ESEA Consolidated Application

1
ESEA Consolidated Application 101 for New ESEA
Coordinators
Prepared by Wisconsin Department of Public
Instruction
2
Overview

• The No Child Left Behind Act of 2001 provides
  financial support for schools and other
  educational organizations through both formula
  allocations and competitive grants through the
  State Educational Agency, and direct access from
  the United States Education Department.
• LEAs submit the completed ESEA Consolidated
  Application annually in order to be able to
  receive the following formula-based entitlements

3
Programs Included in the ESEA Consolidated
Application

• Title I-A Improving Basic Programs
• Title I-C Education of Migratory Children
• Title I-D, Subpart 2 Neglected Delinquent
• Title II-A Teacher Principal Training
  Recruiting
• Title II-D Enhancing Education Through
  Technology
• Title III-A, Subpart 1 English Language
  Acquisition
• Title IV-A, Subpart 1 Safe Drug-Free Schools
  Communities
• Title V-A Innovative Programs

4
dpi.wi.gov/esea/index.html
5

• Assurances (PI-9550-Assurances)
• Certification Covering Debarment
  (PI-9550-Debarment)
• Affirmation of Consultation with Private School
  Officials
• (PI-9550-AC) (Required for each private school
  in the district)
• Consortium Verification (PI-9550-C) for
  consortiums only
• All documents are required EVERY year
• Paper documents are to be mailed to DPI
• (name and address on top of each form)

6
Title IX Equitable Participation Requirements

• Title IX, Part E, Subpart 1, Section 9501 of the
  NCLB gives specific requirements for equitable
  participation by private schools in Titles I-C,
  II-A, II-D, III-A and IV-A. Titles I-A and V-A
  equitable participation issues are addressed in
  their sections of the law.
• LEAs must consult with private schools in a
  timely and meaningful manner and provide
  equitable services or benefits to participating
  private school students and staff.

7
Timely and Meaningful Consultation

• Timely
• Before decisions are made about the program, and
  ongoing throughout the year.
• In time for services to be available for private
  schools when services begin in the public
  schools.
• Meaningful
• Must include discussions on student
  identification, needs assessment, instruction,
  assessment, parent involvement, professional
  development, transfer of funds, etc.

8

• Must contact private schools to confirm the
  participation decision every year.
• Not adequate to merely send letter explaining
  intent of Titles - Invite to meetings for
  explanations, questions, and planning.
• Document all unsuccessful attempts to contact.

9

• LEA must obtain a signed affirmation from
  representatives of each private school serving
  students who reside in the public school
  attendance areas, stating that timely and
  meaningful consultation occurred.
• This affirmation also indicates the Titles in
  which the private school wishes to participate
• Affirmations to be kept on file at LEA and copies
  to be submitted by the LEA to DPI.

10
The Consolidated Application calculates the
amounts of Title I-A funds for equitable
participation of private schools and displays
them in the Equitable Participation Summary
screen. The LEAs must maintain documentation of
the actual expenditures on the behalf of private
schools.
11

• Link to End-of-Year Report.
• Submit completed report ASAP, but no later than
• August 30.
• Application Requirements Checklist.
• Requires explanation if answer is no or n/a.
• If answer is no to a required component, date for
  compliance during the current year is required.

12

• For information on how to complete the screens,
  click on ? HELP at the top right of any screen.
• The help screens contain information on who to
  contact at DPI about specific Titles. Click on
  the appropriate email address to contact the
  assigned consultant if you cannot find your
  answer on the help screens.

13

• ESEA Coordinator
• Contact person for each Title
• Business office contact
• Homeless liaison

Be sure information is correct for current
year. Double check the email addresses for
accuracy.
Contact list can be filled out before application
is submitted Remember to update list if positions
change during the year
14

• It is not necessary to transfer into another
  Title if the activity is already allowed in the
  originating Title.
• Remember that all transferred funds are subject
  to the rules and regulations of the receiving
  Title.
• Check with the appropriate DPI Title Consultant
  if you have questions.

