Transcript Elementary and Secondary Education Act (ESEA) ADEQUATE YEARLY PROGRESS PUBLIC SCHOOL CHOICE SUPPLEMENTAL EDUCATIONAL SERVICES.

Elementary and Secondary
Education Act (ESEA)
ADEQUATE YEARLY PROGRESS
PUBLIC SCHOOL CHOICE
SUPPLEMENTAL EDUCATIONAL SERVICES
1
Goals for the Day
To broaden understanding of the ESEA Regulations on:
• Adequate Yearly Progress (AYP)
• Public School Choice (PSC)
• Supplemental Educational Services (SES)
To understand the AYP requirements that each district/school has to
implement for the 2014-15 school year.
2
ESEA Legal Guidance Documents
• ESEA – No Child Left Behind (NCLB) 1116
• Code of Federal Regulations – 34CFR.200
• Non-Regulatory Guidance for
• District and School Improvement
• Public School Choice
• Supplemental Educational Services
• http://www.k12.wa.us/TitleI/default.aspx
Removal of ESEA Flexibility
U.S. Secretary of Education Letter – April 24, 2014
• Washington ESEA Flexibility ends with the close of the 2013-14
school year.
• Washington was unable to keep all of the ESEA Flexibility
commitments, specifically that Washington would put into place
a teacher/principal evaluation system that included student
growth as a significant factor to determine performance levels.
• The state is required to return to meeting all NCLB requirements,
starting with the 2014-15 school year.
4
Removal of ESEA Flexibility
• Districts with schools in a step of improvement will be
required to set-aside 20% of their Title I, Part A funds to fund
PSC and SES for eligible students.
• Districts in a step of improvement will be required to set-aside
10% of their Title I, Part A allocation for professional
development.
• Schools in a step of improvement will be required to set-aside
10% of their building Title I, Part A allocation for professional
development.
5
Removal of ESEA Flexibility
• Schools in improvement, corrective action, or restructuring will be
required to send letters to homes that inform parents of the AYP
standing of the school 14 days* before the opening of the 2014-15
school year.
• Districts identified in improvement or corrective action will be
required to notify parents per normal AYP rules.
* Waiver to United States Department
of Education (ED)
Newly identified in Step 1
Might move out of Steps
6
Proposal to ED - APPROVED
Approved as of May 2, 2014
• To determine AYP status
• Use assessment and other indicator data from 2010-11 and 2013-14.
• SMARTER BALANCED field test Schools data from 2010-11 and 2012-13.
• Spring, 2014, Priority schools (bottom 5% of Title I, Part A schools in reading and
math) and Focus schools [bottom 10% of schools based on subgroup
performance in reading/math (combined)].
• Proficiency in reading/math (combined) for the 2010-11, 2011-12 and 201213 school years (using test results from Spring 2011, 2012 and 2013 exams).
• Provide funding and technical support to assist schools in fulfilling school
improvement plans (Indistar).
Continue to serve previously identified Priority and Focus schools in 2014-15.
7
Proposal to ED
Evolution of School Federal Accountability and Improvement
2009-10
2010-11
2011-12
2012-13
2013-14
2014-15
Accountability
System
AYP
AYP
AMO
AMO
AYP
AYP
Sanctions/Set
Asides Next Year
YES, next year
YES, next year
NO
NO
YES, next year
YES, next year
School
Improvement Lists
Steps 4 & 5
Steps 4 & 5
P,F,E Stacked
ranking
P,F,E Stacked
ranking
P, F
Steps 4 & 5
P, F
Steps 4 & 5
Steps 4 & 5
Steps 4 & 5
P,F,E
P,F,E
P, F
P, F
Based on 2010 Based on 2011 Based on 2011 Based on 2012 Based on 2013 Based on 2014
Named Oct 2010 Named Oct 2011 Named Spring 2012Named Spring 2013Name Spring 2014Name Spring 2015
School
Served 2010-11 Served 2011-12 Served 2012-13 Served 2013-14 Serve 2014-15 Serve 2015-16
Improvement the
Steps 4 & 5
Steps 4 & 5
following year
Base on 2014
Base on 2015
Name Oct 2014 Name Oct 2015
Serve 2014-15 Serve 2015-16
Hybrid
Hybrid
8
AYP Elements
 ALL students “proficient” by 2014
 Separate annual proficiency goals in reading and math
 1% can be proficient at district level using alternative performance
standard
 Same Goal on ‘state uniform bar’ for nine groups
 All students
 Seven Racial/Ethnic Groups
 Students with Disabilities (Special Education)
 Students with Limited English Proficiency (ELL)
