title i/lap spring workshop - davenport elementary school · •schoolwide/indistar merger – due...

2014 TITLE I, PART A/LEARNING ASSISTANCE PROGRAM SPRING WORKSHOP

Office of Superintendent of Public Instruction

Agenda • Title I, Part A

• Reallocation Process

• Flexibility Waiver Changes: Requirements and Implementation

• Form Packages and Reports

• Updates: Schoolwide/Indistar Merger, Homeless Services, Family Engagement

• Learning Assistance Program (LAP)

• ESSB 5946 Updates: Clarifications, Timelines, Program Implementation

• Data Reporting: Procedures and Due Dates

• Non-Application Package for 2014-15 (FP 218)

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Title I, Part A

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Title I, Part A Program Agenda Topics and Due Dates

• Reallocation Process (FP 355) – Due May 14, 2014

• Flexibility Waiver Updates: AYP Calculations, School Improvement, District Improvement, Set-Aside Requirements

• Form Package (FP) 201 for 2014-15

• Substantially Approvable Status (SAS) – Due July 1, 2014

• Full Application – Due September 3, 2014

• Schoolwide/Indistar Merger – Due May 30, 2014

• Title I, Part A End-of-Year Report (FP 244) – Due July 1, 2014

• Title I, Part A Summer School Report (FP 246) – Due September 3, 2014

• Title I, Part A Funding Uses for Services to Homeless Students

• Family Engagement

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REALLOCATION OF FUNDS

Title I, Part A

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Form Package (FP) 355 Title I, Part A Reallocation

• One page application and completed budget are required

• Reallocation funds are NOT eligible for carryover

• Due date for submission is May 14, 2014

• Eligible districts may request the additional funds for Title I, Part A or choose not to claim them

• District eligibility is based on • Requests for waiver of 15% carryover • Non-participation or non-eligibility for the regular school year

Title I, Part A program • Meeting maintenance of effort requirements

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FLEXIBILITY WAIVER UPDATES

Title I, Part A

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Removal of ESEA Flexibility

U.S. Secretary of Education Letter – April 24, 2014

• WA ESEA Flexibility ends with the close of the 2013-14 school year

• WA was unable to keep all of the ESEA Flexibility commitments, specifically that WA 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

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• Districts with schools in a step of improvement will be required to set-aside 20% of their Title I, Part A funds to fund public school choice (PSC) and/or supplemental educational services (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 (reserve) 10% of their building Title I, Part A allocation for professional development.

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• 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.

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Proposal to USDE - APPROVED

Approved as of May 2, 2014

• To determine AYP status (steps) for districts and schools, the State will use assessment and other indicator data from 2010-11 and 2013-14. If schools and districts were in Year One or in a step of improvement in 2011-12 and do not meet AYP in 2013-14, they will be moved to the next step of improvement, corrective action or restructuring.

• For Spring, 2014 the State proposes to identify Priority schools defined as the bottom 5% of Title I schools in reading and math and to identify 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 2012-13 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) that will be implemented in the 2014-15 school year. Funding will come from 1003(a) monies and state funds.

• Continue to serve previously identified Priority and Focus schools in 2014-15.

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Proposal to USDE

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Evolution of School Federal Accountability and Improvement

2009-10 2010-11 2011-12 2012-13 2013-14 2014-15

Accountability

SystemAYP AYP AMO AMO AYP AYP

Sanctions/Set

Asides Next YearYES, next year YES, next year NO NO YES, next year YES, next year

P, F P, F

Steps 4 & 5 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

Served 2010-11 Served 2011-12 Served 2012-13 Served 2013-14 Serve 2014-15 Serve 2015-16

Steps 4 & 5 Steps 4 & 5

Base on 2014 Base on 2015

Name Oct 2014 Name Oct 2015

Serve 2014-15 Serve 2015-16

HybridSchool

Improvement Lists

School

Improvement the

following year

Hybrid

Steps 4 & 5 Steps 4 & 5P,F,E Stacked

ranking

P,F,E Stacked

ranking

Methodology to Identify Priority Schools for 2014–15

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Identification Criteria

(Title I and Non-Title I Schools

Based on “All Students” Performance)

