Transcript Ashland Cadre

CEP, Parental/Community Involvement,
Allowable Expenditures, and Principals’
Ownership of the Title I Program
FEBRUARY 11, 2015
Agenda
What is CEP?...and how it can work for your
district
2. Parent and Community Engagement
3. Allowable expenditures (0610 and general
guidelines)
4. Involving principals in Title I, Part A (group
discussion on helping school leaders take
ownership).
1.
Certified Eligibility Plan
GUIDANCE, INFORMATION, BENEFITS, AND
CONSIDERATION IN IMPLEMENTING CEP IN
YOUR DISTRICTS
CEP – Updated Guidance and Information
 (This information is straight from the presentation given
at the Title I Conference by the Dept. of Education, the
Dept. of Agriculture, and representatives from the
departments of education from Florida and Michigan)
 CEP allows schools with a high percentage of needy
children to serve healthy breakfasts and lunches to ALL
enrolled students at no cost for up to four years.
 Eliminates the use of household income applications.
 School year (SY) 2014-2015 first year of nationwide
availability.
 Eleven pilot States participated in three year phased-in
testing period.
Benefits of CEP:
 Students:
 •Enjoy free, healthy meals at school
 •With universal meal service, there is no stigma attached to a free meal
 Parents:
 •Do not have to fill out individual household applications
 •Do not have to worry about refilling meal accounts, or whether their child
has an opportunity to eat at school
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Schools:
•Reduces paperwork and administrative costs
•Streamlines meal service operation
•Students spend less time waiting in lines and more time eating; they are
less likely to discard food and come to class better nourished and ready to
learn
Which Schools Can Participate in CEP
 Schools, groups of schools, or entire school districts may be
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eligible to participate.
Eligibility is based on identified students, who would normally
be certified for free school meals without an application.
“Direct certification” based on participation in other Federal
assistance programs like SNAP, TANF, Head Start.
Participating schools, groups of schools, or districts must have
an identified student percentage (ISP) of 40% of their
enrollment.
ISP multiplied by 1.6 is the percentage of meals reimbursed at
the Federal “free” rate; also approximates the school or
group’s traditional free/reduced price eligibility percentage.
In Regards to Title I
 Questions to consider about CEP and Title I:
 How will this affect your Ranking Report? – Yes, depending on
how you answer the following questions.
 Should you use the 1.6 multiplier? – It depends. You will want
to look at your numbers.
 Do you stop ranking at 100% participation?
 If implementation is not district-wide, how do you handle
applying it to some, but not all schools in your district?
CEP Resources
 CEP Resources from USDA:
http://www.fns.usda.gov/school-meals/communityeligibility-provision
 ED’s Title I and CEP guidance:
http://www2.ed.gov/programs/titleiparta/130381guidance.doc
Parent Involvement
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Common issues
Some innovative approaches.
How to engage EL community
Involving parents in transition to Kindergarten
Father involvement
Incorporating family and community involvement into
school and district plans
Incorporating family and community engagement into
the CSIP
Common Findings and Recommendations for
Parent Involvement
 School Compacts
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Should be updated each year
Should be created by teachers, administrators, parents
Will not look the same across grade levels
 Title I Meetings
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Sign-in sheets must be kept
Must happen every year
 Events that comply with Title I
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Must impact student achievement
Must be a two way meaningful conversation between parents and teachers and
administrators
Examples: parent learning nights, parenting skills education, discussions about child’s
education
 Community Involvement – often a missing piece
 Reaching out to ALL parents
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Try to target a varied group of parents
Don’t forget speakers of other languages
Homeless parents
There are no cookie cutter answers to how to
operate a parent involvement program.
 Each district knows its students and community.
 Programs will look differently depending on these
and other variables.
 Ahead are ideas that you can tweak to fit your
schools’ needs.
Ideas
 Father Involvement – there are organizations that
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target fathers and offer tools to help engage dads in
their children’s education and communicate more
effectively. (All Pro Dad offers curriculum for free.
http://www.allprodad.com/)
Community Engagement
Give parents a compelling reason to come.
Create experiences rather than “meetings”
Is there a problem or controversy in your community
involving the schools?
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This is a good time to pull in parents
Father Involvement
 Father/Positive male role models lead to:
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More consistent attendance
Better grades
Fewer behavior problems
Increased motivation
Increased ability to learn
An increase of students staying in school
 Do not exclude students without fathers in the picture.
When inviting fathers to events also include other
important male figures in student lives.
 There are many programs schools have created.
 All Pro Dads at http://www.allprodad.com/ offers a free
curriculum.
Title I Conference Workshop:
Engaging Parents by Hosting
a Family Math Night
ALLISON RIDDLE
DAVIS SCHOOL DISTRICT
BOX CARS AND ONE-EYED JACKS
 Getting Started:
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Determine areas of focus using standardized test
data.
