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Section 31a State Aid Changes E ffective October 1, 2014

Section 31a State Aid Changes E ffective October 1, 2014. MASFPS Fall Directors” Institute Mike Radke, Lee Craft, and Margarita Frommert. Section 31a Changes: Background. How were the changes made? Read the law, i t’s messy ! 388.1631a.amended, effective 10/1/2014

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Section 31a State Aid Changes E ffective October 1, 2014

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  1. Section 31a State Aid Changes Effective October 1, 2014 MASFPS Fall Directors” Institute Mike Radke, Lee Craft, and Margarita Frommert

  2. Section 31a Changes: Background • How were the changes made? • Read the law, it’s messy! 388.1631a.amended, effective 10/1/2014 • MDE will be working to make it clearer, more cohesive and consistent.

  3. Section 31a Changes:Fundamental Principle #1 • New definition of “At-Risk Students” • Use the worksheets to “Identify” all At-Risk students in your district!

  4. Section 31a Changes:Fundamental Principle #2 • Increased Flexibility! • Supplement-not Supplant is gone – intentionally. • The only things not allowed are costs for administration at the district or school levels. • Everything else is allowable … However…

  5. Section 31a Changes:Fundamental Principle #3 • Public schools, public school academies, and the education achievement authority are accountable for: • All at-risk students proficient in reading at the end of 3rd grade • All at-risk students career and college ready by the end of 11th grade

  6. Questions? About the fundamental principles?

  7. Outcome To understand program requirements. • Reading proficiency by the end of grade three. • High school graduates must be career/college ready. • Activities/strategies driven by the CNA and LEA continuous improvement plans

  8. Objectives • Using the Identification Worksheets • Understanding the new Section 31a law • Allowable Uses • On-site Review

  9. How do we identify K-3 At Risk Students? • Use the Identification Worksheets • K-3 worksheet • http://www.michigan.gov/mde/0,1607,7-140-6530_30334-43638--,00.html • All students in Priority or Priority Successor Schools are at-risk students • Or…

  10. How do we identify K-3 At Risk Students? • …is at risk for not meeting district core curricular objectives in ELA or mathematics, or • Is at risk for not being proficient on 2 or more state assessments, i.e. ELA reading and writing, math, social studies and science, or • Is a victim or child abuse or neglect, or • Has a family history of school failure, incarceration, or substance abuse, or • Elementary pupil in K-2 grades who failed 2 or more interim assessments (ELA, math social studies or science)

  11. How do we identify K-3 At Risk Students? • …or in the absence of local or state assessments has 2 of the following risk factors: • Is absent more than 10% of enrolled days, or 10 school days during the school year • Is eligible for free breakfast, lunch or milk • Is migrant • Is an English language learner • Is an immigrant within the last 3 years

  12. How do we identify 4-12 At Risk Students? • Use the Identification Worksheets • 4-12 worksheet • http://www.michigan.gov/mde/0,1607,7-140-6530_30334-43638--,00.html • All students in Priority or Priority-Successor Schools are at-risk students • Or…

  13. How do we identify 4-12 At Risk Students? • …did not achieve proficiency on the reading, writing, mathematics, science or social studies components of most recent state content assessment, or • Did not achieve a score of at least proficient on 2 or more state administered assessments for English language arts, mathematics, science or social studies, or

  14. How do we identify 4-12 At Risk Students? Using local assessments • 9, 10, 12th grade pupil who failed 2 or more end-of-course exams (ELA, math, science or social studies) • Middle school pupil who failed 2 or more semester/trimester exams (science or social studies)

  15. How do we identify 4-12 At Risk Students? • Is a victim of child abuse or neglect, or • Has a family history of school failure, incarceration, or substance abuse, or • Is a pregnant teen or teen parent,

  16. How do we identify 4-12 At Risk Students? Or in the absence of assessments has 2 or more of the following risk factors • Absence > 10% of the enrolled days or 10 school days during school year, or • Eligible for free breakfast, lunch or milk, or • Is migrant, homeless, English language learner, Immigrant within past 3 years, or • Did not complete high school in 4 years and is still continuing in school

  17. When do we collect dataand report at-risk students? • Collect the information identifying at-risk students anytime after October 1, 2014 • MDE is working with CEPI to develop the process for reporting Section 31a at-risk students and will provide guidance as soon as it is available but not before the winter data collection for MSDS.

  18. Supplement-not Supplant is gone and Flexibility is Maximized • The only things not allowed are costs for administration at the district or school levels. • Anything direct instructional is allowable. • Anything non-direct instructional is allowable. • However, schools are accountable for reading proficiency by the end of 3rd grade, and career and college readiness at the end of the 11th grade.

  19. What is not allowed? • Expenses for central office or school administration are not allowable. These include expenditures in the following function codes: • 230 series - General Administration, • 240 series - School Administration, • 250 series - Business Services, • 280 series - Central Services and • 510 series - Long Term Debt Services • See theMichigan Public School Accounting Manual

  20. Answers to “allowability” question! Question: Is (fill in the blank) allowable? Answer: • If it is administrative, it is not allowable. • If it is not administrative, it is allowable. • However, schools will be held accountable for reading proficiency by the end of 3rd grade and career and college readiness in 11th grade. • It must be included in the continuous improvement plan.