15

• Up to 50 of Title II-A, II-D, IV-A and V-A for
  purposes of I-A, II-A, II-D, IV-A and V-A
  (under the authority of Title VI-A, subpart 2)
• LEAs identified for improvement (DIFIs) may
  transfer no more than 30.
• LEAs identified for corrective action may not
  transfer.
• Funds may not be transferred out of Title I-A.
• No transfers in or out of Title III-A.

16
Small Rural Districts
(Rural Education Achievement Program)

• Small rural schools, as defined under Title VI-B,
  may use funds for any eligible activity
  authorized under any of the following ESEA
  programs
• Title I-A
• Title II-A D
• Title III-A
• Title IV-A B
• Title V-A

17

• http//www.ed.gov/programs/transferability/finalsu
  mmary04.doc
• http//www.ed.gov/programs/titleiparta/psguidance.
  doc
• http//www.dpi.wi.gov/esea/pdf/bul_0213.pdf

18

• To be jointly developed with Title coordinators
  and district planning team.
• Based on the five federal goals published in the
• May 22, 2002 Federal Register.
• Each goal describes a critical outcome that
  federal money can be used to address.  Each goal
  also includes at least one performance indicator
  which is a description of the data that will be
  collected to determine if progress toward
  achievement of the goal is being made.  

www.ed.gov/legislation/FedRegister/finrule/2002-2/
052202a.html
19

• Information to help you complete the Program Plan
  effectively
• Use of funds from the individual Titles
• Principles of Effectiveness
• Sample action verbs

20

• List the activities, strategies, and programs
  planned to meet student needs (identified through
  the comprehensive needs assessment), and indicate
  how much you plan to spend on the action from
  each appropriate Title.

21

• Remember to include actions taken for private
  school equitable participation in the Program
  Plan.

22

• Principles of Effectiveness
• Use of funds from the individual Titles
• Sample action verbs

23

• Principle 1 Conduct A Needs Assessment
• The foundation of the plan
• Required in all Titles
• Found in the requirements checklist

24

• Principle 2 Establish Measurable
  Objectives/Performance Measures
• More than AYP

25

• Principle 3 Effective Scientifically-Based
  Programs
• is needed in all program areas

26

• Principle 4 Program Evaluation
• Becoming a greater part of many programs in NCLB

27

• Principle 5 Parent Involvement
• A grant recipient shall develop and implement the
  program with meaningful, on-going consultation
  with, and input from, parents.
• Clarification
• Schools may determine how to get input and
  consultation, but must involve parents in the
  process.

28

• LIST OF VERBS/TERMS
• from Community Health Education and Promotion A
  guide to program design and evaluation. Aspen
  Reference Group Aspen Publishers, Inc. 1997.
  Less Precise Verbs (Open to many
  interpretationsavoid using these terms)
• Know Value Grasp the significance
• Realize Comprehend Acknowledge
• Fully realize Be aware of Know
• Enjoy Tolerate Be motivated
• Believe Be familiar with Experience
• Understand Desire Be informed of
• Appreciate Feel Be involved in
• Feel responsible for Have faith in

29

• More Precise Verbs (Open to few
  interpretationstry to select these or similar
  terms)
• Intellectual Level Feeling Level
• Discuss Recite Challenge
• Evaluate Solve Defend
• Identify Construct Dispute
• List Complete Join
• Diagram Prepare Judge
• Compare and contrast Make Offer
• Translate Run Praise
• Recall and state Draft Question
• Integrate Draw Share
• Illustrate Contract Attempt
• Select Develop Visit
• Interpret Open Accept
• Differentiate Define Support
• Summarize Describe
• Classify Tabulate Behavioral Level
• Predict Answer Apply
• Apply Report Demonstrate

30

• Funds under all the Titles may only be used to
  provide additional educational services beyond
  the basic district responsibilities for providing
  educational services to students.
• Called the supplement/not supplant rule.

