...... ~~~~9·~~ 1/ BV:_____ _ UNITED STATES DEPARTMENT OF EDUCATION OFFICE OF THE GENE RAL COUNS EL August 30, 2019 Katherine Anthony American Oversight 1030 15th Street, NW, B255 Washington , DC 20005 Re: American Oversight v. U.S. Dep 't of Commerce et al. - Education Calendar Attachments Civil Action No.: 1:l 8-cv-00534 FOIA Request No.: I 8-00235-F Dear Ms. Anthony: Enclosed you will find one (1) CD containing the requested attachments identified in your June I 0, 2019 correspondence . Please note, however , that the four attachments listed below (totaling 19 pages) required consultation with another agency and are not included in this production: OS 18-00235 Venable.pdf • PC Welfare Reform Proposals 12.15.docx • Workforce Re-Org Agenda - l _ 3 Meeting.docx • Deliverables for ED DOL reorg PCC-Revised.docx ODS Redacted.pdf [Kent Talbert] • Welfare Reform Work Requirements Proposal 'jb jan-feb-apr 2018 calendar' of 'jason hotel calendar 18-00235-f _opaque.pdf • WH_ EO_Broadband _ Summary _ 040618.pptx As soon as that consultation is complete , these records will be forwarded to your attention. If you have any questions regarding this production or have trouble accessing the files on the disc, I can be reached at (202) 401-0409 or at Lydia .Makande @ed .gov. Sincerely , 4hk------- Lydia T. Makande General Attorney 400 MARYLAND AVE. S.W., WASHINGTON , DC 20202 -1 100 www.ed.gov The Dep artment of Education 's missi on is to prom ote student achievement and pr eparation f or global competitiv eness by fost ering educational excellence and ensuring equal access. Page 2 Enclosure cc: AUSA James Luh Batel, Jason Thu, 13 Jul 2017 12:41:33 +0000 To: Batel, Jason;Coxen, Carrie;Johnston, Michael;Rinkus, Christopher;Reynolds, Cody Subject: EVENT:Remarks-NASTID Annual Conference Attachments: TP for Batel 072017.docx From: Sent: ED-19-0431-G-000001 ED 18-00235-F (Betel) 001 BRIEFING FOR ACTING ASSISTANT SECRETARY JASON BOTEL SPEAKING AT THE NATIONAL ASSOCIATION OF STATE TITLE I DIRECTORS MEETING Thursday, July 20, 2017 1:15 - 1:45 p.m . EDT JW Man"iott, 1331 Pennsy lvania Ave, NW Washington, DC Staff Contact: Patrick Rooney, 202-453-5514 OVERVI EW: YOU will provide remarks in a meeting with State educational agency (SEA) staff on Thursday, July 20, 2017, from 1: 15 pm to l :45 pm. This meeting is organized by the National Association of State Title I Directors (NASTID) . This meeting is open to state directors of other federal programs, including Title II, Title III, School Improvement , Special Education , and others. In addition , many state directors often wear multiple hats and often coordinate other programs like Title I, Part D (neglected and delinquent), McKinney-Vento, etc. This group meets ann ually in DC to network and learn from one another about state approaches to implementing the law and to talk with ED. Both press and Alexander's and Foxx's staff will likely be in attendance. PURPOSE: Your remarks are designed to introduce you to the state directors , thank them for their work to date developing state p lans and preparing to implement ESSA. You and Kimberly Richey will provide a short introduction about your goa ls and then engage in a short Q&A, facilitated by Patrick Rooney and Roberta Miceli. YOUR participation in this meeting will help communicate ED ' s goals and emphasize ED's support for the work being done in each state to improve education . BACKGROUND: • • NASTIDis meeting separately on Thursday morning prior to yo ur remarks. ED joins the meeting for the Thursday afternoon and Friday morning sessions. • The agenda for the conference is co-planned between NASTID , OSS , and OSEP. NASTID members asked for updates on state plans and future monitoring activities and any other relevant ESSA-related implementation information . Thursday afternoon , OSS will break states into two groups - half will have facilitated peer-to-peer conversations while the other half will receive a presentation on fiscal issues. Following that, there are several short concurrent sessions around key ESSA topics. Friday morning , OSS and OSEP leadership will discuss the approach OSS uses to support states as well as give updates about technical assistance, performance management, assessment and state plans. The meeting will include approximately 120 participants from almost every state. o Press, potentially Hill staff and NASTID staff members will also be in attendance . • • • • ED-19-0431-G-000002 ED 18-00235-F (Batel) 002 o Department staff from the Office of State Support and other offices will also be at the meeting . MEETING LOCATION: JW Marriott 133 1 Pennsylvania Ave, NW Was hington DC Salon Rooms PRESS PLAN: This eve nt is open to the press. ROOM SETUP: The room w ill be set up w ith a dais and round table s for participants . The re w ill be a seat set for YOU on the dais. IfYOU arri ve before 1:15, you may jo in a table up front to wa it. SEQUENCE OF EVENTS: 1:00 p.m . 1:15 p.m. 1:15p.m. 1:30 p.m. 1:45 p.m. 1:45 p .m. Roberta M ice li and Pah·ick Rooney prov ide a we lcome to the gro up and introduce the agenda for the afternoon. They introd uce YOU and Kimberly Richey YOU are introduced by Patrick and Roberta YOU, and then Kimberly , share your prepared remarks wi th participants YOU have a short Q&A , fac ilitated by Patrick and Roberta, and take quest ions from the audience if there's time. YOU wrap up the discussion and turn over to Rob erta Miceli to lead the transition to the next piece of the agenda. Session concludes and YOU depart. ACKNOWLEDGEMENTS: For your acknowledgements , YOU might recogni ze: • State pa rticipants from almost eve ry state are prese nt. • Mike Radke , Title I director from Michigan Deparhnent of Education, the chair of NASTI D . • Thank you all for your hard work over the past year and a half as we transition to the ESSA. • You are so cr itical to the future of our cou nhy, to the we ll-be ing of our co unh·y, to how equitable our country will be, in driving upward mobility for the children of our counh·y • We are exc ited abo ut the opport unities ESSA provides - it changes the balance from the one-size-fits-all approach of AYP and NC LB to a more state- and local-led initiat ive. We have already seen , with the first 17 state plans , that there will be great variation in how you approach this work. • This innovat ion and variety is one key to improving educat ion. At its heart , ESSA cont inu es the important focus on making sure we are providing opportunities for all students and families and that we are identifying areas that need focused attention and support as well as identifying areas where we are seeing progress that we can all study. W ith the variety envisioned in ESSA , you all have an opport uni ty to try out loca l, ev idence -based approac hes to meeting the needs of your schools and comm uniti es . ED-19-0431-G-000003 ED 18-00235 -F (Batel) 003 • • Coming together to talk about the progress you are seeing and the growth in opportunities will help us learn from one another abo ut promising practices and new approaches. We are looking forward to working with you , supporting you, and learning from you as we implement the ESSA together. The hard work is ju st beginning as we get set for the start of the 2017-18 school year. Please let me or your contact s in the Office of State Support know how we can help support you. In addition, OSS will pose the following three questions to you and Kimberly for your discussion , followed by taking questions from the audience (time permitting): • Tell us a little about your background . What has your path to Acting Ass istant Secretary been? • A new school year will be upon us shortly. What are your offices ' priorities for this coming school year? What are the Admini stration' s priorities for schoo l year 20 172018? • What do you see as the largest challenges facing educators today ? ATTACHMENTS/ADDITIONAL INFO: A . Meeting Agenda can be found at the following link. http://www .titlei.org/association/summer-meeting/T l 7s/materials SITE CONTACT: Patrick Rooney !(b)(6) Patrick.Rooney@e d.gov THANK YOU NOTES: No ne ED-19-0431-G-000004 ED 18-00235 -F (Batel) 004 Lee, Ebony Wed, 19 Jul 2017 16:24:53 +0000 To: Lee, Ebony;Botel, Jason;Reynolds, Cody;Lyles, Sylvia;Esquith, David;Frost, Frances;Richey, Kimberly Cc: Kesner, Paul;Dickard , Norris Subject : HUD Briefing on Envision Centers Attachments: _Backgrounder and Update - Envision Center - 071817 .pdf, _Envision Centers - One Pager - 071417.pdf From : Sent : ED-19-0431-G-000005 ED 18-00235 -F (Batel) 005 U.S. DEPARTMENT OF HOUSING AND URBAN DEVELOPMENT OFFICE OF THE SECRETARY WASHINGTON , DC 20410-0050 ENVISIONCENTERBACKGROUNDER The"Vision" SecretaryCarson:"We haveto thinkmorein termsof developinga communityand cuttingacrosssilos-education, labor,transportation, health. All of thesethingshaveto be integratedbecausewe are developingpeopleand human capital.If we developour people,theybecomepartof the engine, and if we don't,theybecomepartof the load...and theenginecanonly pullso muchof theload." SteveHarvey:"Manwithouta dreamor visionshallperish"[Proverbs29:18] Goals/Mission Envision Centerswill provide communitieswith a centralizedhub for supportin the areasof education, economic empowerment , character& leadership , and health& wellness. The focuson empowering youthand adults in public housingwill transformlivesand communit ies. Throughinter-agencypartnerships as well as partnersh ips with nonprofits, faith-basedorganizations,corporations , PHA's, housingfinance agencies,as well as state and local governments , theseEnvisionCenterswill leveragepublic/privateresourcesfor maximumcommunityimpact. SecretaryCarson:"Oneofthefunctionsof theEnvisionCentersis to provide practicaleducationandtraining. We are talkingbasicskills, mentorshipprograms,and people whocan informindividuals of whatexistsout there.Thereare 1,000thingsa child canbewhentheygrowup...we needto tell kids whattheyare andhow to getthere. Inthesecommunities , oneof thethingsmissingfor youngpeopleis guidance . Youcanbuildthe mostbeautifulfa9ade,butwhatis missingis someonewhocandirecttheirlives." Steve Harvey: "The goal is to startteaching from the wombto the tomb,and to provide a safe-havenfor teachinglife skills." Timeline The Envision CenterTask Forceis an internalworkingwithinthe Departmentof Housingand UrbanDevelopment workingtowardsa timelinethatwouldallowthe first EnvisionCenterto beopenedin Detroitby December2017. The firstEnvisionCenterswill notbe newlyconstructedbuildings,rathertheywill be housedin existingspaceprovidedby EnvisionCenterpartners . EnvisionCenterEmpowerment Areas TheEnvision CenterTaskForceis workingto buildpartnerships withorganizations whoprovidethefollowingareasof trainingandsupport. • Characterand Leadership • EconomicEmpowerment • EducationalAdvancement • HealthandWellness www.hud.gov ED-19-0431-G-0000061 ED 18-00235 -F (Batel) 006 U.S. DEPARTMENT OF HOUSING AND URBAN DEVELOPMENT OFFICE OF THE SECRETARY WASHINGTO N, DC 20410-0050 TargetCitiesfor EnvisionCentersand Section3 Engagement Baltimore City City Berea , KY Dallas Detroit Greenville , Miami MS Phoenix New York Cltv . Listening Tour Yes - Yes Yes - Yes HUDRegion Ill IV VI V IV IV IX $25,707 $18,256 $27,605 $15,038 $17,290 $23,850 $24,231 $42,241 $39,906 $43,781 $25,764 $29,206 $43,129 $47,326 23.70% 26.90% 24.00% 40.30% 36.80% 20.00% 23.10% $13 ,041 ($1) $9 ,909 $11,316 $3 ,590 $5 ,995 $8 ,851 4.3 (158) 5.1 (259) 4.6 (198) 4.1 (130) 4 10 17 2 25 9 2 6 4 1 4 7 Western Kentucky University Bowling Green SBDC TexasSBDC - Dallas- N. TX Small Business Development Center Dallas County Community College- Ctr for Gov Contracting SmallBz Michigan Small Business Development Center Eastern Michigan University NO Florida SBDC at Florida International University, Miami Arizona Small Business Development Center Maricopa Community Colleges II INCOME *Per capita income in past 12 months (in 2015 dollars), 2011-2015 *Median Household Income *Persons in Poverty **MFH Median Income of Assiste d Households *Unemployment Rate 4.5 (185) OPPORTUN ITY CENTER PARTNER ORGANIZATIONS DOL Career One 13 Stop Centers YMCANear PHA 3 Small Business Development Centers Maryland Small Business Development Center Baltimore City SBDC www.hud.gov - - - ED-19-0431-G-000007 2 ED 18-00235-F (Batel) 007 Envision Centers Envision Centers will provide communities with a centralized hub for support in the areas of education , I economic empowerment , character & leadership , and health & wellness . The focus on empowering youth and adults in public housing will transform lives and communities . Through inter-agency partnerships as well as partnerships with non-profits , faith-based organizations , corporations , public housing authorities , housing finance agencies, as well as state