Pennsylvania data on LEA MOE reductions and CEIS use now available

July 17th, 2011

IDEA Money Watch has obtained the information submitted by the Pennsylvania Dept. of Education to the U.S. Dept. of Education regarding reduction to local spending (maintenance of effort or  MOE) and use of federal IDEA funds for Coordinated Early Intervening Services (CEIS) for each school district for the 2009 fiscal year. Get Pennsylvania information here. (PDF,  84 pgs).

This information is important because it indicates if school districts reduced local spending in light of IDEA Recovery Act funds in FY 2009. IDEA does not require that local districts replace these funds when the Recovery funds run out, putting services for students with disabilities at risk.

PA districts slow to get education jobs bill funding

October 27th, 2010

School stimulus funding remains on hold

By MIA LIGHT (Staff Writer)
Published: October 27, 2010

The federal stimulus boost for jobs in public education hailed by the Obama administration as an immediate lifeline for struggling local school districts may not reach Pennsylvania communities until the spring.

Pennsylvania’s share of the $10 billion in federal stimulus educational earmarks is about $387 million.

The funding, authorized under a fiscal package approved by Congress last August to help states and public schools cope with the recession, is supposed to help school districts prevent teacher layoffs and re-hire educators who have already received pink slips.

Local school districts received notice of the funding, submitted application paperwork, and moved forward with employee retention according to their estimated allocation. But Pennsylvania’s $387 million slice of the education stimulus pie is still sitting in Harrisburg awaiting official action by the legislature.

According to Bill Thomas, spokesperson for the office of House Majority Leader Todd Eachus, D-116, the money cannot be distributed to school districts until it’s officially approved for appropriation by the Legislature.

Full story

IDEA Money Watch comment: The Education Jobs bill addressed in this article – passed by Congress on August 10, 2010 – is not part of the American Recovery and Reinvestment Act.

SEPTEMBER 2010 :: Pennsylvania IDEA Recovery Act spending tops $231 million

October 8th, 2010

According to spending reports released by the U.S. Dept. of Education, Pennsylvania has obligated 54% of its IDEA Part B Recovery funds, or $231,480,208 as of September 30, 2010. The national average rate of obligation is 50%. Spending details by local school district are available at EdMoney.org.

Latest state-by-state spending reports are always available here. All IDEA Recovery Act funds must be obligated by September 30, 2011.

PA IDEA Recovery Act spending at half-way mark

September 6th, 2010

According to the August 27, 2010 spending report issued by the US Dept. of Education, PA has obligated 50% of its IDEA Part B Recovery Act funds – or $211,633,297. The national average rate of obligation is 46%.

The latest state-by-state spending report is always available here.

All funds must be obligated by Sept. 30, 2011.

IDEA Recovery Act spending in Eastern York School District

September 6th, 2010

From the GAO report, States Could Provide More Information on Education Programs to Enhance the Public’s Understanding of Fund Use, released July, 2010, the following information was collected via a GAO survey between March and April 2010 and through follow-up communications:

Eastern York School District
Wrightsville, PA 17368
Award amount: $310,132

Eastern York School District reported that it used its Recovery Act IDEA award to provide services and mental health/behavioral counseling to students with disabilities as well as professional development to staff. These funds supported 35 schools across York County and 111 students. Specifically, the funds were used to provide transportation; occupational/physical therapy; speech, vision, and transition services to students; and Response to Instruction and Intervention and schoolwide positive behavior support training for instructional staff and paraeducators. As a result of these IDEA funds, officials reported that they were able to reduce dropout rates from 14 percent in the 2007-2008 school year to two percent in the 2009-2010 school year and continue to provide a low student-teacher ratio. District officials reported that their Recovery Act IDEA award activities were fully completed for the 2009-2010 school year, and they plan to continue these activities even after the Recovery Act funds expire.

IDEA Money Watch comment: According to guidance from the U.S. Dept. of Education, school-wide programs such as Response to Instruction and Intervention and positive behavior support training are not allowable uses of IDEA Part B funds. Such activities – when implemented at the school-wide level, would need to be conducted using local funds. Such funds could be made available as a result of the IDEA provision allowing a reduction in local funds when an increase in federal IDEA funds occurs. However, activities undertaken with such “freed up” local funds should not be reported as activities conducted with IDEA Part B federal funds.

IDEA Excerpts From: Investing Wisely and Quickly Use of ARRA Funds in America’s Great City Schools

May 26th, 2010

Philadelphia

School District of Philadelphia will use IDEA stimulus funds towards the purchase of intervention materials, assistive technology, professional development, and social service and transition support.