State

and/or

Federal

Guidance

Abbreviation

Number

of

Schools

1. Schools with proficiency in Reading/Math (combined)

over 3 years that is less than 40% State Priority - <40

2. Schools with an Adjusted 5-year Graduation Rate over 3

years that is less than 60%

State/

Federal Priority – Grad. Rate <60

3. Lowest performing schools based on Achievement

Index* State Priority - AI

4. Current Priority schools continuing forward to 2014–15 Federal Priority - Cont.

(not identified above)

5. Bottom 5% of persistently lowest achieving schools

(PLAs) in Reading and Math over 3 years Federal

Priority - PLA


Overview of Methodology to Identify Focus Schools for 2014–15

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Identification Criteria

(Based on Subgroup Performance)

State

and/or

Federal

Guidance

Abbreviation

Number

of

Schools

1. Schools with an Adjusted 5-year Graduation Rate over 3

years that is less than 60%

State/

Federal Focus – Grad. Rate <60

2. Bottom 10% of schools based on subgroup performance

in Reading/Math (combined). Proficiency in Reading/Math

(combined) over 3 years for these schools is less than or

equal to 13.58% for at least one subgroup.

State/

Federal

Focus - Subgroup

ELL = English Language Learners

FRL = Free/Reduced Meals

H = Hispanic

SWD = Students with Disabilities

3. Current Focus schools continuing forward as Focus

schools in 2014–15 Federal

Focus - Cont.


Requirements for Priority and Focus Schools for 2014–15

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Priority Focus

Engage in Needs Assessment (Dates To Be Determined) √ √

Implement turnaround principles (i.e., Student and School Success

Principles) described in federal guidelines √ √

Implement meaningful interventions aligned with unique

needs of school and identified subgroups √ √

Craft Student and School Success Action Plan using

Indistar®

online planning tool; address findings from Needs

Assessment; align plan with Student and School Success

Principles; submit plan on Indistar® to OSPI for review by

October 30, 2014

√ √

Implement plan; monitor progress toward intended goals;

revise plans as needed on Indistar®

√ √

Engage in professional development aligned with

Student and School Success Principles and/or meaningful

interventions

√ √

Supports and Services in 2014-15

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Supports and Services Schools Identified

as Priority for

2014–15

Schools

Identified as

Focus for

2014–15

Schools

Identified as

Emerging in

2013–14*

Leadership Coach - Provides Technical Assistance,

Coaching, and Monitoring √ √

Needs Assessment (NA) for Newly Identified Priority

and Focus Schools √ √

Comprehensive Data Packages √ √

OSPI Review of Student and School Success Action

Plan on Indistar® √ √

√ (for schools

continuing to

use Indistar®)

Access to OSPI/ESD professional development and services

√ √ √

Minimal iGrants to support engagement in professional development and services aligned with Student and School Success Action Plan

√ √

Access to “Mentor Schools” (Reward Schools, SIG Schools with similar demographics)

√ √ √

AYP Elements

ALL students “proficient” by 2014

Separate annual proficiency goals in reading & math

1% can be proficient at district level using alternative performance standard

Same Goal on ‘state uniform bar’ for nine groups

All students

Five 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): 67% (or two percentage point increase)

Unexcused absences (Grades 1-8): 1% (or any decrease) 17

AYP Elements

• If a group does not meet the proficiency goal, it makes AYP if it has a 10% reduction in those not meeting standard 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)

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AYP Elements Still in Effect

Proficiency Index

• Each grade will be compared to the

corresponding uniform bar, regardless of

the school’s grade span, using a

“Proficiency Index.”

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Proficiency Index

• The Proficiency Index is a single calculated number for a school and for each sub-group that averages each grade level’s proficiency percentage.

• The index allows test scores to be combined across grade spans for determining AYP status.

• The index is calculated using each grade’s target percentage.

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Proficiency Index

• A Proficiency Index is calculated to blend

data across grade levels and grade spans.

