NCLB Update

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					No Child Left Behind

    Regional Meetings
       April, 2007
       Regional Meetings
NCLB Consolidated Application and
   Performance Report Update

 For district specific discussions, feel
 free to call the NCLB Clearinghouse
  at 624-6705 to schedule a time for
 one-on-one or small group technical
ESEA is up for reauthorization in 2008
• Current thinking is that it will be ready by the end
   of this year.
• President’s Plan—Building on Results: A
   Blueprint for Strengthening NCLB.
• At this time, it removes support for all students in
   certain areas by eliminating Titles IID, IVA & V.
• NASTID Legislative Recommendations
• NEA and other organizations report that
  NCLB was authorized with little input from
  educators. Many educational groups are
  urging you to be involved.
• Check the Federal Register.
• Let legislators know what is important to
  you and support your input with data.
           NCLB Allocations
•   Title IA-- decreased approximately
    $2 million (variable hold harmless in effect)
•   Title IC-Migrant—no change
•   Title IIA—no changes at this time
•   Title IID Educational Technology- no change
•   Title III—slight increase
•   Title IV –no change
•   Title V—no change
•   Title VI Rural – no change
      NCLB Monitoring Visits
•   SAUs are monitored on a 5-year cycle.
•   2007-2008 reviews listed on handout in
•   This begins a new monitoring cycle.
•   Letters will be sent out to the SAUs to be
    monitored in 2007-2008 before the end of
    this school year with the date of the review.
•   If changes must be made, the SAU will need
    to call promptly to determine a different date.
NCLB Monitoring Visits (Cont’d)

•   Want more information on preparing for an
    NCLB Review? Go to the afternoon
    roundtable or go to the following web site:
               Report Cards
• State and local school district report cards are
  critical tools for promoting accountability for
  schools, local school districts, and States by
  publicizing data about student performance and
  program effectiveness for parents, policy makers,
  and other stakeholders. Report cards help parents
  and the general public see where schools and
  districts are succeeding and where there is still
  work to do.
            Report Cards
• Assessment Data (Assessment Report) for
• Accountability (AYP Report) for
• The professional qualifications of all public
  elementary and secondary school teachers
  in the State, as defined by the State (e.g.,
  bachelors and advanced degrees, licensure)
  for SAU/School.
                      Report Cards
•Assessment Data—all students
•Accountability Data—does not include students who have not
 been in the district for a full academic year (FAY)
     – Data: whole group and disaggregated by subgroups
          •Major Racial & Ethnic groups
          •Students with Disabilities
          •Limited English Proficient
          •Economically Disadvantaged
           *Note that the subgroups of migrant and gender are subgroups
           for reporting purposes only and are not among the required
           subgroups for adequate yearly progress (AYP) determinations.
                Report Cards
SAUs must disseminate district and school report
  cards to:
(1) All schools served by the local educational
(2) All parents of students attending those schools;
(3) The community, through public means, such as
  posting on the Internet, distribution to the media,
  and distribution through public agencies, public
  libraries, etc.
         Important Dates!
Applications and Performance Reports
are due by August 1, 2007 or 30 days
after the end of any summer programming.
See handout with outlined dates in packet.
If you have a summer program and will not
meet the August 1 date, you must send your
date of submission by July 15 to the NCLB
Clearinghouse by letter, fax,
or e-mail.
   Report        Please note:
• Application can not be submitted until the
  Performance Report has been submitted.
• Outcomes from this report will be
  considered as we review your application.
• Our goal is to have timely submission with
  projects based on data and input from all
Performance Reports and Applications will
be read in the order they are received.
Requests for additional information or
clarification will be e-mailed to districts.
        Timing and Quality Count!!
• Submit Early
• Make sure your submissions are complete and
  well written.
• The NCLB Team will process as quickly as
  possible—get in line early.
• Check your e-mail and respond as soon as you can
  to our request for clarification/additional
    Maine is 100% Electronic