31

• Title I-A Funds are to be used to supplement
  basic district services for the benefit of
  students identified as having the greatest
  academic needs in targeted assistance schools
  receiving Title I-A funding.

32

• In Title I Schoolwide programs, there is
  flexibility to improve services to achieve higher
  achievement for the entire school, while
  providing additional, effective support for those
  students struggling the most to meet the State
  academic standards.

33
The most common uses of Title 1-A funds are
paying salaries and fringes for instructional
staff and purchasing instructional materials and
resources. These staff and resources are used to
provide additional educational services to
eligible schools and students.
34

• May only be used to benefit students, parents and
  teachers in schools identified as eligible and
  served by Title I-A.
• Districts provide services (NOT money) to
  eligible private school students, parents and
  teachers. For guidance on private school
  participation, see

www.ed.gov/programs/titleiparta/psguidance.doc
35

• For more information on Title I-A, see

www.ed.gov/programs/titleiparta/legislation.html
36

• The goal of the Title I-C Migrant Education
  Program is to ensure that all migrant students
  reach challenging academic standards and graduate
  with a high school diploma (or complete a GED)
  that prepares them for responsible citizenship,
  further learning, and productive employment.

37

• Most Title I-C Funds are used to identify,
  recruit, and serve students eligible for Title I
  services.

38

• Title I-D is comprised of two programs
• Grants made to state agencies responsible for
  serving children and youth in residential and
  non-residential institutions.
• Grants to local agencies that provide services to
  youth residing in local correctional facilities
  who are at risk of educational failure.

39

• The Elementary and Secondary Education Act ESEA
  provides support to states, local agencies and
  schools for supplemental programs that meet the
  special educational needs of children and youth
  who are neglected or delinquent (N or D) or
  at-risk.

40
Title II-A Funds

• Title II-A funds should be used to increase the
  student achievement and close the achievement
  gap, by providing professional development in
  core academic areas and hiring highly qualified
  teachers for each classroom.

41

• Allowed Activities
• Professional development in core academic areas
• PI-34
• Training teachers, principals, and
  paraprofessionals to be highly qualified
• Class size reduction
• dpi.wi.gov/cal/t2agrant.html
• www.ed.gov/programs/teacherqual/guidance.doc

42

• All spending must relate to teacher quality
• Only highly qualified teachers can be hired to
  reduce the class size
• Hiring special education teachers for the purpose
  of team teaching
• Hiring Teaching Specialists to increase
  individualized instruction

43

• Carryover of the entire current allocation is
  allowed for additional year
• Private school must be consulted for all
  activities except the class size reduction
• Activity 4.2 must be allocated funds if the LEA
  wishes to use the funds to reduce class size

44
Prohibited Uses of Title II-A funds

• Funds cannot be used to hire
• paraprofessionals
• tutors
• principals
• any non-academic staff such as nurses and
  engineers

45
(No Transcript)
46

• All spending must relate to Technology
• The law requires 25 of each allocation to be
  used for professional development
• Other allowable uses can be found at

http//dpi.wi.gov/imt/nclbindex.html
47

• All spending must relate to Technology
• The law requires 25 of each allocation to be
  used for professional development
• Other allowable uses can be found at
• dpi.wi.gov/imt/doc/usefnds04.doc
• To have a budget approved, the district applying
  must have a certified technology plan
• dpi.wi.gov/imt/techexp.html

48
NEW in Title II-D!!!

• Districts will be required to report the number
  of eighth graders that are technologically
  literate and the number that are not. The DPI
  will start collecting this data on the District
  Technology Survey in June/July 2008 and report it
  to the USDE as part of the compulsory EDEN
  collection.
• This will show that the district is in compliance
  with the assurances.

