Mark Your Calendar!
- McKinney-Vento Data Collection – Opened May 4; due June 23
- 2023-24 CIP Budget Narrative ESEA Statement of Assurances and Prayer Certificate - Opened April 1st, due June 30th
- Annual EGMS shutdown – July 24 – August 4
Annual EGMS Shutdown
EGMS will be shut down to external users: July 24-August 4, 2023, for end-of-fiscal-year claim processing and rollover of continuing funding into the next biennium’s indexes. This means no claims can be submitted and only the claims submitted by July 23 will be paid during this timeframe.
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Grantees must submit any grant claims by midnight on Sunday, July 23, 2023, if those claims need to be paid in this current fiscal year and/or included on the annual Schedule of Expenditures of Federal Awards (SEFA), otherwise they will be counted toward the next fiscal year.
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Grantees using a cash basis of accounting need to submit claims by Sunday, June 18, 2023, to ensure receipt of payment in time before the end of the fiscal year for reporting purposes.
The annual EGMS shutdown is necessary to close ODE’s fiscal year and move continuing funding to the next biennium. Please don’t hesitate to contact us at ode.egms@ode.oregon.gov if you have questions. Thank you all for the great work that you do!
Tydings Waiver Request to ED Approved!
The Federal Systems Team is excited to share that the U.S. Department of Education approved Oregon’s waiver requests! This will:
- extend the period of availability for 2021-2022 Title I-C, Title III and Title IV-B funds through September 30, 2024; and
- allow ODE to waive the 15% spending cap on carryover of 2022-2023 Title I-A funds more often than once every 3 years.
Please note that if a district takes advantage of the waiver to carryover more than 15% of its 2022-2023 Title I-A funds, the next time ODE will be able to allow carryover of more than 15% will be for 2025-26 Title I-A funds.
Please keep in mind that the following carryover funds for the FFY 2021 (school year 2021-2022) will still need to be spent before September 30, 2023:
- Title I, Part A of the ESEA (Improving Basic Programs Operated by Local Educational Agencies)
- Title II, Part A of the ESEA (Supporting Effective Instruction)
- Title IV, Part A of the ESEA (Student Support and Academic Enrichment Grants)
- Title V, Part B, Subpart 2 of the ESEA (Rural and Low-Income School Program)
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Jumpstart Kindergarten Toolkit
A Note from the Private School Ombudsman
As summer nears and vacations plans are finalized, consider taking these equitable service documents with you for an utterly engrossing read by the pool, on a sandy ocean shore, while enjoying an evening’s campfire or before taking a lazy afternoon nap. They are guaranteed to add elements of fun and adventure to any summertime activities you have planned!
The Equitable Services Handbook has been updated and posted on the Private School Participation under ESEA webpage to reflect the latest changes to non-regulatory guidance (NRG) issued by the US Department of Education (ED). Additionally, broken links have been updated and the formatting of the document has been slightly changed to increase ease of access. If you have any questions about specific changes to this document or for more information about equitable services, please contact the Private School Ombuds.
On May 17, 2023 USDE released updated non-regulatory guidance (NRG) for Title I-A: Providing Equitable Services to Eligible Private School Children, Teachers and Families. Three questions (A-9, B-11 and B-13) contain updated language and two questions (B-11a and B-11b) were added to the NRG. Below is a short summary of these questions:
A-9, B-11 and B-13: language has been updated regarding the methods or sources of income data that may be used to determine the number of eligible private school students when calculating the proportionate share. These updates clarify when extrapolation may be required after collecting family income surveys. It details the appropriate circumstances for using extrapolation and emphasizes that extrapolation must be agreed upon during consultation.
B11a and B11b: language has been added regarding how the local education agency (LEA) and private school can come to agreement and work in partnership to determine the number of eligible private school students when calculating the proportionate share. These new questions clarify the roles of both the LEA and private school during consultation and when collecting family income surveys. These questions offer advice on how to create a positive and productive partnership between the LEA and private school in order to determine the most accurate proportional share calculation.