• The index is used because all schools do

not match the 3, 4, 5, and 6, 7, 8 grade

configurations. (A K-6 school is compared

to two state uniform bars. 21

Return to ESEA Requirements

FROM ESEA Flexibility:

• ESEA Flexibility permitted the State to set new ambitious, but achievable AMOs

TO ESEA Requirements under 1111(b)(2)(E-H)

• The State, Districts and Schools are required to have 100% proficiency for “all” students and all subgroups

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Elementary State Uniform Bar

52.2

64.2

76.1

88.1

29.7

100.0

82.4

64.9

47.3

0

10

20

30

40

50

60

70

80

90

100

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Pe

rce

nt m

ee

tin

g s

tan

da

rd

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Reading

Mathematics

Middle School State Uniform Bar

82.5

65.1

47.6

30.1

38.0

58.7

79.3

100.0

17.3

0

10

20

30

40

50

60

70

80

90

100

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Perc

ent

me

eting s

tand

ard

24

Reading

Mathematics

High School State Uniform Bar

48.6

61.5

74.3

87.2

24.8

100.0

81.2

62.4

43.6

0

10

20

30

40

50

60

70

80

90

100

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Pe

rce

nt m

ee

tin

g s

tan

da

rd

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Reading

Mathematics

Percent Proficient

Reading Math

Percent Participation

Reading Math

Unexcused

Absence/

Graduation

Rate

All Students

American Indian

Asian/Pac. Is.

Black

Hispanic

White

Special Education

Limited English (ELL)

Low Income

State Target

AYP Matrix (37 categories)

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School Improvement

Plan

Continue:

Public School Choice

Continue: Public School

Choice Supplemental

Continue: Public School

Choice

Supplemental Services

Public School Choice

Supplemental

Services

Corrective

Action

Plan for Alternative

Governance

AYP AYP AYP AYP AYP

Step 1 Step 2 Step 3 Step 4

Implement Plan For

Alternative Governance

Step 5 1 2

AYP AYP

AYP TIMELINE FOR SCHOOLS (Consequences apply only to schools receiving Title I funds)

Sanctions are a District Responsibility

Identified for School Improvement

WASL

Results

WASL

Results

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School Improvement - STEP 1 If a school in school improvement status does not make

AYP for two consecutive years, the school is identified for school improvement. The following must be implemented for Title I schools:

• Develop or Revise School Improvement Plan

• Public School Choice - Notify Parents 14 days before school starts

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What is Public School Choice?

Section 1116 (b)(1)(E)

• Public school choice allows parents or guardians to transfer their students out of low-performing schools into schools that are making AYP.

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Required Information to Parents

• Explain what the school and district are doing to address the problems of low performing students

• Inform of the child’s eligibility

• Identify school options

• Inform parents that Services are free

• Explain student’s eligibility

• Explain how the district will notify parents about enrollment and start dates

• Provide district/school contact

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School Improvement - Steps 2 - 5

If a Title I school moves into Steps 2-5 of school improvement. The school must: • Develop/Review the School Improvement Plan

• Step 2 – Review • Step 3 – Rewrite • Step 4 – Write Restructuring Plan to implement in

following year • Step 5 Implement Plan

• Continue Public School Choice • Implement Supplemental Educational Services

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Supplemental Educational Services

Section 1116 (e)(12)(C)

Supplemental educational services provide additional academic assistance for low-income students who are attending Title I schools that have not met AYP criteria.

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Responsibilities of the District

1. Notify parents about the availability of services at least annually.

2. Help parents choose a provider, if requested. 3. Determine which students should receive services if not

all students can be served. 4. Enter into an agreement with the provider selected by a

parent. 5. Assist the SEA in identifying potential providers. 6. Provide SEA with information needed to monitor the

quality and effectiveness of the services. 7. Protect the privacy of students who receive SESs.

[Section 1116(e)(2)(A-D)] 33

AYP TIMELINE FOR DISTRICTS (Consequences apply only to districts receiving Title I funds)

State Responsibility

District

Improvement Plan

District

Improvement Plan

State Offers Technical Assistance

and MAY take

Corrective Action

State

MUST Take

Corrective Action

Step 1 Step 2

1 2 AYP AYP

AYP AYP

Identified for District Improvement

WASL

Results

WASL

Results

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Annual District/School Report Card

The Report Card must include the following…

• Number and percentage of schools identified for school improvement and how long they have been identified; and

• Information that shows how students achieved on the state’s assessment and how they compared to students across the state.

• District AYP status 35

FP 201 – SAS & APPLICATION CHANGES

Title I, Part A

36

Substantially Approvable Status (SAS) Process

• iGrants Form Package (FP) 201 - pages 1 & 2 of FP 201

• Preliminary allocations included in the budget on page 1.