Pittsburgh

In recent years, Pittsburgh Public Schools has made progress in implementing systemic improvements that are raising student achievement. The district will apply its ARRA funding strategically to critical areas where additional effort should produce significant new gains, especially for struggling students. Specifically, the district is mounting a focused and intense effort to boost the literacy skills of middle school students, with the goal of significantly increasing the number of students who arrive at ninth grade with the skills to be successful in high school. Pathway to Promise, a ninth-grade readiness program, plays an essential role in this effort.

Stimulus funds will be used to strengthen the Pathway to Promise program and increase middle school literacy by introducing a new diagnostic tool to help pinpoint why a child is a struggling reader; purchasing a program for intervention strategies for readers who are struggling the most; building in intervention and enrichment time into every middle grade student’s schedule; accelerating the implementation of middle grades’ interventions to reach disengaged sixth-, seventh-, and eighth-grade students by “opening them up” to academic learning; extending the middle grades’ literacy focus to ninth and tenth grade by developing a ninth-grade “teacher excellence” core; and increasing teacher effectiveness.

The district also has a summer enrichment program for all students in grades 6-8 that aims to increase the number of students arriving in ninth grade with the literacy skills to be successful in high school by combining literacy exercises with fun, engaging, choice–driven activities. Funding is now available to ensure that all district middle grade students will be able to participate in 2010 and 2011. In the enrichment program, a student participates in targeted literacy activities in the morning and chooses other activities to pursue in the afternoon, ranging from debate to juggling, drama to fencing. The program also includes trips to universities, possible overnight campus visits, and partnerships with local providers. These activities continue during the academic year on Saturdays and after school.

Additionally, the district plans to use IDEA ARRA funds to improve special education. The primary goals include retaining key special education teaching and support positions that otherwise would have been eliminated due to declining enrollment; working to improve the district’s capacity to serve special education students in innovative, credible, and engaging programs within the district to reduce the number of students receiving services in restrictive, private placements; accelerating student instruction provided in resource rooms by hiring several curriculum specialists to customize the core curriculum; and hiring additional positive behavior intervention specialists to promote safe and orderly learning environments and decrease the number of students referred to emotional support programs.

For the full report Click Here.

Cuts, stimulus funds may reduce Hazleton Area shortfall

May 13th, 2010

BY SAM GALSKI (STAFF WRITER)
Published: April 30, 2010

Hazleton Area’s 2010-2011 budget shortfall could be slashed to between $800,000 and $1 million through a combination of cuts and by using federal stimulus funds in place of local revenue to offset several big-ticket expenses.

Business Manager Anthony Ryba expects to reduce a roughly $2 million budget shortfall to around $1 million after carrying through with plans for using part of the 2009-2010 stimulus allocation for purchasing next years’ books and using $400,000 in basic education funds in place of local revenue for completing a long list of capital improvement projects.

Officials will also consider $110,000 in cuts to the technology budget and using about $250,000 in special education stimulus funds for offsetting line items that were originally earmarked for local funds.

Keystone Opportunity Zone tax breaks that will expire on about three-dozen properties in East Union Township, Hazleton City and Banks, Butler and Hazle townships will generate a windfall revenue source for the district.

The tax breaks expire Dec. 31, allowing Hazleton Area to bill each of the property owners for a half-year’s worth of property taxes, or about $1 million.

The district stands to gain $2 million for a full year’s worth of taxes, according to a report released by Ryba.

Some of the notable properties set to expire include a pair of East Union Township parcels developed by Mericle, which generated about $332,000 and $402,000 in tax revenue based on 2009 millage rates, according to the report. Another property developed by JT Investments, LLC – known as Excel-Cargill – will generate $166,000 in tax revenue, the report says.

Other notable KOZ properties set to expire include a parcel in Butler Township developed by Big Kahuna Realty (Powell Group), which will generate about $10,200 in taxes and three other Mericle properties in Hazle Township – which collectively yield about $156,000 in tax revenue.

Money saved by replacing 21 retirees with new hires has also been factored into the spending plan. Replacing long-time employees with employees at a Step 1 pay scale with a Master’s degree would result in a $448,000 savings, Ryba estimates. Each new hire would receive $41,270.22.

Salaries for replacements could fluctuate because if they have varying degrees and years of experience – which could impact the overall savings, Ryba noted.

