LCP Administrator’s �Quarterly Meeting
Special Education and Title Services Team
January 26, 2024
Virtual Meeting
Agenda January 26, 2024
State At-Risk and Evidence Based List Update
LCP Administrator’s Quarterly Meeting
January 26, 2024
Responsibilities of School Districts
What criteria identify an At-Risk student? �Meets one or more of the following criteria:
5
Definition of Evidence-Based Program
List Review
Example: At-Risk Educational Reading Program Review
Company (Program) | Content Area | Recommended Grades | Group Delivery Method | Program Year | PD Availability | Resources | Evidence Link | Peer-reviewed Research | KSDE Recommendation |
Houghton Mifflin Harcourt Read 180 | Reading instruction, assessment | Grades 4-10 | Online, Direct Whole-Group, three small group rotations, whole class wrap-up, small group, independent reading | 2016 | Yes | Yes | WWC | READ 180® (ed.gov) | Yes |
Example: At-Risk Educational Review of a Reading Practice
Program Type | Content Area | Recommended Grade | Group Delivery Method | PD Availability | Evidence Link | KSDE Recommendation |
LETRS Training | Reading | PreK K-12 | Classroom | Yes | Yes |
Current KSDE Work and Next Steps
Contact Information
Julie Ewing
Assistant Director
Career, Standards, and Assessment Services�(785) 296-2325�jewing@ksde.org
The Kansas State Department of Education does not discriminate on the basis of race, color, national origin, sex, disability or age in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. The following person has been designated to handle inquiries regarding the nondiscrimination policies: KSDE General Counsel, Office of General Counsel, KSDE, Landon State Office Building, 900 S.W. Jackson, Suite 102, Topeka, KS 66612, (785) 296-3201.
State At-Risk and Evidence based updates
January LCP Quarterly 2024
LCP/ESEA self-assessment
Title I
1. Does the LEA have documentation that shows multiple criteria are being used for identification of students in Targeted Assistance buildings?
2. Does the LEA maintain documentation that lists the eligible students that are identified for Title I in Targeted Assistance buildings?
Title I
3. Does the LEA keep documentation of signed parent/school compacts?
4. Does the LEA have documentation that indicates parents have been notified that they may request information regarding the professional qualifications of the student’s classroom teachers?
5. Does the LEA retain documentation that exists that parents have been notified if their students are instructed for four continuous weeks by a teacher that does not meet state certification for grade level and content area taught?
6. Does the LEA have documentation that exists to indicate parents have been notified that they may request access to their student’s state assessment scores?
7. Does the LEA have documentation that exists that parents and community members have been informed and provided access to the district/state report cards?
Title I
8. Does the LEA have documentation that shows that Title instructional paraprofessionals (Title I Part A, Title I Part C, and Title III) work under the direct supervision of a certified teacher?
9. Does the LEA have documentation that indicates that Title I paraprofessionals meet the qualification requirements of
Title I?
Title I
10. Does the LEA have documentation to show that an evaluation of the Title I program is conducted annually?
11. Does the LEA have documentation to show that parents are actively involved in an annual evaluation of the Title I program?
12. Does the LEA have documentation on file to show that each Title I school has convened an annual meeting to which all parents of participating children are invited for the purpose of explaining the Title I program, its requirements, and their right to be involved, including parents of children who are disabled, migrant, or ELL?
13. Does the LEA have documentation on hand that shows communication to parents is expressed in a language parents can understand?
14. Does the LEA have documentation to illustrate that each Title I school has developed, jointly with parents of children participating in Title I, Part A service, a written school parental involvement policy that describes how the school will carry out the parental involvement requirements in section 1118 (c) - (f), including the development of a school-parent compact?
McKinney-Vento
15. Does the LEA have documentation that shows that a public notice of educational rights and opportunities of students in homeless situations is disseminated?
16. Does the LEA have documentation that shows policies and practices are in place to ensure there are no barriers for homeless students to enroll?
17. Does the LEA have documentation that their homeless liaison has received appropriate professional development?
18. Does the LEA have documentation that the homeless liaison/district has provided training on McKinney-Vento to all staff?
Title I
19. Does the LEA have documentation to demonstrate that Title I funds were expended appropriately in the amounts generated by each building on the approved LCP Application Step 3?