• Establishes the effective grant award start date

• SAS requests may be submitted up to September 3, 2014

• All SAS submitted before July 1 will generate a grant award start date of July 1

• All SAS submitted after July 1 but by September 3 will generate a grant award start date of when the SAS request is submitted to OSPI

• When SAS is not requested, the grant award start date is when the complete FP 201 is submitted

• Fully completed FP 201 due September 3

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Title I, Part A iGrant Application - FP 201

• Entire Title I, Part A iGrant application, FP 201, will become available after OSPI receives notification from US Department of Education of the final state Title I, Part A allocation and district allocations are calculated

• Notification: Electronic update on iGrants and email from Julie Chace

• The fully completed iGrant application, FP 201, is due September 3, 2014

• The fully completed FP 201 must be submitted and approved with a grant award issued before a district may claim reimbursement.

• Districts that have approved FP 201 prior to September may begin submitting reimbursement requests in September

38

Title I iGrant Application (FP 201) Updates

• Updates mirror the changes related to loss of flexibility waiver

• Page 4

• Priority and Focus schools questions - minimal

• Schools in Improvement – how the district will assist schools not making AYP regardless of whether they receive Title I funds

• Public School Choice and SES – actions the district will take to implement

• Questions about AYP and HQT status – related to limitations for hiring additional Title I paraeducators

• Homeless Student Services – description of the process the district used to determine the district set-aside amount (not related to flexibility waiver)

39

Title I iGrant Application (FP 201) Updates

• Continued

• Page 5

• Section B Required Set-Asides for Schools in Improvement

• 20% set-aside for Public School Choice and SES

• Page 5

• Section C Required Set-Aside for District in Improvement

• 10% set-aside for professional development

• Page 6

• 10% of the building allocation of a school in improvement must be reserved and used for professional development at the building level

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MERGING SCHOOLWIDE & INDISTAR ACTION PLANS

Title I, Part A – Core Elements of a Schoolwide Program

Merging Schoolwide & Indistar Action Plans

• For Priority, Focus, and Emerging schools, all ten (10) required Components of the Title I Schoolwide Plan must be communicated within the Indistar Action Plan.

• This is accomplished by uploading evidence for each Component to its corresponding folder in the “Document Upload” feature on the school’s Indistar Dashboard.

10 Required Schoolwide Components

1. Comprehensive Need Assessment

2. Schoolwide Reform Strategies

3. Instruction by Highly Qualified Staff

4. Professional Development

5. Attract and Retain Highly Qualified Teachers

6. Parent/Family Involvement

7. Transition Plans

8. Teachers included in Assessment Decisions

9. Provide Assistance to Students Experiencing Difficulty

10. Coordination and Integration of Federal, State, and Local Services

Schoolwide & Indistar Action Plan Submission Dates

• By February 28: At a minimum, ensure that Components 1, 2, 3, 5, & 10 have been addressed, supplemental narrative and evidence have been uploaded, and the form has been submitted.

• By May 30: All remaining Components (i.e., 4, 6, 7, 8, & 9) are to be addressed with supplemental narrative, evidence is to be uploaded, and corresponding indicators are to be planned and active in the school plan.

Merging Schoolwide and Indistar Action Plans

• Completion of the Title I Schoolwide Plan Required Components Checklist of Evidence/Actions is also required as part of your communication of the Title I Schoolwide Plan.

• The web-based checklist is accessible under the “Complete Forms” tab on the school’s Indistar Dashboard.

DATA REPORTING

Title I, Part A

46

Change to iGrants FP 244 Title I, Part A EOY Report

• Ethnicity/race categories that will be populated from CEDARS to the Title I, Part A EOY report: • Number of Students by Race/Ethnicity-

• American Indian/Alaskan Native • Asian • Native Hawaiian or Pacific Islander • Black/African American • Hispanic/Latino of any race(s) • White • Two or more races • Not Provided

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UPDATES FOR HOMELESS SERVICES

Title I, Part A

48

New Title I, Part A Funding Uses for Services to Homeless Students

US Department of Education letter to State Title I and Homeless Education Coordinators, dated March 21, 2014

• The letter addresses a new authority in the Consolidated Appropriations Act, 2014, which expands the allowable use of Title I, Part A funds to support the following activities. The language states:

• “Provided further, That funds available under sections 1124, 1124A, 1125 and 1125A of the ESEA may be used to provide homeless children and youths with services not ordinarily provided to other students under those sections, including supporting the (homeless) liaison designated pursuant to section 722(g)(1)(J)(ii) of the McKinney-Vento Homeless Assistance Act, and providing transportation pursuant to section 722(g)(1)(J)(iii) of such Act.”

