1. Federal Flexibility Initiative and Schoolwide Programs

2. Federal Flexibility Initiative

3. The federal flexibility initiative is one of Commissioner Williams’ priorities. The purpose of the initiative is to provide increased flexibility to subrecipients of federal education grants in ways that support one of Commissioner Williams’ other top priorities for Texas education, which is to close gaps in student achievement.

4. Federal Flexibility Initiative The initiative is made up of new policies related to how TEA administers, manages, and monitors federal grants. These policies are designed to give subrecipients greater flexibility in how they administer federal grant funds so they can close student achievement gaps by operating effective programs that are based upon locally identified needs.

5. Focus of Policy Changes Allowing more discretion at the local level Providing clear guidance with examples/models Removing barriers that are unnecessary and burdensome Improving performance and program outcomes Ensuring that grant funds are spent in accordance with program statute and regulations Strengthening accountability for federal dollars; minimizing waste, fraud, and abuse; and providing more transparency

6. Federal Flexibility Initiative Three main parts: Schoolwide programs Other new policy changes New EDGAR

7. SCHOOLWIDE PROGRAMS OVERVIEW

8. Schoolwide Programs

9. Core Elements of a Schoolwide Program Program Evaluation Were we successful in addressing our needs and focus areas? Campus Improvement Plan What strategies and activities will help us meet the needs? Comprehensive Needs Assessment What are our needs and where do we focus our efforts?

10. Comprehensive Needs Assessment

11. Overview for Comprehensive Needs Assessment Required part of planning process Must include campus’s current status on: – Achievement of all students and student groups – Student demographics – School culture and climate – Curriculum, instruction, and assessment – Staff quality, recruitment, retention – Family and community involvement – Campus context and organization – Technology

12. Purposes of Comprehensive Needs Assessment To examine multiple sources of data to get a true picture of the campus’s needs To help the campus monitor and assess the impact of programs, instruction, and other resources related to student achievement To help the campus identify strengths and weaknesses and set priorities

13. Core Elements of a Schoolwide Program Program Evaluation Were we successful in addressing our needs and focus areas? Campus Improvement Plan What strategies and activities will help us meet the needs? Comprehensive Needs Assessment What are our needs and where do we focus our efforts?

14. Campus Improvement Plan

15. Overview of Campus Improvement Plans After conducting the CNA, a campus must develop a comprehensive plan for reforming the total instructional program. There is no required format, but the plan must contain all required accounting and program components, and most plans also include the campus vision, mission, and campus profile.

16. Purpose of Campus Improvement Plans Serve as a blueprint for addressing needs Bring focus, coherence, and accountability to reform activities Must include: – Summary of CNA – Required accounting components – Required 10 program components

17. Accounting Components for Campus Improvement Plans The campus improvement plan: Must contain a description of how Title I, Part A and other resources will be used to implement the CIP Must contain a list of federal, state, and local programs that will be consolidated and the amount that each program will contribute to the schoolwide pool Campus must maintain records that demonstrate addressing intent and purpose of each program

18. 10 Required Program Components for Schoolwide Campus Improvement Plans 1.Comprehensive needs assessment summary 2.Schoolwide reform strategiesreform strategies 3.Instruction by highly qualified teachers 4.High-quality and ongoing professional development 5.Strategies to attract HQ teachers to high- needs campuses

19. 10 Required Program Components for Schoolwide Campus Improvement Plans 6.Strategies to increase parental involvement 7. Transition plans from early childhood programs to elementary programs 8. Measures to include teachers in decisions regarding use of academic assessments 9. Effective and timely assistance for students

20. 10 Required Program Components for Schoolwide Campus Improvement Plans 10. Coordination and integration of federal, state, and local services and programs Schoolwide programs are expected to use the flexibility available to integrate services and programs with the aim of upgrading the entire educational program. A schoolwide program may combine most federal, state, and local funds to provide these services. This maximizes the impact of resources.

21. Core Elements of a Schoolwide Program Program Evaluation Were we successful in addressing our needs and focus areas? Campus Improvement Plan What strategies and activities will help us meet the needs? Comprehensive Needs Assessment What are our needs and where do we focus our efforts?

22. Annual Evaluation Plan

23. Overview of Evaluation Questions to be answered in the evaluation: How are our strategies and activities working? Are we achieving the desired outcomes? Which student groups are achieving academically? Which need more assistance? How are our lowest-achieving students improving academically? Which CIP goals and objectives did we meet? What changes do we need to make to the CIP?

24. Purposes of Evaluation Purposes of the evaluation: Use for decision making Increase stakeholder understanding of campus progress Determine usefulness of activities in CIP Promote interest and support of program Demonstrate campus achievement of CIP goals and objectives

25. Planning the Evaluation Questions for planning the evaluation: Is the campus implementing the schoolwide program as it was intended? How did the campus improve student achievement in meeting the state’s academic standards to the desired level, particularly for those students who had been furthest from achieving the standards?

26. Planning the Evaluation People who may conduct the evaluation: Campus staff Other staff from the LEA Staff from ESC or higher education Other technical assistance providers

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