2005-2006 Budget Priorities

January 11, 2005

Prekindergarten Programs Title I Starting Points LA 4 8(g) Special Education Preschool Even Start Education Excellence Fund (EEF) Head Start Locally Funded

Eligibility RequirementsThe majority of the programs

require that a child be eligible to receive free or reduced price meals.

There may be additional requirements based upon the funding source.

2003 – 2004 Prekindergarten Funding

LA 4 35 million Starting Points 5 million 8(g) 9 million Title I 20 million Even Start 400,000 Head Start 100 million EEF 1.7 millionFigures for 2004-05 are not available at this time. All numbers

are approximate and do not include local funds or funds for students with disabilities.

2003-2004Prekindergarten Students

67,034 four-year-old children 42,519 considered “at-risk” for school

failure Approximately 35,666 “at- risk” students

receiving services in the public schools or in Head Start*

Approximately 6,855 unserved “at risk” Approximately 31,370 students not

enrolled in public pre-k programs*1,393 of these students are served by the Nonpublic Early Childhood

Development Program

Allocations LA 4 and Starting Points

Allocation Students Served

6 Hour Program

Enrichment Program

2001-2002 $15 Million (LA 4) 1,709 300

2002-2003 $30,274,125 (LA 4) 4,879 2,174

2003-2004 $35,470,137 (LA 4) 6,003 1,956

$5,019,000 (Starting Points)

1,457

2004-2005 $35,000,000(Both Programs)

6,304 (LA 4) 2,533

795 (SP)

LA 4 Funding

$5,000 per student for the 6 hour instructional day

$1,125 per student for the before and after school enrichment program ($1.56 per hour)

LA 4 Funding

In 2004-2005 LA 4 was funded at $35 million

51% or $18 million was from State General Funds

49% or $17 million was from federal TANF funds

Anticipated Prekindergarten

Population for 2005 - 2006 65,193 live births in 2001

61% free and reduced lunch rate

Approximately 39,767 “at-risk” four-year-old students

Anticipated Funding for 2005 - 2006

Possible 39,767 “at-risk” students Approximately 36,000 students currently being

served in public school programs Approximately 4,000 “at-risk” may be unserved Approximately $20 million needed to serve

remaining at risk* An additional $127 million needed to serve

remaining population**Based upon $5,000 per child

Schoolwide Positive Behavior Support

School-wide positive behavior support is a process that:•establishes an effective and efficient

system to address behavioral issues; •utilizes proactive positive education

practices that support success; •defines, teaches, and supports

appropriate behavior of students and staff; and

•relies on data-based decisions to target interventions and evaluate progress.

Schoolwide Positive Behavior Support (cont.)

A process of introducing, modeling, and reinforcing positive behavior which develops a climate in which appropriate behavior is the norm and undesired actions are reduced.

This reduction ultimately results in an increased amount of productive, “on-task” time of instruction for individual students and an environment more conducive to learning for all.

This process also affords schools the ability to focus on children with greatest behavioral needs.

Funding for PBIS Administrative

Support Small portion of existing Special Education

resources Smaller portion of Safe and Drug Free

Schools and Communities – Title IV funds 8(g) grant awarded in 2004-05 Locals use a variety of funding streams to

fund. 171 Schools in 49 LEAs are trained in PBIS

and funding in a variety of ways.

Coordinated School Health Programs – 8 Major

Components

School Environment Health Education School Meals and Nutrition Physical Education Health Services Counseling, Psychological, and

Mental Health Services Staff Wellness Parent/Community Partnerships

Coordinated School Health Programs

In collaboration and coordination with other state agencies, including DHH, DSS, DOJ, and DOC, the Department of Education is working to provide prevention, intervention and treatment services to students in schools.

School-based health centers are reporting that many visits involve “mental health conditions.”

Improving access to appropriate mental health services is a focus of Louisiana’s Coordinated School Health Plan, as well as the Juvenile Justice Reform Act.

DOE is playing an active role in the LA Public Mental Health Review Commission to ensure that the mental health needs of children continue to be a priority of the commission.

Strategic Instruction Model (SIM) Principles

All students have equal access to learning Education is individualized based on

learning needs Most students can successfully be included

in general education classes Students can become independent learners

SIM: Yesterday and Today University of Kansas: Began research in

1978 as the Institute for Research in Learning Disabilities

Currently called the Center for Research on Learning (CRL)

Focus on low achievers, individuals at risk for failure, and individuals with disabilities

Designs interventions to dramatically improve the performance of learners, and develops systems to ensure implementation success

SIM in Louisiana Began professional development and use

of the research-based strategies in 1999-2000.

Professional development is offered regionally as well as per request by school districts throughout the state.

A cadre of individuals have become certified SIM professional developers and others continue to seek this certification.

An annual institute has been held the past three years.