American Recovery and Reinvestment Act of 2009 (ARRA) & ESEA Consolidated Application April 2009 — Part 1 Wisconsin Department of Public Instruction

Presentation Overview: The American Recovery and Reinvestment Act (ARRA) and Title I – Part ! Title I ESEA and ARRA Application and Reporting – Part 2

The American Recovery and Reinvestment Act (ARRA) and ESEA ARRA Education funds coming to Wisconsin – Title I Part A: $148 million – Title I School Improvement: $42 million – Title II D: $9 million – IDEA: $208 million – McKinney-Vento homeless: $900 thousand ARRA funds are in addition to the regular federal allocations in these programs

In addition to increases in categorical aids that flow through the DPI, State Fiscal Stabilization Fund (SFSF) dollars are being allocated to public schools through the State Aids formula.

ESEA Consolidated Application Basic Application Title I-A: Improving Basic Programs Title I-C: Education of Migratory Children Title I-D, Subpart 2: Neglected & Delinquent Title II-A: Teacher & Principal Training & Recruiting Title II-D: Enhancing Education Through Technology Title III-A, Subpart 1: English Language Acquisition Title IV-A, Subpart 1: Safe & Drug- Free Schools & Communities American Reinvestment and Recovery Act (ARRA) Title I, Part A Title II, Part D ARRA funds awarded outside the ESEA Application Education for Homeless Youth – McKinney Vento IDEA Title I School Improvement Grants State Fiscal Stabilization Fund (SFSF)

Over $100 billion education investment Historic opportunity to stimulate economy and improve education Success depends on leadership, judgment, coordination, and communication Unprecedented Opportunity!

Guiding Principles Spend Quickly to Save and Create Jobs Ensure Transparency and Accountability Thoughtfully Invest One-time Funds Advance Effective Reforms

Important Dates –ESEA and ARRA April 23, ESEA Application will be available for data entry with district estimated allocation amounts available Submission allowed for Title I Basic – only after the final allocations are posted. DPI will announce by . May 30, new transfers of funds between Titles must be submitted for application. June 30, budget revisions due.

Important Dates –ESEA and ARRA July 10, 2009 – First ARRA Quarterly Report Due to USDOE. August 30, 2009 – ESEA Application due* *If your district wishes to use ARRA funding in the fiscal year, the ARRA application should be submitted for approval as soon as possible August 30, End of Year Report due

Important Dates –ESEA and ARRA September 30, Submission of ESEA final claims for : – Final carryover will be posted after final claims are received—approximately November 1, – Submit regular claims, at least quarterly September 30, 2011 – Last date a district may claim ARRA funds. All remaining funds not claimed are lost.

ARRA Funds vs. Basic Title I What’s the Same? What’s Different? What’s more important than ever?

ARRA Funds vs. Basic Title I What’s the Same? Uses of Funds – Funds must be used to improve student achievement in the highest poverty schools – Parent involvement – Consultation with private schools Fiscal parameters such as – Comparability – Supplement not supplant

General rule: A district may not use Title I, Part A funds for activities that it would have carried out in the absence of Title I, Part A funds. Supplement, Not Supplant

Ask the following questions: Does the district use Title I funds to provide services that the district is required to make available under state, local or other federal law? Does the district use Title I funds to provide services that it provided in the prior year with non-federal funds? Does the district use Title I funds to provide services for children participating in a Title I program or in a Title I school that it provides with non-federal funds to children in non-Title I schools? Supplement, Not Supplant

If you answer ‘yes’ to any of these questions, your district is at risk of supplanting. Supplement, Not Supplant

However… If the district has documentation that it would not have been able to provide the services with state or local funds had the Title I funds been unavailable, a district can overcome a presumption of supplanting. Supplement, Not Supplant

Condition #1: A district can demonstrate that there was a reduction in the amount of state and local funds available to pay for the activity. Possible evidence: budgetary documents, accounting ledgers, payroll documentation (including sources of salary funds), legislation and statutes showing reduced funding allocations from year to year. Supplement, Not Supplant

Condition #2: A district makes the decision to eliminate the activity without taking into consideration the availability of Title I, Part A funds. Possible evidence: minutes from board meetings, internal memoranda, board resolutions and proposals, as well as other documentation explaining the LEA’s reasons for eliminating the position if it was to be supported with state and local funds Supplement, Not Supplant

Condition #3 (REQUIRED): The activity that is now paid with Title I, Part A funds is allowable under Title I, Part A, and consistent with all Title I fiscal and programmatic requirements. Possible evidence: program statutes detailing allowable uses of funds, descriptions of employee responsibilities, time distribution records, contracts, purchase orders and invoices, and other documentation detailing the procurement process Supplement, Not Supplant

