Connecticut State Bureau of Instruction.

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Adjusted to the three State Board of Education needs: High quality preschool instruction for all ... Adjustment assets are to be coordinated into instruction subsidizing. ...
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Connecticut State Department of Education American Recovery and Reinvestment Act (ARRA): Bureau of Special Education Teleconference May 21, 2009

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ARRA Goals and Assurances so as to apply for ARRA stores, the Governor must furnish USDE with composed certifications that CT has tended to and will keep on improving upon: ARRA Goals Academic Standards and Assessments of Student Learning and Achievement Equitable Distribution of Quality Teachers Data Systems to Track Student Performance School Improvement Initiatives for Schools and Districts in Need of Improvement

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Use of Entitlement ARRA Funds Connecticut\'s prescribed four need classifications Expanded learning time Professional advancement/specialized help Increased limit Direct administrations to understudies and guardians 3

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Use of Entitlement ARRA Funds Aligned with the three State Board of Education needs: High quality preschool training for all High scholarly accomplishment for all understudies in perusing, composing, arithmetic, and science High school change, so all understudies graduate and are set up for deep rooted learning and vocations in an aggressive, worldwide economy 4

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Sources of ARRA Funds for 2009 - 2011 Three essential wellsprings of ARRA assets are accessible to states: Source CT\'s Award Stabilization Block Grants $542 million Entitlement Grants $243 million Competitive Grants TBD* Incentive Grants Innovation Grants *Distributed at caution of Secretary of Education

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Basic Stabilization Funds: Process and Strategy Governors must present an application to USDE, making confirmations that the state is coordinating its assets toward ARRA objectives. Reserve use doled out only to Governors . Adjustment stores must be utilized to reestablish support for K-12 and postsecondary instruction. The State must guarantee straightforwardness in the utilization of the assets, have an arrangement for observing how supports are consumed. The State must assess the adequacy of their utilization and report to the USDE on a quarterly premise.

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Basic Stabilization Funds: Process and Guidance New Considerations: Stabilization assets are to be coordinated into instruction financing. Adjustment distributions must be held only for instruction and may not be utilized for civil consumptions. Adjustment designations are gone for minimizing the loss of educators, executives and other government funded school representatives N

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Stabilization Fund Use New Considerations – cont. Locale must apply to the State Department of Ed. (SDE) for Stabilization Funds under a different application, in consistence with AARA\'s responsibility arrangements Stabilization assets will be sent independently by SDE to areas CT has not yet submitted application for Stabilization Funds; is as yet anticipating further direction. Goal of Stabilization Funds stays unaltered.

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Entitlement Grants (Two-Year Totals) Title I, Part A - Education of the Disadvantaged ($70.8 million - half accessible Spring, half accessible Fall) Title I, Part A - School Improvement ($24.7 million - Fall) Title II, Part D Educational Technology ($4.7 million - Fall ) IDEA B - 611: Children with Disabilities ($132.9 million - Spring) IDEA B - 619: Preschool ($5.1 million - Spring) McKinney-Vento - Homeless Children ($0.2 million - Competitive )

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IDEA Part B (Individuals with Disabilities Education Act) Ages 3-21 (611) and Preschool (619) Purpose and Use of Funds Excess expense of giving specialized curriculum & related administrations to understudies with incapacities Early Childhood projects and exercises Flexibility Provisions/Strategies half Maintenance of Effort (MOE) Adjustment Strategy Local and/or State Funds Exceed MOE Strategy 15 % Coordinated Early Intervening Services Strategy

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IDEA Part B cont. Course of events half of ARRA-IDEA reserves in spring, application is currently on the web. Application due date is July 1, 2009 half ARRA-IDEA stores in the fall, modification due Sept. 18 Regular IDEA reserves accessible in July, application due May 15

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Flexibility Provisions/Strategies 1. 50% Maintenance Of Effort (MOE) Adjustment Strategy 2. Local and/or State Funds Exceed MOE Strategy 3. 15 % Coordinated Early Intervening Services Strategy

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Maintenance of Effort (MOE) With specific exemptions, Part B stores must not be utilized by a region to diminish the level of uses for the training of kids with incapacities made by the area from nearby subsidizes beneath the level of those consumptions for the former year U.S. Bureau of Education Office of Special Education Programs Building the Legacy : Retrieved March 23, 2009 from 13 3/10/2014

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Supplement not Supplant If a LEA keeps up (or surpasses) its level of nearby, or state and neighborhood, consumptions for a custom curriculum and related administrations from year to year (for this situation 2008-09 to 2009-2010), either altogether or per capita, then the IDEA (standard and/or ARRA) assets are, truth be told, supplementing those neighborhood, or state and nearby, uses and the LEA has met its support of exertion (MOE) and supplement/not supplant necessities.

