SPECIAL POPULATIONS

1. SPECIAL POPULATIONS TITLE I, PART A, Neglected TITLE III, English Language Learners TITLE X, Homeless Education TITLE I, PART C, Migrant Education

2. Introduction The areas of Special Populations include: • Title I, Part A, Neglected • Title III, English Language Learners • Title X, Homeless Education • Title l, Part C, Migrant Education This event is being funded with state and/or federal funds and is being provided for employees of school districts, IHLs, employees of the Mississippi Department of Education and Department contractors and IHL. Miss. Const. Art. 4, Section 66 prohibits governing authorities from making donations. According to the Mississippi Attorney General, once the federal funds are turned over to the state, the rules for the expenditure of state funds apply. Based on the Mississippi law, this event is not being provided for third party vendors or external providers.

3. Introduction Today’s presentation will feature highlights from Special Populations and their impact on the Consolidated Federal Programs Application.

4. Title I, Part A Neglected

5. Purpose The Purpose of Neglected, Part A is: To provide educational needs and services to children and youth who are neglected To assist students who are academically challenged

6. Who are NeglectedStudents? Children and youth ages 5-17 who reside in a public or private residential facility other than a foster home, whose operation is to care for children who have been committed to this institution or voluntarily placed there under State law, due to abandonment, neglect or death of parent(s) and or guardian

7. How are funds generated? Annual Count which is also called the October Count Students included in Annual Count can, and most likely will, be different than the students that ultimately benefit from the generated funding The data is used by USDE to calculate States’ Title I, Part A set-aside (off the top) funding The funds generated are in addition to the LEA’s regular Title I funding

8. How are funds generated? cont. • The Annual Count is conducted each year • Students must reside at a live-in institution • Students ages 5-17 • LEA’s can begin counting as early as September 2nd or as late as October 31st

9. How are funds generated, cont. • The window must be 30 consecutive days with 1 day in October • Examples: • September 2nd – October 1st • September 26th – October 25th • October 1st – October 30th • October 31st – November 29th

10. Usage of Funds • The following are some examples of fund usage: • Tutoring • Software • Computers • Workbooks • Testing • May assist with psychiatric testing and counseling • Any specific educational needs or services for the students who reside at the neglected facility

11. Application/Reporting • CFPA application • Budget pages • Budget Narrative • Demographic pages • Reporting • Consolidated State Performance Report (CSPR) • Age • Grade level • National origin

12. Additional Service Providers Mississippi Department of Human Services Mississippi Department of Mental Health Mississippi Department of Health Mississippi Department of Juvenile Justice Churches and other affiliates of Child Welfare

13. Best Practice Columbus School District provides 60 minute sessions to address the needs of the students in Language Arts or Math (MCT2 and SATP). Extended School year is used for students who score basic or minimal on MCT2 or SATP. These sessions will last 360 minutes and will focus on identified student weakness. Saturday tutorials are also provided in one on one sessions.

14. Section II-B Question 4b 4. Describe how the district will coordinate and integrate services provided with other educational services such as: [Section 1112(b)(1)(E)(i)(ii)] b. Services for children with limited English proficiency, children with disabilities, migratory children, neglected or delinquent youth, Indian children, homeless children, and immigrant children in order to increase program effectiveness, eliminate duplication, and reduce fragmentation of the instructional program.

15. Section II-B Question 6 6. Describe the schoolwide/and or targeted assistance programs to be conducted in the LEA’s schools and where appropriate, educational services outside such schools for children living in local institutions for neglected or delinquent children and for neglected and delinquent children in community day school programs. [Section 1112(b)(1)(H)and (I) and Sections 1114 and 1115]

16. Contact Information Jerry McClendon N & D State Coordinator Jmcclendon@mde.k12.ms.us (601) 359-3499 Mississippi Department of Education Office of Federal Programs

17. Title III, Part A, English Language Learners

18. Purpose The Purpose of Title III English Language Acquisition Language Enhancement, and Academic Achievement Act is: • To help ensure that children who are Limited English Proficient (LEP), including immigrant children and youth, attain English proficiency, develop high levels of academic attainment in English, and

19. Purpose cont. The Purpose of Title III English Language Acquisition Language Enhancement, and Academic Achievement Act is: • Meet the same challenging State academic content and student academic achievement standards as all children are expected to meet;

20. Purpose cont. The Purpose of Title III English Language Acquisition Language Enhancement, and Academic Achievement Act is: • To provide high quality instructional programs designed to prepare LEP and immigrant children to enter all-English instruction settings; • To help schools to build their capacity to establish, implement, and sustain language instruction educational program and programs of English language development;

21. Purpose cont. The Purpose of Title III English Language Acquisition Language Enhancement, and Academic Achievement Act is: 2) To assist all limited English proficient children including immigrant children and youth, to achieve at high levels in the core academic subjects so that those children can meet the same challenging State academic content and expected to meet, consistent with section 1111(b)(1);

22. Purpose cont. The Purpose of Title III English Language Acquisition Language Enhancement, and Academic Achievement Act is: To promote parental and community participation; and To hold SEAs, LEAs and schools accountable for increases in English proficiency and core academic content knowledge of LEP children.

23. Purpose cont. The Purpose of Title III English Language Acquisition Language Enhancement, and Academic Achievement Act is: To develop high-quality language instruction educational programs designed to assist State Educational Agencies (SEAs), Local Educational Agencies (LEAs), and schools in teaching LEP and immigrant children and youth;

24. An ELL student is… An individual who- Was not born in the United States or whose native language is other than English and comes from an environment where a language other than English is dominant; or

25. An ELL student is… An individual who- Is a Native American or Alaska Native, or who is a native resident of the outlying areas and comes form an environment where a language other than English has had a significant impact on such individual's level of English language proficiency; or

26. An ELL student is… cont. Who is migratory, whose native language is other than English and comes from an environment where a language other than English is dominant;

27. How are funds generated The selection process is non-competitive. Title III subgrants are awarded to LEAs on a formula basis determined by the number of LEP students served by each eligible LEA in the State. Based on reported data from school year 2013-2014, eligible LEAs will receive a minimum of $XXX.xxper LEP student.