On April 17, 2023 the Government Accountability Office (GAO) released a report addressed to Chairwoman Foxx of the Committee on Education and the Workforce, House of Representatives titled K-12 Education: Additional Guidance Could Improve the Equitable Services Process for School Districts and Private Schools. In writing this report, the GAO surveyed every private school Ombuds, conducted more than 30 interviews with Private School Ombuds, private school leaders, state and district officials and conducted virtual site visits in five states. At the end of the report, the GAO made four recommendations for executive action to USDE in order to improve equitable service programs. In Appendix II of to the GAO report, a letter from USDE containing their response to each recommendation was provided. You can also view the report’s webpage to see the status of the actions USDE has undertaken in response to each of the four recommendations. Additionally, the GAO report may be used to inform changes to federal law during congressional reauthorization of ESEA. Below is a summary of each recommendation:
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Recommendation 1: ED should develop additional guidance on the role of the Ombuds including specific recommendations on how the role should be fulfilled.
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Recommendation 2: ED should provide additional training to Ombuds on the topics of monitoring and enforcement requirements, the role of the Ombuds in relation to other ESEA programs, and how to notify private schools about the existence of the Ombuds and equitable services resources.
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Recommendation 3: ED should develop and circulate further guidance, model templates, checklists and other materials to assist and clarify how state officials respond to formal complaints and appeals to ED.
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Recommendation 4: ED should prioritize the resolution of formal appeals in order to resolve complaints within the 90-day timeframe required under ESEA.
Questions? Comments? Concerns? Please email Janette Newton, Private School Ombudsman, at janette.newton@ode.oregon.gov or call 503-551-9405.
Sex Ed Open Learning
We are pleased to share the Sex Ed Open Learning Project’s collection of free, openly licensed, and standards-based sexuality education instructional materials on the Oregon Open Learning Hub.
Through collaboration with numerous school districts, non-profit organizations, educators, and students, six organizations from across Oregon created nearly 40 openly licensed sexuality education lesson plans.
The collection provides optional lessons for educators to use as they meet Oregon Health Education Standards in kindergarten through twelfth grade. All lessons are aligned with Oregon Health Education Standards, the Human Sexuality Education Rule (OAR 581-022-2050), and are comprehensive, age-appropriate, inclusive and present sexuality as a positive, natural part of human development. These lessons are optional and accessible to any district or school, free of cost.
The Sex Ed Open Learning Project User Guide provides a brief overview of the program and technical advice for navigating the collection.
Celebrating Pride Month
It’s Pride Month! In light of recent data around LGBTQ2SIA+ students and their school experiences, it is as important as ever to recognize the contributions of our LGBTQ2SIA+ students. For ideas to support in all school settings, ODE has established a state board approved LGBTQ2SIA+ Student Success Plan, offering support and guidance to ensure equitable outcomes for LGBTQ2SIA+ students, and ODE's Supporting Gender Expansive Students Guidance provides recommended practices and guidance for supporting gender expansive students in Oregon schools.
Connect further to support your students with some of these arts related resources and events:
- These lesson plans from the Human Rights Campaign Foundation feature opportunities for artmaking and writing poetry, and focus on creating welcoming environments for all students, including LGBTQ2SIA+ students.
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GLSEN’s Rainbow Library is a program that sends LGBTQ+ affirming K-12 text sets to schools across select states — for free!
- Check out the Smithsonian American Art Museum’s Pride Family Zone for art activities and resources.
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Pride Northwest is a great place to find Pride events in your area, including art contests, live music, and plenty of ways to celebrate Pride!
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It’s Pride Month! In light of recent data around LGBTQ2SIA+ students and their school experiences, it is as important as ever to recognize the contributions of our LGBTQ2SIA+ students. For ideas to support in all school settings, ODE has established a state board approved LGBTQ2SIA+ Student Success Plan, offering support and guidance to ensure equitable outcomes for LGBTQ2SIA+ students, and ODE's Supporting Gender Expansive Students Guidance provides recommended practices and guidance for supporting gender expansive students in Oregon schools.
Connect further to support your students with some of these arts related resources and events:
-
GLSEN’s Rainbow Library is a program that sends LGBTQ+ affirming K-12 text sets to schools across select states — for free!
- Check out the Smithsonian American Art Museum’s Pride Family Zone for art activities and resources.
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Pride Northwest is a great place to find Pride events in your area, including art contests, live music, and plenty of ways to celebrate Pride!
Congratulations to all 2023 Graduates!
We'd like to congratulate all 2023 graduates and thank everyone who had a hand in their success.
The Federal Systems newsletters and Office Hours will resume at the beginning of the 2023-24 School Year.
May you all have a restful and well deserved summer break!
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Federal System Team's "Framework of Support"
Our goal is to provide differentiated support and strengthen the partnership between districts and ODE federal program staff. Check out the resources and support below and please don’t hesitate to reach out and let us know how we can support you!
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