff.  Because human capital is a large investment of federal funds, OFPSI conduct and provide professional development opportunities for the staff once per month to ensure that they are supported to effectively provide support to students and teachers.

Collaborative Effort to Develop Budget Work with Finance Department to receive trend data and to receive accurate personnel salary and benefit information  Work with Human Resource to receive an accurate account of FTE and assist with developing job descriptions for federally funded positions  Work with Division and School level leaders to assess the needs to determine appropriate grant expenditures  Work with private schools to ensure equitable services ESEA (Sections 1120 and 9501) requires that access to equitable services be offered to:  Eligible students  Their parents (Title I applicable)  Teachers  Other educational personnel Services are to be supplemental to core instruction and services offered by private schools

Requisition Process  Each principal is given the approved grant budget before school begins or when the grant is officially awarded  Based on the grant principal and division level leaders submit requisitions to OFPSI to purchase resources and items  OFPSI reviews the requisition to ensure that it is an allowable expense and aligned to the grant before submitting to Assistant Superintendent

Amendment Process  Each grant has specific guidelines to change the original grant  The typical process is:  Submit request with justification for change to VADOE  Once VADOE approves, OFPSI conducts an internal change by submitting budget transfer to Finance Department and alerting necessary departments  Amendment documentation is filed in OFPSI

Compliance Monitoring  Prepare files for audit (federal and state levels)  Complete, review, and submit State reports  Keep abreast of State and Federal Regulations and Legislation Changes  Attend current professional development and organizational meetings (National Title I, VAFEPA, VADOE meetings, Technical Assistance, and webinars, etc.)  Report monthly updates of progress towards grant goals to Assistant Superintendent and Superintendent Cabinet  Develop surveys and analyze survey results  Provide suggestions/recommendations to improve programs

Next Steps  Continue to review and analyze data  Continue to support to building level administrators to strengthen supplemental programs  Continue to monitor for compliance to ensure successful audits  Continue to work collaboratively with division and building level staff to develop comprehensive programs  Continue to review school improvement plans and provide coaching comments as necessary  Continue to build a relationship with stakeholders and community organizations  Continue to provide meaningful and purposeful professional development

Resources OFPI Title I Title II, Title III School Improvement Federal Spending Guidelines (OMNI Circular) PCPS Office of Federal Programs and School Improvement Website Title I private school guidance: Designing Schoolwide Programs Non-regulatory Guidance, March 2006: Title I Schoolwide Plan Peer Review Rating Rubric: