ESSA Webinar - West Virginia Department of Education

ESSA Webinar - West Virginia Department of Education

ESEA Directors Regional Meeting Fall 2016 Agenda Welcome & Updates (A-F, Fiscal, Data Management, Grants Management) Joint Guidance on Educational Stability ESSA State Plan Development Title III Program

Refresher for Federal Programs Directors A-F Update WVBE November 16, 2016 Public Release Focus on Continuous Improvement Prioritization of Funding to Support Schools with Grades of D or F ASCD Conference Outcomes

Resources A-F - Teaching - Improvement Root cause-Strategic Plan Worksheet Fiscal Management ESSA Laura Pauley, CPA

[email protected] WVDE Office of Federal Programs Funding Streams under ESSA Title I - Improving Basic Programs Operated by State and Local Educational Agencies Title II Preparing, Training, and Recruiting High-Quality Teachers, Principals, or Other School Leaders

Title III Language Instruction for English Learners and Immigrant Students Title IV 21st Century Schools Title V State Innovation and Local Flexibility NCLB Core Academic Subjects Mathematics English Language Arts

Science History Civics and Government Geography

Foreign Language Arts Economics Well-Rounded Education Writing

Technology Engineering Computer Science Music Career and Technical

Health Physical Education Improving Basic Programs Operated by State and Local Educational Agencies TITLE I

Schoolwide Programs Supporting School Reform by Leveraging Title I Funds in a Schoolwide Program under ESSA 40% or more of student living in poverty or waiver Implementing a Schoolwide Program

Comprehensive needs assessment Comprehensive schoolwide plan Annually evaluating the schoolwide plan Uses of Funds - Schoolwide Services that facilitate the transition from early learning to elementary education Recruitment/retention of effective teachers in high-need subjects

Instructional coaches to provide high-quality school-based PD Evidence-based strategies to accelerate content knowledge for ELs Advanced placement, dual/concurrent enrollment programs CTE programs that prepare students for post secondary education

Counseling, school-based mental health, mentoring School climate interventions (anti-bullying, positive behavior interventions) Equip, materials, training to compile and analyze student achievement data Response-to-intervention strategies intended to allow for early identification of

students with learning or behavioral needs Devises and software for students to access digital learning materials Activities that increase family and community engagement (ex. family literacy programs) TITLE I COMMON MISUNDERSTANDINGS

Title I funds may be used only to support reading and math instruction Title I funds may be used in a schoolwide program to support academic areas that the schools needs assessment identifies as needing improvement Title I funds may by used only to provide

remedial instruction The purpose of a schoolwide program is to upgrade the entire educational program in the school in order to raise the achievement of the lowest-achieving students. This does not need to be achieved through remedial instruction and sometimes includes advanced courses. Title I funds may only be used to serve

low-achieving students Funds may be used to upgrade the entire educational program and, in doing so, all students may benefit from the use of funds. However, the reason to upgrade is to improve the achievement of the lowest-achieving students. If a school is not consolidating funds , Title

I funds may only be used to provide pullout services Pull-out services are not prohibited but not required. Title I funds may be used only for instruction Title I funds may be used to improve the quality of instructional materials, improve attendance, improve school climate,

counteract and prevent bullying, provide counseling, mentoring, school-based mental health services, behavioral supports. Title I funds may be not be used to support preschool-aged children Title I funds may be used to improve cognitive, health and social-emotional outcomes in order to prepare children for

success in kindergarten. Other items to consider If a schoolwide program school consolidates federal funds, it must maintain records that demonstrate that it meets the intent and purposes of the federal program whose funds are consolidated

Other items to consider Schoolwide program must receive funds from non-federal sources to provide services that are required by law before using Title I funds (ex. students with disabilities and ELs) Other items to consider

Federal funds in a schoolwide program must still be used to supplement the amount of funds that would be made available under State and local sources in the absence of Federal funds. Supplement not Supplant Current Test: 1. Required to be made available under other

federal, state, or local laws 2. Provided with non-federal funds in prior year 3. Provided services to Title I students and the same services were provided to non-Title I students using state or local funds Supplement not Supplant New rules for testing SNS for Title I Expected to begin in 2018-19