Retirees include Richard Cannella, Stephen Falatovich, Michele Goldberg, Rochelle Goldman, David Harris, Allene Luis, Edward Martnick, Marie Martz, Paula McDonough, Linda Niadna, Cathy Norton, Edward T. O’Donnell, Nancy Roberts, Aniela Ross, Phyllis Schnitzler, Anna Jean Searfoss, Margaret Tarone, Linda Wolfe, Debra Yurkanin and Joanne Zola.

At this point, officials expect Carbon County’s tax rate to decrease by 1.6 percent, to 29.6598 mills while Luzerne County’s millage rate will increase by 3.23 percent, to 8.9791 mills. Schuylkill County’s millage rate will increase by 4.1 percent, to 40.1728 mills, according to a report released Thursday.

The school board has through June 30 to adopt a final budget.

sgalski@standardspeaker.com

Philadelphia School District Designation as a High-Risk Grantee

April 22nd, 2010
Excerpts from the: UNITED STATES DEPARTMENT OF EDUCATION
OFFICE OF INSPECTOR GENERAL

April 16, 2010

FINAL ALERT MEMORANDUM

To: Philip Maestri, Director Office of the Secretary, Risk Management Service

From: Keith West /s/ Assistant Inspector General for Audit

Subject: Philadelphia School District Designation as a High-Risk Grantee

Control Number ED-OIG/L03K0002

In our final audit report…………..issued on January 15, 2010, we reported that PSD did not have adequate fiscal controls in place to account for Federal grant funds.1 The lack of adequate controls contributed to our determining a total of $138,376,068 as questionable costs ($17,284,250 in unallowable costs and $121,091,818 in inadequately documented costs).

Our final audit report included the following instances of noncompliance with laws, regulations, and Office of Management and Budget (OMB) Cost Principles:

PSD needed stronger controls over personnel expenditures charged to Federal grants. This included adequate controls to ensure salary costs charged to grant funds were supported and personnel costs paid by the Title I, Part A grant were allocable. Also, PSD’s payroll policies and procedures were not adequate.

PSD supplanted State and local funding with Federal fundsPSD used Department grant funds to supplant State and local funding totaling $6,979,063. We found district-level expenditures for contracting expenses, teacher training expenses, and computer equipment and software expenses that were funded by State and local funds in prior years and were transferred into Department grants during our audit period. PSD also may have supplanted local funding by charging a portion of the school choice transportation costs to the Title I, Part A grant ($1,293,386).

PSD did not have adequate controls in place to ensure that non-payroll expenditures met Federal regulations and grant provisions.

PSD’s policies and procedures were not adequate and/or enforced for journal voucher (JV) processing, travel, imprest fund reimbursements, inventory tracking, and contracting.

PSD did not have written policies and procedures for various fiscal processes, which included monitoring of budgets, using Title II, Part A Nonpublic grant funds, purchasing from the Office Depot vendor, charging of transportation costs, allocating single audit costs, and calculating and charging of indirect costs to grant funds.

We also reported in the Other Matters section of our report that PSD lacked position descriptions for some personnel in senior management positions, ordered excessive amounts of food for activities, needed improvement in its coding of expenditures, and did not maintain adequate supporting documentation for training and professional development expenditures.

Throughout its response to our draft audit report, PSD stated that its policies and procedures were adequate and included a general statement that its “financial practices provide sufficient internal controls to safeguard Federal funds against loss or misuse.” Furthermore, PSD stated in the response that it had implemented procedures in January 2009 concerning the retention of time and effort certifications for employees working on Federal awards. PSD did not provide the new procedures nor evidence of the implementation of the procedures. As of the date of this memorandum, PSD had not posted any new or revised policies and procedures to its Web site.

Similar issues have been reported in other recent reviews of PSD.2 For instance:

 PSD’s OMB Circular A-133 Single Audit Report for Fiscal Year (FY) June 30, 2008, dated October 8, 2009, reported that PSD did not have policies and procedures in place to ensure that grant funds were liquidated within the required periods, time and effort certifications were not maintained for employees working on Federal grants, and Department grant funds were used for unallowable salary costs. Furthermore, it was found that PSD’s procurement policies and procedures did not ensure that the awarding of contracts for purchased services complied with Federal regulations. Also reported was that PSD had three prior audit findings, totaling $1,032,961, because Department grant funds were not liquidated within the required time period. PSD had not implemented and/or enforced policies and procedures as recommended in prior audit reports.