49

• English Language Acquisition - Purpose
• To improve the education of limited-English
  proficient students by assisting them to

• Learn English
• Meet challenging State academic content and
  student academic achievement standards

50

• General Categories of Activities
• Instruction
• Professional development
• Family and community participation

51

• Consortium Participation
• If an LEAs allocation is less than 10,000, the
  LEA can only access the funds by applying through
  a consortium, where the total consortium funds
  are at least 10,000.

52

• Private schools receiving Title III services must
  establish a consistent and reasonable process for
  identifying ELLs
• As in participating public schools, ELLs must be
  assessed annually in listening, speaking,
  reading, writing, and comprehension this
  assessment is aligned with the states English
  language proficiency (ELP) standards

53
Private School Participation in Title III-cont.

• Local school districts, in consultation with
  private schools, are responsible for
  administering an annual ELP assessment.
• The ELP assessment must be comparable to the
  state assessment. Currently, there are no ELP
  assessments comparable to ACCESS for ELLs,
  Wisconsins ELP assessment. As such, it is
  encouraged that the ACCESS for ELLs be utilized
  to meet this requirement.

54
Annual Measurable Achievement Objectives (AMAOs)

• AMAO 1Progressing in English language
  acquisition annual increases in the number or
  percentage of students making progress in
  learning English
• AMAO 2Exiting or reaching English language
  proficiencyannual increases in the number or
  percentage of students attaining English language
  proficiency by the end of each school year
• AMAO 3ELL-Adequate Yearly Progress (AYP)AYP for
  the ELL subgroup (under Title I) in meeting
  grade-level academic achievement standards in
  English Language Arts (Reading) and Mathematics

55

• With two years of student-level data, we are now
  able to follow cohorts of students as required by
  Title III, NCLB
• The ISES, based on ACCESS for ELLs composite
  scores, will calculate AMAOs by district and by
  subgrantee to determine if the AMAOs related to
  English language acquisition have been met.

56

• For more information about the specific AMAO
  targets
• http//dpi.wi.gov/oea/doc/amaorevdef.doc

57

• Title IV Funds are meant to fund activities that
• prevent violence in and around schools or at
  school sponsored activities
• foster a safe and drug-free learning environment
  that supports academic achievement
• prevent the use of illegal drugs, prevent or
  reduce delinquency
• promote the involvement of parents and the local
  community in these activities

58

• Title V-A Funds should be used to support the
  goals of the school district to increase the
  academic achievement of, and improve the quality
  of education, for all students.

59

• Funding
• LEAs may enter their own estimates of both
  allocation and carryover and enter data in the
  application until final allocations are entered
  at DPI.
• Submission is allowed only after the final
  allocation amounts are entered by DPI.
• Transfer Summary
• Summary of funds transferred in or out of the
  Title, with purpose of transfer.

60
Most budgets have 4 choices for fiscal agent
(exceptions are Title I and Title III-A)

• Return Funds to DPI select when the LEA does
  not wish to use the funds.
• Manage Own Funds LEA will complete own budget
  and be own fiscal agent
• Purchased Service Agreement LEA may contract
  with another entity (usually a CESA) to provide
  administrative services
• Consortium Agreement LEA surrenders funds to
  consortium. Consortium completes budgets and
  budget revisions.

61

• Consortium Agreements should be signed by the
  LEA only after
• The participating LEA knows what it will receive
  for its money. Local action steps are to be
  added to the LEAs Program Plan.
• There is agreement on how carryover funds will be
  determined and managed.

62

• Budget summaries are similar for all Titles, but
  the way in which the budget details are entered
  vary according to program requirements.

63

• Budget available funds for current needs or it
  will appear that you do not need the money.
  Large amounts of unbudgeted funds require
  discussion with DPI consultants.
• Program coordinators and budget staff should work
  together on the budget and budget revisions.
• Reimbursement claims must agree with the approved
  budget do revisions as needed.
• Significant budget changes may require
  corresponding changes to Program Plan.

64
Budget revisions may be needed when

• You need to increase a line item in the budget by
  more than 10.
• Actual carryover amount is known, and it is
  different than the estimated carryover used to
  complete your application.
• Program changes necessitate spending money
  differently.