Don’t forget to:
   Check your site set-up—is everything correct?
   Are all schools listed?
   Are the phone numbers, extensions, and e-mail
    addresses current? (MDOE uses this info for e-mail
    blasts and we wouldn’t want to miss you.)
   Are all non-public schools included?
               Cash Management
• Did you ask for your funding based on
  when you would need cash?
• Got carryover? Don’t ask for new money
  early in the year.
• Use the carryover funds before you spend
  the new allocation.
• Cash management has been a common
  finding during the local single audit process.
 Cash Management
         Karen Knyff
 Title IV questions, contact
       Carla McPherson
$ in NCLB Applications under contracted
  services requires the following:
• A written contract signed by the SAU and
  the contracted entity;
• Rationale for why the contractor was
           Contracts (cont.)
• References obtained as applicable;
• A written code of standards of conduct for
  the SAU;
• Relevant records maintained such as copies
  of contracts, participants attending
  professional development, other costs
• A process for dispute resolution.
               Contracts (cont.)
The NCLB Application will have a process
  verifying that you are aware of these
  requirements and plan to comply.
• An SAU response of ―NO‖ on the NCLB
  Application will result in not being able to
  submit the project. You will either have to
  answer in the affirmative or revise your
  project to not include a contract.
•Performance Report: Didn’t put money in contracts, but
you spent some--then then the contracting box will appear
and you will have to agree to comply with the contracting
•Carryover Continuance: You can only request money in
contracts if there was money in the original project.
•Carryover New Project: The SAU will also be asked to
verify that you are aware of the contracting requirements
and plan to comply. A response of ―NO‖ will result in not
being able to create this new project.
            Contracts (cont’d)
• While the costs for attending workshops/
  conferences and course registrations should be
  reported in the contract category, contracts are not
  needed; however, you do need supporting
  documentation on file.
• Stipends for persons on staff providing
  professional development are reported under the
  Salary/Benefits category.
• A contract is required for all outside vendors.

• Purchases with a cost of $3,000 or more
  must be inventoried and identified under the
  Title purchased.
• This is the amount the State of Maine has
  identified as capital equipment.
  • You need to inventory and track the
    location/movement of any purchase with a
    cost of $500 or more or if it is something
    you would expect to be replaced or
  • Sample inventory and tracking forms are
    included in Administrative Letter 7.
      Procedures for Non-Public
      School Grant Participation
1. The public school district obtains e-mail address
   of the non-public school lead administrator.
2. A consultation meeting is set-up.
3. The district enters the e-mail address into NCLB
   Site Set-up menu.
4. The district, through its menu, sends a system-
   generated username, password and electronic
   signature to non-public school lead
5. The non-public school completes the non-public
   participation form using its username and
    Procedures for Non-Public School
       Grant Participation (cont’d)
6. The participation form is submitted either electronically
    with electronic signature or by mail/fax to the State.
7. If sent electronically, the application will be set up
    properly for further district input.
8. If the form is mailed and the State certifies the form, the
    application will be set up properly for further district input.
9. If Title IA is chosen for participation and the non-public
    school is eligible, the Affirmation of Consultation form is
    available in the non-public school menu.
10. After the consultation meeting is held, the non-public
    school submits its Affirmation of Consultation
    electronically or by mail/fax.
• Transferability open to all districts

• REAP-Flex possible for small (under 600
  students) rural districts.

• Contact Dennis Kunces if help needed
   NCLB Administrative Project
• Coordinator funding must come from
  at least two Titles.
• Coordinator project must include tasks
  and outcomes consistent with
  NCLB timelines.
• Can be up to 4% of all Titles
  except Titles III (III projects only)
   and IVA (2%).
• All districts opting to have a Schoolwide Program
  (SWP) must have an approved SWP Plan on file
  with the SEA or submit one by August 1. See
  information at Title IA website:
• For approved SWP, a Schoolwide Project Sheet
  will appear. The project page for each SWP
  should include the total amount of state, local, and
  federal funding that will support this project in the
  project description. Show the amount of funding
  in the ―Other‖ category on the budget line.
Targeted Assisted Schools (TAS)
• Multiple educationally related objective
  criteria and uniform procedures are used to
  identify and select the students in greatest
• Title IA served students receive the same
  amount of instruction from the classroom
  teacher as non-Title I students. Services
  supplement—never supplant.
Targeted Assisted Schools (TAS)
• Parents receive notification of eligibility
• Documentation exists to support the absence of
  services to any child in greatest need of receiving
• Procedures have been developed to enable
  students to enter and to exit Title IA services
  throughout the year.
• Only students residing in eligible attendance areas
  are receiving services.
Targeted Assisted Schools (TAS)
• Title IA services are coordinated and
  integrated with the classroom services as
  well as other federal services.
• The process for identifying students does
  not automatically exclude ESL/ELL or
  students with disabilities.
• Title IA staff work only with students
  identified for Title IA services.
School AYP
• Assessment scores mid-July
• AYP decisions mid-August
• Gr 3-8 Proposed targets for 07-08:
  – Reading 50%
  – Math 40%
  – Attendance 88%
• High School proposed targets for
  – Reading 50%
  – Math 20%
  – High school Grad rate 64%
   2007 AYP UPDATE
School AYP
Annual AYP decisions based on:
• Participation (group size >41):
   – current year data
   – must be 95% or higher
• Performance (group size >20):
   – Gr. 3-8 (whatever is in school): current year data
   – High school: two years 05-06 & 06-07
• Additional indicator
   – Gr 3-8 attendance
   – High school graduation rate
        Schools with grades 3-8
       Check your sub-group data!