 Report on Internal Control and on Compliance and Other Matters, Fiscal 2008, dated December 29, 2008, also reported conditions similar to our audit. The audit period for this review was July 2007 through June 2008. Weaknesses and/or improprieties with imprest funds were reported at all 15 schools reviewed. This included undocumented transactions, unexplained expenditures, missing receipts, pre-signed checks, questionable transactions, and insufficient segregation of duties. The report also noted personal property control deficiencies. Of the 50 items selected for review fromdistrict property reports, 13 (26 percent) could not be located, and 3 of 39 items (8 percent) observed at schools could not be found on PSD’s personal property records. It was also reported that PSD still had not developed formal payroll policies and procedures for entering and approving payroll information or processing termination pay.

 School District of Philadelphia, Review of Credit Card and Other Employee Reimbursement Programs, dated March 14, 2008, reviewed the use of executive credit cards and employee reimbursements during FY 2007. This review found that PSD had reimbursed employees for items unallowable under its own travel policies (gas and out-of-town travel costs). Also, PSD reimbursed individuals for trips to vacation destinations, such as the Walt Disney World Resort and St. Petersburg, Florida, Beach Resorts. Additionally, it was found that for 67 percent of the reimbursements tested, the object code did not agree with the expenditure type. For example, reimbursements for florists, hotels, food, and groceries were recorded as bank fees.

Follow this link to DOE for the full letter and findings.

PA RTTT grant app includes risky Reading Recovery

January 18th, 2010

Applications for Phase I of the Race to the Top grant portion of the Education funds provided in the Recovery Act must be submitted by January 19, 2010.  Pam Cook, a longtime parent advocate in PA sent the following letter of concern to PA’s Secretary of Education:

Dear Dr. Zahorchak,

I am writing to express both my appreciation and concern regarding the PA Department of Education Race to the Top application:  http://www.portal.state.pa.us/portal/server.pt/community/american_recovery_and_reinvestment_act/17696/charter_schools_race_to_the_top/642453

I am an education consultant/advocate working on behalf of students with disabilities in western PA and have served on the PA Dept of Education’s RtI Parent Engagement Group since 2007.   In the PDE’s application for Race to the Top funds, I was pleased to see the focus on data-based decision making using “real time” data and a multi-measure evaluation system for teachers that takes into account data on student growth as a significant factor.  I was also pleased to see the development of “Individual Learning Plans” for all students included in the application.

I am very surprised and disappointed to see Reading Recovery listed under “required programs in turnabout schools” (page 25).

According to “Evidence-Based Research on Reading Recovery”, a 5/21/02 joint statement by 31 leading reading researchers, Reading Recovery should not be used for the following reasons (http://www.nrrf.org/rrletter_5-02.pdf):

  • Reading Recovery is not successful with its targeted student population, the lowest performing students.
  • Reading Recovery is not a cost effective solution.
  • Reading Recovery efficacy studies do not use standard assessment measures.
  • Reading Recovery does not change by capitalizing on research.

I’m really concerned that PDE is requiring Reading Recovery (“or comparable elementary reading intervention model”) for all students below grade level in grades 1 through 3 when Reading Recovery has been so widely criticized by so many highly regarded researchers.  Please also see:

READING RECOVERY: AN EVALUATION OF BENEFITS AND COSTS

Bonnie Grossen and Gail Coulter , University of Oregon

http://www.literacycare.com/patients/interventions/readingrecovery.pdf

“If a school’s goal is to raise the overall level of reading performance, Reading Recovery is not the appropriate intervention to choose. Both Reading Recovery advocates and critics agree on this point.”

and
Reading Recovery: What do School Districts Get for Their Money?

http://www.wrightslaw.com/info/read.rr.research.farrall.htm

“Summary”
“Independent research does not validate Reading Recovery’s claims of success. Reading Recovery lacks a standard, nondiscriminatory goal for improving reading skills. Reading Recovery does not use standard measures of assessment to document progress.”

“In house-data from Reading Recovery does not account for the high number of children who are dropped from the program, or for the selection process used to determine eligibility for the program.”

“Reading Recovery does not reduce the need for special education and Title I services. Finally, Reading Recovery is expensive when compared to other programs.”

Is the PA Department of Education aware of these concerns?  I know that Reading Recovery has met What Works Clearinghouse evidence standards (http://ies.ed.gov/ncee/wwc/pdf/WWC_Reading_Recovery_031907.pdf).  In view of the findings above, the reasoning behind this is a mystery to me.