65
Contact your assigned Title consultant at DPI
(email from contact list on help screens) or
Marcia Meyers to ask that your application on the
web be unlocked. Marcia Meyers marcia.meyers_at_
dpi.wi.gov [phone]
66

• Maintenance of Effort (section 9521)
• calculated by DPI
• Supplement/not Supplant
• Claim form PI-1086
• Additional information on Federal Aids Audits

dpi.wi.gov/sms/handbook.html
67

• It appears that the LEA does not need the funds
  if
• The application is not submitted when due.
• Claims for reimbursement are not submitted on a
  timely, regular basis.
• Perceptions of lack of need may affect future
  availability of funds!

68
Improving the Academic Achievement of the
Disadvantaged Basic Programs

• Title I-A is the largest of all ESEA programs.
  Allocations from USED to school districts are
  based upon the number of children below the
  poverty line.
• LEAs allocate funds to school buildings based on
  the number of children eligible for free and
  reduced lunches (or other accepted methods).

69

• Title I-A funds may be used to fund a variety of
  services and activities for eligible children,
  most commonly for instruction in reading and
  mathematics, but can include other core subject
  areas.
• Services provided with Title I-A funds must be in
  addition to the basic offerings to students in
  the districts schools must supplement instead
  of supplant non-federal funds.

70

• If working on application before actual
  allocation available, enter own estimate of
  allocation and carryover on Funding Screen
• Enrollment Data
• Choose eligibility option to show eligible
  schools
• Administrative Screen
• Reservations Set-Asides
• Budget Detail

71
Title I-A Reservations and Set-Asides

• Be sure all set-asides and reservations are
  reflected in

• Budget Details
• Program Plan

72
(No Transcript)
73
Title I-A Budget Details

• Any category with other in it will require a
  description.
• Budget details include
• Personnel
• Purchased services
• Non-capital items
• Capital items

74

• Equitability
• Includes eligible private school students,
  parents teachers
• Funds subject to private school equitable
  participation
• Most Title I funds, including those used for
  non-instructional purposes, not just per pupil
  amounts
• Funds transferred to Title I from another Title

75
The LEA must retain documentation that the
appropriate funds have been used for equitable
participation.
76
Equitable Participation Summary

• The equitable participation summary screen shows
  the actual amount for equitable participation of
  private schools.
• This is a read-only screen amounts are
  calculated based on the of the total funds
  generated by private school students.

77
(No Transcript)
78
Title I-A Enrollment Screen
Low-income data source The computer will
default to Free/Reduced School Lunch for the
method of determining number of poor students
aged 5-17. If you have used a different method,
click on the appropriate choice.
79
Enrollment Screen
The same method of determining poverty data must
be used for the entire district for the same
date. If the same type of data is not available
for private schools in the attendance area,
document the sources for comparable information.
80
Enrollment Screen
All public schools in the district will be
listed, along with their grade spans. This
information is from the same database as the
Wisconsin School Directory.
81
Enter the enrollment data for each public school
attendance area, the total public and private
enrollment, and number of low income pupils
enrolled in public and private schools.Enrollment
data is usually taken from the second semester
count in January. If there are extenuating
circumstances, contact your DPI consultant for
assistance.
82
Title I-A Eligibility Screen

• Service Codes
• Select a Schoolwide code only if the school meets
  the Title I definition of a Schoolwide, including
  the submission of form PI 9551.
• You may select New Schoolwide only if the
  schools poverty is 40 or above and has
  completed the planning to become a Schoolwide.
• More information on Schoolwides

http//dpi.wi.gov/sst/schoolwide.html
83
Eligibility Screen
The process of allocating funds to individual
schools is based solely on poverty levels. A
district may not allocate funds based on the
instructional model, educational need, or any
other non-poverty factor. The responsibility for
selecting participants and designing programs
rests on the school, in consultation with the
district, and based on the amount of funds
allocated.
84

• Use the option that gives your district the most
  flexibility, even if you choose not to serve all
  eligible schools. Use Less than 1,000 Students
  Exemption or One School per Grade Span if
  possible.
• Some programs depend on Title I eligibility.