49

New Title I, Part A Funding Uses for Services to Homeless Students

• A district may now reserve Title I funds to pay for the homeless liaison or to transport homeless children and youth to and from their school of origin.

• Regarding transportation: The allowable costs are the incremental costs to transport a homeless child or youth to his or her school of origin above what the LEA would otherwise provide to transport the student to his or her assigned school.

• Reservation of Title I funds to pay the homeless liaison or to transport homeless children and youth does not satisfy a district’s responsibilities under section 1113(c)(3)(A).

• Section 1113(c)(3)(A): Serve homeless children who do not attend participating Title I schools

• This provision applies to Fiscal Year (FY) 2014 Consolidated Appropriations Act of 2014 (P.L. 113-76), available July 1, 2014, through September 30, 2016

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FAMILY ENGAGEMENT IN TITLE I, PART A SERVICES

Penelope Mena, Program Supervisor

51

Family Engagement in Title I, Part A Services

• No updates for Form Packet 201-Parent Involvement.

Things to remember:

District Parent Involvement Policy is:

• A written document.

• Jointly developed and agreed upon with parents.

• Distributed to all parents of participating students.

• WSSDA Policy #4130 contains all required components

** If the district already has a parent policy, it may be amended to meet Title I, Part A requirements.

52


Building-Parent Involvement Policy is:

Written policy. Agreed upon by parents. Describes the means for carrying out parent involvement

activities at the building level. Distributed to parents, and the local community, in a

format and language, to the extent practicable, that parents can understand.

** If the school has a parental involvement policy that applies to all parents, it may be amended to meet the requirements of Title I, Part A.

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Compact:

Each Title I school shall jointly develop with parents, for all children served, a school-parent compact that outlines:

• How parents, the entire school staff, and students will share the responsibility for improved student academic achievement and;

• The means by which the school and parents will build and develop a partnership to help children achieve the state’s high standards.

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Downloadable documents which include all required components of both the district policy and building policy are available on the OSPI’s website at:

http://www.k12.wa.us/TitleI/FamilyInvolvement/default.aspx

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Parent Notification Requirements

Returning parent notifications for 2014-15

• Public School Choice-ESEA Section 1116(b)(6), Parent Involvement Guidance C-21

• Supplemental Educational Services-ESEA Section 1116(e)(2), Parent Involvement Guidance C-22

• School Improvement (AYP, Corrective Action, Restructuring)-ESEA Section 1116(b)(6), 7(E), and 8(C), 34 CFR 200.37(5), Parent Involvement Guidance, C-21, C-22, and C-23

Parent Notification Requirements Overview of Continuing notifications:

• Annual Report Card-ESEA Section 1111(h)(1) and (2), Parent Involvement Guidance, B-5 (State) and C-7 (District)

• Building and District Parent Involvement Policies-ESEA Section 1118(a)(2) and (b)(1), Parent Involvement Guidance, C-3 and C–4 (district), and D-1 (school)

• Compact-[ESEA Section 1118(d)], Parent Involvement Guidance D-8

• Written OSPI’s Citizen Complaint Procedures [Chapter 392-168 WAC Special Services Programs-Citizen Complaint Procedures for Certain Categorical Federal Programs.]

• For a complete list go to: http://www.k12.wa.us/TitleI/FamilyInvolvement/default.aspx



• Questions? Penélope Mena

Program Supervisor

360-725-6069

[email protected]

58

mailto:[email protected]

Learning Assistance Program

59

Learning Assistance Program (LAP) Agenda Topics

• Additional Transition Year

• ESSB 5946 – Strengthening Student Educational Outcomes

• Learning to Read, Reading to Learn

• Menu of Best Practices

• Addressing Disruptive Behavior

• English Language Arts

• Mathematics

• Behavior and Discipline

• LAP Data Reporting

• EDS LAP Student Data Tool – New!