Many sub-groups previously too small
 to measure will now be measurable.

REMEMBER: If you have 20 in a sub-group,
  that sub-group will be used to determine
  AYP .
Assessment and Accountability Data
         reported online

 Check Measured Progress Web Site
Remember these files may contain
confidential student information, including
a confidential FERPA list. Please insure
that only appropriate personnel have
• When you enter the Measured Progress Web
  Site, you are viewing reports generated with
  the data that was posted by your district into
  the MEDMS system.
• If your reports are incorrect, the data was
  incorrectly entered into MEDMS from your
• Student Data is the SAU’s responsibility.
  Please make sure all data entered into MEDMS
  is true and accurate. This will ensure true and
  accurate reports for your district.
              Verification issues
• Student exit/entry data
  – Transfers
  – Dropouts
  – Habitual truants

• Subgroup coding: NSLP, SWD, LEP

• Entry date: Full academic year (FAY)
                  AYP Status
• Review your current AYP report.
• Are you a monitor school this year?
• You receive your state assessment scores before we
  do so you can get an idea of your status before the
  SEA sends out the new AYP reports.
• Current 06-07 CIPS1 schools will be asked to
  attend a session regarding SES in May (TBD) in
• More information regarding 07-08 CIPS will be
  coming in late Spring.
• Info Letter detailing AYP formula for 07-08 will
  also be coming in late Spring.
           CIPS Title IA Project Sheet
•2006-2007 Monitor              •For first year and
Schools:                         additional year CIPS:
The CIPS 10% Project             The CIPS 10% Project
Sheet may be created with
                                 Sheet(s) will appear and
the project funds budgeted
in the ―Other-8000‖              details of activities for
category and updated after       these funds must be
the required plan is             presented in a separate
completed in December            sheet for each school.
2007 or after notification of
making AYP.
            Title IA Setasides
• Homeless—all districts.
• HQT—all districts—This project targets teachers
  who do not meet the ―highly qualified‖ require-
  ments; this IS NOT for general professional
  development. Performance Object is to maintain
  or increase % HQT.
• Parent Involvement Setaside—all districts with a
  Title IA allocation of $500,000 or more.
      Other Title IA Set-asides
• Title I Administration—only supports time for
  Title IA program oversight; this IS NOT for an
  NCLB administrator/coordinator.
• Summer School.
• Supplemental Educational Services/
• Other i.e. District-wide Professional Development
  to enhance the Title IA Program.

