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Due to unforeseen circumstances, we will not be opening the Title I, Part A End-of-Year Report, iGrants Form Package (FP) 244 for the 2021–22 school year. For the 2021–22 year, OSPI will use CEDARS to obtain as much of this data as possible.
To ensure the accuracy of the data, we request that all Local Education Agencies (LEAs) that receive Title I, Part A funds verify that the student coding in their Student Information Systems (SIS) is accurate and up to date for the 2021–22 school year. Please also verify that the schools are correctly identified as Targeted Assistance School (TAS) or Schoolwide Program (SWP) in iGrants FP 201.
The data we will be using from CEDARS includes the following:
- In Targeted Assistance Schools
- Students served by race/ethnicity
- Students served by grade (including pre-school to grade 12)
- In Schoolwide Programs
- All Students by race/ethnicity
- All students by grade (including pre-school to grade 12)
Verify Title I, Part A Data Reported to CEDARS by September 1, 2022.
Now Available: Title I, Part A addendum for Schoolwide Plans for Use with the School Improvement Plan (SIP) from the Office of System and School Improvement (OSSI)
The Title I, Part A team has made available an optional addendum to assist districts using the Office of System and School Improvement (OSSI) School Improvement Plan (SIP) template for the 2022–23 school year. This optional guide is only necessary if using the OSSI template to fulfill all schoolwide requirements as the information for Title I, Part A schoolwide plans was not included in this year’s OSSI template.
While use of this addendum is not required, we recommend the use of this and other guidance documents available on the OSPI Title I, Part A website, in order to fulfill all schoolwide requirements and for applying for improvement iGrants. Schools may use their own school improvement plan formats to document their work, but it is important to ensure that all Title I, Part A Schoolwide requirements set out by the Every Student Succeeds Act (ESSA) are met. Please see the OSSI webpage for additional information to meet all state requirements.
Lifelines is a wellness focused, trauma-informed program for schools based on the principal of the Competent School Community. Every member of the school community is included in the implementation of Lifelines, a student wellness and suicide prevention curriculum. For this reason, OSPI expects that teams registering for in-person training, including a 3-year subscription to the online Lifelines curriculum, will commit to passing along their learning to others in the education community and to implementing the curriculum.
To participate in the three-day Lifelines Comprehensive Trilogy, the team will make the following commitments:
- Send a team of at least 2–3 members to the full three-day training. See sample agenda at the link below. Registration and the curriculum will be free, but districts must pay the costs for travel and per diem. (NOTE: Please contact cara.patrick@k12.wa.us for more information about the use of Title IV, Part A funds to cover these costs.)
- Implement prevention, intervention, and postvention as outlined in the Trilogy training on-demand curriculum for the three-year period of the subscription.
- Serve as a Trainer of Trainers team with a commitment to train and engage identified staff in each of the three components (prevention, intervention, and postvention) as recommended by the Lifelines training guidelines.
- Participate in an evaluation of the training and a post evaluation that will be distributed after year one, year two, and year three of implementation.
Dates/Locations:
- July 27–29, 2022 (ESD 101, Spokane)
- August 1–3, 2022 (Yakima Valley Technical Skills Center)
- August 17–19, 2022 (Olympia Regional Learning Academy)
- August 22–24, 2022 (PSESD 121, Renton)
Training Registration/Application Process:
District/Building teams should register via a single application using this link. https://survey.alchemer.com/s3/6887598/Lifelines-Training-2022-Application-Form
Depending on the size of the district, it may be appropriate for individual buildings or community-partners to register as a team rather than a full district.
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Consider these resources from Regional Educational Laboratory (REL) as you plan to transition your early learners into your buildings this fall…
Social and Emotional Skill Supports
The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) provides a number of free educator resources, available in English and Spanish, to support explicit social and emotional instruction:
- Scripted stories for social situations, such as "What Do We Do in Circle?" and "I Can Use My Words".
- Tools for working on building relationships.
- A list of children’s books to use to support social and emotional development.