  21. Section 31a Program Description Beginning in 2014-2015, a district, public school academy, or the education achievement (EAA)system must demonstrate to the satisfaction of the department that at least 50% of at-risk pupils are reading at grade level by the end of grade 3 as measured by the state assessment.

  22. Section 31a Program Description Beginning in 2014-2015 a district public school academy or the EAA must demonstrate to the satisfaction of the department, improvement over 3 consecutive years in the percentage of at-risk pupils that are career- and college-ready as measured by the pupil's score on each of the 5 individual subject areas on the college entrance examination portion of the Michigan merit examination.

  23. Section 31a Program Accountability Under section 1279g(2)(a) of the revised school code, MCL 380.1279g, the district, public school academy, or education achievement system shall ensure all of the following: • 3rd grade proficiency • 11th grade career and college ready

  24. Section 31a Program Accountability • The district, public school academy, or the education achievement authority (EAA) shall determine the proportion of total at-risk pupils that represents the number of pupils in grade 3 that are not reading at grade level by the end of grade 3. (continued)

  25. Section 31a Program Accountability (a) continued The district, public school academy, or the education achievement system shall expend that same proportion multiplied by 1/2 of its total at-risk funds under this section on tutoring and other methods of improving grade 3 reading levels.

  26. Section 31a Program Accountability (a) continued As an example, if 60% of grade 3 students are not proficient in reading, and the district received $1,000,000 in Section 31a funding, they must now expend 0.60 x 0.50 of their funds, or $300,000 on improving reading levels in the 3rd grade.

  27. Section 31a Program Accountability (b) The district, public school academy, or the EAA shall determine the proportion of total at-risk pupils that represent the number of pupils in grade 11 that are not career- and college-ready as measured by the student's score on each of the individual subject areas on the college entrance examination portion of the Michigan merit examination. (continued)

  28. Section 31a Program Accountability (b) continued The district, public school academy, or the education achievement system shall expend that same proportion multiplied by 1/2 of its total at-risk funds under this section on tutoring and other activities to improve scores on the college entrance examination portion of the Michigan merit examination.

  29. Section 31a Program Accountability (b) continued As an example, 41% of the at-risk pupils in grade 11 are not career and college ready. Your allocation for Section 31a funds is $48,000. How much must be allocated to improve proficiency?

  30. www.michigan.gov/ofs • Allocations ESTIMATED

  31. www.michigan.gov/ofs • Grant Application There is no application.

  32. www.michigan.gov/ofs PA 25 Districts/schools are to fund initiatives, programs and strategies that are included in the LEA/school continuous improvement plan.

  33. Section 31a Carry Over • Unobligated funds must be spent within the next school year. If the funds are not expended and reported in the July 15th annual report, the funds are returned to the State’s School Aid budget.

  34. www.michigan.gov/ofs • Program Reports • Due Date • MEGS+ • Changes

  35. On Site Reviews • District Study Guides and Explanations

  36. OSR Study Guide

  37. OSR Study Guide

  38. OSR Study Guide Indicator Evidence & Explanation Organization chart, written processes/services; agendas/minutes that support district level leadership related to programs/services; documentation of monitoring of programs/services. 1. At the district level, a written process is in place to provide oversight for Section 31a programs and initiatives.

  39. OSR Study Guide Indicator Evidence & Explanation State assessment data for relevant grade levels; local assessments, formative assessments, interim assessments for identified Section 31a students. Written policy and procedure. 2. The district has a written process in place that identifies the data used to measure proficiency.

  40. OSR Study Guide Indicator Evidence & Explanation Policy and procedures, Documents that detail how students are exited from direct instructional support and/or direct non-instructional support; data supporting 3rd grade proficiency in reading or data demonstrating college/career ready. 4. The district has a written process in place that defines student exit procedures.

  41. OSR Study Guide Indicator Evidence & Explanation Policy and procedures detailing the process for entering a student into a component(s) of a 31a program; documents detailing admission of students into program, minutes of meetings held to discuss entry of students/attendance sheets. 8. The district has a written process in place that defines student entrance procedures.

  42. OSR Study Guide Indicator Evidence & Explanation Policy and procedures detailing the process for identifying and monitoring program evaluation practices; Completed program evaluation tool detailing the program/initiative or strategy used. Data used to determine the efficacy of the program/initiative or strategy. 9. The district has a written procedure for program evaluation using the MDE Program Evaluation Tool.

  43. OSR Study Guide Indicator Evidence & Explanation Policy and procedures detailing the oversight of the Section 31a program. Updated copy of the program description and supporting documentation. 10. The district has a written process in place that ensures program accountability.

  44. OSR Study Guide Indicator Evidence & Explanation Policy and procedures assuring that the activities/strategies that are provided to Section 31a students are consistent with the Comprehensive Needs Assessment (CNA) and the District/School Improvement Plan. 13. The district has a written process in place to ensure that the Section 31a programs and initiatives are aligned to t he LEA/school continuous improvement plan.

  45. OSR Study Guide • No formal findings for school year 2014-15 • 6 selected pilot districts will receive technical assistance only

  46. Fundamental Principles What are the three fundamental principles discussed at the beginning of the presentation?

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