(b)(7) How will the LEA effectively engage parents and families in Title I schools?

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1 The Every Student Succeeds Act (ESSA), the reauthorization of the Elementary and Secondary Education Act (ESEA), that was signed into law last December requires all local educational agencies (LEAs) to develop an LEA plan that describes their locally-implemented programs. The Federal Programs Unit has determined that the annual Consolidated Application, the vehicle by which LEAs access ESEA funds through CDE, is the most appropriate place to house the plan. The following is a draft of the proposed questions to be included in the Consolidated Application that will both meet the oversight needs of CDE, as a pass-through agency and steward of ESEA funds, and allow LEAs to articulate the services they will offer students and strategies to improve their instructional and support practices. The Federal Programs Unit is engaging in soliciting feedback from stakeholders regarding the proposed questions and would appreciate the input of EDAC members. Title I Citation Question Considerations (b)(1)(A-D) How will the LEA ensure all children receive a high-quality education and close the achievement gap between children meeting State standards and those who are not? Consider strategies in the UIP that may address this requirement. Consider how the district utilizes MSTSS to ensure proficiency for all students. Consider the structure of the district s instructional program and how it identifies students who may be at-risk and how their needs are met. Consider the structures that are used to monitor whether the individualized needs of students are being met to ensure academic progress. Consider any overall local strategies for promoting equity (b)(2) How will the LEA ensure low-income and minority students have the same access to experienced, in-field, and effective teachers as other students? How will the LEA identify and address any disparities that result in low-income students and minority students being taught at disproportionate rates by ineffective, inexperienced, or out-of-field teachers? This question is applicable to all LEAs. Under NCLB, LEAs in Colorado were required to address inequitable distribution of teachers in the UIP. The requirement did change somewhat in ESSA in that effectiveness was added. Consider how the LEA has addressed this requirement in past UIPs, but be sure to address the access effective teachers as well. The response here should be a long-term

2 (b)(3) How will the LEA carry out its responsibilities to approve, monitor and adjust the improvement plans for schools identified for: Comprehensive support and improvement? Targeted support and improvement? (b)(5) Describe the general nature of the programs, both Schoolwide and Targeted Assistance as applicable, that will be conducted in the LEAs schools, including any neglected and/or delinquent institutions. approach to identifying gaps and ensuring equitable access. Future UIPs should, where applicable, include strategies to address identified gaps. For small and rural LEAs with one school per grade span, consider the general strategies for recruiting and retaining experienced, in-field, and effective teachers for all students. Resources for identifying gaps and selecting strategies are available at ledistributionofteachers. Consider what the LEA will require of these schools in their improvement plans. Consider the criteria that will be used to ensure plans are likely to result in accelerated improvement. All LEAs should have a plan in place for meeting this requirement prior to the identification of these schools. Consider the types of supports that will be provided with Title I funds, inclusive of instructional, social-emotional, and others. This requirement is inclusive of both residential and day treatment centers. Consider what services the LEA will provide to support the education these students receive, such as interventionists, materials, transition supports, etc. Consider how the LEA will meet the linguistic, social-emotional, and academic needs of these students. This question is only applicable to LEAs with such facilities within their boundaries.

3 (b)(6) How will the LEA provide services to homeless children and youths to support the enrollment, attendance, and success of homeless children and youths? (b)(7) How will the LEA effectively engage parents and families in Title I schools? (b)(9) How will teachers and school leaders, in consultation with parents, administrators, paraprofessionals, and specialized instructional support personnel, in schools operating a targeted assistance school program identify the eligible children most in need of Title I services? (b)(10)(A- B) How will the LEA will implement strategies to facilitate effective transitions for students from middle grades to high school and from high school to postsecondary education? The amount of Title I funds set-aside for this purpose shall be reasonable and necessary to provide services. The services provided to homeless children and youth in shelters and/or schools that do not receive Title I funds must be comparable to those services received by students in the LEAs Title I schools. Consider how the LEA will ensure that services provided with Title I funds complement those provided under the McKinney-Vento Homeless Assistance Act. This question applies to all LEAs. Consider the existing parent involvement/engagement policy. Consider how parents have/will be involved in developing this plan. Consider how the LEA will build the capacity of parents and families to be involved in their children s education. Consider how the LEA will minimize barriers to parent participation. This question applies to all LEAs. This question will only appear for LEAs operating targeted assistance programs. Strategies may include: Coordination with institutions of higher education, employers, and other local partners Increased student access to early college High school or dual or concurrent