Finally, the following quotes highlight the extreme importance of this issue (http://www.childrenofthecode.org/cotcintro.htm):

“No other skill taught in school and learned by school children is more important than reading. It is the gateway to all other knowledge. Teaching students to read by the end of third grade is the single most important task assigned to elementary schools. Those who learn to read with ease in the early grades have a foundation on which to build new knowledge. Those who do not are doomed to repeated cycles of frustration and failure.” – American Federation of Teachers

“Reading is absolutely fundamental. It’s almost trite to say that. But in our society, the inability to be fluent consigns children to failure in school and consigns adults to the lowest strata of job and life opportunities.” - Dr. Grover Whitehurst, (former) Assistant Secretary, U.S. Department of Education – Director, Institute of Education Sciences.”

In my opinion, requiring that Reading Recovery be taught to all students below grade level in grades 1 through 3 in our lowest performing schools will certainly not help Pennsylvania achieve success in its “Race to the Top” and will doom Pennsylvania’s ”children to failure in school”.   I would very much appreciate hearing your views on this concern.

Pam Cook, M.Ed.
ABC Consulting Services
www.ABCadvocacy.net
412-851-0252

Charter hearing testimony turns to special education

December 10th, 2009

PM superintendent raises concerns about services for students with special needs

SWIFTWATER — The chief of Pocono Mountain School District criticized Pocono Mountain Charter School for pulling students out of special education at Tuesday’s hearing into revoking the school’s charter.

“My concerns are for children who may not be receiving services that they deserve,” said Dwight Pfennig, superintendent of the district, during his daylong testimony at the district’s administration building.

Pfennig, whose cross-examination from the charter school’s lawyers was postponed until the next hearing date, added that he was concerned, “not only legally, but morally.”

Special education is the most substantive of the educationally focused points of contention in the ongoing dispute between the district and the charter school.

In May 2008, the district launched hearings to revoke the school’s charter. The actual hearings began in September, with the district’s school board serving as the judge. Under Pennsylvania law, charter schools must be authorized or revoked by local school districts, not the state.

The district alleges that the charter school is overlooking the complex set of needs that special education students will have throughout their lives.

“It’s not a disease,” Pfennig said of the learning disabilities that many of the special needs students have. “It’s not something you cure. It’s something you learn to live with.”

The charter school, in turn, accuses the district of keeping students in special education programs when they shouldn’t be.

“The truth is, we have received students from the district whom the district should have exited from special education or who should have never been classified as special education in the first place,” the charter school said in a prepared statement.

Most of the other issues revolve around financial concerns, including the salary of the top administrators at the school — chief executive officer, the Rev. Dennis Bloom, and his wife, Gricel, who works as assistant CEO — as well as the lease agreement established between the school and its landlord, Shawnee Tabernacle Church, of which Bloom is the pastor.

The charter school has turned this allegation back on the district, saying the district wants to shut down the school because it presents competition, and that the district wants to bring back students in order to fill seats and pull in money.

But Pfennig disputed those charges.

“This revocation hearing isn’t about school choice. It’s about one charter school,” he said. “This is about making sure tax dollars are being used wisely.”

Pfennig also said the district would gain nothing financially from having more students in its schools. The rate at which the state reimburses districts typically lags behind what it costs to teach a child, especially for those who need special education.

In the past, the charter school has extolled its record of declassifying as many as one-quarter of its special education students, a number that Pfennig said seemed high. He added that students who left the charter school and came back to the district often did so still needing special services.

At a previous hearing, however, the district’s witness, Deborah Sotack, of Pennsylvania Department of Education’s Bureau of Special Education, testified that she performed an on-site visit to the charter school and did not find the number of students exited from those programs to be notably high, according to standard procedures.

Pfennig also alleged that the charter school was holding down the number of its special education students to give it a better chance of making adequate yearly progress, or AYP, which is the seal of approval under the federal No Child Left Behind Act.

“Our concern was that students were not being served in order to not create a subgroup,” Pfennig said.

An attorney for the charter school described the charge as an unfounded suspicion based on rumor.

Under NCLB, schools and districts are measured according to the share of their students who test at grade level on state exams.

That law also requires schools and districts to identify the number of students in what the federal government defines as “subgroups,” which include distinctions by race, economic status, special education and whether or not English is their primary language.

Special education students nationwide have particular trouble meeting the standards set by NCLB, Pfennig noted.

In Pennsylvania, if a subgroup has 40 or more members, and that one group fails to test at grade level, it can determine the AYP status of the entire school.

The charter school, which touts the fact that it has made AYP in five out of six years, had 25 special education students in its subgroup this year, and 16 in 2008, according to PDE.

Tuesday marked the fourth day of testimony in the charter revocation hearings. They will reconvene on Feb. 1.