• FP 245 & FP 247

• FP 218 for 2014-15

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LAP – Additional Transition Year

One More Year to Make the Transition New rule changes to LAP mean that districts will not have to make changes to the LAP services they have in place now until the 2015-16 school year. Are districts required to spend LAP funds on programs and services–in the 2014–15 school year–that meet the first focus obligation of the new law? • No. Not until 2015-16. Given the timeline defined in RCW

28A.655.235, districts are not required to meet the first focus requirement—K-4 reading—with their LAP funds. This extra transition year also means that districts will not violate the federal supplant provision through 2014-2015.

• Here’s why: the expenditure of LAP funds will continue to meet the same intent and purposes as Title I, Part A funds and will be excluded from the supplant test—this according to federal rules that govern exceptions to the requirements around supplement not supplant.

61

ESSB 5946– Strengthening Student Educational Outcomes

Part 1: Learning to Read, Reading to Learn

OSPI will support early literacy in grades K through 4 by implementing the Washington State Comprehensive Literacy Plan and by providing research, professional development, models of identification and intervention strategies, and technical support.

Key components of ESSB 5946 Part 1:

• School districts will implement a comprehensive early literacy program that includes the use of screening assessments to identify at-risk readers. Students not reading at grade level must be supported by reading interventions based on a menu of best practices.

• Report cards in K-4 must show reading progress and achievement levels for all students.

• Third grade students not at standard in reading must meet with the school to discuss retention and/or intervention plans.

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ESSB 5946– Part 2: Requiring LAP to be Evidence Based

The use of best practices associated with increased student achievement magnifies the opportunities for student success. Schools are required to use data to develop and implement programs to assist underachieving students and reduce disruptive behaviors in the classroom.

Key components of ESSB 5946 Part 2:

• Schools must use data to develop programs that address the needs of K-4 readers first.

• Expert panels convened by OSPI will develop menus of best practices for English language arts, mathematics, and for the reduction of disruptive behaviors in the classroom.

• Schools must report assessment data to OSPI, including the number of LAP students who gain at least one year of academic growth.

63

Menu of Best Practices

New LAP requirements direct OSPI to convene three expert panels able to develop menus of best practices and strategies.

• ELA Panel-Districts must select best practices and strategies from the ELA menu beginning in 2015-16. The menu will be available July 1, 2014, and updated annually.

• Math Panel-Districts must select best practices and strategies from the math menu beginning in 2016-17, available July 1, 2015, and updated annually.

• Reduction of Classroom Disruptive Behaviors-Districts must select best practices and strategies from the disruptive behaviors menu beginning in 2016-17, available July 1, 2015, and updated annually.

64

ESSB 5946– Part 2: Requiring LAP to be Evidence Based- Addressing Disruptive Behavior

Disruptive Behavior

• Districts must serve LAP eligible students

• Services must be supplemental to those offered in the general education setting

• We are in the process of developing criteria and guidance

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ESSB 5946– Part 2: Requiring LAP to be Evidence Based

Up to five percent of a district's LAP allocation may be used for the development of partnerships with community-based organizations, ESDs, and other local agencies.

• Academic and nonacademic supports to participating students who are significantly at risk of not being successful in school

• Reduce barriers to learning, increase student engagement, and enhance students' readiness to learn

• OSPI must approve any community-based organization or local agency before LAP funds may be expended

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Timeline

67

English Language Arts-Justin Young and LaWonda Smith

Program Managers for Title I, Part A and LAP in ELA and Research

• Provide leadership and technical assistance to schools and districts in implementing and assessing supplemental ELA education programs for students at risk of not meeting state learning standards.

• Co-lead the development and annual review of a menu of best practices and strategies for K-12 ELA for schools to use in supporting struggling students.

Contact Information:

[email protected] [email protected]

360-725-6026 360-725-6168

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Math-Amy Vaughn

Program Manager for LAP in Mathematics and Research

• Provide leadership and technical assistance to schools and districts in implementing and assessing supplemental math education programs for students at risk of not meeting state learning standards.