4 (b)(11) How will the LEA support efforts to reduce the overuse of discipline practices that remove students from the classroom? (b)(2) How will the LEA allocate State and local funds to Title I schools to ensure that each Title I school receives all of the state and local funds it would otherwise receive? (b)(13) In what other ways will the LEA use Title I funds to meet the purposes and obligations of its programs? enrollment opportunities Career counseling to identify student interests and skills This question applies to all LEAs regardless of grade spans served with Title I funds. If the LEA only serves elementary schools, funds may be set-aside at the district level to meet this requirement. However, this requirement can also be met using State and local funds. Consider strategies that may already be in place at these schools. How can they be leveraged and/or improved? Efforts may include identifying and supporting schools with high rates of discipline, disaggregated by each of the subgroups of students: Economically disadvantaged students; Students from major racial and ethnic groups; Children with disabilities; and English learners Considerations may include: FTE Per-pupil allocations Average districtwide salary for each category of personnel Average districtwide expenditure for nonpersonnel resources Consider comprehensive needs assessment findings in Title I schoolwide programs. Consider how the LEA supports Title I schools as they plan their use of Title I funds. Consider how the LEA will ensure that schools

5 are provided information and support around options for using their funds for the following purposes: o Support, coordinate, and integrate services provided under this part with early childhood education programs at the LEA or individual school level, including plans for the transition of participants in such programs to local elementary school programs. (1112(b)(8)) o Support programs that coordinate and integrate academic and career and technical education content through coordinated instructional strategies, that may incorporate experiential learning opportunities and promote skills attainment important to indemand occupations or industries in the State (1112(b)(12)(A)) o Support programs that coordinate and integrate workbased learning opportunities that provide students in-depth interaction with industry professional and, if appropriate, academic credit (1112(b)(12)(B)) o Assist schools in identifying and serving gifted and talented students (1112(b)(13)(A)) o Assist schools in developing

6 effective school library programs to provide students an opportunity to develop (1112(b)(13)(B)) Title ID State Agency Citation Question Considerations (c)(1), 115 Stat. at 1583 Describe how the SA will assess the educational needs of the children and youth that will be served. Must be consistent with the State plan (c)(4), 115 Stat. at 1583 Describe how the SA program will meet the goals and objectives of the State Plan (c)(6), 115 Stat. at 1583 Describe how the SA will carry out program evaluation in accordance with Section 9601 of the ESEA and how the results of the most recent evaluation will be used to plan and improve the program (c)(10), 115 Stat. at 1584 Describe how appropriate professional development will be provided to teachers and other staff (c)(5), 115 Stat. at 1583 Describe how the SA will (1) consult with experts and (2) provide the necessary training for staff to ensure that institution-wide projects (per Section 1416 of the statute) are planned and operated with high quality (c)(18), 115 Stat. at 1584 Describe any additional services to be provided to children and youth, such as career counseling, distance learning, and assistance in securing student loans and grants Title ID LEA Citation Question Considerations (5), 115 Stat. at 1588 Please include a description of: Children and youth who will be the characteristics of the children and youth to be served by the program,* including learning difficulties, substance abuse problems, and other served may include those returning from correctional facilities and other students who are at risk.