and local governments , these Envision Centers will leverage public /private resources for maximum community impact. Expanding Opportunities & E1npowering People "We're going to help people. We're not just going to say, 'You've got to do it. ' or 'You've got to pull yourself up by your bootstraps .. . ' We're going to help people do this , but we're going to give them the VISION ." - Secretary Ben Carson , . , - CH~RWGifER 8J. HE~ DERSHI E l""n'I ECONOMIC ~ EMPOWERMENT Job training resources that empower families to create financial sustainab ility ~ EDUCATIONAL llllilll'ADVANCEMENT Empowering adults through life-long learning that creates a foundation for the next generat ion Putting Bright Ideas to Work Share ideas about your great programs that empower people. Email - listen ingtour@hud.gov HEALTH& WELLNESS Empowering families with the tools to lead productive and healthy lives ED-19-0431-G-000008 ED 18-00235 -F (Batel) 008 From: Bass, Deana Sent: Wed, 19 Jul 2017 17:37:39 +0000 To: Bass, Deana;Lee, Ebony;Davis, Martha;Bregon, Nelson R;Joy,Johnson P;Munir, Rafiq A;Holderfield, Stephanie A Cc: Lyles, Sylvia;Botel, Jason;Richey, Kimberly;Weathers, Roger Subje ct: HUD, Dept. of ED Mtg. RE: Envision Centers & HUD/ED Partnership Att achm ents: _Backgrounder and Update - Envision Center - 071817 .pdf, _Envision Centers - One Pager - 071417.pdf Import ance: High Agenda: One of Secretary Carson's priorities is creating agency -wide partnerships to empower residents of public housing and the concept of "Envision Centers ." This discussion will touch on how HUD's work can complement the Dept. of Educations' work and ways to form a HUD/ED partnership. Attending from HUD : Deana Bass, Deputy Chief of Staff, Office of the Secretary Johnson Joy, CIO Stephanie Holderfie ld, Special Advisor, Office of Public and Indian Housing Alfonso Costa, Special Assistant to the Secretary Rafiq Munir, Senior Analyst, Office of Fair Housing & Equal Opportunity / Economic Opportunity Division Nelson Bregon , Assoc. Assistant Deputy Secretary , Office of Field Policy & Management Arrival to HUD: Please note that there are two entry points from 7th Street, and you should enter on the south side of the building near 7&E St. The lobby is located behind the large cement tower with the embedded Dept. of Housing & Urban Development sign. You should arrive by 2:50 for security check-in, and Laura (#3667) will meet you in the lobby and escort you to the meeting. ED-19-0431-G-000009 ED 18-00235- F (Batel) 009 U.S. DEPARTMENT OF HOUSING AND URBAN DEVELOPMENT OFFICE OF THE SECRETARY WASHINGTON , DC 20410-0050 ENVISIONCENTERBACKGROUNDER The"Vision" SecretaryCarson:"We haveto thinkmorein termsof developinga communityand cuttingacrosssilos-education, labor,transportation, health. All of thesethingshaveto be integratedbecausewe are developingpeopleand human capital.If we developour people,theybecomepartof the engine, and if we don't,theybecomepartof the load...and theenginecanonly pullso muchof theload." SteveHarvey:"Manwithouta dreamor visionshallperish"[Proverbs29:18] Goals/Mission Envision Centerswill provide communitieswith a centralizedhub for supportin the areasof education, economic empowerment , character& leadership , and health& wellness. The focuson empowering youthand adults in public housingwill transformlivesand communit ies. Throughinter-agencypartnerships as well as partnersh ips with nonprofits, faith-basedorganizations,corporations , PHA's, housingfinance agencies,as well as state and local governments , theseEnvisionCenterswill leveragepublic/privateresourcesfor maximumcommunityimpact. SecretaryCarson:"Oneofthefunctionsof theEnvisionCentersis to provide practicaleducationandtraining. We are talkingbasicskills, mentorshipprograms,and people whocan informindividuals of whatexistsout there.Thereare 1,000thingsa child canbewhentheygrowup...we needto tell kids whattheyare andhow to getthere. Inthesecommunities , oneof thethingsmissingfor youngpeopleis guidance . Youcanbuildthe mostbeautifulfa9ade,butwhatis missingis someonewhocandirecttheirlives." Steve Harvey: "The goal is to startteaching from the wombto the tomb,and to provide a safe-havenfor teachinglife skills." Timeline The Envision CenterTask Forceis an internalworkingwithinthe Departmentof Housingand UrbanDevelopment workingtowardsa timelinethatwouldallowthe first EnvisionCenterto beopenedin Detroitby December2017. The firstEnvisionCenterswill notbe newlyconstructedbuildings,rathertheywill be housedin existingspaceprovidedby EnvisionCenterpartners . EnvisionCenterEmpowerment Areas TheEnvision CenterTaskForceis workingto buildpartnerships withorganizations whoprovidethefollowingareasof trainingandsupport. • Characterand Leadership • EconomicEmpowerment • EducationalAdvancement • HealthandWellness www.hud.gov ED-19-0431-G-0000101 ED 18-00235 -F (Batel) 010 U.S. DEPARTMENT OF HOUSING AND URBAN DEVELOPMENT OFFICE OF THE SECRETARY WASHINGTO N, DC 20410-0050 TargetCitiesfor EnvisionCentersand Section3 Engagement Baltimore City City Berea , KY Dallas Detroit Greenville , Miami MS Phoenix New York Cltv . Listening Tour Yes - Yes Yes - Yes HUDRegion Ill IV VI V IV IV IX $25,707 $18,256 $27,605 $15,038 $17,290 $23,850 $24,231 $42,241 $39,906 $43,781 $25,764 $29,206 $43,129 $47,326 23.70% 26.90% 24.00% 40.30% 36.80% 20.00% 23.10% $13 ,041 ($1) $9 ,909 $11,316 $3 ,590 $5 ,995 $8 ,851 4.3 (158) 5.1 (259) 4.6 (198) 4.1 (130) 4 10 17 2 25 9 2 6 4 1 4 7 Western Kentucky University Bowling Green SBDC TexasSBDC - Dallas- N. TX Small Business Development Center Dallas County Community College- Ctr for Gov Contracting SmallBz Michigan Small Business Development Center Eastern Michigan University NO Florida SBDC at Florida International University, Miami Arizona Small Business Development Center Maricopa Community Colleges II INCOME *Per capita income in past 12 months (in 2015 dollars), 2011-2015 *Median Household Income *Persons in Poverty **MFH Median Income of Assiste d Households *Unemployment Rate 4.5 (185) OPPORTUN ITY CENTER PARTNER ORGANIZATIONS DOL Career One 13 Stop Centers YMCANear PHA 3 Small Business Development Centers Maryland Small Business Development Center Baltimore City SBDC www.hud.gov - - - ED-19-0431-G-000011 2 ED 18-00235-F (Betel) 011 Envision Centers Envision Centers will provide communities with a centralized hub for support in the areas of education , I economic empowerment , character & leadership , and health & wellness . The focus on empowering youth and adults in public housing will transform lives and communities . Through inter-agency partnerships as well as partnerships with non-profits , faith-based organizations , corporations , public housing authorities , housing finance agencies, as well as state and local governments , these Envision Centers will leverage public /private resources for maximum community impact. Expanding Opportunities & E1npowering People "We're going to help people. We're not just going to say, 'You've got to do it. ' or 'You've got to pull yourself up by your bootstraps .. . ' We're going to help people do this , but we're going to give them the VISION ." - Secretary Ben Carson , . , - CH~RWGifER 8J. HE~ DERSHI E l""n'I ECONOMIC ~ EMPOWERMENT Job training resources that empower families to create financial sustainab ility ~ EDUCATIONAL llllilll'ADVANCEMENT Empowering adults through life-long learning that creates a foundation for the next generat ion Putting Bright Ideas to Work Share ideas about your great programs that empower people. Email - listen ingtour@hud.gov HEALTH& WELLNESS Empowering families with the tools to lead productive and healthy lives ED-19-0431-G-000012 ED 18-00235 -F (Batel) 012 From: Batel, Jason Sent : Thu, 15 Jun 201713:39:45 +0000 To : Batel, Jason;Coxen, Carrie;Chism, Monique ;Rigling, Kay;Miceli, Roberta;Peasley, Donald;Putney, LaTisha;Rooney, Patrick Subject : MEET: Alabama Attachm ents: Alabama _June 1_ 2017.pdf Import ance: High ED-19-0431-G-000013 ED 18-00235 -F (Betel) 013 STATE OF ALABAMA DEPARTMENT OF EDUCATION Michael Sentance, J.D., LLM. Slllte Superintendent of Ed~ caUon June 1, 2017 Alabama Slaw Board crEdocaitron GOV41mor Kay lvoy Mr. Jason Botel Acting Assistant Secretary Office of Elementary and Secondary Education 400 Maryland Avenue, SW Washington, DC 20202-6132 P ... s.ld81'1t Dear Mr. Botel: On June 18, 2013, Secretary Arne Duncan sent a letter to all chief state school officers indicating that the U.S. Department of Education (USDOE) would consider requests for flexibility from testing in situations where states sought to pilot a new statewide assessment. Several states submitted requests for said waivers and the USDOE granted the requests of multiple states, most notably California and Washington. The principal reason given for granting the requests was to eliminate double testing of students by providing field-test flexibility. I am requesting similar relief on behalf of the students, teachers, and schools across the state of Alabama. Jackie Zfllglor i;llttricl I B,tty Potors i;Jlstrictll Slt,Dllanle Sell i;Jl•trtct Ill v.. tw M. Rk:h•rd•on, Ed.C. Dl•1'1ctfV Vice PresideM Ella B. Ball Olstrfct\/ Cynlhla McCarty, P~.o. Ol•trlct VI Jtff f\lewrqan Clstrict VII lbry Scott: Hunte,- 1 J.D. District VIII PresidentPro Tern Alabama is in the formative stages of a complete overhaul of its approach to education. We are replacing our former strategic plan, PLAN 2020, with a new and more comprehensive plan entitled Alabama Ascending. A key component of Alabama Ascending is the development of an assessment that is completely aligned with our state standards and, as such, provides valid and reliable insight into whether or not our students' are benefitting from instruction aligned to those same standards. A recent peer review of our current assessment, ACT Aspire, indicated that we are not fully aligned with our standards. Optimally, the Alabama State Department of Education (ALSDE) is requesting a complete waiver from testing for the 2017-2018 school year to provide us with the necessaiy time to develop and field test a high quality, standards driven and standards aligned set of assessments. Should such a waiver not be possible, we would subsequently request that we be allowed to utilize existing formative assessments to determine student growth in lieu of administering the ACT Aspire assessments. We have provided a spreadsheet of the formative assessments currently in use in Alabama. The vast majority of systems utilize either Scantron Performance Series {61%) or Renaissance products (74%), both of which provide reliable growth metrics. Alabama has purchased an enterprise level license from Scantron meaning that all assessments on their platform can be given to any public school student in the state an unlimited number of times. Therefore, we will be able to provide a reliable growth measure in reading, mathematics and science for all students in Grades 3-8 and in reading and mathematics for all students in Grade 1O throughout the 2017-2018 school year. During that tim~. we would be developing and field testing the Jong-term answer to our assessment needs rather than continuing ta administer a test that may, or may not, be suitably aligned to our state standards. Thank you in advance for your consideration of this critical request. (b)(6) Mlcl'lael Sentance 1 J.D~ LLM1 S.crell,Y'-11<1 E.uc\J'liveOfflcer Michael Sentance State Superintendent of Education MS:BJC GORVO:-ING • P.O. Box 30210 l • 1110 S TGO~IER\', ALABAMA36130-2101 • TELEPIIOSE (J34) 242-9700 • WF.n .~ITE, www.al,dc.~du ED-19-0431-G-000014 ED 18-00235 -F (Batel) 014 From : Sent : To : Subject : Attachm e nts: Botel, Jason Sun, 7 May 2017 15:25:38 +0000 Botel, Jason;Ch ism, Monique;Esquith, David MEET: Surplus Military Equipment FY16_FY17Equipment Lists.pdf ED-19-0431-G-000015 ED 18-00235 -F (Batel) 015 LAW ENFORCEMENT EQUIP M ENT PERMANENT WORKING GROUP A11nualEquipment List Review Consiste nt with the "Recommenda ti ons Pursuanf; to Executive Order 13688," the Permanent Working Gro up (PWG) conducted an annual evaluation and review of the items on the Prohi bited and Contro lled Equipm ent Lists to determine whe th er equipment categories sltould be added , del eted, or refined. The first annual review took place from July to Septe mb er 2016 and included significant input from civil rights, law effect in Fiscal Year 2017 (beginning October 1, 2016). enforcement, and other r elevant stakeho lder groups. Th e chan ges below will ta._¼.e PROHIBITED EQUIPMENT LIST I~===============~ FY2016 IIm Tracted A.