• Co-lead the development and annual review of a menu of best practices and strategies for K-12 mathematics for schools to use in supporting struggling students.

Contact Information:

[email protected]

360-725-6190 69


Behavior and Discipline-Jess Lewis

Program Supervisor for LAP in Behavior and Discipline LAP • Convene a panel of experts to develop a menu of

best-practices and strategies to address the reduction of disruptive student behaviors in the classroom.

• Prepare a system to approve community organizations, ESDs, readiness to learn programs for districts to access as they institute academic and non-academic student support services.

• Monitor the implementation of LAP by school districts through the Consolidated Program Review (CPR) Process.

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Behavior and Discipline-Jess Lewis

ALL STUDENTS • Provide assistance and coordinate technical assistance to school

districts in the design of behavior programming and student evaluation systems to support effective frameworks, programs, strategies, and curricula.

• Provide leadership and technical assistance to implement supplemental K-12 educational programs for students at-risk of not meeting state standards.

• Provide resources and technical assistance on student discipline, behavior, and data issues.

• Manage the rule change process related to standard definitions for discipline, exclusionary discipline practices, and education services provided while a student is subject to a disciplinary action.

• Participate in the revision of the statewide data system to incorporate student discipline data, also described in Section 3 of the bill.

Contact Information: [email protected] 360-725-4969

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DATA REPORTING

Learning Assistance Program (LAP)

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LAP-Data Reporting for 2013-14

Three Data Collection Reports/Tools

1. iGrants Form Package (FP) 245 End-of-Year (EOY) Report – Due July 1, 2014

• Target release date: mid-May

• Due July 1, 2014

• Includes areas not collected in the LAP Student Data tool: credit retrieval/graduation assistance, readiness

• Programs used in reading, writing, ELA, mathematics – New!

• Practices/Activities – New!

• 5% LAP Allocation Activities – New!

• Identification of LAP funds in each “practices” category – New!

2. iGrants FP 247 EOY Summer School Report

• Due September 1, 2014

• Aligns with FP 245

3. Educational Data System (EDS) LAP Student Data Tool – New!

• Due July 31, 2014

• Designed for ESSB 5946 data reporting

• Available through the EDS Portal 73

LAP-New Data Reporting Tool for 2013-14

• EDS - LAP Student Data Tool

• Available through the EDS Portal

• May 1, 2014 through July 31, 2014 – window for data reporting

• See OSPI Bulletin NO. 013–14 ASSESSMENT AND STUDENT INFORMATION for additional details on LAP Student Data Tool – dated May 1, 2014

• Notification - email from Julie Chace

• OSPI will conduct a webinar to clarify questions related to the tool

• Notification - email from Julie Chace

• Questions?

• LAP Student Data Tool contact Jordyn Green at (360) 725-6317 or email [email protected]

• Accessing or using EDS, contact OSPI Customer Support at [email protected] or by calling (360) 725-6371 or (800) 725-4311

• The agency TTY phone number is (360) 664-3631 74



EDS - LAP Student Data Tool

• Gathers data to help meet requirements in ESSB 5946

• Minimal data collected for 2013-14

• Three (3) Sections to the Report

• Student Data (green heading)–Pre-Populated from CEDARS data

• Amount of Growth (blue heading)–Required (uses a drop down menu for completion)

• Student Level Assessment Data (orange heading)–Completion is optional but highly encouraged (uses drop down menu and staff input)

• The data and range of possible responses will help guide OSPI in developing the mandatory requirements for the 2014-15 school year

• Includes identification of measure used, starting score, grade level of starting score, date of starting score, end score, grade level of end score and date of end score

75


Pre-Populated from CEDARS (data cannot be changed) Required

SSID District

Student

ID

Student

Last

Name

Student

First

Name

Student

Middle

Name

Grade

Level

LAP

Subject

Program

Start Date

Program

End Date

Amount

of

Growth

Drop

down

• Student data (green section) is prepopulated from CEDARS data. • Amount of growth data (blue section) is required and is gathered in terms of

months in a school year (i.e., 10 months of growth is considered a full school year of growth), and must be entered into the application by school district staff.

76


• This information is optional but strongly encouraged as this data will be

required for the 2014-15 school year.

• The data and range of possible responses will help guide OSPI in developing the requirements for the 2014-15 school year.

