LYSD Federal Programs

Federal Programs Handbook

Title IA ensures that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency in challenging state academic standards and on state academic assessments.

Handbook

• 50% is reserved for site budgets

• 11 sites receive an annual amount based on their population.

• The remaining 50% is set aside for district-wide supports.

• School Wide Plan and Budget: Create site goals, direct funding towards it, spend down site budget by end of year

• Parent Engagement Plan and Budget: Plan four parent engagement events, spend down site budget by end of year. Each school creates a Parent Compact that represents the responsibilities of parents, staff, and students.

• Administrators Checklist: Items to complete each semester that keep us in compliance with Title IA

• Site tutoring (certified and classified staff), classroom supplies for tutoring, supplies for migrant students(books, backpacks etc)

• 0.5 Migrant Coordinator

• Lexia English subscription

• Migrant Student Success Teacher extra duty contract. Support site Migrant students, facilitate family nights, support recruitment events, and deliver all site based migrant supplies.

• Recruiters - The recruiting team will be created by the Migrant Records Keeper utilizing part time recruiters who will conduct recruitment activities Aug-May with special efforts being conducted during count annually Aug-Nov 15th.

• Migrant Students: Students that spend at least 7 nights, 20 miles away from home participating in eligible activities (mostly fishing and berry). Hunting doesn’t count unless families fish and berry pick while hunting.

• Migrant Recruitment: Support migrant team to complete interviews during count period up to Nov. 15th. Migrant Recruiters call families and interview them about the number of nights, activities, and distance and then send that information to the state to determine eligibility.

• Parents/Guardians: Support migrant team with signatures if requested.

• Power School: Identify Migrant students through Powerschool.

• Migrant Funds: Spend site allotted migrant funds on migrant students only.

EL Handbook

• Lexia English
• EL Student Success Coaches
• Supplies for EL students to meet educational goals

• Supervise Identification of EL Students: Home Language Surveys (HLS) are provided during registration. If another language is identified on those surveys then students will be screened using WIDA Screener. If the results indicate the language is a barrier to English acquisition then the students are EL students and eligible for EL funding. If teacher is concerned that language is a barrier to student's learning, the school EL Team may use a Language Observation Checklist (LOC) to see if a student is eligible for screening. The Language Observation Checklist can only be used and completed by a trained staff. If the observation indicates that there is a language barrier, then the student is eligible for a screening using the WIDA screener. If the WIDA screener indicates that there is a language barrier then the student is identified as EL and is eligible for EL funding.

• School EL Team: Ensure that the site Testing Coordinator participates in the required training for the Language Observation Checklist and WIDA Screener.

• Supervise the site Testing Coordinator: who will receive a stipend for this work the one person on-site (to be announced) that will to conduct screeners, send annual letter to parents about eligibility and collect forms related to identification.

• Send Eligibility letters when provided to you by Assessment Director.

• Identify EL Students Using Powerschool: Ensure Title IIIA funds are spent on EL students.

• Ensure all identified EL students participate in ACCESS

Pathways to Identification

Pathway 1

1. A student Home Language Survey indicates another language is in the household - (sites will be notified of these students by Federal Programs and they must be screened in 2 weeks)

2. A student is screened by the site Testing Coordinator using the WIDA screener and the results indicate a language impacting english literacy. (Testing Coordinator provides results to Federal Programs who will provide identification results)

3. Student is now identified as EL and can receive Title IIIA services (the site will be given an eligibility letter which will need to be mailed to families, Federal Programs will change status in Powerschool)

Pathway 2

1. Site based teams meet and identify students as potentially having a language barrier (names of students who were identified need to be communicated to Federal Programs)

2. Site Testing Coordinator conducts a Language Observation Checklist (this Checklist is shared with Federal Programs who will make the determination for screening)

3. Site Testing Coordinator will screen student using WIDA screener if determination was made by Assessment Director. (Testing Coordinator provides results to Federal Programs who will provide identification results)

4. Student is now identified as EL and can receive Title IIIA services (the site will be given an eligibility letter which will need to be mailed to families)

Handbook

• Supplies to support student (classroom supplies, clothing, toiletries)

• Procedure For Students Who Are Not Residing With Biological Parents

  
  

  1. These students must be enrolled immediately whether they have their documentation or not

  2. A parent-to-parent agreement is the first step if a student is not living with a legal guardian. Attach this form in Powerschool.