No longer look at individual costs to determine if supplemental LEAs must show that each Title I school receives all the state and local funding it would otherwise New Reporting Requirement Districts must report the per-pupil

expenditures of Federal, State and local funds, including actual personnel and nonpersonnel expenditures for each school Preparing, Training, and Recruiting High-Quality Teachers, Principals, or Other School Leaders TITLE II Flow of Title II, Part A Funding

Consultation LEAs are required to: Meaningfully consult with teachers, principals and other school leaders, paraprofessionals, parents, community partners and other partners with expertise in programs and activities designed to meet the purpose of Title II Part A Seek advice from stakeholders regarding how

to improve Title II activities Coordinate with other related strategies, programs or activities in the State or LEA Provide for equitable participation or private school teachers and other educational personnel in private schools Historical Uses of Funds

Class-size reduction Professional development New uses of funds Multiple Pathways to Teaching and Leading Teacher, principal and other school leader academies Teacher residency programs

Alternative routes to teaching Reform of preparation standard, certification, licensure and tenure Induction and Mentorship Educator evaluation and support systems Strong teacher leadership Flex time for collaborative planning, curriculum writing, peer observations, and

leading training Increased compensation for teachers in leadership roles Transformative school leadership Ongoing professional learning for principals and other school leaders State-level schools leader set asides

Language Instruction for English Learners and Immigrant Students TITLE III Supplement not Supplant Title III funding cannot supplant other Federal, State, and local funds This provision remains unchanged under ESSA

Provisions moved to Title I Several provisions in the ESEA regarding ELs have moved from Title III to Title I EL parental notification regarding LIEPs and related information Parental participation (e.g. regular parent meetings) Reporting to the SEA the # and % or ELs

achieving English Language proficiency LEAs may still use Title III funds for activities that are now under Title I as long as: Use of funds is consistent with the purpose of Title III and meets reasonable and necessary test Use of funds is supplemental to Title VI and EEOA civil rights obligations

Can demonstrate that it is also using Title III funds to conduct activities required under Title III LEAs may now choose to use Title I funds for the LEA EL activities that have been moved from Title III to Title I Administrative Costs LEA may use no more than 2% of its Title

III funding for administrative costs Now only applies to direct administrative costs Indirect costs are no longer included in the 2% limit Required Uses of Funds Prior to ESSA Title III required funding to be used for the following two activities: Professional Development

Providing an LIEP New requirement added under ESSA Providing & implementing effective activities and strategies that enhance or supplement LIEPs, which must include parent, family and community engagement. Student Support and Academic Enrichment (SSAE)

TITLE IV, PART A Newly Authorized Program Provide students with access to a wellrounded education Improve school conditions for student learning Improve the use of technology in order to improve academic achievement and digital

literacy of all students Grants of $30,000 or more LEAs that receive a grant of at least $30,000 must conduct a comprehensive needs assessment and must use funding as follows: At least 20% to support well-rounded educational opportunities At least 20% to support safe and healthy students

A portion of funds on effective use of technology With no more than 15% used for technology infrastructure Supplement not Supplant Title IV, Part A funds must be used to supplement and not supplant non-federal funds Amount of funding

LEAs will receive a sub-grant that will be issued in the same proportion as to the LEAs prior year Title I Part A allocations Minimum grant of $10,000 Allowable Activities Examples include: Activities to support a well-rounded education

Science, technology, engineering and mathematics Music and arts

Foreign language instruction Accelerated learning programs Dual or concurrent enrollment Civics College and career counseling Social emotional learning Environmental education

Activities to support safe and healthy students Safe and supportive learning environments Student physical and mental health Activities to support effective use of technology Personalized learning Blended learning strategies

OTHER CHANGES UNDER ESSA Maintenance of Effort New MOE rules for FY18 funding LEAs must continue to spend at least 90% of the state and local funds that they spent in the prior year New flexibility for not meeting MOE for 1yr

Title I only reduces if the LEA failed MOE more than once in the past five years Maintenance of Effort Programs covered under MOE Title I Title II Title III Title IV

Title V Prohibited Use of Funds ESSA prohibits grant spending funds on the following unless specifically authorized by a program School construction, renovation or repair Transportation

Helpful Links Every Student Succeeds Act https:// df/BILLS-114s1177enr.pdf Notices of Proposed Rulemaking 2016/05/31/2016-12451/elementary-andsecondary-education-act-of-1965-asamended-by-the-every-student-succeeds