-nitored \/ehldes! Vehicles that prov lde ballistk: protect ion to the ir occu:Jants and utilize a tr.!.dced system Instead of w11eels. for forward mot ion. Weapo11!2:ed Akcraft, Vessels:, and Vehides o,f A•w Kind: TT1.ese item$ will be proh ibited from IICOMMENTS o11 [No d1angel I [No Change} purchase or transfe- r with weapons installed. ::===============:~===============:I f-if'earms of-.SQ-Caliber or Hk&her Ammu•1itionof .SO-Caliberor Ki~her Grtmade Launche-rs: Firearm or firearm accessory designed to lau nch small e:JDCP who will supervise staff and coordinate administrative support for ED-19-0431-G-000026 ED 18-00235-F (Betel) 026 the Commission. The Executive Director will work at the direction of the Chair on all Commission related matters and will attend each meeting of the Commission. Members serve at the pleasure of the President. 12. Subcommittees: Subcommittees composed of members designated by the Chair may be established by the Chair in consultation with the Executive Director and the DFO to perfom1 specific functions within the Commission's jurisdiction. The Chair will notify the Executive Director and the D.FO upon the establishment of each subcommittee and will provide the Executive Director and the DFO \\1th information on its name, membership, function, and estimated frequency of meetings. Subcommittees must not incur costs or expenses without prior consultation with the Executive Director and express written authorization of the Chair. Subcommittees must not provide any information to any t:ntity without written authorization of the Chair. Subcommittees are required to report any findings, conclusions, or recommendations to the Commission and must not provide any infonnation directly to the President. 13. Recordkeeping: The records of the Commission and its subcommittees will be handled in accordance with General Records Schedule 6.2 and approved agency records disposition schedules. These records vvill be available for public inspection and copying, subject to the Freedom of Information Act, 5 C.S.C. § 552. 14. Filing Date: The filing date of this charter is April 24, 2017. Approved on this 24th day of April, 2017 Richard J 1:fi'~um, Acting Director Office of National Drng Control Policy ED-19-0431-G-000027 ED 18-00235 -F (Batel) 027 Federal Register/ Vol. 82, No. 62 / Monday, April 3, 2017 / Presidential Documents 16283 Presidential Documents Executive Order 13784 of March 29, 2017 Establishing the President 's Commission on Combating Drug Addiction and the Opioid Crisis By the authority vested in me as President by the Constitution and the laws of the United States of America, it is h ereby ordered as follows: Section 1. Policy. It shall be the polic y of the executive branch to combat the scourge of drug abuse, addiction, and overdose (drug addiction), including opioid abuse, addiction, and overdose (opioid crisis). This public health crisis was responsible for more than 50,000 deaths in 2015 alone, most of which involved an opioid, and has caused families and communities across America to endure significant pain, suffering, and financial harm. Sec. 2. Establishment of Commiss ion. There is established the Pr esident's Commission on Combating Drug Addiction and the Opioid Crisis (Commission). Sec. 3. Membership of Commission. (a) The Commission shall be composed of members designated or appointed by the President. (bl The members of the Commission shall be selected so that membership is fairly balanced in terms of the points of view represented and the functions to be performed by the Commission . (c) The President shall designate the Chair of the Commission (Chair) from among the Commission's members. Sec. 4. Mission of Commission. The mission of the Commission sha ll be to study the scope and effectiveness of the Federal response to drug addiction and the opioid crisis described in section 1 of this order and to make recommendations to the President for improving that response. The Commission shall: (a) identify and describe existing Federal funding used to combat drug addiction and the opioid crisis; (b) assess the availability and accessibility of drug addiction treatment services and overdose reversal throughout the country and identify areas that are underserved; (c) identify and report on best practices for addiction prevention, including healthcare provider education and evaluation of prescription practices, and the use and effectiveness of State prescription drug monitoring programs; (d) review the literature evaluating the effectiveness of educational messages for youth and adults with respect to prescription and illicit opioids; (e) identify and evaluate existing Federal programs to prevent and treat drug addiction for their scope and effectiveness, and make recommendations for improving these programs; and (f) make recommendations to the President for improving the Federal response to drug addiction and the opioid crisis. Sec. 5. Administration of Commission. (a) The Office of National Drug Control Policy (ONDCP) shall, to the extent permitted by law, provide administrative support for the Commission. (b) Members of the Commission shall serve without any additional compensation for their work on the Commission. Members of the Commission appointed from among private citizens of the Un ited States, while engaged in the work of the Commission, may be allowed travel expenses, including ED-19-0431-G-000028 ED 18-00235-F (Batel) 028 162 84 Federal Register/Vol. 82, No. 62/Monday, April 3, 2017/Presidential Documents per diem in lieu of subsistence, to the extent permitted by law for persons serving intermittently in Government service (5 U.S.C. 5701- 5707), consistent with the availability of funds. (c) Insofar as the Federal Advisory Committee Act, as amended (5 U.S.C. App.) (Act), may apply to the Commission, any functions of the President under that Act, except for those in section 6 and section 14 of that Act, shall be performed by the Director of the ONDCP, in accordance with the guidelines that have been issued by the Administrator of General Services. Sec. 6. Funding of Commission. The ONDCP shall, to the extent permitted by law and consistent with the need for funding determined by the President , make funds appropriated to the ONDCP available to pay the costs of the activities of the Commission. Sec . 7. Reports of Commission. Within 90 days of the date of this order , the Commission shall submit to the President a report on its interim rec ommendations regarding how the Federal Government can address drug addiction and the opioid crisis described in section 1 of this order, and shall submit a report containing its final findings and recommendations by October 1, 2017 , un less the Chair provides ·writt en notice to the Presid ent that an extension is necessary . Sec. 8. Termination of Commission. The Commission shall terminate 30 days after submitting its final report, unless extended by the President prior to that date. Se c. 9. General Provisions . (a) Nothing in this order shall be construed to impair or otherwise affect: (i) the authority granted by law to an executive department or the head thereof; or or agency , (ii) the functions of the Director of the Office of Management and Budget relating to budgetary, administrative , or legislative proposals. (b) This order shall be implemented consistent with applicable law and subject to the availability of appropriations . ED-19-0431-G-000029 ED 18-00235 -F (Batel) 029 Federal Register / Vol. 82, No. 62 / Monday, April 3, 2017 / Presidential Documents 16285 (c) This order is not intended to, and does not , create any right or benefit, substantive or procedural, enforceab le at law or in equity by any party against the United States, its departments, agencies, or entities, its officers , emp loyees, or agents, or any other person. THE WHITE HOUSE, March 29, 2017. [FR Doc . 20 "17-06716 Fil e d 3- 3 1-17; 11:15 am] Billin g co de 3295-F7-P ED-19-0431-G-000030 ED 18-00235-F (Batel) 030 3280-FS EXECU TIVE OFFICE OF THE PRESIDENT Office of National Drug Control Policy Notification of a Public Meeting of the President's Commission on Combating Drug Addiction and the Opioid Crisis (Commission) AGENCY: Office of National Drug Control Policy (ONDCP) ACTION: No tice of Meeting. SUMMARY: ONDCP announces the first meeting of the President's Commission on Combating Drug Addiction and the Opioid Crisis to advance the Commission's work on drug issues and the opioid crisis per Execut ive Order 13784. The first meeting will consist of statements to the Commission from invited nonprofit organizations regarding drug issues followed by discussion of the issues raised. DATE: The first Commission meeting will be held on Friday June 16, 20 17 from 12:30 pm until approximately 2:30 pm (Eastern time). ADDRESS : The meeting w ill be held at the Eisenhower Executive Office Buildin g, Room 350, in the Executive Office of the President in Washington , DC. It will be open to the public throu gh livestreaming on https://www .whitehouse.gov/l ive. FOR FURTHER INFORMATION CONTACT: General informa tion concerning the Commission and its meetings can be found on ONDCP 's website at https://www.whitehouse.gov /ondcp/presidents-commission. Any member of the public who wishes to obtain information about the Comm ission or its meetings that is not 1 ED-19-0431-G-000031 ED 18-00235-F (Betel) 031 already on ONDCP's website or who wishes to submit written comments for the Commiss ion's consideration may contact Michael Passante , Designated Federal Officer (DFO) via e-mail at commi ssion@ondcp.eop.gov or telephone at (202) 395-6709. Please note that ONDCP may post such written comments publicly on our website, including names and contact information that are submitted. There will not be oral comments from the publ ic at the meeting . Requests to accommodate disabilities with respect to livestream ing or otherwise should also be sent to that email address, preferably at least 10 days prior to the meeting to allow time for process ing. SUPPLEMENTARY INFORMATION: The Commission was established in accordance with E.O. 13784 of March 29, 20 17, the Commission's charter, and the provisions of the Federal Advisory Committee Act (FACA), as amended , 5 U.S.C. App. 2, to obtain advice and recommendations for the President regarding drug issues. The Executive Order, charter, and information on the Members of the Commission are available on ONDCP's websi te. The Commissio n will function solely as an advisory body and will make recommendations regarding policies and practices for combating drug addiction with partic ular focus on the current opioid crisis in the United States. The Commission's final report is due October 1, 2017 unless there is an extension. Per E.O. 13784, the Comm ission shall: a. identify and describe the existing Federal funding used to comba t drug addiction and the opioid crisis; b. assess the availabi lity and accessibility of drug addiction treatment services and overdose reversal throughout the country and identify areas that are underserved; 2 ED-19-0431-G-000032 ED 18-00235 -F (Betel) 032 c. identify and report on best practices for addiction prevention , including healthcare prov ider education and eva luation of prescr ipt ion pract ices, collaboratio n between State and Federal officials, and the use and effectiveness of State prescription drug monitoring programs; d. review the literature evaluating the effectiveness of educational messages for youth and adults with respect to pr escription and illicit opioids; e. identify and evaluate existing Federal programs to prevent and treat drug add iction for the ir scope and effectiveness, and make recommendat ions for improv ing these programs; and; f. make recommendations to the President for improv ing the Federal response to drug addiction and the opioid crisis. Dated: May 25, 2017 Mic hael Passante Acti ng General Co unsel Designated Federa l Officer 3 ED-19-0431-G-000033 ED 18-00235-F (Betel) 033 3280-F5 EXECU TIVE OFFICE OF THE PRESIDENT Office of National Drug Control Policy Notification of a Public Teleconference of the President's Commission on Combating Drug Addiction and the Opioid Crisis (Commission) AGENCY: Office of National Drug Control Policy (ONDCP) ACTION: No tice of Teleconference. SUMMARY: ONDCP announces a meeting by teleconference of the President's Commission on Combating Drug Addiction and the Opioid Crisis. The purpose of the meeting is to review a draft interim report that will be posted on ONDCP's Commission website listed below before the teleconference. DATE: The teleconference will be held on Monday June 26, 2017 at 4:00 pm (Eastern time) . ADDRESS: There will be no physical address. The public may call (866) 233-3841 (Access Code 425352) to listen. Please call five minutes before the start time. If you are part of an organization, please try to consolidate use to as few lines as possible. FOR FURTHER INFORMATION CONTACT: General information concerning the Commission and its meetings can