Advertise early; obtain initial head count.
Offer clock hours or other professional development
credit.
Offer a meal to encourage family attendance.
Collaborate with community council, PTA,
businesses.
Grade level PLC’s collaborate on games, supplies.
(cont.) Materials Needed:
 Cards
 6-sided dotted dice
 Dominoes
 Dried beans (2 colors)
 Paper plates
 Number lines
 Signs at each game
 Game Choice:
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Require and develop fact fluency
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Quick and easily learned
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Lead to a discussion between players
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Use simple game boards
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‘Easy’ or challenging
 Gym: single
host, families at
tables
 Gym: rotating
centers
 Classrooms:
grade leveled
games
 Door prizes
 Estimation jars
in hallways
 Graph grade
levels attending
Set Up:
Parent Involvement for ELL
Families
IDEAS FROM A SUCCESSFUL PROGRAM
FROM:
Idaho Falls
School District 91
AS PRESENTED AT THE NATIOANL TITLE I
CONFERENCE FEBRUARY 2015:
ANGELA LEE
INES GUENTHER
“Ready, Set, Kindergarten”
 Idaho falls implemented “Ready, Set, Kindergarten” to help
equip parents with skills and resources to help prepare
their children for kindergarten
 The goals were to
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Identify skills needed for Kindergarten
Provide parents with training to support their work with their children
on those skills over the summer.
 The budget:
 Location – a school that is centrally located
 Books – included with kit to model reading with children - $300
 Materials in kits - $250
 Paper and printing - ~ $50
 Personnel – paid for people to test students – 3 events x 2hours x 5
people x $15/hr. = $450 - Lucky to have coaching positions to
support this program
The Kit
More Points to Consider:
 Use data to show parents how it drives education and use
data to show how parental involvement is impacting the
learning community.
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Decreases misunderstandings around school and district decisions
made based on data.
 Content must be engaging…ask parents what they need.
 Identify “trusted messengers”
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If parents do not trust the messenger, they will not come
What Parents Should Know About
Data and Accountability: FamilySchool-Community Engagement
PRESENTED BY DR. IGNACIO LOPEZ:
SCHOOLS ACROSS THE COUNTRY ARE BEGINNING
TO FRAME, FOR PARENTS, THE MANY MEASURES
OF SUCCESS THAT EXIST ACROSS VARIOUS
SCHOOL LEVELS, WHILE PROVIDING STRATEGIES
FOR PARENTS THAT CAN BE DONE AT HOME WITH
THEIR OWN CHILDREN.
Canyons School District’s
Model
COMMUNITY COLLABORATION MODEL
The CSD Community
Schools Initiative
prioritizes five core
pillars—academic
learning, youth
development and school
climate, parent and family
engagement/support,
health and social services,
and community
engagement —which
mirror the main
components of community
schools. The adoption and
implementation of the
Community Schools is
driven by past work within
the Community
Collaboration Model for
School Improvement
(CCMSI, AndersonButcher et al., 2004;
2008). The detailed
CCMSI theory of change is
here:
Family and Community
Engagement
CSIP’s and Family and Community Involvement
 School improvement is more than testing and academics
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– think the big picture
Incorporate strategies that impact the student’s learning
such as in the Canyons School District.
Ex. If you are a CEP district, how does this program
push on student acheivement
Stakeholder and Missing Piece data that are part of
CSIP’s this year. This should lead to conversations to
include in your plan.
Data from various areas (health, nutrition, census,
library) is analyzed in Needs Assessment to drive your
entire plan. These can be incorporated under the broad
state plan.
0610 and Allowable
Expenditures
THE GUIDELINES AND Q&A
Basics:
 Prior approval is needed from your coordinator
before using this code.
 In order to open this code for use send your
coordinator an e-mail including:
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Project number
List of items and cost
What the items are for
How the items benefit your students and the program.
Criteria to Consider With All Title I Purchases:
 Is the expenditure needs-based and supplemental?
 Is the expenditure tied to the 10 SWP or 8 TAS planning
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components?
Is the cost necessary and reasonable (one that is deemed
as essential for carrying our the needs-based, Title I, Part
A program, which is not excessive in cost, and is based on
prudent and sound purchasing practices)?
Does the expenditure help to target low achieving
students?
Is it focused on the core academic subjects under Title I,
Part A?
It boils down to:
 Is it REASONABLE, ALLOWABLE, NECESSARY?
Collaborating with Principals
on Title I
HOW DO YOU FOSTER POSITIVE
RELATIONSHIPS WITH PRINCIPALS TO
INCREASE STUDENT ACHIEVEMENT
THROUGH TITLE I?
GROUP DISCUSSION