ESEA Waiver Set-Aside Requirement
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ESEA Waiver Set-Aside Requirement FY 2012-2013. Children First. Agenda. ESEA Flexibility Overview Priority and Focus Schools Funding and Programmatic Requirements Schools Comprehensive Education Plan (SCEP) Parent Engagement Guidelines Aligning Budget with School Improvement Activities.

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Children first

ESEA Waiver Set-Aside Requirement FY 2012-2013

Children First


Agenda

Agenda

  • ESEA Flexibility Overview

  • Priority and Focus Schools Funding and Programmatic Requirements

  • Schools Comprehensive Education Plan (SCEP)

  • Parent Engagement Guidelines

  • Aligning Budget with School Improvement Activities


Esea flexibility overview

ESEA Flexibility Overview

  • The existing accountability system has changed

  • Beginning in the 2012-13 school year there are new accountability designations

  • Funding and programmatic requirements have changed


What does the identification mean

What Does The Identification Mean?

  • NYSED replaced:

  • Schools In Need of Improvement, Corrective Action, & Restructuring

  • These categories no longer apply as of June 30, 2012

  • New categories and criteria:

    • Fewer schools selected with more focused support

      • Priority schools: 5% of schools Statewide

      • Focus schools: another 10% of schools Statewide


How were priority and focus schools identified

How Were Priority and Focus Schools Identified?

  • Two big changes in identification process

    • Fewer years needed to be identified

    • Statewide comparison more important

  • Priority Schools

    • Previous PLA implementing a SIG OR

    • Three years of graduation rates below 60% OR

    • Bottom 5% statewide for combined ELA/Math Performance Index for the All Students Group

  • Focus Schools

    • bottom 5% on the NYSED Performance Index and/or graduation rate for the performance of at least one accountability group and not making progress, OR

    • had the highest number of non-proficient results in ELA or math or non-graduate results or the highest percentages of such results within a district, OR

    • were low-performing in the district or borough according to the NYSED Performance Index and/or graduation rate and the 2010-11 NYC Progress Report.


Nycdoe resources

NYCDOE Resources

  • DOE overview and webinars about the New York State approved ESEA flexibility request are available below:

  • Review our ESEA Flexibility Waiver Request  one page document for an overview of the NYSED request.

  • Educator Guide to State Accountability

  • School FAQ

  • ESEA Waiver Approval Training PPT - August 2012 -

  • ESEA Webinars

    • ESEA Overview Part I - 6/21/2012

    • ESEA Overview Part II - 6/21/2012

    • ESEA Overview Part III - 6/21/2012


Priority and focus schools funding and program requirements

Priority and Focus Schools’ Funding and Program Requirements


Overall key changes for priority and focus schools

Overall Key Changes for Priority and Focus Schools

  • Funding

  • Federal funding set-aside requirements have changed under the waiver; schools will receive an updated School Allocation Memo reflecting these changes

  • Supplemental Educational Services (SES)

  • No longer required under the waiver

  • No federal funding

  • 3. School Comprehensive Education Plan (SCEP)

  • Identified schools will construct a School Comprehensive Education Plan (SCEP) that addresses all of the tenets outlined in the Diagnostic Tool for School and District Effectiveness


Public school choice

Public School Choice

  • NYC will continue to offer Public School Choice for students attending either Title I, Priority or Focus Schools


Supplemental educational services

Supplemental Educational Services

  • NYCDOE will no longerprovide Supplemental Education Services (SES)


Expanded learning time elt

Expanded Learning Time (ELT)

  • While schools should continue to provide focused supports for struggling students, the waiver gives schools more flexibility in funding those supports

  • Schools that choose to provide tutoring programs can select from an array of contracted vendors

  • Schools that choose to provide these services must pay with their own funding

  • To use ELT vendor services, schools will need to go through the MTAC process (http://schools.nyc.gov/NR/rdonlyres/F8B42A39-55A1-41EA-8787-621556CCCFD3/98026/MTACforWebinar.pdf   )

  • Schools may also implement their own after school, Saturday or other programs when schools are not in regular session