This page has 3 components:
• Eligibility of schools
• Ranking by poverty or grade span
• Distribution of funds
                  Eligibility of Schools
• Districts with fewer than 1,000 students or
  districts with only 1 building at each grade level
  do not have to comply, and all schools are eligible.
• All schools above 35% poverty are eligible for
  Title IA funds.
• All schools at or above the district poverty average
  are eligible.
• If a school was eligible in the previous
  year, it is grandfathered for one year.
         Ranking of Schools
• Schools may be ranked by poverty % or by
  grade span by poverty %.
• The electronic application forces you to
  choose one or the other.
• For example, SAUs choose the grade span
  option if they have a focus on early grades
  and have a middle school with higher
  poverty than one of the early grade schools.
         Distribution of Funds
• Schools with the highest poverty % must receive
  equal or more funding per pupil than schools with
  lower %.
• The ―125% Rule‖ applies if serving schools over
  and under 35% poverty and the district has more
  than 1000 students, each school must receive a per
  pupil amount of 125% of a Title IA district per
  pupil expenditure.
• Salary Differential—experienced vs. new staff.
• Comparability—Complete this page; some will
  have a separate report due in November.
                  Seeing Red Upon
• Title IA Salary and benefit amounts on Staff
  Information page must match the salary and
  benefits on all three types of Title IA project
• Title IA amounts from the three types of projects
  sheets must match this year’s allocation.
• Amount Dedicated to Schools must equal Total
  Building Funds
• Non-public school allocations must be included.
Maine Migrant Education Program
 The Maine Migrant Education Program would
  like to provide program awareness to ensure
that all SAUs have a common understanding of
who qualifies as migrant and what services are
          available for migrant students.
               Qualifying for Migrant
                Education Funds
• In order for an SAU to qualify for Migrant Education funding,
  the Maine Migrant Education Program will need to determine
  if the SAU has qualifying migrant students.
• In order to determine an SAU’s eligibility, we require that;
   – All SAUs distribute the Parent/Student Survey on a yearly
     basis to all students, and complete the Migrant Education
     Eligibility Form for all new registering students.
   – As soon as these forms are completed and returned to our
     office, we will review them and contact the families who
     answered yes on the form to verify eligibility.
   – Once a child is determined to be eligible, the SAU will be
     notified of the total number of eligible students and funding
  Applying for Migrant Education

The Title IC, Migrant Education Program has
 an electronic fund application on the NCLB
          online applications website.
Migrant Education Program Services
 Eligible migrant students qualify to receive:
      • After School tutoring
      • Free Lunch
      • Guidance Counseling
      • Referral Services
Maine Migrant Education Program
      Contact Information:
        Maine Department of Education
    Attn: Maine Migrant Education Program
            23 State House Station
           Augusta, ME 04333-0023
             Phone: 207-624-6722
              Fax: 207-624-6706
Title IIA Allowable Activities
 High Quality Professional Development
 Supplies/materials for Professional
 Class Size Reduction
 Recruitment and Retention
 Parent training to enhance involvement in
  child’s education
Teacher Quality and Equity Action
 Satisfies requirement for 100% HQT
 30 High Need Schools offered assistance
 HQT’s increased by 3.5% statewide – up to
 Lowest % of HQT identified in: special
  education, foreign language, basic math and
  alternative education.
                Professional Development Categories
            Professional Networks
          Examining Student Work
Study Groups/Professional Learning
                 Special Education
             Portfolio Development
                    New Teachers
            English/Language Arts
          Differentiated Instruction
          Classroom Management
              Alternative Education
                  Administrator PD

                                       0   5   10                 15   20   25
                   Title III
            Language Instruction for
       Limited English Proficient Students

 To help ensure that students who are limited
            English proficient (LEP):
• attain English proficiency;
• develop high levels of academic attainment
  in English; and
• meet the same academic achievement
  standards that all students are expected to
                     Title III
   Achievement Objectives and Accountability
 Annual Measurable Achievement Objectives (AMAOs)
  must be met for:
1) making progress in attaining English;
2) attaining English language proficiency; and
3) academic performance.
ACCESS for ELLs® - measures language proficiency
MEAs and MHSA – measure academic performance
                   Title III
               Applying for Funds

• Title III, English Acquisition Program, has an
  electronic fund application on the NCLB
  online applications website.
• Title III has a minimum award amount of
  $10,000 (historically $100 per LEP student).
                     Title III
       Funds are to supplement services to LEP
    Title III funds are to improve the existing
    instruction programs for English language
                     learners by:
•   Providing training to school personnel;
•   Implementing family education programs;
•   Providing tutorials; and
•   Developing policies to ensure LEP students
    have access to all education programs.
Title III-ESL/Bilingual Programs
       Contact Information:
   Maine Department of Education
          Nancy Mullins
    Title III-ESL/Bilingual Programs Director
               SHS 23
        Augusta, Maine 04333
           (207) 624-6788
Maine Safe & Drug Free Schools &
Communities Program (Title IV-A)
Program Overview

• Maine's Title IV-A program is jointly
 administered by the Maine Department of
 Education and the Maine Office of
 Substance Abuse (OSA).