be found on ONDCP 's website at https://www.wh itehouse.gov /ondcp/presidents -commission. Any member of the public wishing to obtain inforniation about the Commiss ion or its meetings that is not already on ONDCP's website or who wishes to submit written comments for the Commission's 1 ED-19-0431-G-000034 ED 18-00235-F (Batel) 034 consideration may contact Michael Passante , Designated Federal Officer (DFO) via email at commiss ion@ondcp.eop .gov or telephone at (202) 395-6709. Please note that ONDCP may post such written comments publicly on our website, including names and contact information that are submitted. There will not be oral comments from the public on the teleconference. Requests to accommodate disabilities should also be sent to that email address, preferably at least 10 days prior to the meeting to allow time for process mg. SUPPLEMENTARY INFORMATION: The Commiss ion was established in accordance with E.O. 13784 of March 29, 2017, the Commission's charter , and the provisions of the Federa l Adv isory Comm ittee Act (FACA), as amended, 5 U.S .C. App. 2, to obtain advice and recommendations for the President regarding drug issues. The Execut ive Order, charter, and information on the Members of the Comm ission are available on ONDCP 's website. The Commission will function solely as an advisory body and will make recomme ndations regarding policie s and practices for combating drug addiction with particular focus on the current opioid crisis in the United States. The Commission's final report is due October 1, 2017 unless there is an extens ion. Per E.O. 13784, the Commission shall: a. identify and describe the exist ing Federa l funding used to combat drug addiction and the opioid crisis; b. assess the ava ilability and accessibility of drug add iction treatment services and overdose reversal throughout the country and identify areas that are underserved; c. identify and report on best practices for addiction prevention , including healthcare provider education and eva luation of prescr iption practices , collaboration between State 2 ED-19-0431-G-000035 ED 18-00235-F (Betel) 035 and Federal officials, and the use and effectiveness of State prescription drug monitoring programs; d. review the literature evalua ting the effectiveness of educational messages for youth and adults with respect to prescription and illicit opioids; e. identify and evaluate existing Federal programs to prevent and treat drug addiction for their scope and effectiveness, and make recom mendation s for improving these programs; and; f. make recommendations to the President for improving the Federal response to drug addiction and the opioid crisis. Dated: June 6, 2017 Michael Passante Acting General Counse l Designated Federal Officer 3 ED-19-0431-G-000036 ED 18-00235-F (Batel) 036 McHugh, Erin Thu, 13 Jul 2017 18:19:44 +0000 To: McHugh, Erin;Conaty, Joe;Mahaffie, Lynn;Navarro, Erica;Ryder, Ruth;Bergstrom, Peter;Kasior, Anna;Dorfman, Cynthia;Eitel, Robert;Betka, Sue;Botel, Jason;Carter, Denise;Ham, Holly;Jackson, Candice;Lee, Ebony;Manning, James;McFadden, Elizabeth;Rosenfelt, Phil;Sessa, Matthew;Miller, Meredith;Bell -Ellwanger, Jenn;Smith, Kathleen; Kean, Larry;Crowner, Quasette; Rinkus, Christopher; Richey, Kimberly; Brickman, Michael Cc: Sherman, Brandon Subje ct: Reform Steering Committee Attachme nts: Reform Steering Committee Meeting Agenda 7.13docx.docx From : Sent : ED-19-0431-G-000037 ED 18-00235 -F (Batel) 037 Reform Steering Committee Meeting Agenda July 13, 2017 • Update o 0MB meeting July 10 • Generally favorable response • Discussion of public release • 0MB pr iority conversations around FSA, OCR, Data sharing, STEM • 0MB staff will prov ide the 0MB directo r with cross-cutting ideas and age ncy proposals at the end of July, then circle back with agencies. o Any update on communications? (Reque st to outside stakeholders?) • Proposal for implementation planning o Propos ed assignments o Discussion question about workgroup membership • Next steps ED-19-0431-G-000038 ED 18-00235 -F (Batel) 038 STATE PLAN PEER REVIEW CRITERIA Peer Review Panel Notes Template STATE: New Mexico U.S. Department of Education April 5, 2017 ED-19-0431-G-000039 ED 18-00235-F (Batel) 039 SECTION A: TITLE I, PART A: IMPROVING BASIC PROGRAMS OPERATED BY LEAS A.1: Challenging State Academic Standards and Assessments Note: State Plan template item A.l is submitted as part of the separate assessment peer review process consistent with ESEA section 1111 (b) and 34 CFR § 200 .2(d), and thus has no applicable peer review criteria in this document. A.2: Eighth Grade Math Exception (ESEA section llll(b)(2)(C) and 34 CFR § 200.5(b)(4)) Note : State Plan template items A.2 .i and A.2.ii require binary yes/no responses from SEAs, and thus have no applicable peer review criteria. A.2.iii: Sh·ategies (ESEA section l l l l(b)(2)(C); 34 CFR § 200 .5(b)(4)) ► If applicable, 1 does the SEA describe, regarding the 8th grade math exception, its strategies to provide all students in the State the opportunity to be prepared for and take advanced mathemat ics coursework in middle school (e.g., appropr iate data and evidence that the strategies are likely to provide all students in the State that opportunity)? Peer Analysis Peer Resvonse The State exerc ises the exception . Grad e 8 students take the Grade 8 Math P ARCC test un less they are enrolled in a higher level math course . Strenf!,ths The State requires Grade 8 students to take the Grade 8 Math PARCC test (unless they are enrolled in a higher level math co urse) . However, there is no evidence that the proposed strategy "provides all students in the State the opportunity to be prepared for and take advanced mathematics coursework in middle school". Also missing from the plan is any data and evidence that the proposed strategy will likely provide all students in the State the required opportunity under this section . A lgebra is an option for all 8th graders 1 In order for an SEA to exem pt an 81h grade student from the mathematics assessment typically administered in 81h grade under ESEA section l l l l (b)(2)(B)(v)(I)(aa), it must ensure that: a. the student instead takes the end -of-course mathematics assessment the State administers to high schoo l students under ESEA section l l l l(b)(2)(B)(v)(l)(bb); b. the student's perfo rmance on the high school assessment is used in the year in which the student takes the assessment for purposes of measuring academ ic achieveme nt under ESEA section l l l l (c)(4)(B)(i) and participation in assessments under ESEA section l l l l(c)(4)(E); and c. in high school: (I) the student takes a State -administered end -of-course assessment or nationally recogn ized high school academic assessme nt as defined in 34 CFR § 200.3(d) in mathematics that is more adva nced than the assessment the State admin isters for 81h graders under ESEA section l l l l(b)(2)(B)(v)(I)(bb); (2) the State provides for appropriate accommodations consistent with 34 CFR § 200.6(b) and (f); and (3) the student's performance on the more advanced mathematics assessment is used for purposes of measuring academic achievement under ESEA section l l l l(c)(4)(B)(i) and participation in assessments under ESEA sect ion 1111(c)(4)(E). 2 ED-19-0431-G-000040 ED 18-00235-F (Batel) 040 Weaknesses Did the SEA meet all requir ements? If no, describe the specific information or clarification that an SEA must provid e to full y meet this requir ement □ Yes (0 peer reviewer(s)) IZlNo (4 peer reviewer(s)) The State must provide acceptable evidence that the proposed strategy provides all students in the State the required opportunity under this section . The State shou ld also provide any data and evidence that the propo sed strategy will likely provide all students in the State the required opportunity under this section. A.3: Nat ive Language Assessments (ESEA section llll( b)(2)(F) and 34 CFR § 200.6(f)(2)(ii) and (t)(4)) A.3.i: Definition ► ► ► ► ► Does the SEA provide its definition of "languages other than English that are present to a significant extent in the participating student population "? Does the SEA identify the specific languages that meet that definition? Does the SEA's definition include at least the most populous language other than English spoken by the State's participating student population? In determining which languages are present to a significant exte nt in the participating student population, does the SEA describe how it considered languages other than English that are spoken by distinct populations of English learners , including English learners who are migratory, English learners who were not born in the United States, and English learners who are Native Americans? In determining which language s are present to a significant extent in the participating student population , does the SEA describe how it considered languages other than Eng lish that are spoken by a significant portion of the participating studen t population in one or more of the State's LEAs, as well as languages spoken by a significant portion of the participating student populat ion across grade levels? Peer Analysis Peer Response The State appropriately and effectively defined languages other than English present to a significant extent as when that language exceeds I 0% if the total tested population. In this State, only Spanish meets these criteria. The reviewers agreed that the State met the requirement. Strengths The State's definition is acceptable given professional standards . 3 ED-19-0431-G-000041 ED 18-00235-F (Batel) 041 The State is considering assessments in Dine and other native languages. Weaknesses Did the SEA meet all requirements? IZlYes (4 peer reviewer(s)) □ No (0 peer reviewer(s)) If no, describe the specific information or clarification that an SEA must provide to jidly meet this requirement A.3 .ii: Exist ing Assessments in Language s other than English ► Does the SEA identify any exist ing assessments that it makes available in languages other than Engl ish, and specify for which grades and content areas those assessments are availab le? Peer Analysis Peer Response The reviewers noted that the state offers Grades 4, 7, and 11 Standards Based Science assessmen ts in Span ish. PARCC assessments offered grades 3-8 and Algebra I, Geometry, and Algebra II translated into Spanish. Reading assessments are offered in Spanish in the appropriate grade spans. Strengths The reviewers felt this met the requirement. The State offers a variety of mandated discipline specific assessments appropriately spanning multiple grade levels. Weaknesses Did the SEA meet all requirements? IZlYes (4 peer reviewer(s)) D No (0 peer reviewer(s)) If no, describe the specific information or clarification that an SEA must provide to fully meet this requirement 4 ED-19-0431-G-000042 ED 18-00235-F (Batel) 042 A.3.iii: Assessmen ts not Available and Needed ► Does the SEA indicate the languages other than English that are present to a significant extent in the participating student population, as defined by the SEA and identified under A.3 .i of the consolidated State plan, for which yearly student academic assessments are not available and are needed? Peer Analysis Strengths Weaknesses Did the SEA meet all requir ements ? Peer Response The only language that meets the State's definition is Spanish and assessments are available in Spanish. Therefore there are not any other languages where assessments are needed and not available. The State is engaging in consultation with the Navajo Nation and other tr ibes arou nd assessmen ts for the seco nd most common language although they are not required to do so given their adopted definition. IZlYes (4 peer reviewer(s)) □ No (0 peer reviewer(s)) If no, describe the specific information or clarification that an SEA must provid e to full y meet this requirement A.3.iv : Efforts to Deve lop Assessments ► ► ► Does the SEA describe how it will make every effort to develop assessments in, at minimum , languages other than Eng lish that are present to a significant extent in the participating student population, as defined by the SEA and identified under A.3.i of the consol idated State plan template? Does the SEA 's descr iption of how it will make every effort to develop assessments in, at a minimum, languages other than Eng lish that are present to a significant extent in the partic ipating student population include the State' s plan and timeline for developing such assessments? Does the SEA 's descr iption of how it will make every effort to develop assessments in, at a minimum , languages other than Eng lish that are present to a significant extent in the partic ipating student population include a description of the process the State used to: o l ) gather meaningful input on the need for assessments in languages other than English; o 2) collect and respond to public comment; and o 3) consu lt with educators , parents and families of English learners, students, as appropriate , and other stake holders? 