- A book nook of easy-to-use guides for providing hands-on social and emotional skill-building activities into everyday routines.
- Printable materials for teaching social and emotional skills, such as solution kit cue cards, feelings charts, and problem-solving steps.
- Training modules and case studies for professional learning.
This blog post, entitled "How can teachers build and enhance their students’ social-emotional skills?" highlights BEST in CLASS, a Tier 2 intervention, developed with funding from the Institute of Education Sciences, designed to address the needs of children from PreK–grade 3 who demonstrate persistent challenging behaviors in the classroom.
Family Engagement Supports
Educators might share the following resources directly with families, or with individuals and community organizations with credibility and influence with families as they partner to support students’ transition to school:
Trauma Supports
To provide practical strategies and bolster educators’ and school leaders’ knowledge in this area, REL Appalachia offers:
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Want to serve more early learners?
Washington State Department of Commerce has a current grant opportunity for K–12 School Districts interested in expanding, remodeling, purchasing, or constructing early learning facilities and classrooms necessary to support state-funded early learning opportunities for children from low-income households. All applicants applying for Commerce grants must be, or intend to be, an active participant in good standing with the Early Learning Achievers program. Applicants must also have a Washington state business license to provide early learning services.
The grant application, and more information about the grant, is available on Commerce's website here. A recorded webinar about the grant is also available on the Commerce website. This grant opportunity closes Wednesday, July 20 at 5 pm. For all program related questions, please email: earlylearningfacilities@commerce.wa.gov.
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Community Eligibility Provision (CEP) and Hold Harmless
The Hunger-Free Schools Act (2020) modified the way that LAP funding is calculated for CEP schools and districts. RCW 28A.150.260 (10)(a) was amended to allow an alternate calculation for the prior-year Free and Reduced-Price (FRP) percentage used in the LAP funding formula:
- LAP Base: When calculating LAP Base funding each year, OSPI uses the greater FRP percentage from two data sources:
- The District FRP from the previous year (standard method) or,
- The District FRP from the year immediately preceding the district’s enrollment, in whole or in part, in CEP.
- LAP High Poverty: Schools that had a three-year rolling average of 50% or more for poverty percentage in the year immediately before CEP adoption maintain High Poverty funding eligibility as long as the school remains on CEP, even if the prior-year FRP drops below the eligibility threshold of 50%.
Nothing prevents a school or district from increasing their FRP while participating in CEP. Diligent Family Income Survey (FIS) collection and processing is key to increasing these percentages. For more information on CEP, visit Child Nutrition’s CEP webpage.
LAP Reporting Reminders
To access funding for the 2022–23 school year, LEAs must complete the following:
(1) FP 218 in iGrants (Deadline September 8, 2022)
(2) End-of-Year Report in the Educational Data System (EDS) (Deadline September 30, 2022)
You can find implementation, funding, and reporting resources on our main LAP webpage. Below are some quick links you may find helpful.
Reminder: Consolidated Program Review (CPR) Updates
We are modifying the CPR process. Our desire is to refine the process in a way that reduces the burden on LEAs and ensures a meaningful review that focuses on student outcomes, equitable access, and continuous improvement. This will be a multi-year, phased approach to changing the process.
Beginning the 2022–23 school year, the criterion for LEA selection to participate in CPR will be risk-based. OSPI is no longer using a regional selection approach. This updated risk assessment is currently under development. Once the risk assessment criteria are finalized, we will post it on the CPR webpage. As in the past, LEAs will upload documentation in the Program Monitor application within EDS.
LEAs selected for CPR will be notified by August 2022.
You can find more information about the CPR process in Bulletin 031-22 and by visiting the CPR webpage here. As this process develops, we will continue to reach out to partners for feedback. If you wish to provide feedback, please reach out through our CPR team email.
For more information regarding the Title I, Part A and Learning Assistance Program (LAP) and the Consolidated Program Review (CPR), please visit us on the web. Contact us at Title1A@k12.wa.us, LAP@k12.wa.us, CPR@k12.wa.us or 360-725-6100. The agency TTY number is 360-664-3631.
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