85
Per Pupil Amounts Determine and enter the per
pupil amount for each attendance area. (See help
screens for more information). The computer will
not allow you to allocate more per pupil to a
school with a lower poverty level.
86

• Districts serving any school with less than 35
  poverty should calculate the per student MINIMUM
  amount before taking any reservations at the
  district level.
• Formula Current allocation divided by total
  number of poor children enrolled in the district,
  multiplied by 125. This is the minimum that
  must be allocated per poor child in ALL
  participating attendance areas.

87

• Districts with only one school per grade span
• Districts with less than 1000 students

88

• Balance Available at bottom of Eligibility
  screen should match Balance Available at the
  bottom of the Budget Summary screen.
• May vary by only .5 or 1000, whichever is less,
  or validation cannot occur.

89
(No Transcript)
90
(No Transcript)
91
Title I-A Guidance

• For more information on Title I-A
• NEW Resources
• Designing Schoolwide Programs (federal guidance)
• Wisconsin Title I Guidelines

http//ww.ed.gov/programs/titleiparta/legislation.
html
http//www.ed.gov/policy/elsec/guid/designingswpgu
id.doc
http//dpi.wi.gov/title1/ti11b.html
92

• Similar electronic process to Title I-A
• Allocations are posted in electronic applications
  in select districts
• Includes separate Needs Assessment Section
• Program Plan needs to include Title I-C
  activities
• Migrant services must be coordinated with other
  services
• Supplement Not Supplant applies

93

• Addresses unique needs of migrant children
• Offers academic supportive services
• Reduces educational disruption other issues
  related to repeated moves
• Overcomes cultural language barriers
• Overcomes social isolation
• Addresses health-related problems that affect
  school performance
• "Priority for Services" given to most mobile, at
  risk students

94

• Only two districts receive Title I-D funds and
  need to complete the Title I-D portion of the
  consolidated application.
• Consultation and coordination with the Title I-A
  coordinator is essential.

95
Title II-A Funds

• Title II-A funds should be used to increase the
  student achievement and close the achievement
  gap, by providing professional development to the
  academic staff and hiring highly qualified
  teachers for each classroom.

96

• Allowed Activities
• Professional development in core academic areas
• PI34
• Training teachers, principals, and
  paraprofessionals to be highly qualified
• Class size reduction
• dpi.wi.gov/cal/t2agrant.html
• www.ed.gov/programs/teacherqual/guidance.doc

97

• All spending must relate to teacher quality
• Only highly qualified teachers can be hired to
  reduce the class size
• Hiring special education teachers for the purpose
  of team teaching
• Hiring Teaching Specialists to increase
  individualized instruction

98

• Carryover of the entire current allocation is
  allowed for additional year
• Private school must be consulted for all
  activities except the class size reduction
• Activity 4.2 must be allocated funds if the LEA
  wishes to use the funds to reduce class size

99
Prohibited Uses of Title II-A funds

• Funds cannot be used to hire
• paraprofessionals
• tutors
• principals
• any non-academic staff such as nurses and
  engineers

100
(No Transcript)
101

• Enhancing Education Through Technology Formula
  Allocation

• Eligible entities
• LEAs that receive Title I-A funds
• Eligible partners
• Other LEAs, institutions of higher education,
  educational service agencies, libraries, or other
  educational entitles

102

• LEA needs to submit a complete application,
  including a local technology plan, when it first
  seeks Ed Tech formula grant funds.

103
Local use of funds one mandated activity

• Recipients must use at least 25 of funds to
  provide ongoing, sustained, and intensive,
  high-quality professional development in the
  integration of advanced technologies, including
  emerging technologies, into curricula and
  instruction and in using those technologies to
  create new learning environments.