• The day to day administration of Title IV-A
 is handled by staff at OSA.
Title IV-A Funding for 2007-2008
• After President Bush recommended
elimination of the program in his budget
proposal, Congress has acted to continue
funding for the Title IV-A Program for school
year 2007-08.

• Therefore, LEAs can expect 2007-08 Title
IV-A allocations to be similar to 2006-07.
• When 2007-08 Title IV-A allocations have
been confirmed by USED, they will be
posted on the Maine Office of Substance
Abuse website:
A link to the allocations will also be posted
on the Maine DOE website.
•We will notify all school districts by e-mail
when the allocations have been posted.
How Can LEAs Use Title IV-A Funds?
• Title IV-A funds can be used only for
projects that employ “Model” prevention
strategies” or “Other Allowable” prevention

• “Model” prevention strategies are
prevention programs that have undergone
rigorous review, are based on scientific
research, are nationally recognized, and have
been proven effective.
Examples of “Model” Prevention Strategies
LifeSkills Training           Project Alert
Leadership & Resiliency       Reconnecting Youth
Second Step                   Project Northland
Project Achieve               Too Good For Drugs
Class Action                  All Stars
And Many More…
Here is a link to the SAMHSA Model Programs Guide
website where you can find detailed information about
“Model” prevention programs:
“Other Allowable” Prevention Strategies
• Via a waiver process, the State can also
grant permission for an applicant to use Title
IV-A funds for 25 types of “Other Allowable”
prevention strategies.
(The waiver process is built right into the online
application system. There are no special waiver
forms that you need to complete. When the Title IV-
A project utilizing an “other allowable” prevention
strategy is approved…the waiver is also considered
to be approved.)
The 25 “Other Allowable” Prevention
 1. Conflict Resolution Programs
 2. Student Assistance Programs
 3. Prejudice / Intolerance Prevention
 4. Service Learning / Community Service
 5. Substance Abuse/Violence Prev. Programs
 6. Alternative Education Programs
 7. Character Education Programs
 8. Truancy Prevention
 9. Youth Suicide Prevention
10. Domestic Violence / Child Abuse Response
11. Dissemination of Drug/Violence Prev. Info.
12. Emergency Intervention Services
13. Student Drug Testing
14. Professional Development and Training
15. Family / Community Prevention Activities
16. School Security Personnel
(A maximum of 40% of the allocation is allowed for
this activity and only if funding for this activity is not
received from other Federal agencies.)
17. School Security Equipment
(A maximum of 20% of the allocation is allowed for
this activity and only if funding for this activity is not
received from other Federal agencies. NO OTHER
18. School Safety Hotline
19. School Security Planning
20. Reporting of Criminal Offenses
21. Safe Zones of Passage
22. Program Evaluation
23. Community-wide Planning/Organizing
24. Transfer of Suspension & Expulsion
25. Employee Background Checks

More detailed information about each of the 25 “Other
Allowable” prevention strategies is embedded in the
online application system.
Title IV-A Application Basics
(Your packet includes a sample Title IV-A application.)

The Title IV-A application consists of two pages.
1. Title IV-A Application Development Page:
This page captures information about the SAU’s
community consultation process; data-driven
needs assessment and planning efforts; review
of community risk and protective factors;
comprehensive, K-12 prevention programming;
and prevention-related priority issues for the
upcoming school year.
2. Title IV-A Project Page:
This page captures information about a
particular Title IV-A funded project including
identification of the priority issue that the
project will address; selection of the “model” or
“other allowable” prevention strategy that will
be employed to address the issue; justification
for use of the selected strategy;
implementation details; establishment of
measurable attitude and/or behavior
outcomes; and a project budget.
     Key questions:
1. Is the project allowable under Title IV-A?
     (The project must address substance abuse
     and/or violence prevention and must employ a
     “Model” or “Other Allowable” Prevention Strategy.)