28. Section II-B Question 4b 4. Describe how the district will coordinate and integrate services provided with other educational services such as: [Section 1112(b)(1)(E)(i)(ii)] b. Services for children with limited English proficiency, children with disabilities, migratory children, neglected or delinquent youth, Indian children, homeless children, and immigrant children in order to increase program effectiveness, eliminate duplication, and reduce fragmentation of the instructional program.

29. Best Practice FY14 CFPA for question 4b Jackson Public School stated the following will take place once a student enters into the district.

30. Best Practice The district designated pupil placement office will survey all incoming students to determine whether or not they are or may be eligible for English proficiency services or immigrant services. English language learners and immigrants participate in the English as a second language (ESL) program. The identification and placement of ELLs in an appropriate language program that assures them of an equitable, quality education is a four step process.

31. Best Practice Step 1- Home Language Survey Step 2- Initial Assessment of Language Proficiency Step 3- Parent Notification Step 4- Program Placement Tutorial services will be provided with both Title III and Title I funds.

32. Section III, Question 9 9. Provide a description of how the LEA will provide training to enable teachers to teach and address the needs of students with different learning styles, particularly students with disabilities, students with special learning needs (including students who are gifted and talented), and students with limited English proficiency: improve student behavior in the classroom and identify early and appropriate interventions to help students learn; involve parents in their child’s education; and understand and use data and assessments to improve classroom practices and student learning. [Section 2122(b)(9)(A)(B)(C)(D)]

33. Private/Non-Public School Title III, Part A- English Language Acquisition Enhancement & Academic Achievement Act The Language Instruction for Limited English Proficient (LEP) and Immigrant Students program provides funds for helping LEP students attain English proficiency and meet the same challenging State academic standards required of all students.

34. Intent to Participate

35. TarroFunches Title III, Coordinator tfunchess@mde.k12.ms.us 601-359-3499 Mississippi Department of Education Office of Federal Programs

36. Title XMcKinney-VentoHomeless Education

37. Purpose The Purpose of Title X, Homeless Education Act is: The McKinney-Vento Homeless Education Program is designed to address the problems that students experiencing homelessness face in enrolling, attending, and succeeding in school.

38. IMPORTANT CONCEPTS • Eligibility • Immediate Enrollment • School Selection • Transportation • Unaccompanied Youth • Coordination with Title I, Part A

39. WHO QUALIFIES Children or youth who lack a fixed, regular, and adequate nighttime residence, including: • Sharing the housing of others due to loss of housing, economic hardship, or similar reason (“doubling up”) • Living in motels, hotels, trailer parks, camping grounds due to the lack of adequate alternative accommodations • Living in emergency or transitional shelters • Abandoned in hospitals

40. TITLE I, PART A (NEW) Title I funds may be used to meet two requirements of McKinney-Vento: (1) to provide a local homeless liaison; and (2) to pay the cost to transport homeless children and youth to and from their school of origin. http://center.serve.org/nche/legis/2014-omnibus.php

41. TITLE I, PART A SET-ASIDE • Title I, Part A of ESEA requires districts to set aside Title I, Part A funds to be used to serve homeless students; there is no federally mandated amount/method of calculation • Homeless students are automatically eligible for Title I, Part A services, even if they don’t attend a Title I, Part A school or meet the academic standards required of other students for eligibility

42. TITLE I, PART A SET-ASIDE • Homeless students are eligible to receive Title I, Part A support for the rest of any academic year in which they become permanently housed • Set-aside funds can be used to provide: • Services to homeless students attending Title I or non-Title I schools that are comparable to those provided to non-homeless students in Title I schools

43. TITLE I, PART A SET-ASIDE • Services to homeless students that are not ordinarily provided to other Title I students and that are not available from other sources, according to the need of the homeless student (e.g. comparable may not mean identical) • Title I funds should be used to support the student in meeting the state’s academic standards

44. Section II-B Question 4b 4. Describe how the district will coordinate and integrate services provided with other educational services such as: [Section 1112(b)(1)(E)(i)(ii)] b. Services for children with limited English proficiency, children with disabilities, migratory children, neglected or delinquent youth, Indian children, homeless children, and immigrant children in order to increase program effectiveness, eliminate duplication, and reduce fragmentation of the instructional program.

45. Section II-B Question 10 10. Describe your LEA’s policy on how it will provide services to homeless children including funds reserved to provide services comparable to homeless children who do not attend participating Title I schools including related support services to children in shelters and other locations where children may live. [Section 1112(b)(1)(O)] (1113(c)(3)(A)]

46. Best Practices • Create a working relationship with parents & students • Establish trust & build self-esteem • Develop a working relationship with the • classroom teacher, social worker, and liaisons • Utilize data to provide individualized instructional plans • Use teacher feedback to determine academic growth

47. Best Practices • MCT2 Math & Language Arts Proficiency (K-6) • Northwest Evaluation Association (NWEA) • STAR Reading & STAR Math • Teacher-made Assessments • Weekly Progress Reports • Dibels(K-8) • Report Cards

48. Barbara Greene Title X, Coordinator bgreene@mde.k12.ms.us 601-359-3499 Mississippi Department of Education Office of Federal Programs

49. Title I, Part C Migrant Education

50. Purpose The Purpose of the Migrant Education program is: Is to ensure that migrant children benefit from the same free public education provided to other children.