5 ED-19-0431-G-000043 ED 18-00235-F (Batel) 043 ► If applicable, does the SEA's description of how it will make every effort to develop assessments in, at a minimum , languages other than Engl ish that are present to a significant extent in the participating student population include an explanation of the reasons (e.g., legal barriers) the State has not been able to complete the development of such assessme nts despite making every effort ? Peer Analy sis Strengths Peer Response Three reviewers felt the response met the standard based on statut es but the response has some weakn esses to consider. For examp le, the plan and timeline for the proposed comp rehensive Spanish language a1is assessment was not evident. Additionally , the State reported collecting "meaningfu l input from all stakeholders throughout the state as part of the comprehensive educa tion listening tour conducted over the past year". Howev er, no information was provided whether public input was spec ifically enlisted about the need for assessments in lang uages other than English and whether educators , parents and families of English learners were consulted. The State already offers assessments in Span ish for Science, Math and Reading. The reviewers felt expan ding Spanish assessments to languag e arts is comm endable . Weaknesses Did the SEA meet all requ irements? If no, describe the sp ecific informa tion or clarifi cation that an SEA must provid e to fully mee t this requir ement ~ Yes (3 peer reviewer(s)) IZlNo (1 peer reviewer(s)) One reviewer recommended that that the State must provide a plan and timeline for the proposed compre hensive Spanis h language arts assessment. A.4: Statewide Accountability Systems & School Support and Improvement (ESEA section llll(c) and (d)) A.4.i: Subgroups (ESEA section 111l(b)(3) , 111l(c)(2)) A.4.i.a: Major Racial and Ethnic Subgro ups of Students (ESEA sectio n l I 11(c)(2)(B)) ► Does the SEA list each major racial and ethnic group that the SEA includes as a subgroup of studen ts in its accountability system? Peer Analys is Peer Response The reviewers agreed the State's response meet s this requirement. The list of subgroups used is included. The State will include: 6 ED-19-0431-G-000044 ED 18-00235-F (Batel) 044 - - - All students Caucasian Hispanic As ian African -American American Indian Students with disabilities English Learners Economically Disadvantaged Please note, the reviewer s cited one weakness below. Stren~ths Weaknesses Did the SEA meet all requirements? State should consistently refer to the subgroup of Asian/Pac ific Islander. Many times the state only labels this subgroup "Asian" . IZlYes (4 peer reviewer(s)) D No (0 peer reviewer( s)) Ifno, describe the specific information or clarification that an SEA must provide to fully meet this requirement A.4.i.b: Additional Subgroups at SEA Discretion ► If applicable, does the SEA desc ribe any additiona l subgroups of students other than the statuto rily required subgro ups (i.e., economically disadvantaged students, students from each major racial and ethnic group, chi ldren with disabiliti es, and English learners) includ ed in its statewide accountab ility syste m? Peer Analysis Strengths Weaknesses Did the SEA meet all Peer Response The reviewers noted that the State also includes Gender, Re-designat ed Fluent English Proficient, Migrant, and Recent ly An-ived. IZlYes (4 peer reviewer(s)) 7 ED-19-0431-G-000045 ED 18-00235-F (Batel) 045 requirements? D No (0 peer reviewer(s)) If no, describe the spec[fic information or clarification that an SEA must provide to fully meet this requirement A.4.i.c: Previously Identified English Learners Note: State Plan template item A.4.i .c requires a binary yes/no response from SEAs, and thus has no applicable peer review criteria. A.4.i.d: If Applicable, Exception for Recently Arrived Eng lish Learners Note: This peer review criterion applies only if a State selects the third option in item A.4.i.d in the consolidated State plan template for recently arrived English learners under which the State applies the exception under ESEA section 1111 (b)(3)(A)(i) or the exception under ESEA section 1111 (b)(3)(A)(ii) to a recently arrived English learner . ► Does the SEA describe how it will choose which exception applies to a recently arrived English learner (e.g., a statewide procedure that considers English language proficiency level in determining which , if any, except ion applies)? Peer Analysis Strengths Weaknesses Did the SEA meet all requirements? Peer Response Not Applicable D Yes( # peer reviewer(s)) D No(# peer reviewer(s)) If no, describe the specific information or clarification that an SEA must provid e to fully meet this requirement A.4 .ii: Minimum N-S ize (ESEA section l l l l(c)(3)(A)) 8 ED-19-0431-G-000046 ED 18-00235-F (Batel) 046 A.4.ii.a: Minimum N-Size for Accountabi lity (ESEA section l l l l(c)(3)(A)(i)) ► ► Does the SEA provide the minimum number of students that the State determines is necessary to meet the requirements of any provis ions under Title I, Part A of the ESEA that require disaggregation of informat ion by each subgroup of students for accountability purposes, including annual meaningful differentiation and identification of schools? Is the minimum number of students the same State-determined number for all students and for each subgroup of students in the State (i.e., economically disadvantaged students, students from each major racial and ethn ic group, children with disabilitie s, and English learners) for accountability purposes? Peer Analysis Peer Response The State determined there would be no minimum group size for accountab ility decisions. There was considerable discussion and analysis among peer reviewers regarding this determination. One reviewer questioned whether no minimum is actually necessary to meet the requirements under Title 1. The reviewers detennined the requirement is met, however, statistical soundness will be discussed in the next section (A.4.ii .b) Stren~ths Weaknesses Did the SEA meet all requirements? IZlYes (4 peer reviewer(s)) □ No(# peer reviewer(s)) If no, describe the specific information or clarification that an SEA must provid e to fully meet this requirement A.4.ii.b: Statistical Soundness of Minimum N-Size (ESEA section l l l l(c)(3)(A)(i)) ► Is the selected minimum number of students statistically sound? 2 2 Consistent with ESEA section l l l l( i), information collected or disseminated under ESEA section 111 l shall be collected and disseminated in a manner that protects the privacy of individuals consistent with section 444 of the Genera l Education Provisions Act (20 U.S.C. 1232g, commonly known as the "Fami ly Educational Rights and Privacy Act of 1974"). When selecting a minimum n-size for reporting, States should consult the Institute of Education Sciences report 9 ED-19-0431-G-000047 ED 18-00235-F (Batel) 047 Peer Analysis Peer Response The reviewers had multipl e concerns with the State's decision to have no minimum group size, due to lack of statistical soundne ss and validity. The reviewers did cons ider the state' s asse rtion that having no minimum group size would include more students in the accountability system. However, while the reviewers understood the argument, this methodolo gy is not statistically valid or reliab le. Having no minimum group size will lead to school accountabi lity determinatio ns base d on the performanc e of very few student s. The reviewers discussed othe r ways that the state could include all students in its accounta bility system, such as by combining schools w ith very low group sizes. Ultimately , the reviewer s determined this proposa l is neithe r statistically valid nor reliable. The reviewers also had a concern with how having no minimum group size would impact student privacy, which is addressed later in this review Strengths Weaknesses Did the SEA meet all requir ements? if no, describe the specific information or clarification that an SEA must provide to fully meet this requirement □ Yes (0 peer reviewer(s)) IZINo (4 peer reviewer(s)) The decision to not have a minimum n-size for accountability purposes was not considered statistically reliable or sound. NM should establish a valid and reliable minimum n-size for accoun tability purposes. A.4.ii. c: How the SEA Determin ed Minimum N-Size (ESEA section l l l l(c)(3)(A)(ii)) ► ► Does the SEA describe how it determined the minimum number of stude nts? Does the description include how the State collaborat ed with teachers, principals, other school leaders, parents, and other stakeholders w hen determin ing such minim um numb er? Peer Anal sis Peer Res onse NM described how it determined the minimum number of students. NM stated that the state did not receive much "Best Practices for Determining Subgroup Size in Accountability Systems While Protecting Personally Identifiable Student Information " to identify appropriate statistical disclosure limitation strategies for protecting student privacy. 10 ED-19-0431-G-000048 ED 18-00235-F (Batel) 048 input on this topic. The reviewers felt the state did not descr ibe "how the State colla borated with teachers, principals, other school leaders , par ents, and other stakeholders when determin ing such minimum number. " Stren~ths Weaknesses Did the SEA meet all requirements? D Yes (0 peer reviewer(s)) IZlNo (4 peer rev iewer(s)) The State should describe how it collaborated with teachers , principals, other school leaders, parents, and other the specijZc information or stakeholders when determining such minimum number. clarification that an SEA must provide to fully meet this requirement ... .. A.4.11.d: M1mmum N-S1ze and Ensurmg Student Privacy (ESEA section l l l l(c)(3)(A)(111)) If no, describe ► Does the SEA describe how it ensures that the minimum num ber of students will protect the privacy of individual students? 3 Pe er Analysis Stren~ths Weaknesses Did the SEA meet all requirements? If no, describe the specific information or clarification that an SEA must provide to fully meet this requirement 3 Peer Response Even though there was no minimum number used for accountability , NM did establish a minimum for reporting. However , the plan is not clear on the minimum number. On page 76, NM writes , "A minimum group size of 20 for report ing ." Howe ver, on page 77, NM writes, "The size requ ired for reporting continues to be 10 or more students in a group." □ Yes (0 peer reviewer(s)) IZlNo (4 peer reviewer(s)) NM must address the discrepancy described above regarding the minimum number for repor ting and clarify if it is 10 or 20. See footnote 5 above for further guidance. 11 ED-19-0431-G-000049 ED 18-00235-F (Batel) 049 A.4.i i.e: If Applica ble, Minimum N-Size for Reporting ► If the SEA 's minimum number of student s for purposes of reporting is lower than the minimum number of students for accou ntability purposes , does the SEA provide the minimum number of students for purposes of repor ting? ► Is the SEA 's minimum number of stu dents for purposes of reporting consistent with the requirements in ESEA section 1111(i), including with respect to privacy and statistica l reliabil ity? Pe er Analysis Peer Response As noted earlier in this review in criteria AA.ii.a, the SEA has not provided the minimum numbe r of students for accountability purposes. Therefore , the first criterion is not applicab le. The minimum num ber of students in a group for reporting purposes is described as both 10 and 20. Thr ee reviewers could not determine if this crite rion was met due to NM not having a minimum number for accountabi lity purpose s. Because there is no minim um group size, it is difficult to determine how privacy is ens ured while acc urately identifying sc hools for support in the accountability system. The relation ship betwee n having no minimum group size for accou ntab ility while ma intainin g a minimum size of 10 or 20 for reporting is unclear. For examp le, if the minimum gro up size does not exist and there are two students in a subgroup, these students could be identified, thereby raising the concern regarding privacy. One reviewer felt that the desc ription provided by the State met the requirements of this criter ion . Strengths Weaknesses Did the SEA meet all requirements? lf no, describe the specific information or clarification that an SEA must provide to fully meet this requirement IZlYes (I peer reviewer(s)) IZlNo (3 peer rev iewer(s)) Three reviewers were unab le to determine if this criterion was met due to the lack of a minimum group size. The State shoul d determi ne a minimum group size for accountability p urposes . 