2.    Will you be able to collect sufficient outcome data
     to measure project effectiveness including
     requisite attitude/behavior change?
     If the answer to either of the above questions is "no" you
     cannot apply for Title IV-A funding of the project. If the
     project is still important to the LEA, consider using local
     funds or your REAP and/or TRANSFER options.
Reminders / Tips

• Title IV-A funds are disbursed directly from
the Maine Office of Substance Abuse during
the months of October, January, or April.
• The LEA can use no more than 2% of its
Title IV-A allocation for administrative costs.
• A Title IV-A cash management report must
be submitted to the Maine Office of
Substance Abuse each quarter.
This can be somewhat confusing because the quarterly
cash management report for all of the other Titles is
submitted to the Maine Department of Education. The
Title IV-A form can always be downloaded at the
following website:

• The online system includes blue HELP
links for each section of the Title IV-A
Application and Performance Report.
Contact Information

Peter Brough, LEA Program Specialist
Telephone: 287-6475 Fax: 287-8910
Carla McPherson, Secretary
Telephone: 287-2596 Fax: 287-8910
      Technology Plan Issues
• Many Districts have plans due by July 1.
• They need to be in well before the July 1
  deadline, so they can be reviewed and
• Missing or unapproved Technology Plans
  will hold up your Title IID funds.
• Submit plans to Sylvia Norton at the Maine
  State Library State House Station 64,
  Augusta, ME 04333. Phone # 1-800-322-
              Title IID Uses

   Professional Development
   Classroom Integrators
   Hardware/Software
   Assessment Software
   Data Management including SIS
   Parent Community Outreach
                   Title V Uses
   Support any other NCLB Title
   Staff dev, Library, Technology, dropout
    prevention, extended day programs (27
    areas in all)

   Can Not be used for
       Pure Administration
       Supplanting
     Title VI Rural Low Income -
   Support Titles IA, IID, III , IVA
   Teacher Retention
   Parent Involvement
   Professional Development for Teachers
   Class Size Reduction

   Eligibility: Coded rural but not Rural Small
    School eligible & 20% or more poverty.
     Title VI Rural Small Schools

   Directly from the Federal Government
   Uses e-grants System
   REAP-Flex capable –fewer than 600
    students & rural (7 or 8 coding)

   Uses similar to those of Title V
 No Child Left Behind

Electronic Performance
       Purpose of the Report
• Show effectiveness of your projects
• Provide data to USDE on how many
  schools/students received services
• Account for the funds
• Plan for next year
• Show need for the programs
How Will the Electronic PR Help You?
• System brings in Project Description,
  Anticipated Outcomes, and Estimated
• Each project will appear so that no project
  will be overlooked for reporting purposes.
• Summary pages will be populated and
  calculated to ensure error free reports.
   The Electronic System Can’t
         Help You Here.
• You will need to fill in the results or actual
  outcomes that align to the anticipated ones,
  the evaluation of the project to determine if
  all outcomes were met and any program
  changes, and the actual project costs.
• If not all outcomes were met, mark NO and
  include changes to improve your program.
    Example: Acceptable; Not
• Anticipated Outcomes: 85% of Title I
  served students will meet grade level
  benchmark as measured on the Reading
  portion of NWEA.
• Actual Outcomes: 75% of Grade 1 students
  met; 80% of Grade 2 met; 90% of Grade 3
  met; 50% of Grade 4 met using DRA.
• Were Outcomes Met? _X__Yes ___No
   No! But what is Acceptable
• Anticipated Outcomes: 85% of Title I
  served students will meet grade level
  benchmark as measured by NWEA in
• Actual Outcomes: 90% of Title I served
  students met grade level benchmarks as
  measured by NWEA.
• Were Outcomes Met? _X__Yes ___No