7 special needs, how the school will coordinate with existing programs to meet the unique educational needs of such children and youth (12), 115 Stat. at 1589 Describe how participating schools will work to ensure facilities are aware of a child s or youth s individualized education program (IEP). Consider how the request for information is made. Is it timely? Does it ensure the privacy of the student? How are staff made aware of a student s IEP? (13), 115 Stat. at 1589 As appropriate, describe the steps participating schools will take to find alternative placements for children and youth interested in continuing their education but not able to attend a regular public school program. Consider the transition process and the resources that are made available for students (1), 115 Stat. at 1588 Describe the program to be funded. Consider how the program was designed and why. Is the program meeting the needs of the students? How were those needs identified? (2), 115 Stat. at 1588 Describe the (Part D) formal agreements that exist between the LEA and correctional facilities or alternative school programs serving children and youth involved in the juvenile justice system. Consider how the formal agreements are reviewed, and agreed upon. What is the process for renewing the agreement each year? (3), 115 Stat. at 1588 As appropriate, describe how participating schools will coordinate with facilities to ensure that children and youth are enrolled in an education program that is comparable to the one in the local school they would otherwise attend (7), 115 Stat. at 1588 As appropriate, describe partnerships with local businesses to develop services for participating students, including Consider the educational program being provided. Does it meet the same standards set for district schools around access and achievement? What coordination occurs with surrounding districts to ensure consistency of programs? Consider any outside community, school, or family programs that are

8 curriculum-based youth entrepreneurship education, and mentoring (8), 115 Stat. at 1589 As appropriate, describe how the program will involve parents in efforts to improve the educational achievement of their children, assist in dropout prevention activities, and prevent the involvement of their children in delinquent activities (11), 115 Stat. at 1589 As appropriate, describe how schools will work with probation officers to help meet the needs of children and youth returning from correctional facilities (9), 115 Stat. at 1589 Describe how the program will be coordinated with other Federal, State, and local programs, such as those under Title I and vocational and technical education programs serving children and youth who are at risk of dropping out of school (10), 115 Stat. at 1589 Describe how the program will be coordinated with programs operated under the Juvenile Justice and Delinquency Prevention Act of 1974 (JJDPA) and other comparable programs, if applicable. involved in the support of transitioning students. Consider any and all opportunities provided to families/guardians for students transitioning back to school or educational programs. Title II Citation Question Considerations (b)(3)(A)-(B) How has the LEA consulted with the following stakeholders, as applicable, to determine how best to improve activities that aim to increase student achievement consistent with the Colorado academic standards, improve the quality and effectiveness of educators, and provide low-income and minority students greater access to effective educators: Consider how these groups are involved in the UIP process. Consider how teachers and paraprofessionals are consulted when selecting professional learning opportunities. teachers Consider any teacher leadership structures principals that allow teachers to be involved in other school leaders planning. paraprofessionals Consider the communication with charter

9 specialized instructional support personnel, charter school leaders parents community partners organizations or partners with relevant and demonstrated expertise (b)(2)(B) How does the LEA ensure teachers and principals have sufficient opportunity for growth and improvement, as well as to develop meaningful teacher leadership? (b)(2)(C) How will the LEA prioritize Title II funds to schools that are implementing comprehensive and targeted support and improvement activities and have the highest percentage of low-income students (b)(2)(D) How will the LEA use data and ongoing consultation with the stakeholders listed in question 1 to continually update and improve activities supported with Title II, Part A funds (b)(2)(A) Select the allowable activities below that will be supported with Title II, Part A funds and provide requested descriptions for selected activities. schools to determine their needs for Title II funds. Consider any relevant surveys used. Consider existing induction systems. Consider professional development plans. Consider teacher leadership structures. Consider how the evaluation system provides meaningful and actionable feedback to teachers and principals. Consider any supplemental access to instructional coaches or other sources of job embedded professional development. Consider any professional learning opportunities that are unique to the needs of these schools. Consider any relevant local surveys. Consider how the LEA may use TELL Colorado survey results. Consider any relevant mechanisms for meaningful feedback on activities. The section below will function as a check-list in which descriptions will only be required for the activities selected. The numbered activities represent allowable uses of Title II, Part A funds. A description must be provided for each activity selected. USE OF FUNDS IDENTIFICATION AND DESCRIPTION:

10 1. Providing high-quality, personalized professional development that is evidence-based 2103(b)(3)(E), a) Will the focus of the professional development be any of the following? (no response is required for the sub-items below, except other ) Effectively integrating technology into curricula and instruction 2103(b)(3)(E)(i) Using data to improve student achievement and understanding how to ensure individual student privacy is protected 2103(b)(3)(E)(ii) Effectively engaging parents, families, and community partners and coordinated services between school and community 2103(b)(3)(E)(iii) Helping all students develop the skills essential for learning readiness and academic success 2103(b)(3)(E)(iv) Developing policy with school, LEA, community, or State leaders 2103(b)(3)(E)(v) Participating in opportunities for experiential learning through observation 2103(b)(3)(E)(vi) increasing the knowledge base of teachers, principals, or other school leaders on instruction in the early grades and on strategies to measure whether young children are progressing 2103(b)(3)(G)(i) selecting and implementing formative assessments, designing classroom-based assessments, and using data from such assessments to improve instruction and student academic achievement 2103(b)(3)(H) The techniques and supports needed to help educators understand when and how to refer students affected by trauma, and children with, or at risk of, mental illness 2103(b)(3)(I)(i); The use of referral mechanisms that effectively link such children (as described in item a above) to appropriate treatment and intervention services in the school and in the community 2103(b)(3)(I)(ii); Forming partnerships between school-based mental health programs and public or private mental health organizations 2103(b)(3)(I)(iii); Addressing issues related to school conditions for student learning, such as safety, peer interaction, drug and alcohol abuse, and chronic absenteeism 2103(b)(3)(I)(iv) supporting the identification of students who are gifted and talented and implementing instructional practices that support the education of such students 2103(b)(3)(J) training school personnel on how to prevent and recognize child sexual abuse 2103(b)(3)(L) promoting high-quality instruction and instructional leadership in science, technology, engineering, and mathematics subjects, including computer science 2103(b)(3)(M) effective strategies to integrate rigorous academic content, career and technical education, and work-based learning (if appropriate) 2103(b)(3)(O) Other [provide a description] b) For each professional development activity, provide a description (listed by the budget reference ID) that includes the following details:

11 how the professional development will be aligned to the Colorado Academic Standards who will be prioritized or targeted for participation in professional development, and how participants were identified the format, dosage and intensity of the professional development the scientific research base of the professional development? who will offer the professional development the change in practice that is expected as a result of the professional development how the professional development will address the learning needs of all students, including children with disabilities, English learners, and gifted and talented students 2. Developing or improving a rigorous, transparent, and fair evaluation and support system for teachers, principals or other school leaders that is based in part on evidence of student achievement, which may include student growth, and shall include multiple measures of educator performance and provide clear, timely, and useful feedback to teachers, principals, or other school leaders. 2103(b)(3)(A) 3. Developing and implementing initiatives to assist in recruiting, hiring, and retaining effective teachers, particularly in low-income schools with high percentages of ineffective teachers and high percentages of students who do not meet the challenging State academic standards, to improve within-district equity in the distribution of teachers, consistent with section 1111(g)(1)(B) 2103(b)(3)(B) 4. Recruiting qualified individuals from other fields to become teachers, principals, or other school leaders, including mid-career professionals from other occupations, former military personnel, and recent graduates of institutions of higher education with records of academic distinction who demonstrate potential to become effective teachers, principals, or other school leaders 2103(b)(3)(C) 5. Reducing class size to a level that is evidence-based 2103(b)(3)(D) [If selected, populate the sub-questions below] i. *In which grade level(s) will class-size be reduced? ii. *What would the class size be without this expenditure? iii. *What will the class size be after applying these funds? iv. *What scientific evidence supports this strategy? 6. Developing programs and activities that increase the ability of teachers to effectively teach children with disabilities, including children with significant cognitive disabilities, and English learners 2103(b)(3)(F) [If selected, populate the sub-questions below] 7. Providing programs and activities to increase the ability of principals or other school leaders to support teachers, teacher leaders, early childhood educators and other professionals to meet the needs of students through age (b)(3)(G)(ii) 8. Supporting the instructional services provided by effective school library programs 2103(b)(3)(K) 9. Developing feedback mechanisms to improve school working conditions, including through periodically and publicly reporting results of educator support and working conditions feedback 2103(b)(3)(N) 10. Carrying out other evidence-based activities that meet the purpose of Title II, Part A 2103(b)(3)(P)