Optional but Encouraged

(Required 2014-15 School Year)

Measure Beginning Score

or Percent

Grade Level of

Beginning Score

Date of

Beginning

Score

End Score or

Percent

Grade

Level of

End Score

Date of

End Score

Drop down Drop down Drop

down

77

FP 218 FOR 2014-15 SCHOOL YEAR

Learning Assistance Program (LAP)

78

2014-15 SY, LAP-iGrants FP 218

• iGrants

• Four (4) Sections • Section 1: Assurances

• Section 2: Partnership Development for Reduction of Barriers to Learning, Increase Student Engagement and Readiness to Learn (RCW 28A. 165.035(2)(g)

• Section 3: LAP Student Services

• Section 4: LAP Practices for Student Services

79

iGrants Section 2: Partnership Development for Reduction of Barriers to Learning, Increase Student Engagement and Readiness to Learn (RCW 28A. 165.035(2)(g)

• Up to five percent of a district's LAP allocation may be used for development of

partnerships with community-based organizations, Educational Service Districts (ESDs), and other local agencies to deliver academic and nonacademic supports to participating students who are significantly at risk of not being successful in school to reduce barriers to learning, increase student engagement, and enhance students' readiness to learn. OSPI must approve any community-based organizations or local agencies before LAP funds may be expended.

• Drop down question (Yes or No) The district chooses to use up to five percent of their LAP allocation for one or more allowable activities under this section, (RCW28A.165.035 (2)(g). If yes, complete all items on this page. One provider per application. Additional providers and/or activities may be added by clicking on the “Add a Provider/Activity” button at the bottom of this page.

Section 2: Partnership Development for Reduction of Barriers to Learning, Increase Student Engagement and Readiness to Learn

80

iGrants FP 218, Section 3 LAP Student Services

Bldg ID

School Name

Readiness

(Reading,

Writing,

Math)

K–4

Reading

Focus

Reading/ELA

Grades 5-12

Math

Grades

K–12

Extended

Learning for

Grades 11–12

(Graduation

Assistance

i.e., Credit

Retrieval)

Disruptive

Behavior

Assistance

for Academic

LAP Served

Students

Other

(provide

brief

description

in the

comment

box below)

These

boxes

will be

Auto

filled by

iGrants

– like

FP201

pg 6

These boxes

will be Auto

filled with

school name by

iGrants like FP

201 pg 6

Check box

Check box

Check box

Check

box

Check box

Check box

Check box

Section 3: LAP Student Services -Check all that apply for each school providing LAP funded services for students

Other: Provide name of school and brief description of “other” student services identified in the above table.

81

iGrants FP 218, Section 4 LAP Practices

Bldg

ID

School Name

Extended

Learning

Time

(outside

the school

day or

school

year)

Graduation

Assistance

(11th & 12th

grade

students)

Professional

Development

(teachers and

instructional

assistance

serving LAP

students)

Consulting

Teachers

(instructional

assistance to

teachers of

LAP served

students)

Supplemental

Instruction

(during the

school day)

Activities and

Support for

Parents of

Participating

Students

Other

(provide

brief

description

in the

comment

box below)

These

boxes

will be

Auto

filled

by

iGrants

– like

FP201

pg 6

These boxes

will be Auto

filled with

school name

by iGrants like

FP 201 pg 6

Check box

Check box

Check box

Check box

Check box

Check box

Check box

Section 4: Identification of LAP Practices for Student Services

Check all that apply for each school providing LAP funded services for students

Other: Provide name of school and brief description of “other” program practices identified in the above table.

82

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 – John Pope, [email protected], 360.725.6172 – Larry Fazzari, [email protected], 360.725.6189 – Mary Jo Johnson, [email protected], 360.725.6103 – Penelope Mena, [email protected], 360.725.6069

• Learning Assistance Program Managers

– Amy Vaughn, [email protected], 360.725.6190 – Jess Lewis, [email protected], 360.725-4969 – Justin Young, [email protected], 360.725. – LaWonda Smith, [email protected], 360.725.6168

• Title I, Part A/LAP Support Staff – Julie Chace, [email protected], 360.725.6167 – Tony May, [email protected], 360.725.6231 – Brandy Johnson, [email protected] , 360.725.6101

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