• Budgets should be monitored throughout
  the year in consultation with business
• Actual project expenditure totals can be less
  than budgeted.
• If it is over expended by more than 10%,
  you must make an application amendment.
           10% Budget Issue
• The electronic system has no compassion. Going
  over budget on projects will be an exact science with
  the electronic performance reports & applications.
• When the computer determines that the expenditures
  are over the budget by more than 10% in the
  Performance Report, an amendment will have to take
  place within the original application.
• Amending the application can be a complex process.
  Monitor your budget very carefully throughout the
  year to avoid this headache.
• The system will show you if you exceeded
  the carryover limitation (IA, IIA, IVA).
• It will provide a mechanism to request a
  waiver if you are eligible.
• If not eligible, the system will carry over
  only the allowable amount; and the excess
  will need to be returned to the SEA.
 Carryover Continuance Projects
• Not all projects have to be continued with
  carryover funds even if you will be doing them
  next year.
• Any project you choose to carry over must allow
  you to use the funds within the allowable
• Carryover funds must be expended by December
  31 for allowable projects under each title.
• CIPS and Parent Involvement projects must be
  carried forward for their original purpose if not
  fully expended.
      New Carryover Projects
• If your carryover project was not part of
  your application last year, you will need to
  set up a new carryover project sheet.
• This project sheet is completed in the same
  manner as in your application.
• It is subject to approval.
• Funds must be expended by December 31.
Summary of Expenditures & C/O
• The electronic system will bring in
  expenditures and carryover into your
  summary sheet.
• Remember, if projects exceed 10% of the
  carryover project budget, an amendment
  will be required.
    Carryover Report Narrative
• Provide a short narrative for either new or
  existing projects.
• If you have REAP-Flexed funds for use in a
  Title, report your outcomes under that Title.
               Title IA
          Supplemental Pages
• This count is unduplicated for all students
  who participated in any Title IA activity.
• Gender/Ethnicity/Grade Level totals must
  match—you’ll see RED if they don’t.
• Participants by Special Services/Programs
  are a subset of the overall participants
  counted in Gender/Ethnicity/Grade Level.
• FTE of staff reported should be consistent
  with the % of staff time listed on your
Highly Qualified Paraprofessionals

• Targeted Assisted Schools (TAS)
  - Number of Ed Techs paid in whole or in part
  with Title IA funds
• Schoolwide Programs (SWP)
  - Total number of Ed Techs in this school

Note—all Ed Techs paid by Title IA in a TAS and
 all Ed Techs in a SWP must meet the
Continuous Improvement Priority
      School (CIPS) Data
• Were any schools required to offer choice?
• Were any schools required to offer
  supplemental services?
• Number of students eligible for
  choice/supplemental services or both?
• Number of students who participated?
• If none, why?
Five Levels of PD Assessment
 Participants’ Reactions
 Participants’ Learning
 Organizational Support and Change
 Participants’ Use of New Knowledge and
 Student Learning Outcomes

           (Guskey, 1998) Handout in Packet
Evaluation of Professional Development
                   Outcomes     Participants'


           Application of New                           1       2   3   4   5

Professional Development Data 2005-
 84% report 76-100% participation overall.
 66% report 76-100% participation of targeted
 Least common activities include action
  research, case studies and professional
 Most common activities include curriculum
  implementation, examining student work and
  workshops, institutes and courses.
Title IIA Data Summary
 % of teachers participating in high quality
  professional development is increasing.
 PD activities are becoming classroom–
  based and focusing on examining student
 Increase in the number of hours in the
  average PD activity.
 Increase in period of time over which
  activities take place.
 Quality of professional development is
Incidence of Prohibited Behavior (IPB)
By August 1 of each year, the LEA is required
to submit IPB data (for the previous school
year) to the online reporting system
maintained by the Maine Office of Substance
Abuse (OSA) at the following website:
It is expected that the OSA IPB system will
be ready for input of 2006-2007 data
sometime in May. An announcement will be
sent out to all SAUs when the system is
• Maine schools have been advised that
2006-07 incidence data should also be
entered into the “new” MEDMS SDFS
module that is maintained by the Maine
Department of Education. (Informational Letter
# 71 from Commissioner Gendron on 2/13/07)

• Once it has been determined that the
MEDMS SDFS module is collecting
comparable data, the plan is for the OSA IPB
system to be eliminated.
           Title IID Changes

   The supplemental page has 3 new

   See handout and share with your tech
         Title IID Data Results

   Ratio is 1 to 2.02 - computer to students
   About 96,000 computers
   About 13% of staff trained in inquiry
    based learning (MLTI/eMints model)
   93% of evaluated 8th graders – literate
   One to one in districts - Grade 6th –49,
    9th –24, 10th-20, 11th –14, 12th –11
   NCLB Clearinghouse
    Phone #624-6705
See Bookmark in packet for
    individual program
    consultant names,
   numbers, and e-mail.