Non-Public ESEA
20. Does the district have non-public schools that participate? (If no, skip to 28)
21. Does the LEA have documentation that shows equitable services are being provided to non-public school children?
22. Does the LEA have documentation to show that federal funds are used for secular, neutral, and non-ideological instruction?
23. Does the LEA have documentation that exhibits that Title I and Title III programs monitor the progress of non-public school student(s) achievement during the school year?
24. Does the LEA have documentation that proves the district evaluates the success of the Title program in the non-public schools each year?
Non-Public ESEA
25. Does the LEA have documentation that illustrates public school teachers and paraprofessionals who work in non-public schools meet state certification?
26. Does the LEA have documentation to show that non-public school officials were consulted regarding the planning, design, implementation and participation in federal programs, and, if applicable, transferability options and REAP flexibility and that consultation is ongoing and meaningful?
27. Does the LEA have documentation that indicates criteria is used to select Title I students for services provided to eligible non-public school students and that all participating non-public school children are residents of an eligible Title I school attendance area?
Title II
28. Does the LEA reap or transfer ALL Title II, part A funds to another funding source? (If yes, skip to 34)
29. Does the LEA maintain documentation that shows professional development activities meet the definition of Every Student Succeeds Act as defined in Title VIII, Section 8002(42)?
30. Does the LEA have documentation that any materials or equipment purchased with funds were used for professional development purposes only?
31. Has the LEA maintained documentation to show that teachers are equitably distributed throughout the district?
32. Does the LEA have documentation to show all district teachers have met the state certification for grade level and content area taught?
33. Does the LEA have documentation that all teachers paid with Title II, Part A funds for class-size reduction have met state certification for grade level and content area requirements?
Migrant
34. Does the LEA use the two migrant questions on the Home Language Survey?
35. Can the LEA provide documentation that recruitment referrals are provided to state recruiting offices?
36. Does the LEA receive funding for Migrant services? (If no, skip to 44)
37. Can the LEA verify that COE’s are organized and kept in locked cabinets?
38. Is there documentation that exists to ensure blue copies of the COE’s are sent to qualifying families, and parents are notified of services?
39. Does the LEA have a process in place to identify the education and/or support needs of migrant children?
40. Does the LEA use data to determine student services and program design?
Migrant
41. Is there documentation that exists to show the LEA is ensuring that migrant children who (1) are failing, or at risk of failing to meet the State’s standards and (2) have an educational interruption during the program period, are given priority for MEP service?
42. Can the LEA provide documentation that the continuity of instruction and related support services for migrant children particularly through the transfer of records is occurring?
43. Does the LEA maintain records that show project liaisons meet with families to facilitate communication between school, families, and social resource agencies?
44. Does the LEA have documentation that exists that Parent Advisory Council (PAC) is consulted regarding the planning, design, and implementation of the migrant education program?
#45 Home Language Survey
Upon enrollment, every student or parent/guardian must be given a Home Language Survey.
#46 Eligibility Criteria
#47 Title III/ESOL Services
*If you do not have any students qualifying as English Learners
#48 Parent Notification
#49 Evaluating Student Progress
#50 Exit Criteria
#51 & #52 Exited English Learners
#53 Professional Development
#54 Paraprofessionals
Title IV, Part A
55. Does the LEA reap or transfer ALL Title IV, Part A funds to another funding source? (If yes, skip to 57)
56. Does the LEA have documentation that shows the LEA has expended at least 20% of the funds on well rounded education, at least 20% of the funding on safe and healthy students, and some funding on supporting technology. (required for districts receiving over $30,000)
57. Does the LEA have documentation of a needs assessment? (required for districts receiving over $30,000)
58. Does the LEA have documentation to show that funds are used for evidence-based practices and programs?
At-Risk
59. Does the LEA have documentation that selection criterion for participation in the program has been established?
60. Does the LEA have documentation that shows eligible students are identified for at-risk services?
61. Does the LEA have documentation to show which delivery model(s) and/or services are being used?
62. Does the LEA have documentation to show that funds are being used to provide evidence based practices and programs?
Self-Assessment resource page
Contact Information
Tate Toedman�Assistant Director�Special Education and Title Services�(785) 296-6714�ttoedman@ksde.org
Doug Boline�Assistant Director�Special Education and Title Services�(785) 296-2600�dboline@ksde.org
The Kansas State Department of Education does not discriminate on the basis of race, color, national origin, sex, disability or age in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. The following person has been designated to handle inquiries regarding the nondiscrimination policies: KSDE General Counsel, Office of General Counsel, KSDE, Landon State Office Building, 900 S.W. Jackson, Suite 102, Topeka, KS 66612, (785) 296-3201.