12 Title III Citation(s) Question Considerations Rubric (g) Describe each proposed activity funded with Title III. 3116(b)(1) 3116(b)(4)(C) 3121(a)(1) 3122(a) a) Include how each proposed activity is supplemental to the core programming for English learners (ELD and content) required under Title VI of the Civil Rights Act of 1964 enforced by the Office for Civil Rights and the Equal Educational Opportunities Act of 1974 enforced by the Department of Justice. b) Include a description of how each proposed activity will be used to expand, enhance, or modify existing English Language Development (ELD) programs. *ALL PROPOSED ACTIVITIES FOR THE USE OF TITLE III FUNDS SHOULD BE INCLUDED HERE, INCLUDING: PD, FAMILY AND COMMUNITY ENGAGEMENT, ETC. If requesting funding for staff salaries, describe what staff are included as part of the core ELD program and funded out of state and local funds. Include a description of how the position was funded in previous years. If requesting materials, describe what curricular resource materials the LEA uses in the implementation of the ELD program. Consider how stakeholders were engaged in this process. Consider supports that address the linguistic, social-emotional, and academic challenges and opportunities of English learners. LEAs under OCR/DOJ consent decrees must ensure that Title III funds are not being used to fund activities within the consent decree Each proposed activity must include a detailed description of the following requirements: Activities must specifically address the linguistic and academic needs of EL students and/or their families. Activities must specifically address how each activity is supplemental to the core programming for ELs. Activities must specifically address how each activity will be used to expand, enhance or modify existing EL programs. Activities funding purchase services or curricular resources must specifically address the parties involved, length of the relationship, and the purpose of the contract. Activities funding staff positions must specifically address how the position was previously funded. Description must include how relevant stakeholders were engaged in determining use of Title III funds.

13 or agreement. All proposed activities meet all requirements. All proposed activities do not meet all requirements, needs to review: Citation(s) Question Considerations Rubric (b)(2) Include a description of the intended outcome(s) of each proposed activity that will Consider outcomes that address the linguistic, social-emotional, and academic 3121(a)(1) 3122(a) be utilized to increase language proficiency and provide equitable access to grade level content. challenges and opportunities of English learners. requirements: Consider the process that was utilized to determine the use of Title III funds to increase English language proficiency and academic achievement. (Evaluation of ELD program, Evidence-based research, stakeholder surveys, Needs Assessment, etc.) Each proposed activity must include a detailed description of the following How the activities outcomes directly relate to increasing language proficiency and/or access to grade level content. How the outcome of each proposed activity will be determined. All proposed activities meet all requirements. All proposed activities do not meet all requirements, needs to review:

14 (b)(3) Describe how Title III funds will supplement family and community engagement efforts specifically targeted at families/community of ELs. Consider how Title III funds will be utilized to meet this requirement. If using Title III funds to support community engagement requirement, include in budget. Consider current efforts to engage the family and community of ELs reflected in the school population. Consider how Title III funds can be leveraged to supplement other state and federal funds to support family and community engagement. Consider how the activities and strategies are evidence-based and will develop and enhance community and family relationships and engagement. Consider how proposed activities will increase the English language development and academic outcomes of English learners. The supplemental family and community engagement plan must include a detailed description of the following requirements: Description of activities within the plan for the school year. How the engagement plan and/or proposed activities are coordinated with other programs. How the engagement plan and/or proposed activities leverage other state, local and federal funds. All proposed activities meet all requirements. All proposed activities do not meet all requirements, needs to review: Citation(s) Question Considerations Rubric