Possible example: A reading support teacher who was formerly paid with state and local funds is in jeopardy of losing his job. The district has an official memo that states that the position is about to be cut at the end of the school year. The teacher is re-assigned using ARRA funds to provide supplemental services To Title I students in a targeted assistance school. Supplement, Not Supplant

Possible example : A district has minutes from a Board meeting that show the need to cut all Math Specialists. These positions had been paid with state and local funds. The district uses ARRA funds to restore the positions in Title I schools. The Math Specialists in Title I Targeted Assistance schools must be providing supplemental services to Title I eligible students only. Supplement, Not Supplant

Possible example: A school district facing budget reductions has submitted a board proposal to cut one reading support teacher from each elementary school. One elementary school that has just gone schoolwide decides to use ARRA funds to re-assign their Title I teacher to a reading coach position. Supplement, Not Supplant

ARRA Funds vs. Basic Title I What’s Different? Funding window Reporting and Transparency SIFI status of new Title I schools Possible waivers for – Carryover limitations – SIFI/DIFI set-asides – Maintenance of Effort Caps on Administrative Costs Schoolwide planning process

Funding window What’s Different? ARRA funds are ‘09 funds but they may be utilized between February 17, 2009 and September 30, 2011

Reporting and Transparency What’s Different? Districts will be required to submit quarterly reports The reports will include : the total amount of funds received; the amount of funds received that were expended or obligated to projects or activities; a detailed list of all projects or activities for which recovery funds were expended or obligated, including— the name of the project or activity; a description of the project or activity; an evaluation of the completion status of the projector activity an estimate of the number of jobs created or retained

SIFI Status of New Title I Schools What’s Different? A school must miss AYP for two years as a Title I school before Federal sanctions are implemented. Schools that become a Title I Program for the first time do not have to implement sanctions.

Possible Waivers for ARRA What’s Different? Requests may be made more than once every three years to exceed 15% carryover limit May request to waive the required 10% set aside for DIFI and 20% for SIFI for ARRA allocation May request a waiver to include SFSF in maintenance of effort calculations

Administrative Cost Cap What’s Different? The regular Title I application has a built in cap of 10% for administrative costs No such cap will apply to ARRA funds Administrative costs must be reasonable and necessary to operate the Title I program

Schoolwide Planning Process What’s Different? In general, a school must plan for one year before becoming a schoolwide program Districts may ask the department to forgo that requirement if the district can document that a comparable planning process has all ready taken place PI-9551 must be submitted to DPI before designating a new schoolwide school in the ESEA application

ARRA Funds vs. Basic Title I What’s More Important Than Ever? Integrated planning for uses of available funds Demonstrating impact on achievement Thinking “big picture” to make significant, sustainable improvements with a one-time increase

Strategies to Consider Secretary of Education Arne Duncan has communicated four priorities for improving K-12 Education: Improving teacher effectiveness Rigorous standards and assessments to improve teaching and learning Improving achievement in low-performing schools Enhanced use of data to improve student learning and teacher performance

Improving Teacher Effectiveness Establish a system for identifying and training highly effective teachers to serve as instructional leaders in Title I schoolwide programs. Modify the school schedule to allow for collaboration among instructional staff.

Improving Teacher Effectiveness In a targeted assistance program, establish intensive, year long staff development for Title I teachers and any regular classroom who works with a Title I student on effective interventions for improving achievement in reading and mathematics.

Rigorous Standards and Assessments to Improve Teaching and Learning Implement a system of Response to Invention in schoolwide schools In a targeted assistance school, enhance Title I services in reading and mathematics to serve all eligible students in all grades.

Improving Achievement in Low- Performing Schools Establish supplemental educational support services for middle school students to ensure they enter high school on grade level in reading and mathematics – Establish or expand after school tutoring programs – Establish or expand summer school programs – Online courseware (Any student in a schoolwide; only Title I students in targeted assistance)

Enhanced Use of Data to Improve Student Learning and Teacher Performance Create longitudinal data systems in Title I schoolwide schools Develop additional formative assessments to measure progress and needs of Title I students in targeted assistance schools

When deciding the best use of ARRA funds and regular entitlements, cross- district planning is essential Collaboration with Special Education staff is especially important

“Never doubt that a small group of thoughtful, committed individuals can change the world; indeed it's the only thing that ever has”. — Margaret Meade Thank You