  3. If that can’t be done due to adoption or if OCS is involved then the Home School Coordinators will reach out to (may require a phone call ) OCS in Bethel to gather the OCS paperwork or a copy of the emergency placement order. After receiving and attaching the documents to powerschool then identify the student as a foster student and input the guardian information into powerschool with the OCS contact information as well.

  4. If there isn’t OCS involved and the parent will not or can not sign the parent to parent use the Parent in Absentia form. Reach out to the homeless liaison( Ben Howard or Meghan McCarthy-Grant via email) and explain the details around the situation so the liaison can use our identification flow chart to properly identify the student as experiencing homelessness or not. If the liaison identifies that student as experiencing homelessness then the Home School Coordinator has the ability to mark the student homeless in powerschool and attach the parent in absentia form. (only the liaison can officially identify the student) Students experiencing homelessness have access to funding to provide school supplies, clothes, and toiletries if needed as determined by the homeless liaison after reaching out to the student and guardians.

  5. Wether the student is identified as Experiencing Homelessness or in the Foster Care System. These are populations of students with special needs therefore the principal, counselor need to be informed about these students so that plans of support can be designed to meet their needs. Federal Programs will send weekly lists of Foster Care Students will be sent to sites via secure email. Update Powerschool with these lists weekly.

  
  

  
  

  LYSD Referral Process for Students experiencing Homelessness

  
  

  • A McKinney-Vento Referral Form will be open to all staff and contain questions that will be received by the Homeless Liaison ( HL) to review and respond.
  • The Homeless Liaison Ben Howard, will review the information in the referral document and interview families and or students to determine eligible ( thinking map)
  • If the student is determined as eligible by the HL then the HL will designate that eligibility in the student data base and respond to the site of original referral and complete the necessary parental or guardian forms.

  
  

  Eligibility Requirements for Families in Transition (FIT)

  • Students are eligible after July 1st of of each school year who qualify for Families in Transition.

  • The federal guidelines for determining eligibility are as follows:

  • Children who lack a fixed, regular, and adequate nighttime residence

  • Sharing the housing of others due to loss of housing, economic hardship, or similar reason.

  • Living in motels, hotels, trailer parks, camping grounds due to lack of adequate alternative accommodations.

  • Living in emergency or transitional shelters.

  • Living in a public or private place not designed for humans to live.

  • Living in cars, parks, abandoned buildings, substandard housing, bus or train stations, or similar settings.

  • Migratory children living in above circumstances.

  • Awaiting foster care placement.

  
  

  Determining Eligibility

  • Case-by-case determination

  • Collect information from referred family/student with great respect and sensitivity

  • Determine if living in current location due to nowhere else to go

  
  

  
  

Title VI is designed to ensure that American Indian, Native Hawaiian and Alaska Native students meet challenging state academic content and student academic achievement standards, as well as meet the unique culturally related needs.

• 13 classified staff across all sites
• Supplies for Yup'ik and cultural courses
• Alaska Native Science and Engineering Program Middle School Academy tuition
• Student Success Teacher extra duty pay

• Work with Federal Programs team to identify ANSEP participants and adult chaperones
• Supervise Student Success Teacher to ensure collection of 506 forms and support for students as needed.

• Share this SMORE with Staff

• PAF’s: In order to pay staff to do work under these programs, they will need to complete a contract that indicates what work they will perform, which fund will pay for it, and what the compensation will be. Principals may need to create and sign these.

• Timesheets - Staff will keep timesheets to back up the work completed and Principals will sign these.

• These documents are uploaded each semester and paid out twice a year. Work completed in Semester 1 will be paid in December. Work in Semester 2 will be paid in June.