School Improvement Grants (SIG)SIG MeetingJuly 26, 2011

       

Office of School Recovery

Mississippi Department of Education

Procurement of Goods and Services

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Allowable Cost Test (Questions to ask)United States Department of Education

Website http://www2.ed.gov/

EDGAR – Education Department General Administration Regulations http://www2.ed.gov/policy/fund/reg/edgarReg/

edgar.html

OMB Circular A-87 http://www.whitehouse.gov/omb/circulars_a087_2004/

Summary of State Purchasing Laws as compiled by the State Auditor’s Office

http://www.osa.state.ms.us

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Cost Principles Basic Rules

Necessary Reasonable Allocable Legal under state

and local lawConform with

federal law and grant terms

Consistently treated In accordance with

GAAPNot included as

matchNet applicable

credits Adequately

documented

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Practical aspects of “necessary”Do I really need this?Is this the minimum amount I need to spend to meet

the need?

Practical aspects of “reasonable”Is the expense valid?Do I have the capacity to use what I am purchasing?Did I pay a fair rate? Can I prove it?If I were asked to defend this purchase, would I be

comfortable?

Necessary & Reasonable

Necessary & Reasonable

Practical aspects of “necessary”Do I really need this?Is this the minimum amount I need to spend to

meet the need?

Practical aspects of “reasonable”Is the expense valid?Do I have the capacity to use what I am

purchasing?Did I pay a fair rate? Can I prove it?If I were asked to defend this purchase, would I

be comfortable?

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Supplement not Supplant

• Federal funds must be used to supplement and in no case supplant (federal), state, and local resources

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Legal under state and local law– If you can’t do it under state law, you can’t pay for

it with federal funds

Conform with federal law & grant terms– Example: Match Requirements

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Basic Rules

Adequately documented: Allocation of Funds Usage of funds Share of costs provided by

other sources Records that show compliance Records that show performance Other records to facilitate an effective audit

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Basic Rules (cont.)

American Recovery and Reinvestment Act funds

(ARRA)

Things to Remember

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Transparency

Federal Funding Accountability and Transparency Act (FFATA) – 1512 (c)(4)

• SEC. 1512. REPORTS ON USE OF FUNDS(c) RECIPIENT REPORTS.—Not later than 10 days after the end of each

calendar quarter, each recipient that received recovery funds from a Federal agency shall submit a report to that agency that contains—

(4) awarded by the recipient to include the data elements required to comply with the Federal Funding Accountability and Transparency Act of 2006 (Public Law 109–282),

Reporting under 1512

• Recipient reports will answer:– Who is receiving Recovery Act dollars and in what

amount?– What project or activities are being funded with

Recovery Act dollars?– What is the completion status of such projects or

activities and what impact have they had on job creation and retention?

ARRA Vendors

• Vendors should know when responding to a purchase request that ARRA funds will be used to pay for all or part of the purchase

• Vendors should be given the opportunity to opt out• Vendors should understand that their acceptance of

ARRA funds constitutes their agreement in the participation of ARRA which could include an audit by the federal government

ARRA Vendors

Federal Reporting Timeframes

• Days 1 – 10: Prime Recipients required to submit reports for all sub-recipients to FederalReporting.gov

• Days 11 – 21: Prime Recipients review submitted data, any changes are publically noted

• Days 21 – 30: Federal review• Day 30: Reports published on Recovery.gov

Required Data for Prime Recipient

– Federal Funding Agency Name

– Award Identification– Recipient DUNS Number– Parent DUNS Number– Recipient CCR Information– CFDA Number– Recipient Account Number– Project/grant period– Award type, date,

description, and amount

• Amount of Federal Recovery Act funds expended to projects/activities

• Activity Code and Description• Job creation narrative and

number• Infrastructure expenditures and

rationale• Recipient Primary Place of

Performance• Recipient Area of Benefit• Recipient Officer Names and

Compensation (Top 5)• Total number and amount of

small sub-awards

Required Data for Sub-Recipient

• Sub-recipient DUNS Number• Sub-recipient CCR Information• Sub-recipient Type• Amount received by Sub-recipient• Sub-award Date• Sub-award Period• Sub-recipient Place of Performance• Sub-recipient Area of Benefit• Sub-recipient Officer Names and Compensation (Top 5)

Required Data for Sub-Recipient Vendor

• DUNS Number or Name and 9-digit Zip Code of Headquarters

Documentation

• Documentation for each ARRA grant award should be kept separately

• Check vendor’s DUNS Numbers - must match CCR data

• Keep all documentation for 5 years after end of grant (12/2017) - GEPA

Districts Should…

• Update Policies and Procedures for purchasing and contracting for ARRA

• Train staff in the updated ARRA Policies and Procedures

• Keep accurate and current time sheets

Recovery.gov

• Recovery.gov publishes the reports after the 30th day of the end of each quarter

ARRA Reporting

• Prime Recipients are charged:– to set a process in place to ensure coordinated

reporting– to design and implement a process to prevent

double counting– to maintain an updated inventory of sub-recipient

delegations– to cross check all data records

Data Quality Requirements

• Prime Recipient:– Owns recipient data and sub-recipient data– Initiates appropriate data collection and reporting procedures

to ensure that section 1512 reporting requirements are met in a timely and effective manner

– Implements internal control measures as appropriate to ensure accurate and complete information

– Performs data quality reviews for material omissions and/or significant reporting errors, making appropriate and timely corrections to prime recipient data and working with the designated sub-recipient to address any data quality issues

Data Quality Requirements

• Sub-Recipient:– Owns sub-recipient data– Initiates appropriate data collection and reporting procedures

to ensure that section 1512 reporting requirements are met in a timely and effective manner

– Implements internal control measures as appropriate to ensure accurate and complete information