US Ed ESSA Guidance x.html Questions 2nd Month Certification

2nd Month Certification Step 1: Student Edits Access to student edits is district specific, ask your WVEIS county contact if you should receive these Work with schools or WVEIS county contact to review and resolve any student edits Step 2: Review live enrollment You should work with schools or WVEIS county contact to resolve

any issues with enrollment counts Step 3: Principal will submit Step 4: Review submitted information Step 5: Superintendent will submit 2nd Month Certification - Affects

State Aid Funding Student enrollment numbers Percent Needy Public Reporting Data sent to Federal Government

2nd Month Certification Title I Sections you should review depend on your role within your district Address Information Thoroughly review your schools Title I Flag Low SES Status Thoroughly the number of students for each SES

code Child Nutrition Director may assist 2nd Month Certification Title III Sections you should review depend on your role within your district ELL Status R District ELL Status Summer School

If you have students that attended summer school to graduate Total ELL students 2,726 2nd Month Certification Homeless Sections you should review depend on your role within your district Homeless

Total Homeless students 5,569 2nd Month Certification Homeless Survey This year only the Homeless Survey was in 2nd Month Certification Beginning this year you will complete homeless survey at end of year

Student counts come from the Homeless Youth and Children (HOME.LESS system) 2nd Month Certification Discrepancies Report any discrepancies to your WVEIS County Contact and/or school Timelines Percent Needy

Ready for review Completed by December 2, 2016 No data changes will be allowed Comparability Report Certified Personnel List planned to end November 15, 2016 Planned to begin December 1, 2016 Completed by December 31, 2016

School Monitoring Report (SMR) Federal Program SMR Accessible through WOW or Portal School Level OEPA SMR District Level

ZoomWVe ELL Reporting Title III Dashboard One placed for Title III reporting Planned features General Summative Assessment Scores ELPA Scores Student roster with proficiency level Students being monitored

Accommodations and classroom modifications ZoomWVe ELL Reporting Questions Screening results Grades Attendance What are your other requirements?

Grants Management System State RFP for Online ESEA Grant Management System Opening of Bids -November 15, 2016 Evaluation & Award December 2016 Regional Technical Training Spring 2017 West Virginia Joint Guidance on Educational

Stability for Homeless Children and Children in Foster Care Agenda

ESSA Requirements Overview of WVs Process Review of Joint Guidance Timelines for Implementation Resources ESSA Overview December 10, 2015 signing of the Every

Student Succeeds Act Secretary providing guidance on transitioning from NCLB to ESSA Non-Regulatory Guidance: Ensuring Educ ational Stability for Children in Foster Care An SEA must ensure that, by December 10, 2016, an LEA receiving Title I funds will

collaborate with the State or local child welfare agency to develop and implement clear, written procedures governing how transportation to maintain children in foster care in their schools of origin when in their best interest will be provided, arranged, and funded for the duration of time in foster care, consistent with section 1112(c)(5)(B) of the ESEA.

ESSA also amended section 725 of the McKinney-Vento Homeless Assistance Act (McKinney-Vento Act), removing children awaiting foster care placement from the definition of homeless children and youths for purposes of the Education for Homeless Children and Youths (EHCY) program. This change takes effect for non-covered States on December 10, 2016. Thus, children who are awaiting foster care placement must be served under the McKinneyVento Act until at least December 10, 2016. After this date, an SEA and LEA must meet the Title I requirements for

children in foster care, including those awaiting foster care placement, regardless of whether the State is a covered or non-covered State. WVs Process WVDE, Office of Federal Programs collaboration with WV DHHR Ensuring Educational Stability for Children in Foster Care State Plan Meeting August 16,

2016 Superintendent Mailing for LEA Contacts August 26, 2016 Developed Draft Joint Guidance West Virginia Draft Joint Guidance Introduction Definitions (Foster Care & Homelessness) Educational Stability Process (BID,

Transportation to School of Origin, Immediate Enrollment) Point of Contacts Forms West Virginia Draft Joint Guidance Timelines for Implementation Finalize Joint Guidance November 17,

2016 Release of Guidance and Local Contacts November 20, 2016 Joint Webinar December 1 & 2, 2016 LEA Implementation December 10, 2016 Resources SEA Point of Contact: Melanie Purkey Child Welfare Point of Contact: Linda Watts

