Transcript Title VI, Part B, Subpart 2 Rural and Low

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
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)
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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.
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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
http://www.census.gov/did/www/saipe/about/index.htm
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.
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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.
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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:
http://www.fldoe.org.org/bsa/titlei/xls/historicaldata.xls
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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).
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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).
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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)]
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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.
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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.
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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.
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ALLOWABLE USE OF FUNDS
Section 1116 (continued)
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 lowachieving students;
Incorporate strategies to promote effective parental
involvement in the school; and
Incorporate activities that support an improvement plan
developed under Section 1116.
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COMPLETING THE 2011-2012
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 100
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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.
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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.
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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.
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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).
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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
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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.
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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 2013-2014.
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 2013-2014.
Goal 3:
Cut the average gap between minority and non-minority 20%
each school year through 2013-2014.
Goal 4:
Each participating LEA will decrease the proportion of high
school students not earning a standard diploma by 10% each
school year through 2013-2014.
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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
–
–
–
•
Tie needs and strategies or activities to budget line items.
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.
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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.
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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.
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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).
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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.
•
•
•
•
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ANTICIPATED OUTCOMES
An Example of a SMART Objective:
• By the end of the 2011-2012 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.
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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.
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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.
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COORDINATION AND COLLABORATION
Common Collaborative Partners
• Boys and Girls Club
• 21st 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
•
•
•
•
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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:
http://www.fldoe.org/Strategic_Plan/
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LEA’S SUPPORT OF READING INITIATIVES AND THE NEXT
GENERATION STRATEGIC PLAN
Sample
Responses
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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.
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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.
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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.
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EVALUATION
General guiding questions in evaluating the previous
years’ strategies or activities:
• 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?
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EVALUATION
General guiding questions in evaluating the previous
years’ strategies or activities (continued):
• 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.
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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.
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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 2009-2010 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 2009-2010 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?
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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.
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BUDGET
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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 nonexpended funds at the LEA level.
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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,
email 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)
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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.
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MONITORING
2011 - 2012
 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.
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WHAT IS WORKING?
WHAT IS NOT?
• Project Applications
• Technical assistance
• Monitoring
• Communicating
• Other issues
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REFERENCES
• EIAS Data Report: Florida Public High school
Graduation Rates data
http://www.fldoe.org/eias/eiaspubs/word/gradrate0910.doc
• SPAR Reports:
http://doewebprd.doe.state.fl.us/eds/nclbspar/index.cfm
• School Grades
http://schoolgrades.fldoe.org
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REFERENCES (continued)
 Title VI Historical data:
http://www.fldoe.org/bsa/title1/xls/historicaldata.xls
◦
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
http://www.ed.gov/programs/reapsrsa/eligibility.html
 REAP, Non-Regulatory Guidance
http://www2.ed.gov/programs/reapsrsa/legislation.html
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TITLE VI, PART B APPLICATION
2011 - 2012 APPLICATION
(DRAFT)
2011 – 2012 REVIEW CHECKLIST
(DRAFT)
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• QUESTIONS AND ANSWERS
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Contact Information
Jessie McKinney Simmons
[email protected]
850.245.0682
850.245.0683 (fax)
Cynthia D. Milton
[email protected]
850.245.9984
850.245.0697(fax)
THANK YOU!
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