– Reviews sub-recipient information for material omissions and/or significant reporting errors, and makes appropriate and timely corrections

Jobs Created or Retained

• New guidance issued December 18, 2009• Directed States to report ALL jobs funded with ARRA

funds as Jobs Created/Retained• Required States to begin reporting using new guidance

for the report due January 10, 2010• Will allow States to update data reported to the federal

government beginning in February• MDE will ask Districts to update last quarters’ data in

February to allow MDE to update federal report• Guidance will be coming in the next couple of weeks

District Reporting

• Reporting for Districts begin when a grant award has been made AND the district draws down monies

• Districts reporting to OSE, for those required to report, will begin a monthly reporting process– Districts will report transactions that match amount

drawn for the month from ARRA fund– Step-by-step reporting instructions coming soon

ARRA Resources

• www.mde.k12.ms.us/Stimulus/index.html• www.mde.k12.ms.us/procurement/arra.html• http://stimulus.ms.gov/msgo/mssr.nsf• www.osa.state.ms.us/arra.htm• www.recovery.gov/Pages/home.aspx• www.ed.gov/policy/gen/leg/recovery/index.html

Remember for ARRA

• All ARRA funds must be tracked separately• All ARRA documentation should be

maintained separately for 5 years at the end of grant period

School Improvement Grants 1003(g)

Performance MetricsReporting Requirements

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Leading Indicators

Reporting Requirements

• To inform and evaluate the effectiveness of the interventions identified in the School Improvement Grant (SIG) requirements, the Data will be collected on the performance metrics. The USDE already collects most of these data through EDFacts and will collect data on two metrics through SFSF reporting.

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Number of Minutes and Types of Increased Learning Time Offered

This data group is the number of minutes that all students were required to be at school and any additional learning time (before school, after school, or summer school) for which all students had the opportunity to participate. School minutes are the total of all full school days and half school days and any increased learning time provided to all students in the school.

– Increased learning time is defined by the type of increased learning time that the school offered. The following types of increased learning times should be reported: longer school year, longer school day, before school, after school, summer school, weekend school.

New Reporting Requirement

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Performance Metrics and Reporting Requirements

Leading Indicators

• Number and percentage of students completing advanced coursework (e.g., AP/IB), early-college high schools, or dual enrollment classes;

– Advanced Coursework is defined as the number of students who complete advanced placement or International Baccalaureate classes. Completing the advanced coursework means that the student finished the class either during the school year or in combination with summer school and received course credit in accordance with state or local requirements.

– Dual Enrollment refers to the number of high school students who complete at least one class in a postsecondary institution either during the school year or in combination with summer school and receive course credit.

– Advanced Coursework and Dual Enrollment is defined as the number of students who complete advanced coursework AND complete at least one class in a postsecondary institution either during the school year or in combination with summer school and receive course credit.

• Data will be collected for this requirement via Survey for FY 2012

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Distribution of teachers and principals by performance level on an LEA’s evaluation system

• District will be required to identify the number of principals and number of teachers. Identify the labels used in the district’s evaluation system (up to six levels for example unsatisfactory, needs improvement, meets standards, exemplary) on the LEA’s evaluation instrument and report the distribution of teachers and principals by performance levels.

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Teacher Attendance Rate

• What is your school’s target teacher attendance rate?– 98% ?– 95% ?– 90% ?– 85% ?– 80%?– 72%?– or less ?????

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Teacher Attendance Rate

• Based upon a 187 day teacher contract:– 97% = Average of 5.61 days out per school year– 95% = Average of 9.35 days out per school year– 90% = Average of 18.7 days out per school year– 85% = Average of 28.05 days out per school year– 80% = Average of 37.4 days out per school year– 72% = Average of 52.36 days out per school year

– or less ?????

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Performance Metrics and Reporting Requirements

Leading Indicators• Number of minutes within the school year and school day; *• Student participation rate on State assessments in reading/language arts

and in mathematics, by student subgroup; • Dropout rate;• Student attendance rate;• Number and percentage of students completing advanced coursework

(e.g., AP/IB), early-college high schools, or dual enrollment classes; *• Discipline incidents;• Truants;• Distribution of teachers by performance level on an LEA’s teacher

evaluation system; and *• Teacher attendance rate. *

* New Reporting requirement36

School Improvement Grants 1003(g)

Performance MetricsReporting Requirements

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Achievement Indicators

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Average Scale Scores on State Assessments in Reading/Language

Arts and Mathematics

• Average Scale Scores are required to be reporting as follows:– By Grade,

• for the “all students” group, • for each achievement quartile, and• for each subgroup

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College Enrollment Rates

• Identify the number and percentage of students who complete high school and enroll in postsecondary institutions.

• Data will be collected for this requirement via Survey for FY 2012

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Performance Metrics and Reporting Requirements

Achievement Indicators• Percentage of students at or above proficiency level on State assessments

in reading/language arts and mathematics, by both grade level, and by student subgroup;

• Average scale score on State assessments in reading/language arts and mathematics, by grade, for the “all students” group, for each achievement quartile, and for each subgroup; *

• Percentage of limited English proficient students who attain English language proficiency;

• School improvement status and AYP targets met and missed; • College enrollment rates; and *• Graduation rate.

* New Reporting requirement 40

Annual Grant Renewal

While all grants are funded for three full years, there is an annual grant renewal process with continued funding contingent upon each school meeting established goals or on a trajectory to do so, as they implement rigorous interventions. School personnel are required to engage in continuous data analysis to drive their school improvement efforts.

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Amendments

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Linda C. ReevesBureau Director

Office of School RecoveryMississippi Department of Education

601-359-1003lreeves@mde.k12.ms.us

Making a SIGSIGnificant Difference for Children!

Contact Information

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Questions