State Website: http:// e.html Questions ESSA State Plan Development

Plan Components Academic Standards and Assessment: states must describe challenging academic standards and assessments that are consistent with the regulations in Section 1111(b)(1) of ESSA. School Accountability and Support for Improvement: states must describe their school accountability system which must include various indicators of student achievement and outcomes. States must also describe its system of support for improving schools that are underperforming and identified by the accountability

system to require differentiated supports for improvement. Support for Excellent Educators: states must describe their strategies for recruiting and retaining highly effective educators, providing supports to improve educator effectiveness and assuring that all student have access to highly effective teachers. Support for All Students: states must describe how it will ensure that all students receive a fair, equitable and high quality education with a focus on specific subgroup interventions.

Decision Matrix Timeline for Development Final Regulations December 12, 2016 Regional Launch Meetings -Morgantown, WV (Waterfront) January 9, 2017 -Charleston, WV (Embassy Suites) January 13,

2017 Regional Input Meetings February 2017 Plan Submission March 2017 U.S. ED Non-Regulatory Guidance

Title I, Schoolwide Guidance Title II, Supporting Educators Title III, English Learners Title IV, Student Support & Academic Enrichment ESSA Early Learning Guidance Evidence Guidance

Non-Regulatory Guidance Review 1. What changes in program implementation do you note? 2. How does the guidance directly impact your individual county LEA plan? (How will it change your practice?) 3. What questions or unknowns remain?

Title III Program & English Learners AGENDA

ESSA & Policy 2417 Revisions EL Advisory Council EL Accommodation Work Participation Guidelines ELPA 21 Training & Tests Program Services & Resources

Challenging Academic Standards and Academic Assessments Adopt challenging academic standards, including English language proficiency standards (Section 1111(b)(1)). English Language Proficiency standards align with the states challenging academic standards and address differing proficiency levels of English learners. (Section

1111(b)1)(F)(ii)(ii)). Challenging Academic Standards and Academic Assessments Cont.. High-quality student academic assessments (Section 1111(b)(2)). - The statewide uniform English language proficiency (ELP) assessment aligns with the states ELP standards.

- Appropriate accommodations - States approach to providing native- language assessments in the non-English languages present to a significant extent in the States student population. Accountability, Support and Improvement for Schools Ambitious long-term goals and measures of interim progress of English learners in

achieving English language proficiency (Section 1111(c)(4)(A) EL subgroup performance and reporting N-size and grade levels Supporting All Students SEAs standardized entrance and exit procedures for English learners consistent with Section 3113(b)(2), as amended by ESSA. These procedures must include valid, reliable, and

objective criteria that are applied consistently across the State. At a minimum, the standardized exit criteria must: Include a score of proficient on the States annual English language proficiency assessment; Be the same criteria used for exiting students from the English learner subgroup for Title I reporting and accountability purposes; Not include performance on an academic content assessment; and Be consistent with Federal civil rights obligations.

EL Advisory Council Input for key decision points related to EL portions of ESSA Accountability Webinar - December 15, 2016 Council Meeting January 12, 2017 in Charleston Revision of Policy 2417

National Center on Educational Outcomes (NCEO) Improving Instruction of English Learners Through Accessibility Decision Making - 5 year project through USED OELA - Modules - Improve the understanding of how to select, implement, and evaluate the use of accessibility features and accommodations in

instruction and on assessments Participation Guideline Participation Guideline Committee meeting: 9/21/2016 ELPA21: Assessment Participation Form Participation Guideline Webinar: 12/16/2016 11am

ELPA21 Key Dates Testing Window 2/14/2017-3/24/2017 12/9/2016 Due date for Pre-ID upload (WVEIS) 1/3/2017 Interactive Demo: Go live 1/10/2016 Admin Site: Go live 2/6/2017 Materials arrive in districts (Material Ordering 2/6/2017 3/24/2017)

ELPA21 Training Dates Testing Window 2/14/2017-3/24/2017 12/8/2016 2pm ELPA21 Kick Off Training 12/15/2016 2pm System Readiness Training 1/19/2017 2pm Test Preparation, Admin Roles & Functionality training

Program Services & Resources Academic Language Webinar Newcomer toolkit http:// ers-toolkit/index.html Questions?

Robert Crawford, Assistant Director ([email protected]) Mami Itamochi, Coorinator ([email protected]) WV Department of Education: Office of Federal Program 304-558-7805

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