 Students from Low-Income Families (Poverty)
 95% of students in each group to be assessed
 One other indicator
 Graduation rate (high schools): 85% (or two percentage point increase)
 Unexcused absences (Grades 1-8): 1% (or any decrease)
9
AYP Elements
• If a group does not meet the proficiency goal, it makes AYP if
the reduction in percent of students not meeting standard
decreases by 27% and meets the other indicator (Safe Harbor)
• Minimum number of students (N<30) needed for a student
group for statistically reliable AYP decisions
• Count only those students who are enrolled for a full
academic year (continuous enrollment from October 1
through the entire testing period)
10
11
Elementary State Uniform Bar
100.0
100
88.1
Percent meeting standard
90
76.1
80
64.2
82.4
70
60
52.2
Reading
64.9
50
40
47.3
30
20
Mathematics
29.7
10
0
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
12
Middle School State Uniform Bar
100.0
100
82.5
90
Percent meeting standard
80
65.1
70
79.3
60
47.6
50
40
58.7
Reading
30.1
30
38.0
20
10
17.3
Mathematics
0
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
13
High School State Uniform Bar
100
87.2
90
Percent meeting standard
100.0
74.3
80
61.5
70
60
48.6
81.2
Reading
62.4
50
40
43.6
30
20
24.8
Mathematics
10
0
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
14
Graduation Rate
100
90
On-time graduation rate
70
66
66
66
67
69
70
66
68
73
2002
2003
2004
2005
2006
2007
2008
2009
2010
76
82
2012
2013
85
15
80
79
60
50
40
30
20
10
0
Reporting Year
2011
2014
District Improvement — STEPS 1& 2
Consequences
Apply only to districts that receive Title I A Funds
2010-11
AYP
2013-14
AYP
Based on Data
1.State Assessments
2.Graduation rate
3.Unexcused absences
Year 1
Year 2
AYP
Step 1
Professional
Development (PD) +
District Improvement
Plan + Parent
Notification + Set
Asides + Tech Support
Year 3
AYP
PD + Corrective Action
Plan + Parent
Notification + Set
Asides
Step 2
Year 4
Set Aside Title I, Part A Funds
Districts that receive Title I, Part A funds and are in a step of improvement —AYP step 1 or
2 — must set aside money from their total allocation for professional development.
Identified for District Improvement
SCHOOLS IN STEPS 1-5
2010-11
AYP
2013-14
AYP
Professional
Development
(PD)School
Improvement
Plan (SIP) +
Public School
Choice (PSC)
PD + SIP + PSC
+ Supplemental
Ed. Services
(SES)
PD + SIP + PSC +
SES + Corrective
Action
SIP + PSC + SES +
Corrective Action +
Plan Restructuring
AYP
AYP
Based on Data
1. State Assessments
2.Graduation rate
3. Unexcused absences
Year 1
AYP
Step 1
Step 2
AYP
Year 2
SBAC Field Testers
Based on Same Data
2010-11
AYP
Restructured
School
Operation
Year 3
Year 4
Step 3
Step 4
Year 5
Year 6
2012-13
Identified for School Improvement
Consequences
Apply only to schools that receive Title I A Funds
Sanctions
District responsibility
Step 5
Year 7
Year 1 of School Not Making AYP
School Parent Notification Requirements
• No parent notification requirements for
schools not making AYP in Year 1.
Schools that have not met AYP
Requirements - Step 1
PD (10%) + SIP+ Public School Choice
Parent Notification must include:
 An explanation of what AYP identification means and how
the school compares to other schools.
 The reasons the school was identified for improvement.
 An explanation as to what the school is doing to address the
problem of low achievement – other indicator.
 Information on what the district is doing to assist the school.
 An explanation of how parents can be engaged with the
school, including participation in the development of the
school improvement plan.
 Information on Public School Choice
 Identify each school that parents can select.
 Include information on the academic achievement of the
schools that parents may select.
 Explain PSC services are free to parents.
 Explain how students become eligible for PSC.
 Explain how the district will notify parents about
enrollment dates and start dates.
 Give information regarding who parents should contact
with questions.
Schools that have not met AYP
Requirements– Step 2
PD (10%) + SIP+ PSC+ Supplemental Educational Services
Parent Notifications must include:

An explanation of what AYP identification means and how the school
compares to other schools.