104
NEW for 2007-08 EOY Report!!

• Districts will be required to report the number
  of eighth graders that are technologically
  literate and the number that are not. The
• DPI is collecting data on the District Technology
  Survey in June/July 2008 and report it to the
  USDE as part of the compulsory EDEN collection.
• This will show that the district is in compliance
  with the assurances.

105

• English Language Acquisition - Purpose
• To improve the education of limited-English
  proficient students by assisting them to

• Learn English
• Meet challenging State academic content and
  student academic achievement standards

106

• General Categories of Activities
• Instruction
• Professional development
• Family and community participation

107

• Consortium Participation
• If an LEAs allocation is less than 10,000, the
  LEA can only access the funds by applying through
  a consortium, where the total consortium funds
  are at least 10,000

108

• Private schools receiving Title III services must
  establish a consistent and reasonable process for
  identifying ELLs
• As in participating public schools, ELLs must be
  assessed annually in listening, speaking,
  reading, writing, and comprehension this
  assessment must be aligned with the states
  English language proficiency (ELP) standards
• Local school districts, in consultation with
  private schools, are responsible for
  administering an annual ELP assessment

109
Private School Participation in Title III-cont.

• The ELP assessment must be comparable to the
  state assessment. Currently, there are no ELP
  assessments comparable to ACCESS for ELLs,
  Wisconsins ELP assessment
• Because the 2007-08 window for administration of
  ACCESS has closed, private school ELLs may be
  assessed with W-APT (WIDA-ACCESS Placement
  Test/the screener) to qualify for Title III
  --allocations for the 2008-09 school year
• A count of ELLs assessed with the W-APT must be
  submitted by May 1, 2008, in order for the
  private school to qualify for an allocation under
  Title III

110
Annual Measurable Achievement Objectives (AMAOs)

• With two years of student-level data, we are now
  able to follow cohorts of students as required by
  Title III, NCLB
• The ISES, based on ACCESS for ELLs composite
  scores, will calculate AMAOs by district and by
  subgrantee to determine if the AMAOs related to
  English language acquisition have been met

111

• AMAOs-cont
• The majority of LEP students will need 7 years to
  attain English proficiency (EP)

• 90 of EP level 1 students will progress by one
  language level in one year
• 90 of EP levels 2-4 students will progress
  one-half language level in one year
• 90 of EP level 5 students will become fully
  proficient in one year

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Title IV-A
Safe and Drug-Free Schools communities Common
Title IV-A Activities For a complete list, go
to
dpi.wi.gov/sspw/safedrgfr.html
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• Joan Lerman CESAs 5, 6, 8 and 12
• Gary Sumnicht CESAs 2, 10 and 11
• Ken Wagner CESAs 1, 3, 4, 7 and 9

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Title IV-A Allowable Activities
Developmentally appropriate drug violence
prevention

• Parent and community-wide involvement
• Drug and violence prevention information
  dissemination
• Professional development and community training
• Law enforcement and security activities
• Counseling, mentoring and referral services
• Conflict resolution and peer mediation

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Title IV-A - Limitations

• Security equipment/personnel limits
• 40 of the entitlement may be spent on security
  personnel and equipment combined, or just on
  security personnel
• There is a 20 cap for hardware/security without
  personnel
• Carryover is limited to 25, but more may be
  allowed with written DPI permission.

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Title IV-A Measurable Objectives

• Required for Title IVA (at least one for violence
  and one for AOD prevention)
• Need outcome measures showing changes (baseline
  to future) in one or more of the following
• Behaviors
• Attitudes
• Beliefs
• Knowledge
• Risk and protective factors

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Title IV-A Approved Science Based Programs

• Or Model Programs
• Note LEAs are encouraged to use model programs
  in Title IVA-as listed on the drop down menu on
  the application
• To budget for a particular model program on the
  Budget Detail screen
• Choose Approved Science Based Program under
  Activity
• Click on the program of choice on the drop-down
  list that appears under Program

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Title IV-A Other Budget Detail Choices

• If LEA chooses a locally developed program OR
  Other Promising Program, a waiver application
  will be required.
• Click on waiver request tab at top of screen
• Describe the program, the measurable outcomes
  expected (specific changes in knowledge, beliefs,
  behaviors, attitudes, protective factors), and
  how the program will be evaluated.
• Waiver programs require evaluation results every
  two years.
• All other choices under activity are accepted
  and do not require a waiver.