12 ED-19-0431-G-000050 ED 18-00235-F (Batel) 050 A.4.iii: Establishment of Long-Term Goals (ESEA section l l l l(c)(4)(A)) A.4.iii.a: Academic Achievement (ESEA section l l l l(c)(4)(A)(i)(I)(aa)) A.4.iii.a. l: Long-term goals ► ► ► ► ► ► Does the SEA ident ify (i.e., by prov iding a numeric measure) and describe the long-te rm goals for all students for improved academic achievement , as measured by grade-leve l proficiency on the annual statewide reading /language arts and mathematics assessments (which must apply the same academic achievement standards to all public school students in the State, except those with the most significant cogn itive disab ilities)? Does the SEA identify and describe long-term goals for each subgroup of students? Does the SEA' s description incl ude baseline data for all students and for each subgro up of students? Does the SEA's desc ription include the timel ine for meet ing the long-term goals? Is the timeline the same multi-year length of time for all students and for each subgroup of students? Are the long-term goals amb itious? Peer Analysis Peer Response The State provided complete and detailed tables that meet the requirem ents. The long-term goals are amb itious and well thought out based on the current baseline and trajectory . The State provided long-term goals for each subgroup of student s. Goals are clear and easy to understand. The State described extensive outreach and stakeho lders involved in the development of these goals. Strenf!,ths Weaknesses Did the SEA meet all requ iremen ts? ~ Yes (4 peer reviewer(s)) D No (O peer reviewer( s)) If no, describe the specifi.c information or clarification that an SEA must provide to fully meet this requirement 13 ED-19-0431-G-000051 ED 18-00235- F (Batel) 051 A.4.iii.a.2: Measurements of interim progress Does the SEA provide measurements of interim progress toward meeting the long-term goals for all students? ► Does the SEA provide measurements of interim progress toward meeting the long-term goals for each subgroup of students? ► Peer Analysis Peer Response The State provided complete and deta iled tables that meet requi rements. The State includes ann ual objectives for grades 3-8, and high school for all subgroups. Strenzths Weaknesses Did the SEA meet all requirements? ~ Yes (4 peer reviewer(s)) D No (O peer reviewer(s)) If no, describe the specific information or clarification that an SEA must provide to fully meet this requirement A.4.i ii.a.3: Improvement necessary to close statewide proficiency gaps ► Do the long-term goals and measurements of interim progress for academic achievement take into account the improvement necessary for subgroups of students who are behind in reaching those goals to make significant progress in closing statewide proficiency gaps, such that the State's long-term goals require greate r rates of improveme nt for subgro ups of students that are lower achieving? Peer Analysis Peer Response The rates of improvement required for lower achieving subgroups are greater than those higher achieving subgroups . The State included ambitious goals requiri ng greater rates of improvement for lower perform ing subgro ups. Strenzths Weaknesses Did the SEA meet all requirements? ~ Yes (4 peer reviewer(s)) D No (O peer reviewer(s)) 14 ED-19-0431-G-000052 ED 18-00235-F (Batel) 052 If no, describe the specific information or clarification that an SEA must provide to fidly meet this re uirement A.4.iii.b: Gradua tion Rate {ESEA section 111l{c)(4)(A) (i)(I)(bb)) A.4.iii.b. l : Long-term goals for four-year ad justed cohort graduatio n rate ► ► ► ► ► ► Does the SEA identify and describe the long-term goa ls for the four-year adj usted cohort graduation rate for all stude nts? Does the SEA identify and describe the long-term goa ls for the four-year adjusted cohort graduation rate for each subgroup of stude nts? Does the SEA's description inclu de baseline data for all students and for each subgrou p of studen ts? Does the SEA's desc ription include the time line for meet ing the long-ter m goals? Is the timeline the same multi -year length of time for all students and for each subgroup of students? Are the long-term goa ls amb itious? Peer Analysis Peer Resp onse The goa ls are clear and cons istent in the plan. After a careful review and analys is of the long term goals in relation to the four-year adjusted cohort graduation rate, the panel determ ined that this criter ion was met. For exa mple, the State proposes a 14 percent improvement goa l by 2022, an am bitious long term goal for all students. Stren~ths Weaknesses Did the SEA meet all requirements? ~ Yes (4 peer reviewer(s)) 0 No (0 peer reviewer(s)) If no, describe the specific information or clarification that an SEA must provide to fully meet this requirement 15 ED-19-0431-G-000053 ED 18-00235-F (Batel) 053 A.4.iii.b.2: If applicable, long-term goals for each extended-year adjusted cohort graduation rate ► ► ► ► ► ► ► If applicable (i.e., if the SEA chooses, at its discretio n, to establish long-term goa ls for one or more extended-year rates) , does the SEA identify and describe the long-term goals for each extended-year adjusted cohort graduation rate for all students? If applicable (i.e., if the SEA chooses , at its discret ion, to establish long-tenn goa ls for one or more extended-year rates) , does the SEA identify and describe the long-te rm goals for each extended-year adjusted cohort graduatio n rate for each subgro up of student s? Does the SEA' s description include baseline data for all students and for each subgroup of students? Does the SEA 's descr iption include the timel ine for meet ing the long-term goa ls? Is the timeline the sa me multi-year length of time for all students and for each subgro up of students? Are the long -term goals ambitious? Are the long-term goals more rigorous than the long-term goals set for the four-year adjusted cohort graduation rate? Peer Response Pl an responds to all requ ired elements, with goals establ ished for 5 and 6 year cohorts. Peer Analysis The extended-year adjusted cohort graduation rates are strateg ically aligned with the four year rate, and are more rigorous and ambitious than the four-year rate. Strenf?ths Weaknesses Did the SEA meet all requirement s? IZIYes (4 peer reviewer(s)) D No (0 peer reviewer(s)) If no, describe the specific information or clarification that an SEA must provide to fully meet this requirement A.4.i ii.b.3: Measurements of interim progress ► Does the SEA extended-year ► Does the SEA extended-year provide measurements of interim progress toward the long-term goa ls for the four-year adjusted cohort graduation rate and any adjusted cohort graduation rate for all students? provide measurements of interim progress toward the long-term goa ls for the four-year adjusted cohort graduation rate and any adjusted cohort graduation rate for each subgroup of student s? IPeer Response 16 ED-19-0431-G-000054 ED 18-00235 -F (Batel) 054 Peer Analysis Stren£ths Weaknesses Did the SEA meet all requirements? The measuremen ts of interim progress are all aligned with long term goals and amb itious improvemen t is expected. Annua l measures on interim progress are included for all students and groups. IZlYes (4 peer reviewer(s)) 0 No (0 peer reviewer(s)) If no, describe the specijZc information or clarification that an SEA must provid e to fully meet this requirement A.4 .iii.b.4: Improvement necessary to close statewide graduat ion rate gaps ► Do the long-term goals and measurements of interim progre ss for the four-year adjusted cohort graduation rate and any extended-year adj usted cohort graduatio n rate take into accou nt the improvement necessary for subgroups of students who are behind in reaching those goa ls to make sign ificant progress in closing statew ide graduation rate gaps, such that the State's long-term goals require greater rates of improvement for subgroups of students that graduate from high school at lower rates? Peer Analysis Peer Response The goals and measures of interim progress do require faster growth for subgroups of stude nts who are behind . These goals and measures of inte rim progress are appropriate and respons ive to the needs in New Mexico . Reviewers made this detennination based on charts and tab les. However, narrative would have strengthened understanding . Stren£ths Weaknesses Did the SEA meet all requirements? IZlYes (4 peer reviewer(s)) 0 No (0 peer reviewer(s)) If no, describe the specific information or clarification that an SEA must provide to (ullv meet this 17 ED-19-0431-G-000055 ED 18-00235-F (Batel) 055 re uirement A.4.i ii.c: Eng lish Language Proficiency (ESEA section l l l l(c)(4)(A)(ii)) A.4.iii.c. l: Long-term goals ► ► ► ► Does the SEA identify and describe the long-term goa l for increases in the percen tage of English learners making progress in achieving Engl ish language proficiency, as measured by the statew ide English language proficiency assessment? Does the SEA's description include baseline data? Does the SEA's description include the State-determined timeline for English learners to achieve English language profi ciency? Is the long-term goal amb itious? Peer Analysis Peer Response The State's response successfully addresses the criter ia. The goals are clearly stated and ambitious based on cu rrent status and expected student achievement outcomes . The long term goa ls for Eng lish language proficiency (as descri bed on page 15) propose a 12 percent improvement in proficiency by 2022 . The pane l determined that this goal is acceptable and aligned with long term goals. Strenzths Weaknesses Did the SEA meet all requirements? IZlYes (4 peer reviewer(s)) □ No (0 peer reviewer(s)) If no, describe the specific information or clarification that an SEA must provide to fully meet this requirement A.4.i ii.c.2: Meas urements of inter im progress ► Does the SEA provide measu rements of interim prog ress toward the long-term goal for increases in the percen tage of Eng lish learners making progress in achieving English language proficiency? IPeer Response 18 ED-19-0431-G-000056 ED 18-00235-F (Batel) 056 Peer Analysis The State provide d two meas ures of interim progress toward achi eving English language proficienc y. The first is individual student Engl ish Languag e Proficie ncy Grow th Targ ets (p. 14), so that each Eng lish learner will becom e English proficient within five years. Th e second meas ure is of English learner progre ss is through AC CES S proficiency (p. 15) which establishes a 2 percent rate of growth as a long-term goal for achieving proficiency. The State noted that the long term goals and interim targets will be updated with acqui sition of addition al data. Strengths Weaknesses Did the SEA meet all requirement s ? IZIYes (4 peer reviewer (s)) □ No (0 peer rev iewe r(s)) ff no, describe the specific information or clarific ation that an SEA must provide to fully meet this requirement A.4 .iv: Indicators (ESEA section l l l l (c)(4)(B), l l l l (c)(4)(E)(ii)) Note : A single indicator may consist of multiple components or measures. Peers must review each such component or measure/or compliance with all of the required elemen ts. A.4.iv .a: Academi c Achieve ment ► ► ► ► ► ► Does the SEA describ e the Academic Achie veme nt ind icator used in its statewide accountabi lity system, includ ing that the SEA uses the same indicator for all schools in all LEAs across the State? Does the descr iption include how the SEA calcu lates the indicator, including : 1) that the calcu lation is consistent for all schools , in all LEA s, across the State; 2) a description of the we ight ing ofreading /languag e arts achieve ment relative to mathema tics achievement; 3) if the State use s one, a description of the performance index ; 4) if, at the high school level, the indicator includes a measure of student growth, a description of the growth measu re (e.g., a growth model); and 5) if the State averages data, a description of how it averages data across years and/or grades (e.g., does the Sta te use a uniform averagi ng procedure across all schools)? Is the indicator valid and reliable? Is the indicator based on the SEA's long-term goals? Can the indicator be disaggre gated for each subgroup of students ? Is the indicator mea sured by grade-level proficiency on the annual statewide reading/language arts and mathematics assess ments ? 