The reasons the school was identified for improvement.

An explanation as to what the school is doing to address the problem of
low achievement – other indicator.

Information on what the district is doing to assist the school.

An explanation of how parents can be engaged with the school, including
participation in the development of the school improvement plan.

Provide parents either PSC or SES

Information on Public School Choice (Follow PSC requirementsStep 1).

Information on Supplemental Educational Services.

Identify each approved SES provider within district or in its general
geographic location. The notice should also identify providers that
are accessible through technology, such as distance learning.

Describe the services, qualifications and evidence of effectiveness
for each provider.

Indicate providers that are able to serve students with disabilities
or LEP students.

Include an explanation of the benefits of receiving SES.

Be easily understandable, in a format, including alternative
formats upon request, and in a language the parent can
understand.
Schools that have not met AYP
Requirements– Step 3
PD (10%) + SIP+ PSC+ SES + Corrective Action
Parent Notification must include:
 An explanation of what AYP identification means
and how the school compares to other schools.
 The reasons the school was identified for
improvement.
 An explanation as to what the school is doing to
address the problem of low achievement – other
indicator.
 Information on what the district is doing to assist
the school.
 An explanation of how parents can be engaged
with the school, including participation in the
development of the school corrective action plan.
 Information to parents of their options of PSC or
SES.
Schools that have not met AYP
Requirements– Step 4
SIP+ PSC+ SES + Corrective Action + Plan Restructuring
Parent Notification must include:
 An explanation of what AYP identification means and
how the school compares to other schools.
 The reasons the school was identified for
improvement.
 An explanation as to what the school is doing to
address the problem of low achievement – other
indicator.
 Information on what the district is doing to assist the
school.
 An explanation of how parents can be engaged with
the school, including participation in the
development of the school restructuring plan.
 Information to parents of their options of PSC or SES.
Schools that have not met AYP
Requirements– Step 5
Restructured School Operation
Parent Notification must include:
PSC and SES
 An explanation of what AYP identification means and
how the school compares to other schools.
 The reasons the school was identified for
improvement.
 An explanation as to what the school is doing to
address the problem of low achievement – other
indicator.
 Information on what the district is doing to assist the
school.
 An explanation of how parents can be engaged with
the school, including participation in the
implementation of the school restructuring plan.
 Information to parents of their options of PSC or SES.
District Requirements for SES
1.
Notify parents about the availability of services, at least annually [Section 1116(e)(2)(A); 34
C.F.R. §200.46(a)(1)]. (See G-2.)
2.
Help parents choose a provider, if requested [Section 1116(e)(2)(B); 34 C.F.R. §200.46(a)(2)].
3.
Apply fair and equitable procedures for serving students if not all students can be served
[Section 1116(e)(2)(C); 34 C.F.R. §200.46(a)(3)]. (See F-3.)
4.
Ensure that eligible students with disabilities and LEP students receive appropriate services [34
C.F.R. §200.46(a)(4), (5)]. (See C-31 through C-33.)
5.
Enter into an agreement (contract) with a provider selected by parents of an eligible student
[Section 1116(e)(3); 34 C.F.R. §200.46(b)]. (See H-1.)
6.
Assist the SEA in identifying potential providers within the LEA [Section 1116(e)(4)(A); 34 C.F.R.
§200.46(a)(2)]. (See C-1).
24
District Requirements for SES
7.
Protect the privacy of students who are eligible for or receive SES [Section 1116(e)(2)(D); 34
C.F.R. §200.46(a)(6)]. (See H-16 through H-18.)
8.
Assist the SEA in monitoring the SES providers.
9.
Prominently display on its website, in a timely manner to ensure that parents have current
information: (a) beginning with data for the 2007–2008 school year and for each subsequent
school year, the number of students who were eligible for and the number of students who
participated in SES; and (b) for the current school year, the list of providers approved by the SEA
to serve in the LEA and the locations where services are provided [34 C.F.R. §200.39(c)(1)(ii),
(iii)]. (See G-10 through G-12.)
10. Meet its 20 percent obligation. If an LEA spends less than the amount needed to meet its 20
percent obligation, then it must either: (a) spend the remainder of that obligation in the
subsequent school year; or (b) meet the criteria in 34 C.F.R. §200.48(d)(2)(i) [34 C.F.R.
§200.48(d)(1), (2)]. (See L-1.)
25
District Responsibilities
Communication with Parents
– notification to parents of eligible students; communicate throughout process
Formal Contract with Providers
– fully executed contract for each provider selected
Background Checks
– ensures provider staff members have been processed through a criminal background