  • For further information: http://schools.nyc.gov/RulesPolicies/NCLB/default.htm


Changes to the set aside requirement

Changes To The Set-Aside Requirement

  • Schools no longer have to set aside 5% of funds for High Qualified Teachers (HQT) and 10% of funds for professional development

  • Although the set asides are no longer required, schools must demonstrate that they have met Title I mandates of HQT and professional development

  • Beginning in the 2012-13 school year, identified schools will be required to set aside specific funds for state-approved programs and services as well as parent involvement and engagement activities:

    • 1% set-aside for parent involvement and 1% set-aside for parent engagement

    • Equivalent of 5% - 15% of Title I and II to support Allowable Activities for Improvement


Conceptual consolidation

Conceptual Consolidation

  • Allocation Category Title I Priority and Focus School Wide Program (SWP) is eligible to be included in the pool of conceptually consolidated Federal, State and Local funds

  • Schools must ensure that they meet the intent and purpose of the Title I Priority and Focus School allocation

  • The intent and purpose of this allocation need to be detailed in the SCEP and Galaxy Table of Organization (TO)


Parent involvement vs parent engagement

Parent Involvement vs. Parent Engagement


Title i parent involvement guidance

Title I Parent Involvement Guidance

  • Title I, Part A, Section 1118 requires the involvement of Title I parents in the review, planning and improvement of the school’s plan for improving student achievement including the joint development and agreement upon the parent involvement policy and is still applicable.

  • Under Chancellor’s Regulation A-655, School Leadership Teams (SLTs) are responsible for facilitating this ongoing consultation process with Title I parent representatives regarding the school’s Title I program.

  • The Department has developed resources for schools to help meet these ongoing parent involvement requirements which are available at http://intranet.nycboe.net/DOEPortal/Principals/SchoolSupport/SchoolOperations/default.htm


Parent involvement policy pip

Parent Involvement Policy (PIP)

  • The Title I parent involvement policy must include parent activities that align in support of student achievement goals in the SCEP

  • These activities must be agreed upon by the school and Title I parent representatives and are funded using the school’s set-aside for parent involvement (a minimum of 1%)

  • All Title I schools, including Priority and Focused schools must have a Parent Involvement Policy

  • The PIP will be included in the SCEP template


Use of the parent engagement 1 set aside

Use of the Parent Engagement 1% Set-Aside

  • Priority and Focus schools have been allotted an additional 1% set-aside for parent engagement

  • These funds should be used to provide activities that will build and enhance meaningful partnerships between the school and families that support student achievement

  • These activities should align closely with the “Partnership Standards for Schools and Families” recently adopted by the Department with a focus on:

    • Fostering Communication

    • Encouraging Parent Involvement

    • Creating Welcoming Schools

    • Partnering for Student Success

    • Collaborating Effectively


School comprehensive education plan scep

School Comprehensive Education Plan(SCEP)


The scep

The SCEP

  • All Priority and Focused schools must complete the School Comprehensive Education Plan (SCEP)

  • The SCEP assists schools to:

    • Develop comprehensive improvement plans that detail how the school plans to improve instruction.

    • Delineate their plans for annually increasing student performance through comprehensive instructional programs and services

    • Enhance their plans for teacher and leader effectiveness

    • Addresses the tenets outlined in the Diagnostic Tool for School and District Effectiveness (DTSDE)

  • ***The SCEP template with guidance is forthcoming***


The six tenets of the scep

The Six Tenets of the SCEP

  • Priority and Focus schools will have to address five of the Six Tenets of the Diagnostic Tool for School and District Effectiveness (DTSDE):

    • Tenet 1-District Leadership and Capacity (This will be addressed by Central in the DCIP)

    • Tenet 2: School Leadership Practices and Decisions

    • Tenet 3: Curriculum Development and Support

    • Tenet 4: Teacher Practices and Decisions

    • Tenet 5: Student Social and Emotional Developmental Health

    • Tenet 6: Family and Community Engagement

  • Schools will develop a goal and action plan for each of the these tenets


Children first

Schools respond to tenets 2-6 only

1

2

3

4

5

6

Statement of Practice (SOP)


Statements of practice sop

Each tenet includes 5 statements of practice (SOP)