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Title IV-A Assurances of Note

• All Title IV-A sponsored programs must carry a
  Wrong and Harmful message.
• An Assurance that the district has a Safe Schools
  Plan is required. It must include policies,
  security procedures, prevention activities,
  crisis response procedures, code of conduct.

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Title IV-A Local Reporting Requirements

• Contents of End of Year Report
• Numbers participating in SDFSC funded activities
  (students, staff, parents)
• Progress toward program objectives (from 2007-08
  application)
• Information on collection and use of data to
  drive Title IVA programming

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• There is no funding for Title V-A for 2008-09
• The Title V budget will remain available so
  districts can indicate how carryover funds will
  be utilized.
• Funds can still be transferred to use for
  Title V purposes.
• Districts that use carryover funds will need to
  complete the EOY report for Title V.

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• Innovative Programs
• Provides formula grants to LEAs to increase
  the academic achievement of, and improve the
  quality of, education for all students.
• LEAs have complete discretion in determining
  how funds will be divided among the 27
  Innovative Assistance Programs identified in the
  law.

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• Innovative Assistance Program requirements
• Must be
• part of a districts annual education plan
• based on locally-identified needs
• used to improve student academic achievement

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• Transferring Title V-A funds
• Title V-A funds are very flexible
• Rarely need to transfer funds to another Title
  program
• 27 allowable activities under Title V cover most
  of the allowable activities under the other Title
  programs

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Evaluation/EOY Report School districts are
required to annually evaluate the activities
funded with Title V. The evaluation should

• Describe how the activities affected student
  academic achievement, and
• Be used to make decisions about appropriate
  changes to the activities for the next year.
• Be used to complete the Title V section of the
  Consolidated End-of-Year Report.

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• Activities and Budget
• The Title V-A activities identified on the
  Program Plan section of the application should
  support the

• activities selected on the Title V-A Program
  Detail Data Entry Screens, and
• categories selected on the Budget Detail Screen.

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Activities for Private Schools The Program Plan
Section of the Consolidated Application should

• Include at least one activity for how private
  schools will be served.
• Support the activity(ies) selected on the TV-A
  Program Data Entry Screens and Budget Detail
  Screen.

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• Budget Screens
• Funding screen
• Program Data Entry screens (lists the 27
  allowable Title V activities) generates the
  Innovative Program Summary Report
• Budget Detail screen generates the Budget Summary
  screen
• LEA must enter the information
• Budget Detail Total must equal the Total on the
  Innovative Program Summary Report

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Budget Revisions LEAs are prompted to change
both the Program Detail screens (lists the 27
allowable Title V activities) and the Budget
Detail screen.
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Guidance The USDE Guidance for the Title V-A
Program is located at the following website
http//www.ed.gov/programs/innovative/titlevguidan
ce2002.doc
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The End-of-Year Report is due not later than
August 30.
www2.dpi.state.wi.us/ESEA_EOY/dpi_login/dpi_login.
asp
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ESEA Consolidated End-of-Year Report
Timely submission is very important DPI must
submit reports to the US Department of Education
on this data. Missing, inaccurate, or
incomplete data gives a skewed picture of
Wisconsins ESEA programs.
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Questions? Need Assistance?
Please ask us when you need help. Send specific
questions to the appropriate DPI consultant.
Contact information is found in the HELP screens
within the ESEA Consolidated Application, or at
www.dpi.wi.gov/esea/pdf/contacts.pdf