19 ED-19-0431-G-000057 ED 18-00235-F (Batel) 057 ► Does the indicator measure the performance of at least 95 percent of all students and 95 percent of all students in each subgrou p? Peer Analysis Peer Response Peer reviewers agreed that Academic Achievement is not being fully measured under this system due to a lack of a clear relationship between long term goals and academic achieveme nt indicators . The system doesn't account for the profic iency level acco rding to the long term goa ls being met or not. State needs to clarify the relationship between long term goals and academic achievemen t indicators. Therefore , the panel felt the indica tor was not valid. Below are some examples: - The ca lculations on pages 62-63 are not clear, spec ifically, they do not tie into the goals. - Strengths Weaknesses Did the SEA meet all requirements? ff no, describe the specific information or clarification that an SEA must provide to fit!ly meet this requirement Two reviewe rs co ncluded that the 95 percent participation rate was not sufficiently included in the academic indicator. The system, as currently designed, does not measure until a school fails to meet the 95 percent. D Yes (0 peer reviewer(s)) 0 No (4 peer reviewer( s)) State needs to clarify the relations hip between long term goals and academic achievement indicators. State needs to clarify the way it measures participation. State must demonstrate how they account at least 95% of all students in each subgroup in the academic achievement indicator. A.4.iv.b: Other Academic Indicator for Elementary and Secondary Schools that are No t High Schools Note: ff the SEA uses a different Other Academic indicator for each grade span, peer reviewers must separately review each indicator that an SEA submits. For example, if an SEA submits one Other Academic indicator fo r elementary schools and a different Other Academic indicator for middle schools, then peer reviewers will provide feedback, using the criteria below, separately for each indicator . 20 ED-19-0431-G-000058 ED 18-00235-F (Batel) 058 ► ► ► ► ► ► Does the SEA describe the Other Academic indicator used in its statewide acco unta bility system for pub lic elementary and secon dary schools that are not high schools, including that the SEA uses the same indicator and calculates it in the same way for all elemen tary and secondary schools that are not high schools, in all LEAs , across the State , except that the indicator may vary by each grade spa n? Does the SEA desc ribe, if applicable, how it averages data across years and/or grades (e.g., does the State use a un iform averaging procedure across all schools)? If the SEA uses a d iffere nt indicator for eac h grade spa n, does it descr ibe each indicator, includi ng the grade span to wh ich it app lies? If the Other Academic indicator is not a measure of student growth, is the indicator another valid and reliable statewide academic indicator? If the Other Aca demic indicator is not a measure of student growth, does the indicato r allow for meaningfu l differentiation in schoo l performance? Can the indica tor be disaggregated for each subgroup of students? Peer Analysis Strengths Weaknesses Did the SEA meet all requirements? If no, describe the specific information or clarification that an SEA must provide to fully meet this requirement Peer Response Based on the description provi ded, the reviewers were unable to fully assess and analyze the States response . Spec ifically, school and student growth are considered but in the 2018-19 beyond, school growt h is removed and STEM is added. The implications of this were not fully explained. The reviewers were not able to clearly assess this question and recommend the state uses the revised template in order to clearly answer the question . □ Yes (0 peer reviewer(s)) IZlNo (4 peer rev iewer(s)) The State provided the req uested inform ation on the old template . The State shou ld respond to the pro mpt provided w ithin the new temp late. It's like ly that a new analysis will need to be do ne once additiona l infor mation is prov ided . A.4. iv.c: Graduation Rate ► Does the SEA describe the Gra duation Rate indicato r use d in its statew ide accountability system for publ ic high schoo ls in the State , including that the SEA uses the same indicator across all LEAs in the State? ► Does the descrip tion include how the SEA calc ulates the indicator including: I) that the calculation is consisten t for all high schools, in all LEAs , across the State ; 2), if app licab le, whether the SEA chooses to lag adjuste d cohort graduat ion rate data; and 3) if app lica ble, how the SEA ave rages data (e.g., consistent with the provisions in ESEA sectio n 810 I (23) and (25) , which permit averaging gradua tion rate data over three years for very small schoo ls)? 21 ED-19-0431-G-000059 ED 18-00235-F (Batel) 059 ► Is the indicator valid and reliable? Is the indicator based on the SEA's long-term goals? ► Is the indicator based on the four-year adjusted cohort graduation rate? ► If the State , at its discretion , also includes one or more extended-year adjusted cohort graduation rates , does the description include how the four -year adjusted cohort graduation rate is combined with that rate or rates within the indicator? ► If applicable, does the SEA's description include how the State includes in its four-year adjusted cohort graduation rate and any exte nded-year adjusted cohort graduation rates students with the most significant cognitive disabi lities assessed using an alternate assessment aligned to alternate academic achievement standards under ESEA section l l l l(b)(2)(D) and awarded a State -d efined alternate diploma under ESEA section 810 I (23) and (25)? ► Can the indicator be disaggregated for each subgroup of students? ► Peer Analysis Peer Response A lthough the State was clear in describing the indicator and how it is used in their accountability system, two reviewers felt this did not meet all requirements because the proposed system ca lculates a graduation rate for schools that do not have graduates (page 66). These two reviewers felt this undermined the graduation rate indicator, and that only schoo ls that graduate students should be respons ible for graduation rates . Stren~ths Weakn ess es Also, the reviewers concluded there was no clear relationship between long term goals and the rubric for receiving points under this indicator. Two reviewers determined that the State including all grades ( 9-12) in the indicator was a strength. The reliability of the measure is greatly diminished by using no minimum N, but more so by calculating a rate for schools with only 9th graders. Schools without graduates may better be served if this approach is used as a schoo l quality /student success indicator. Did the SEA meet all requirements? 0 Yes (2 peer reviewer(s)) fZlNo (2 peer reviewer(s)) If no, describe the specific information or clarification that an SEA must provide to fully meet this requirem ent The State should revise to only determine graduation rates from schools with twelfth grade and cons ider using this approach as a schoo l qua lity indicator. 22 ED-19-0431-G-000060 ED 18-00235-F (Batel) 060 A.4.iv.d: Progress in Ach iev ing Eng lish Language Proficiency Indicator ► ► ► ► ► Does the SEA describe the Progress in Achieving English Language Profic iency indicator used in its statewide accountab ility syste m, including that the SEA uses the same indicator across all LEAs in the State? Is the indicator valid and reliable? Is the Progress in Ach iev ing Eng lish Language Proficiency indicator aligned with the State-dete rmined timel ine described in A.4.i ii.c. J? Does the indicator consistently measure statewide the progress of all English learners in each of grades 3 through 8 and in the grade for which such English learners are otherwise assessed under ESEA section l l l l(b)(2)(B)( v)(I) during grades 9 through 12? Does the SEA's descr iption include the State's definition of Eng lish language proficiency, based on the State English language proficiency assessment? Peer Analysis Peer Response The State provided specific plan to make sure this indicator is accountable and measurable. One reviewer felt that the items do not clearly tie into long term goals. This reviewer did not feel like items aligned with timeline provided and needed to be more specific. The indicators were not clear ly explained . Strenszths Weaknesses Did the SEA meet all requirements? If no, describe the specific information or clarification that an SEA must provide to fully meet this requirement IZlYes (3 peer reviewer(s)) ~ No (1 peer reviewer(s)) According to one reviewer, this indicator should include a link to the long-term achievement goal timeline. A.4.iv .e: School Qua lity or Student Success Indicator(s) Note: Peer reviewers must separately review each School Quality or Stud ent Success indicator that an SEA submits . For example, if an SEA submits one School Quality or Stud ent Success indicator for high schools and a different School Quality or Student Success indicator for elementary and middle schools, then pe er reviewers will provide feedback, using the criteria below, separately for each indicator. For any School Quali ty or Student Su ccess indi cator that does not apply to all grade spans, the SEA 's description must include the grade spans to wh ich it does apply . (ESEA section 1111 (c)(4)(B)(v)) 23 ED-19-0431-G-000061 ED 18-00235 -F (Batel) 061 ► ► ► ► ► Does the SEA describe each School Qual ity or Student Success indicator used in its statewide accountabi lity system fo r all pub lic schools in the State? If the SEA uses a different indicator for each grade span, does it describe each indicator, including the grade span to which it applies? Does the indi cator allow for meaningful differentiation in school perfo rm ance? Ts the indicator valid, reliable, comparable, used statew ide in all sc hools (for the grade span to which it applies), and calculated in a consistent way? Can the indicator be disaggregate d for each subgroup of students? Peer Analysis Peer Response The plan does inclu de a sect ion on the Schoo l Quality or Student Success Indicator (page 74), and a description of the methodology is included in Appendix I. This indica tor includes three elements: I. Opportunity to Learn Survey - seems a we ll-pl anned indicator but is not fully defined at this time. Version in use meets minimum requiremen ts. 2. Chronic Absenteeism - planned version for 18-19 is not defined. Version in use meets minimum requirements. 3. College and Career Readiness - current ve rsion meets minimum requirements. Proposed revisions are well organ ized but lack detail. When revised indicators are defined, another review will be required. Strenf!.ths Weaknesses Did the SEA meet all requirements? If no, describe the specific information or clarification that an SEA must provide to fidly meet this requirement Two reviewers felt the plan did not descri be how it wou ld specifica lly help students . Everything is no t yet defined. One spec ific area of co ncern is that the OTL survey may not be valid/reliable. It is too early to review what the metric will be use d to measure. Anothe r review shou ld take place after fully defining components of the indicator. More clar ity is needed in terms of actua l implementation of the disa2:2:regation of subgroups. Two panelists concluded indicators were well esta blished with specific plans for revision in near future. Two panelists determined this indica tor had not been fu lly thought out for each grade span. IZlYes (2 peer reviewer(s)) IZlNo (2 peer reviewer(s)) Tw o reviewe rs determined that the State should desc ribe how these indicators will spec ifically help studen ts achieve goa ls. 24 ED-19-0431-G-000062 ED 18-00235-F (Batel) 062 A.4 .v: Annua l Meaningful Differentiation (ESEA section l l l l(c)(4)(C)) A.4.v .a: State's System of Annual Meaningful Differentiation ► ► ► Does the SEA describe its system of meaningfully differentiating, on an annual basis, all public schools in the State? ls the State's system of annual meaningful differentiation based on all indicator s in the State's accountability system? Does the State's system of annua l meaningful differentiation include the perfo rmance of all stude nts and each subgroup of students on each of the indicators in the State 's accountability system? Peer Analys is Strenf!ths Weaknesses Did the SEA meet all requirements? Peer Response The State articulated a strong and clear rationale for the school grad ing system. The A-F grading system is aligned with teacher evaluatio n system, and enhances school report cards. The panel concluded that the system meets requirements. ~ Yes (4 peer reviewer( s)) D No (O peer reviewer(s)) If no, describe the specific information or clarification that an SEA must provid e to fully meet this requir ement A.4.v .b: Weighting oflndicators ► ► ► Does the SEA describe the weighting of each indicator in its system of annua l meaningfu l differentiation, including how the we