The SOP selected by the school for each of the tenets should align to the Major Recommendation

Schools will not address Tenet 1 and SOP 2.1, 3.1, 4.1, 5.1 or 6.1 and these indicators will not appear in the SCEP template

The SOPs indicated above will be addressed Centrally

Statements of Practice (SOP)


Requirements of the scep

Requirements of the SCEP

  • Priority and Focused schools must cite the major recommendations from your most recent SED intervention which will form the basis of your needs assessment:

    • SQR (School Quality Review-SED)

    • ESCA (External School Curriculum Audit)

    • SCRA (School Curriculum Readiness Audit)

    • JIT (Joint Intervention Team)

  • **Include the page number of the report

  • For schools that did not undergo an SED intervention, use data that is available to conduct your needs assessment such as:

    • NYCDOE Quality Review

    • Progress Report data

    • Learning Environment Survey

    • NYS assessment data


Instructional strategies activities

Instructional Strategies/Activities

  • Priority and Focus schools must ensure that the following areas are addressed in the instructional strategies/activities section of the SCEP

    • Key Personnel who will implement these strategies

    • Identify targetsto evaluate progress and effectiveness

    • Timelinefor implementation

    • Activities that encompass the needs of the identified subgroups


Activities

Activities

  • Activities selected should align to the annual goal

  • Activities captured in the SCEP must be aligned to the set-asides identified in Galaxy


Fy13 priority and focus allocations program selection in galaxy

FY13 Priority and Focus AllocationsProgram Selection in Galaxy


Table of contents

Table of Contents

  • Aligning Budget with School Improvement Activities

  • List of Activities in Galaxy

  • Priority and Focus Allocation Categories and Scheduling Criteria

  • Scheduling Activities in Galaxy

  • Viewing Activity Information on the Table of Organization (TO)

  • Assistance


Children first

Aligning Budget with School Improvement Activities

  • Focus and Priority Schools mustexplicitly delineate their plans for annually increasing student performance through comprehensive instructional programs and services as well as their plans for enhancement of teacher and leader effectiveness.

  • New program descriptions have been created in Galaxy to help schools identify the activities that align with their program plans.

  • Schools may also identify allowable school improvement activities funded with other allocations using the new program descriptions.

  • The Focus and Priority allocations issued in School Allocation Memorandum No. 70 must be scheduled on school TOs in Galaxy by November 9, 2012.


Program activities

Program Activities

Schools that receive Priority and Focus funds should select the appropriate activity for the respective item they are scheduling in the Program field in Galaxy.

  • PF Common Core State Standards

  • PF NYS Standards and Assessments

  • PF Positive Behavior Management Programs

  • PF Response to Intervention (RTI)

  • PF Career and Technical Education (CTE)

  • PF Academic Intervention Services (AIS)

  • PF Advance Placement/International Baccalaureate (AP/IB)

  • PF Advance International Certificate of Education (AICE)

  • PF International General Certificate of Secondary Education (IGCSE)

  • PF College and Career Readiness

  • PF Expanded Learning Time

  • PF Inquiry Teams

  • PF Parent Engagement

  • PF Supporting Great Teachers and Leaders


Six new priority and focus allocation categories and scheduling criteria in galaxy

Six New Priority and Focus Allocation Categories and Scheduling Criteria in Galaxy


Identifying and scheduling priority and focus activities in galaxy

Identifying and Scheduling Priority and Focus Activities in Galaxy

To select Priority and Focus activities, you will need to click on the Program field and then scroll down to field that start with the letters “Pf”.

Please note that these activities can be selected for any fund source. Schools should refer to SAM 70 regarding the amounts to set-aside.


Viewing program activity information on the table of organization to

Viewing Program Activity Informationon the Table of Organization (TO)

To view the entire program name on the Galaxy Table of Organization, hover over the Program field.


Assistance

Assistance

  • Programmatic Concerns:

    • Schools should contact their CFN grant liaison.

    • CFNs should e-mail [email protected]

  • Issues with Scheduling Items:

    • Schools should contact their CFN grant or budget liaisons.

  • System Error Messages:

    • Please contact the Galaxy Help Desk at [email protected]


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