check
Facility Use
– arranges with providers for district facility use that is fair and equitable to other groups
using facilities and is dependent on a district/school building policy
Billing Requirements
– ensures the per pupil cap is not exceeded, review bills from providers, issue payments to
providers, keep financial records of expenditures for SES
District Responsibilities
Evaluation
– defines and implements an evaluation of SES effectiveness by
monitoring the program and progress of students
Progress Reports
– along with parents, providers, and teachers, determines learning goals
and frequency of progress reporting
Confidentiality
– ensures public identity of student is not disclosed without written
permission of parent of the student
Reporting Requirements
– provides information to state Title I office on quality and effectiveness
of SES offered by providers and submit all required reports in a timely
manner
SES Provider Responsibilities
Standards Alignment
– ensures instruction is aligned to Washington academic achievement standards
Achievement Goals
– enables students to attain specific achievement goals, as established by the
district, in consultation with parents
Progress Reports
– measures student progress and informs parents and teachers of that progress
Formal Contract
- fully executed contract with each district where students are being served
SES Provider Responsibilities
Billing Requirements
–adheres to the per pupil cap and bills districts accordingly
Background Checks
– works with OSPI to ensure that all SES employees have completed a fingerprint
and criminal background check before any tutors works with students
Confidentiality
- ensures public identity of student is not disclosed without written permission
of parent of the student
Reporting Requirements
– works with school/district to submit information that will be reported to the
state
Providers’ Assurances
– adheres to signed Assurances
SES Providers Shall Not
Approved Providers Shall Not:
1.
Offer a student or parent any form of incentive/award to solicit
them to select the provider for SES.
2.
Offer or advertise to parents or potential students any form of
incentive/award to be given to students for completion of
attendance or performance goals, prior to the student’s actual
enrollment in the program and prior to the start of SES.
3.
Tamper with district enrollment forms. It is not acceptable for a
provider to pre-populate forms with the provider name, to
complete the forms on behalf of a student or parents, or to submit
them to the district on behalf of students or parents.
4.
Encourage students/parents to switch providers once enrolled.
SES Providers Shall Not
5.
Charge the district for a portion of hours of services offered and
indicate that the remaining hours of service are to be provided free of
charge.
6.
Compensate school district employees personally in exchange for
access to facilities, to obtain student lists, to collect applications, or
obtain other similar benefits for their SES program.
7.
Disrupt regular school operations or administration. Providers may not
visit schools and ask to meet with principals or SES coordinators
without making an appointment beforehand.
8.
Interfere with a regular school day program by trying to talk with
teachers, meet with teachers, or email teachers about issues regarding
their involvement with your programs.
SES Providers Shall Not
9.
Ask schools to provide working space for SES programs
during regular school hours–you should not be present in
the school during the normal school day.
10. Visit or call parents/students at home in an effort to recruit
them to sign up for a specific program. This invades their
privacy.
11. Solicit parents and students outside of the school building
when parents are dropping off or picking up their children in
an effort to recruit them to sign up for a specific program.
This invades their privacy.
12. Misinform parents of their SES options or that a student can
finish one program and then sign up for another one.
SES Providers Shall Not
13. Treat school administrators or staff disrespectfully or
misinform them of their rights.
14. Advertise unfair or misleading information about your
services or that of another vendor. Advertising includes any
written or oral communication.
15. Ask students enrolled in the provider’s program to recruit
other students for the program.
16. Solicit business on school premises except during scheduled
SES meetings, fairs, conferences, and other events to which
providers have been invited to attend.
District Responsibilities
Step 1–Set-aside for SES/Public School Choice (PSC)
• The law states that 20% of the Title I, Part A allocation must be
set-aside for SES (and PSC)
• Set-aside can only be used for actual costs of tutoring services
(can’t be used for SES transportation)
• However, 1% of the 20% set-aside may be used for parent
outreach (advertising through various media and Internet,
community partnerships, parent fairs)
[34 C.F.R.
§200.48(a)(2)(iii)(C)]
Per-Pupil Funding
Regular
2014-15
Maximum Required Expenditures for
Maximum per-child Expenditures for
Choice-Related Transportation and
Supplemental Educational Services
Supplemental Educational Services
2014-15
2014-15
