FY17 Fund Code 240 Frequently Asked Questions - For districts with determination levels
Needs Technical Assistance (NTA), Needs Intervention (NI), and Needs Substantial Intervention (NSI)
As announced in an April 8, 2016, memorandum from State Director of Special Education Marcia Mittnacht titled Advance Notice of Intent to Direct the Use of Fund Code 240, in Fiscal Year 2017 the ESE will, for the first time, direct each school district with special education determination levels of Needs Technical Assistance (NTA), Needs Intervention (NI), and Needs Substantial Intervention (NSI) to use a portion of the funds made available under Fund Code 240 for the improvement of performance issues identified through the Massachusetts accountability initiative, and will promote targeted use of federal special education funds in ways that are designed to lead to improved outcomes for students with Individualized Education Programs (IEPs). Following are specific questions and responses to them about the initiative, known as Making Money Matter or M3.
Frequently Asked Questions (FAQs)
1. Is the FY17 240 grant application posted?
When the application is available, an announcement will be posted on the Special Education Headlines.
2. Why is ESE directing the use of my district’s special education entitlement funding?
For certain districts, ESE is requiring activities for Fund Code 240 Special Education Entitlement to create meaningful and sustainable change and accelerate improvement in student outcomes.
ESE recognizes that the funding amount districts will be required to use for this purpose is a redirection of resources and we do not take this step lightly. Districts with a special education determination level of NTA, NI, or NSI have demonstrated outcomes for students with IEPs that are not sufficient to achieve the goals of IDEA in service of students with disabilities, nor the goals for work that we do together to support students in Massachusetts.
3. What is ESE’s Theory of Action for this project?
ESE’s Theory of Action concerning M3 is that:
· IF we carve a portion of entitlement funding and require it for district improvement of student performance outcomes;
· And provide the following technical assistance –
o Direction of 2% - 4% of funding for planning in the first year,
o Assist in student outcome data review and analysis,
o Require system capacity self-assessments,
o Require identification of and planning for the implementation of high impact evidence-based strategies, highlighted through U.S. Department of Education technical assistance and dissemination center websites, e.g. https://www.osepideasthatwork.org/, and
o Require communication with current ESE technical assistance and supports, e.g., Regional Assistance Directors (RAD) and Districts and School Assistance Centers (DSAC);
· THEN districts will identify system gaps and can identify high impact evidence-based practices that may fill those gaps;
· THEN districts will build capacity and systems to implement identified practices with fidelity;
· SO THAT student performance outcomes will improve.
4. Did ESE talk to local special education administrators in planning the Making Money Matter (M3) project?
Yes, ESE would like to thank the 240 Advisory Group members for their thoughtful comments and feedback. Their input is reflected throughout the M3 project framework.
5. Are there additional requirements for the FY17 240 application process for districts participating in this initiative?
With the Fund Code 240 application, districts must identify the percentage and amount of funds the district will be re-directing for M3 and sign a set of assurance statements. Later, ESE will be asking for a preliminary plan and updates of activities and progress.
6. My district has been identified for participation M3. How much funding must I allocate to this work?
ESE is requiring each identified districts to re-direct for targeted use between 2% and 4% of the district’s total Fund Code 240 special education entitlement allocation for FY17. This percent range may change in future fiscal years.
7. May I allocate an in-between percentage, e.g., 3.625%?
Yes.
8. May I use FY17 274 grant funds to meet part of the 2% - 4% requirement?
Up to 15% of your Fund Code 274 allocation can be used to meet the 2% - 4% requirement.
9. How do I include M3 information in the Fund Code 240 application?
The Budget Workbook portion (Excel) of the Fund Code 240 application process is the only place that specifically requires M3 information.
Fill out the budget page of the workbook as you typically do. On the “M3 Districts Only” tab of the workbook, estimate:
· the percent of your total allocation which the district anticipates re-directing for M3 work (between 2% and 4%).
· the amount of Fund Code 240 funds that the district anticipates re-directing for M3 work.
· the projected amount of Fund Code 274 funds that the district anticipates re-directing for M3 work (may not exceed 15% of the Fund Code 274 allocation).
10. Fund Code 274 hasn’t been posted yet. How should I estimate 15% of that allocation?
Fund Code 274 will be posted soon; however, if your district is ready to submit the Fund Code 240 application prior to the Fund Code 274 posting, please use the district’s FY16 allocation amount to estimate the amount that can be re-directed for M3 work.
11. What if the district later decides to make changes to these estimates, is that okay?
We expect districts to make shifts to their M3 plans and improvement work based on self-assessment(s) and new information/data as it becomes available to you – so changes/revisions are more than okay.
