Mark Your Calendar!
-
Formula Grants (Titles IA/IIA/IVA/VB) Office Hours – 10–11 AM Zoom link (Passcode: 538509)
- November 5 – Salary Equalization
- November 19 – Self-Assessment for ESEA Programs
-
Principal and Teacher Evaluation Data Collection – Opened September 19th, closes November 15th
- CIP Budget Narrative Carryover application – Opens November 22nd
-
Title II Tuesdays – Session 4: Evaluating Professional Learning November 26, 10-11 AM (Passcode 869969)
- Title I-A Comparability Report – Due December 1st
-
Title I-D October Caseload Count – Opened October 24th, closes December 6th
In this Message
- ESSA Quick Reference Brief Spotlight: Carrying over Federal Funds
- New Resource to Support Title I-A Comparability Report
-
Title II Tuesdays
-
Principal and Teacher Evaluation Data Collection Due November 15th
-
Is there anything my district can do to prepare for monitoring even if we were not selected this year?
-
Guidance for School Cell Phones
- Reading Corner
ESSA Quick Reference Brief Spotlight: Carrying over Federal Funds
Federal formula funds are made available on July 1 of the fiscal year and remain available for obligation by districts for a period of 27 months. “Carryover” is the term often used to refer to those funds that have not been spent as originally obligated by the district. In ESSA Quick Reference Brief: Carrying over Federal Funds learn more about the timeline of federal funds, considerations for carrying over funds and the approved carryover percentages by program.
Find this resource and others on the ESSA Quick Reference Briefs web page.
|
New Resource to Support Title I-A Comparability Report
The ESEA Title I-A annual comparability calculations are due by December 1st. This requirement applies to all school districts that accept Title I-A funds with the exception of any district that has one building per grade span.
The Formula Grants team has created a Comparability Checklist which outlines the steps districts should follow to complete the report. The checklist and other relevant documents for the report can be found on the District Title I-A Resources web page.
Please submit evidence of the district’s comparability to Lisa Plumb at lisa.plumb@ode.oregon.gov by December 1, 2024.
Title II Tuesdays
Title II Tuesdays is a monthly opportunity to dive deeper into topics specific to Title II-A and connect with others doing this work in Oregon. The slide deck for Session 3: Effective Professional Learning is now available on the ODE website.
Session 4 will be held on November 26th from 10-11 AM using this Zoom link (passcode 869969). In Session 4 we’ll continue our discussion of professional learning from October, including:
- Why evaluation of professional learning matters;
- Determining what and how to measure; and
- Connecting planning to evaluation.
Please bring your experience and voice to the conversation!
|
Principal and Teacher Evaluation Data Collection Due November 15th
The Principal and Teacher Data Collection for SY 2023-24 opened on September 19, 2024 and will close on November 15, 2024.
Through this collection districts provide information about the summative ratings of educators evaluated in the previous year. This information informs efforts to ensure that Oregon students experiencing poverty are not taught at disproportionate rates by inexperienced, out-of-field or ineffective teachers.
All districts are required to complete this collection. The user guide is available on the ODE District website along with a training slide deck and video tutorial to assist data submitters in completing this collection. Any questions should be directed to Sarah Martin.
Is there anything my district can do to prepare for monitoring even if we were not selected this year?
Please note: the information provided below relates to monitoring of Titles I-A, II-A, IV-A, V-B, Equitable Services to Private Schools, McKinney-Vento, and Foster Care.
Regardless of when your district is selected for monitoring, there are several things you can do to be prepared.
-
Complete the Self-Assessment. Aligned to programmatic requirements laid out in ESEA, the self-assessment is designed to help districts examine their practices around federal programs. Districts being monitored are required to complete the self-assessment to develop shared understanding of the district's current practices relative to ESSA requirements, noting strengths and identifying where technical assistance/support may be needed from the Oregon Department of Education (ODE). However, the self-assessment is available for use by any district, at any time, for the process of program reflection.
Whether using the self-assessment for reflection or because your district has been selected for monitoring, it is important to include those who have the most knowledge of, and responsibility for, the topics included.
-
Review the Organizational Tool. The ESEA Monitoring Organizational Tool includes information on all the requirements within ESEA for which districts are responsible. This tool serves as a reference for districts regarding what documentation should be maintained at the local level. Whatever type of system the district develops (electronic or paper), having a method of tracking documentation related to all the requirements means that submission of materials will be much easier when the district is selected for review.
-
Reconcile budget narratives on a regular basis. Reconciliation refers to the process of ensuring that actual spending aligns to the approved narrative. This process is important because it allows the district/consortia to:
- demonstrate that the award has been used as intended,
- identify transaction errors;
- ensure that award expenditures are complete; and
- plan for remaining funds as carryover
Part of the ESEA monitoring process involves comparing approved narratives to expenditure reports. By implementing a regular routine for reconciliation, the district can avoid potential findings. Reconciliation must occur at least annually but is recommended quarterly.
Regardless of whether or not your district is chosen for monitoring, the tools outlined above will help you ensure systems are in place to support your students through the federal programs and their associated funds.
|
Guidance for School Cell Phones
Oregon Department of Education (ODE) released a guidance document for school districts, outlining research, recommendations, and three model policies to limit or restrict cell phone use in classrooms. The guidance aims to help school districts update their current policies on the use of cell phones and other mobile devices and increase student learning, well-being, and belonging.
The guidance also profiles current policies from across Oregon districts and other states. Key recommendations and implementation strategies include:
- Incorporate staff, student, and community input at every stage: design, implementation, and review. Support and consistency from school staff helps maintain its credibility and effectiveness.
- Address liability risk for theft, loss, or damage. Be clear about how school cell phone policies intersect and align with existing personal property rules.
- Consider how the policy will be enforced so students do not lose instructional time. Implement strategies other than suspension and expulsion to uphold the educational rights of all students and address behavior effectively.
Additional resources can be found on ODE’s Guidance for School Cell Phone Policies web page.
Reading Corner
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 reach out to let us know how we can support you!
|