15 (c)(2) Describe how the LEA will provide required PD for increasing the capacity of principals and other school leaders, administrators, and instructional staff working with English learners (both ELD and content areas) to meet the needs of EL students, including offerings supported by funds other than Title III. Consider how Title III funds will be utilized to meet this requirement. If using Title III funds to support PD requirement, include in budget. Consider how the professional development: Addresses the unique academic, linguistic, and social-emotional challenges and opportunities of EL students; Improves the instructional and noninstructional staff s ability to provide effective programs and instructional practices for EL students; and Increases EL students English language development proficiency, as well as, access to grade level standards. Consider how professional learning will increase the teacher s capacity to connect CELP to CAS standards during content instruction. Consider the process that was utilized to determine the use of Title III funds to develop the PD plan. (Evaluation of ELD program, Evidence-based research, stakeholder surveys, Needs Assessment, etc.) The PD plan must include a detailed description of the following requirements: How the PD plan was developed and the targeted audience was selected. How the PD will specifically increase the capacity of the targeted audience. How the PD timeline will be executed throughout the school year. How the PD plan leverages state, local and federal funds to provide effective PD for instructional and non-instructional staff working with ELs. All proposed activities meet all requirements. All proposed activities do not meet all requirements, needs to review:

16 Title III ISA Citation(s) Question Considerations Rubric 3115(e) Describe how Title III ISA funds will be used to pay for activities that provide enhanced instructional opportunities for immigrant children and youth. Consider the challenges and opportunities of immigrant students and their families/communities in the LEA, including: language(s) spoken, access to formal education, academic background, and cultural experiences. Each proposed activity must include a detailed description of the following requirement: Activities must specifically address the educational opportunities of immigrant students and their families/communities. Consider coordinated activities with community based organizations, institutes of higher education, and other entities working with the immigrant community. If requesting funding for staff salaries, describe how the position was funded in previous years. All proposed activities meet all requirements. All proposed activities do not meet all requirements, needs to review:

17 Title III Assurances 3116(b)(4) LEA is complying with Section 1112 (e) Parents Right to Know. LEA is not in violation of any State law, including State constitutional law, regarding the education of English learners. LEA assures consultation occurred with teachers, researchers, school administrators, parents and family members, community members, public or private entities, and institutions of higher education in developing and implementing Title III plan. (if applicable, only) LEA will coordinate activities and share relevant data under the plan with local Head Start and Early Head Start agencies, including migrant and seasonal Head Start agencies, and other early childhood education providers. LEA certifies that all teachers in any ELD program for English Learners that is, or will be, funded under this part are fluent in English and any other language used for instruction, including having written and oral communication skills. Title IV Citation Question Considerations (e)(1)(A) Will the LEA use Title IV, Part A funds to support a partnership with an institution of higher education, business, nonprofit organization, community-based organization, or other public or private entity with a demonstrated record of success in implementing activities that provide all students with access to a well- Consider the identified need that will be addressed by this partnership.

18 rounded education, improve school conditions for student learning, or improve the use of technology in order to improve the academic achievement and digital literacy of all students? If yes, what will be the focus of this partnership? Consider the activities that will be conducted by the partner. Consider how the LEA will determine that the partner chosen by the district has had success in the past with their services (e)(1)(B) How will the LEA support well-rounded education with Title IV, Part A fund? A well-rounded education promotes a diverse set of learning experiences that engage students across a variety of courses, activities, and programs in subjects such as English, reading/language arts, writing, science, technology, engineering, mathematics, foreign languages, civics and government, economics, arts, history, geography, computer science, music, career and technical education, health, and physical education. Consider how the programs chosen have been coordinated with additional efforts made within the current programs. 4106(e)(1)(E) (e)(1)(C) How will the LEA support safe and healthy students with Title IV, Part A funds? Possible allowable activities include,

19 but are not limited to: mental health, bullying prevention programs, promotion of parental involvement, drug and violence prevention, school based mental health practitioners, physical education, training for school personnel on suicide prevention programs, abuse, sexual abuse, trauma informed education programs (e)(1)(D) How will the LEA support the effective use of technology in schools with Title IV, Part A. Consider the identified need that will be addressed by the activities (e)(1)(E) How will the LEA will periodically evaluate the effectiveness of the activities carried out under this section based on the intended objectives and outcomes. Consider how the LEA will prioritize access to technology, guide implementation, and provide professional development on the appropriate use of technology. Consider the process that will be used to determine the effectiveness of the technology to improve academic achievement.