12. Does the Fund Code 240 application request information about the district’s anticipated use of funds by line item or the district’s vision for the M3 work?
No.
13. Is there any flexibility in these requirements?
ESE would like to assure you that flexibility is a central priority in the M3 project. For example, this year targeted districts are offered the opportunity to:
· choose the percent of funding that will be re-directed to improve outcomes for students with IEPs;
· choose to use 274 funding for a portion of the direction;
· choose a planning process and tools e.g. Planning for Success, Level 3:Accelerated Improvement Plan, Level 4: Accelerated Improvement Plan;
· choose to target the district-, school-, or grade-level(s) for improvement; and
· choose areas for self-assessment and root cause analysis specific to the local context and in alignment with current local district and school improvement initiatives.
14. Why is M3 a multi-year commitment?
We know that districts are at all different stages of program improvement – some need time for readiness, and some need time for implementation; however, all need time for further planning with general education and collaboration with District and School Assistance Centers (DSACs). We also know that this focused work takes time and commitment, and we are committed to supporting districts with this work.
15. What improvement activities will ESE be expecting districts to do in FY17?
This year, your district’s M3 work will focus on the process of creating an improvement and implementation plan for next year. This includes targeting specific area(s) of need based on your in-depth analysis of contributing factors to current student performance outcomes, and to develop a plan for action and intervention in the following year and beyond.
While your district’s participation in M3 was triggered by the special education determination level and is strongly correlated to students’ academic achievement on statewide assessments, ESE will support your district to engage in self-assessment and planning processes that are broad in scope and include multiple indicators of successful outcomes for students with IEPs. Your district’s M3 process and work should mirror and align with improvement planning that is currently occurring in your district for all students; however, the M3 work must target the outcomes of students with IEPs, the effectiveness of local special education programs and services, and improving the application of the district standards and indicators to special education systems. Once your district identifies key assets, issues and challenges, develops priority areas of need, and explores root causes, ESE expects that all district administrators (general education and special education) will collaborate to identify overlapping strategic objectives and initiatives in order to best use district resources for all students.
16. What other expectations are there for districts in FY17?
Additional information is forthcoming; however, generally your district will be expected to:
· Attend ESE sponsored webinars
· Submit an outline of the anticipated direction for the district’s M3 work. Required information will include but is not limited to identifying:
o the district’s anticipated use of funds by budget line item;
o the district’s vision for the M3 work;
o the district’s area(s) of need for system capacity building;
o the district’s target(s) – district level, school level, or grade level;
o process and performance benchmarks; and
o self-assessments, multiple data sources, and other tools that the district will use for the M3 work.
· Attend ESE sponsored data seminar(s) and networking session(s)
· Actively participate with the district’s leadership team working with ESE liaisons
· Submit bi-annual reports –
o Mid-year report (December) – briefly describing progress on the district’s completed self-assessment including, data analysis of contributing factors to student performance outcomes, and planning status
o Year-end report (rolling submission from June through August) – describing in detail the district’s multi-year plan and FY18 action plan to accelerate student outcomes
· Implement improvement plan(s)
17. If the district decides to use funding for an identified area but then wants to change/revise focus for next year after reviewing the assessment and this year’s work, is that okay?
We expect districts to make shifts to their M3 plans and improvement work based on self-assessment(s) and new information/data as it becomes available to you – so changes/revisions are more than okay.
18. Where do we start?
Because M3 requires that identified districts begin with an in-depth analysis of contributing factors to current student performance outcomes, we encourage you to also review results from your district’s most recent Coordinated Program Review or Mid-Cycle Review, and review district performance in relation to the indicators specified in the Massachusetts State Performance Plan. Additionally, we encourage you to engage the general education district administrators in discussions about the overall district improvement work as well as consult with the District and School Assistance Center Teams prior to beginning M3 planning. The Planning for Success tools will be helpful in thinking about some of these first steps.
19. How will ESE help districts?
ESE will support your district to target specific area(s) of need based on your in-depth analysis of contributing factors to current student performance outcomes, and to develop a plan for action and intervention in the following year and beyond. We will do this through planning and networking meetings, technical or targeted assistance communications, and resource development and sharing. We also commit to supporting increased connections between special education and general education at the state and district levels. ESE strongly recommends that your district consult with the District and School Assistance Center Teams prior to beginning M3 planning in order to take advantage of ESE valuable resources, tools, and support, and to foster connections within and among other district level initiatives. ESE also encourages districts to engage in the Planning for Success process specifically, focused on creating a multi-year plan and creating an action plan.