1,086,341
217,268
1,098.42
160,156
32,031
982.55
28,464
5,693
1,779.00
299,445
59,889
783.89
424,412
84,882
847.13
84,842
16,968
1,390.85
3,126,276
625,255
1,056.53
190,120
38,024
841.24
1,413,141
282,628
926.65
1,654,987
330,997
877.51
1,905,495
381,099
1,008.20
District Responsibilities
Step 2–Identify eligible students from low income families (i.e.,
free and reduced lunch students)
• All free and reduced students in the building identified in Steps 25 are eligible
• Develop a priority system in case more students request SES than
school can serve, setting priority on the lowest achieving students
District Responsibilities
Step 3–Know the Providers
• SES providers must be on the state approved list
• Become familiar with the approved SES providers and programs
they offer–read descriptions, research websites, call
• Consider hosting a provider open house, ensuring that an
invitation has been extended to ALL approved providers
District Responsibilities
Step 4–Parent Notification
• Mail to homes of eligible students
• Inform of AYP status and reasons why the school was identified
• Inform of SES option (1st notification)
• Explain objective criteria if demand is greater than funds available (priority)
• Include list of approved SES providers
• Response form that indicates whether or not they are interested in their
child participating in SES – with reasonable due date
District Responsibilities
Step 4–Parent Notification (cont.)
• At least two notices are required before any funds can be
reallocated
• Each notice needs to be dated and on district letterhead
• Keep copies of each notice as documentation for monitoring and
request to reallocate
District Responsibilities
Step 5–Partnering
• Law requires schools to partner, to the extent practicable, with
outside entities
• Purpose – to reach out to parents and inform of SES
• Who and How?
• Media
• Provider fairs, open houses
• Community centers, churches, city officials, school staff
District Responsibilities
Step 6–Identify Participants
• Based on forms returned by parents, identify eligible students
• All free and reduced students are eligible if funds are available
• If needed, run through priority criteria, setting priority on the
lowest achieving students
District Responsibilities
Step 6–Identify Participants
• Send letter to parents letting them know whether or not their
child is eligible for services based on fair and equitable criteria
• Include SES provider descriptions
• Include a form parents return either to select an SES provider
(first and second choices) or to indicate no interest, giving a
reasonable due date
District Responsibilities
Step 7–Follow-up on Chosen Providers
• Compile a list of the providers chosen
• Make contact with parents if they indicated they need assistance
selecting provider
• Schools are allowed to assist parents in selecting a provider by
answering questions, etc., but the school cannot make the selection
District Responsibilities
Step 8–Contract with Providers
• District, not provider, must initiate the contract
• Specific contract components, so the district is responsible for
ensuring all are included
• Contact providers chosen by parents
• Review template and sample contract
• Develop contracts with each provider, including all required
information, being specific
• Signed by both district and provider
District Responsibilities
Step 9–Notify Parents
• Once all contracts are final
• Notify parents that they may contact provider to begin services
• School may contact providers on behalf of parents
• At this time, the district may release to providers the names of
students enrolled
District Responsibilities
Step 10–Communication
• Specific timelines for progress reports should have been
outlined in the contract with provider
• Ensure provider is sending regular reports on the progress of
all students receiving SES
• Parents
• School/District (Teachers/District SES contact)
District Responsibilities
Step 11–Evaluation Process
•
•
•
•
•
How did the SES implementation go at your school?
What worked?
What didn’t work?
Changes for next year?
Did providers do what they said they would?
District Responsibilities
Step 12–Reporting to OSPI
• State reports to the United States Department of Education
(EDFacts)
• Supplemental Services Data Collection
• Parent Survey
• School District Evaluation of SES Providers –review
effectiveness with OSPI
District Responsibilities
• SES Provider Annual Report
• Student Progress Report
• Completed by provider
• Completed by every provider utilized in the district
Public Reporting of SES
Districts must provide specific information on its website:
• Number of eligible and participating students beginning with 200708 school year
• List of state approved SES providers and locations of services for
current school year (hyperlink to OSPI list)
• If no district website, state must report on its website
Reallocating SES Funds
The law requires certain criteria has been met before any of the 20% set
- aside can be reallocatedForm submitted and approved before doing budget revision on
iGrants
The following must be documented:
• Partnered with outside groups/advertise
• Provided genuine opportunity for parents to obtain SES for their
children