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Use of IDEA Funds Strategy 1: half Maintenance Of Effort (MOE) Adjustment If a LEA maintains (or surpass) its level of nearby, or state and neighborhood, consumptions for a custom curriculum and related administrations, the LEA can, by a sum equivalent to half of the expansion to their IDEA reserves, diminish their nearby specialized curriculum/related administrations uses, and utilize that same measure of nearby finances for exercises reasonable under the Elementary and Secondary Education Act (ESEA).

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Use of IDEA Funds Strategy 1 (cont): half Maintenance Of Effort (MOE) Adjustment Office of Special Education Programs\' demonstrates that unless a LEA has been distinguished as "Meet Requirements" on its IDEA Determinations of the State Performance Plan, it is precluded from decreasing its MOE under IDEA segment 613(a)(2)(C) for the monetary year in which it didn\'t accomplish the "Meets Requirements" classification. 16 3/10/2014

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Maintenance of Effort Sample Calculation: Use of half of the distinction between financial year portions 2010 [(B + C) – A] X half = $2.1 M Increase $2.1M more than 2009 2011 D – (B + C) = - $3.8M ($0) No increment more than 2010 Special Education Special Education Local Operating Budget FY 2010 Total $9.0 M ( ESEA - $2.1M Total $6.9M Meets 2010 MOE prerequisite of $9.0M Local Operating Budget FY 2011 (Level Funded) Total $6.9M Meets 2011 MOE necessity of $6.9M If you are going to balance your neighborhood spending plan by half of the expansion and utilize the CEIS stipend, check the guidelines identified with the utilization of CEIS assets.

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Use of IDEA Funds Strategy 2: Local/State Funds for Special Education Exceed MOE When an area meets its required neighborhood/state MOE starting with one year then onto the next for a specialized curriculum, the region has met the supplement/not supplant necessity under IDEA, Part B. In the event that nearby/state custom curriculum costs in 2009-2010 surpass costs in 2008-2009, the Board can diminish its specialized curriculum spending plan by that overabundance sum and utilize these neighborhood/state reserves for non-specialized curriculum work force, administrations and exercises without thinking of it as supplanting.

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Use of IDEA Funds Strategy 2 (cont): Local/State Funds for Special Education Exceed MOE For instance: Board\'s consumptions from state/neighborhood stores in 2008-09 rise to $1,000,000. Board\'s consumptions from state/neighborhood reserves in 2009-2010 equivalent $1,200,000.

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Use of IDEA Funds Strategy 2 (cont): Local/State Funds for Special Education Exceed MOE The Board can diminish its custom curriculum spending plan for 2009-2010 to $1,000,000 and meet the MOE prerequisite. The Board can take the $200,000 contrast and utilize it for non-specialized curriculum consumptions. Using the $200,000 to bolster the neighborhood spending plan does not affect MOE as happens in Strategy 1.

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Use of IDEA Funds Strategy 3: Coordinated, Early Intervening Services Districts may utilize something like 15% of IDEA Part B (likewise the ARRA) assets to create and give CEIS to understudies who are right now not distinguished as requiring specialized curriculum. Notwithstanding, those regions that lopsidedly , by race, recognize, place and/or suspend/oust understudies, can\'t utilize this procedure as the State is required to coordinate these locale stores for particular use to address these issues. 21 3/10/2014

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Use of IDEA Funds Strategy 3 (cont): Coordinated, Early Intervening Services Each region that actualizes CEIS must answer to the CT State Department of Education on: the quantity of youngsters who got CEIS and the quantity of those kids who thusly got specialized curriculum and related administrations under Part B amid the ensuing two-year time frame (i.e. the two years in the wake of accepting CEIS). this is accounted for on the locale\'s IDEA gift application under Section 5 CEIS Memo-Questions 6, 34 CFR 300.226(d) 2008 OSEP Leadership Conference Menlove Doutre & Brown-Clark Presentation 22 3/10/2014

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SPECIAL RULE TO MOE/CEIS Under 34 CFR Section 300.205 (d), the measure of assets used by a LEA for CEIS (under Section 300.226) should tally towards the most extreme measure of uses that the LEA may decrease its MOE. In this manner if LEAs are using the "half counterbalance guideline" for MOE, they ought to subtract from the half increment to their IDEA qualifications the measure of CEIS assets they are wanting to use keeping in mind the end goal to decide the sum the LEA can use for MOE purposes.

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MOE/CEIS Example District An: IDEA Part B ARRA reserves

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