KansaStar/KESA alignment
Title I Schoolwide: Creating a Well-Rounded Title-IA Program that Supports School Reform� LCP Quarterly – No. 3, January 2024
Title I Program Model Options
TAS
Schoolwide
Most Frequent Title I Schoolwide Questions
Anticipated Changes
Aligned Indicators
Title I SW – Curriculum – Standards Alignment
Curriculum/Standards Alignment – Engage teachers in aligning instruction with standards and benchmarks
88 Instructional Teams develop standards-aligned units of instruction for each subject and grade level. (88)
89 Units of instruction include standards-based objectives and criteria for mastery. (89)
97 Instructional Teams develop materials for their standards-aligned learning activities and share the materials among themselves. (97)
Title I SW – Quality Instruction
Quality Instruction – Expect and monitor instruction in a variety of modes - Preparation
110 All teachers are guided by a document that aligns standards, curriculum, instruction, and assessment. (110)
116 All teachers differentiate assignments (individualize instruction) in response to individual student performance on pre-tests and other methods of assessment. (116)
122 All teachers explain directly and thoroughly. (122)
125 All teachers use prompting/cueing. (125)
Aligned Indicators
Potential Structured Literacy Indicators
7357 All teachers and teacher teams plan instruction based on the aligned and expanded curriculum that includes rich reading, writing, memorization, and vocabulary development.
7358 All teachers include vocabulary development (general vocabulary and terms specific to the subject) as learning objectives.
7359 All teachers assign rich reading and the application of the reading in written work and discussion.
7360 All staff conducting co-curricular programs fulfill the purposes of the programs including appropriate elements of the aligned curriculum and other cognitive competency activities.
6811 All Teachers teach methods of logic, synthesis, evaluation and divergent thinking.
Reminders: � May 31, 2024 Annual Submission��Title I Schoolwide� Sept 30, 2024 - LCP Application (Continuing Schoolwide Form)�
American Rescue Plan – Homeless Children & Youth II (ARP – HCY II)
ARP II Overview
January LCP Quarterly 2024
Purpose of ARP-HCY Funding
Determination of ARP-HCY II Funding to Local Education Agencies (LEA)
Kansas ARP-HCY Funding
Kansas ARP-HCY II Grants
ARP-HCY II Application
USD Participants
Consortia Participants:
KSDE ARP-HCY Resources
Contact Information
Roxanne Zillinger
ARP-HCY Program Consultant
Special Education & Title Services
(785) 296-7260
rzillinger@ksde.org
Maureen Tabasko
EHCY Program Consultant
Special Education & Title Services
(785) 296-1101
mtabasko@ksde.org
The Kansas State Department of Education does not discriminate on the basis of race, color, national origin, sex, disability or age in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. The following person has been designated to handle inquiries regarding the nondiscrimination policies: KSDE General Counsel, Office of General Counsel, KSDE, Landon State Office Building, 900 S.W. Jackson, Suite 102, Topeka, KS 66612, (785) 296-3201.
Title IV updates
Title V Rural Education Achievement Program
AFUA/REAP-FLEX
Transferability
Transferability
No. An SEA or LEA may not transfer funds to a particular program solely to provide equitable services for private school students or teachers. Rather, an SEA or LEA, after consulting with appropriate private school officials, must provide equitable services to private school students and teachers based on the rules of each program and the total amount of funds available to each program after a transfer. (See ESEA section 5103(e).)
Transferabilty
https://www2.ed.gov/policy/elsec/leg/essa/essaguidance160477.pdf
U-5. May an SEA or LEA transfer only those funds that are to be used for equitable services to private school students or teachers?
No. An SEA or LEA may not transfer funds to a particular program solely to provide equitable services for private school students or teachers. Rather, an SEA or LEA, after consulting with appropriate private school officials, must provide equitable services to private school students and teachers based on the rules of each program and the total amount of funds available to each program after a transfer. (See ESEA section 5103(e).)
Non-Public participation
LCP Handbook
Upcoming Events
Fiscal Forum
https://reg.learningstream.com/reg/event_page.aspx?ek=0009-0020-d1e040dfc7514aa39299e24baf75fc1d
Wichita Marriott
April 4-5, 2024
Q and A