• Provided at least 2 notices to parents
• Gave providers fair and open access to school facilities that would be
given to other groups (facility policy)
§200.48(d)(2)(i)
34 C.F.R.
Reallocating SES Funds
• Unless it meets the criteria described above, a district that does not
meet its 20 percent obligation in a given school year must spend the
unexpended amount in the subsequent school year on choicerelated transportation, SES, or parent outreach and assistance.
• The district may also count the costs for parent outreach toward
meeting its unexpended obligation, but only if it did not reach the 1
percent cap in the first year. The district must spend the
unexpended amount in addition to the funds it is required to spend
to meet its 20 percent obligation in the subsequent school year. [34
C.F.R. §200.48(d)(1)]
• This means that districts must be very proactive in ensuring that the
three provisions above have been met in order to use the amount
equal to 20 percent of your Title I, Part A allocation on an alternate
activity or to carry it over for other approvable Title I, Part A
activities.
Resources
• A Toolkit for Title I Parental
Involvement
• http://www.sedl.org/connections/toolkit/contents.html
• Section 4 – LEA Responsibilities
• Tool 4.8 LEA Procedures – AYP Parental Notification Letter
• Includes PSC Instructions for Parent Notification Letter
• Includes PSC Instructions for districts unable to offer PSC
• Tool 4.9 Disseminating Annual Local Educational Agency Report Card
• Tool 4.11 AYP Parent Notification Letter
• Tool 4.12 SES Parent Notification Letter & Parent Request for SES services
• Giving Parents Options: Strategies for Informing Parents and Implementing
Public School Choice and SES Under No Child Left Behind, is available at
http://www.ed.gov/admins/comm/choice/options/index.html
District as an SES Provider
1. How will your SES instructional program be different from
what you currently do in academic programs during the
normal school day.
2. Transportation:
• Reminder, SES transportation costs may not count as part of the
20 percent set aside for SES/PSC.
54
District as an SES Provider
3. Facilities use:
• Does the district have a facilities use policy?
• How does the district document that the policy is implemented
consistently?
• Note that the district must charge for facilities use in accordance
with its district policy. SES providers may not be charged a rate
different from the rate paid by other non-district entities,
including vendors and non-profit organizations. If the district is
using its space to provide SES services to its students it must
ensure equal availability of its facilities to all providers.
55
District as an SES Provider
4. How does the district ensure equal availability of its facilities for all SES
providers, including the district, if it provides SES services?
5. The district must have a supplemental contract with all district SES staff
participating in the district-provided SES program.
• Contract must delineate the hours that the SES staff will be paid for
participation in the district provided SES program.
• Must ensure that all SES duties such as planning, copying, any
collaboration or records or information exchange must be handled
during “SES” time and not during “teacher” contract time.
• The SES contract may include planning time, it may not include
benefits or any other costs.
56
District as an SES Provider
• What controls are in place to accomplish this?
• What documentation, such as time and effort reports,
supplemental contracts, etc., is maintained at the district?
57
District as an SES Provider
6.
Startup costs: At the beginning of the school year, before there
has been any billing for services, what is the fund source for
startup costs for the district as an SES provider?
7.
Per the state SES waiver, districts intending to be an SES provider
must meet the Annual Measurable Objectives (AMO) waiver
requirement to, “Demonstrate record of effectiveness for all
providers.” The district must demonstrate effectiveness of the
program.
* Waiver granted by ED
8.
Does the district intend to charge all SES allowable costs to a fund
source other than Title I, Part A?
If yes, the district must be consistent with its district’s pricing
practices for other non-federally funded vendor services.
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OSPI Title I/LAP Contacts
•
Title I, Part A/LAP Program Director
– Gayle Pauley, [email protected], 360.725.6100
•
•
Title I, Part A/LAP Program Supervisors
– Bill Paulson, [email protected], 360.725.6104
– Jody Hess, [email protected], 360.725.6171
– Larry Fazzari, [email protected], 360.725.6189
– Mary Jo Johnson, [email protected], 360.725.6103
– Penelope Mena, [email protected], 360.725.6069
– Nate Marciochi, [email protected] , 360.725.6172
– LaWonda Smith, [email protected], 360.725.6168
Learning Assistance Program Managers
– Amy Vaughn, [email protected], 360.725.6190
– Jess Lewis, [email protected], 360.725-4969
– Justin Young, [email protected], 360.725.
•
Title I, Part A/LAP Support Staff
– Kevan Saunders, [email protected] 360.725.6100
– Julie Chace, [email protected], 360.725.6167
– Tony May, [email protected], 360.725.6231
– Brandy Johnson, [email protected] , 360.725.6101
59