ighting is adjusted for schoo ls for which an indicator cannot be calculate d due to the minimum number of studen ts (e.g. , for the Progress in Achieving Engl ish Language Proficiency indicator) ? Do the Academic Achievement, Other Academic , Graduat ion Rate, and Progr ess in Achieving English Language Pro ficiency indicators each receive substant ial weight individually? Do the Academic Achievement, Other Academic, Graduat ion Rate, and Progress in Achieving English Language Proficiency indicators receive, in the aggregate, much greater weight than the School Quality or Student Success indicator( s), in the aggregate? IPeer Resp onse 25 ED-19-0431-G-000063 ED 18-00235-F (Batel) 063 Peer Analysis The following is unclear and/or missing from the plan: the weight ing of each indicator; how the weighting is adjust ed for schools for which an indicator cannot be calculated due to the minimum number of students; whe ther the academ ic achievement, other academic, graduation rate , and progress in Achieving English Language Proficiency indicators each receive substantial weight individually ; whether the academic achievement, othe r academic, graduation rate, and progress in ach iev ing English Language Profici ency indicato rs rece ive, in the aggregate, much greater weight than the school quality or studen t success indicato rs in the aggregate. The reviewers concluded the Achiev ing Eng lish language Proficiency is insufficiently we ighted at 5% for 2018 -19 while School Quality and Student Success indicators combine for 27%. Additionally, the reviewers determined the system was not fully described in the plan. The state would benefit from describing full system and compo nents to determine validity and reliability. The reviewers we re not able to approve without better understanding. Strenf!ths Weaknesses Did the SEA meet all requirements? If no, describe the specific information or clarification that an SEA must provide to fully meet this requirement □ Yes (0 peer reviewer(s)) IZlNo (4 peer reviewer(s)) The State should describe the full syste m of weight ing each indicator in its syste m of annual meaningful differentiation. The State should be sure to respo nd to each element in the criter ia of the newest temp late. A.4.v .c: If App licable, Different Methodology for Annual Meaningful Differentiation ► ► If the SEA uses a different methodology or methodolog ies for annual meaningful differentiation than the one descri bed in 4.v.a of the State's plan for schools for which an accountab ility determi nation cannot be made (e.g., P-2 schools) , does it describe the differe nt methodology or methodo logies, including how the methodology or methodolog ies will be used to identify schoo ls for comprehensive or targeted support and improvement? Does the SEA 's descr iption of a different methodology indicate the type(s) of schools to w hich it applies? Peer Analysis Strenf!ths Weaknesses Peer Response Not applicab le 26 ED-19-0431-G-000064 ED 18-00235 -F (Batel) 064 Did the SEA meet all requirements? D Yes(# peer reviewer(s)) □ No( # peer reviewer(s)) if no, describe the specific information or clarification that an SEA must provide to jidly meet this requirement A.4.vi: Identification of Schools (ESEA section 1111(c)(4)(D), 1111(d)(2)(C)-( D)) A.4.vi. a Comprehensiv e Support and Improvement Schools- Lowest Performing ► ► ► Does the SEA describe its methodolog y to identify not less than the lowest-performing five percent of all schools receiving Title I, Part A funds in the State for compreh ensive support and improv ement including , if applicable , how it averages data (e.g., does the State use a uniform averag ing proced ure across all schools) ? Does the SEA's methodo logy result in the identification of not less than the lowest-perfonning five percent of all schools receiving Title I, Part A funds in the State for comprehen sive support and improvement ? Does the SEA include the year in which it will first identify these schools for comprehensive support and improvement (i.e., does the timeline comply with the Department's guidance)? Peer Analysis Peer Response A methodology is included, but the timeline is unclear, due to a proposed change in acco untability systems in 2018- 19. The question was answered but response is inconsistent. The plan includes one accountab ility syste m for 2017-18 but then a change for 2018-19. The plan did not address impact of this change on identification of comprehen sive schools (pages 69, 82, 83). Strenf!ths Weaknesses Did the SEA meet all requirements? if no, describe the specific information or clarification that an □ Yes (0 peer reviewer(s)) ~ No (4 peer reviewer(s)) The State should describe the revised accountability system including timeline for identification and support. Particularly note the process for schools identified in 2017-18. 27 ED-19-0431-G-000065 ED 18-00235-F (Batel) 065 SEA must provide to jidly meet this re uirement A.4.vi.b: Comprehensive Support and Improvement Schools- Low Graduation Rates ► ► ► Does the SEA describe its methodology to identify all public high schools in the State failing to graduate one-third or more of their students for comprehensive support and improvement, including: I) a description of whether the SEA uses one or more extended-year adjusted cohort graduation rates in add ition to the four-year adjusted cohort graduation rate and 2) if applicable, how the SEA averages data (e.g., does the State use a uniform averaging procedure across all schools)? Does the SEA's methodo logy result in the identification of all public high schools in the State failing to graduate one-third or more of their students for comprehensive support and improvement? Does the SEA include the year in which it will first identify these schools for comprehensive support and improvement (i.e. , does the timeline comply with the Department's guidance)? Peer Response Peer Analysis The panel concluded that the identification met all criteria. Although it met criteria, the panelists discussed the methodology for using two out of three years and noted concerns with this methodology. Identification is based on graduat ion rate less than 67 percent for two out of three years. Instead, state should consider averaging ove r three years but include business rules for an except ion as warranted. Strenf?ths Weaknesses Did the SEA meet all requirements? Identification is based on graduat ion rate less than 67 percent for two out of three yea rs. Instead, state should consider averaging over three years but include business rules for an exception as warranted. ~ Yes (4 peer reviewer(s)) D No (0 peer reviewer(s)) If no, describe the specific information or clarification that an SEA must provide to jidly meet this requirement 28 ED-19-0431-G-000066 ED 18-00235-F (Batel) 066 A.4.vi.c: Comprehensive Support and Improvement Schools- Additiona l Targeted Support Not Exiting Such Status ► ► ► Does the SEA describe its methodo logy to identify schools receiving Title I, Part A funds that have received additional targeted support under ESEA section 1111( d)(2)(C) (i.e., based on identification as a school in which the performance of any subgroup of students, on its own, would lead to identification as one of the lowest-performin g five percent) that have not satisfied the statewide exit criteria for such schoo ls within a State-determined number of years? Does the SEA's methodo logy resu lt in the identification of such schools? Does the SEA include the year in which it will first identify these schools for compre hensive support and improvement (i.e., does the timeline comply with the Departme nt's guida nce)? Peer Analysis Peer Response Reviewers agreed that all requirements were met as described in ESSA with timeline included. The methodology is comprehe nsive. Stren:zths Weaknesses Did the SEA meet all requirements? IZlYes (4 peer reviewer( s)) D No (0 peer reviewer(s)) If no, describe the specific information or clarification that an SEA must provide to fully meet this requirement A.4.vi .d: Frequency ofldentification ► ► Does the SEA include the frequency with which the State will identify each type of school for comprehensive support and improvement after the first year of identifica tion? Does the SEA 's timeline result in identification of these schools at least once every three years? Peer Analysis Peer Response The State will identify schools every three years. Three year cycle allows time for implementatio n of viable school improvement plan. Strenf!,ths 29 ED-19-0431-G-000067 ED 18-00235-F (Batel) 067 Weaknesses Did the SEA meet all requirements? ~ Yes (4 peer reviewer(s)) D No (0 peer reviewer(s)) If no, describe the specific information or clarification that an SEA must provide to fully meet this requirement A.4.vi .e: Targeted Support and Improvement Schools-"Consistently Underperforming" Subgroups ► Does the SEA describe its methodo logy to identify schools with one or more "consist ently underperforming" subgroups of students, including its definition of"co nsistent ly underperfo rmin g"? ► Does the SEA's methodology result in the identification of any school with one or more "consistently underperfom1ing" subgroups of students? ► Is the methodology based on all ind icators in the statewide system of annua l meaningful diffe rentiat ion? ► Does the SEA identify these schools annually? Peer Analysis Strenf!,ths Weaknesses Did the SEA meet all requirements? If no, describe the specific information or clarification that an SEA must provide to fully meet this reauirement Peer Response The rev iewers detenn ined the plan includes all identified subgroups. However, the methodology uses only profic iency rates . The plan indicat es that only academic profici ency metri cs are used to identify these schoo ls and not the required "all indicators". □ Yes (0 peer reviewer(s)) No (4 peer rev iewer(s)) The State must revise its methodology to include all indicators and not just academic proficiency metr ics. ~ 30 ED-19-0431-G-000068 ED 18-00235-F (Batel) 068 A.4.vi.f: Targeted Support and Improvement Schools - Addi tional Targeted Support ► ► ► ► Does the SEA describe its methodology to identify schools in which the performance of any subgroup of students , on its own, would lead to identification under ESEA section l l l l(c)(4)(D)(i)(I) using the State's methodology under ESEA section l l l l(c)(4)(D) (i.e., the methodology descr ibed above in A.4 .vi.a), including : I) whether the methodology identifies these schoo ls from among all public schools in the State or from among only the schools identified as schoo ls w ith one or more consisten tly underpe rforming subgroups and 2) if applicable, how the SEA averages data (e.g., does the State use a uniform averaging procedure across all schools)? Does the SEA's methodo logy result in identification of such schools? Doe s the SEA include the year in which the State will first identify such schools (i.e., does the timeline comply with the Department' s guidance)? Does the SEA include the frequency with which the State will identify such schools after the first year of identificatio n? Peer Analysis Peer Response Plan does not specifica lly address this item. The plan does not include any descript ion of a methodology to identify schoo ls in which the perfonn ance of any subgroup of student s, on its own, wou ld lead to identifica tion und er ESEA section 1111( c)(4)(D)(i)(I). The plan does not ensure that such schools will be identified . Strengths Weaknesses Did the SEA meet all requirements? If no, describe the specific information or clarification that an SEA must provide to fully meet this requirement □ Yes (0 peer reviewer(s)) ~ No (4 peer reviewer(s)) The state must include a description of a methodo logy to identify schools in which the performance of any subgroup of student s, on its own, wou ld lead to identification und er ESEA section l l J l(c)(4) (D)(i)(I). A.4.vi .g: If Applicable, Additional Statewide Categories of Schools ► If the State chooses, at its discretion, to include additional statewide categories of schoo ls, does the SEA describe those categories? Peer Anal sis 31 ED-19-0431-G-000069 ED 18-00235 -F (Batel) 069 Stren~ths Weaknesses Did the SEA meet all requirements? D Yes( # peer reviewer(s)) □ No(# peer reviewer(s)) If no, describe the specific information or clarification that an SEA must provide to fidly meet this requirement A.4.vii: Annual Measure of Achievement (ESEA section 1111(c )(4)(E)(iii)) ► ► Does the SEA describe how it factors the requirement for 95 percent participation of all students and 95 percen t of all stude nts in each subgroup of students in statewide mathematics and reading/language arts assessments into the statew ide accountabi lity system? If applicable, does the SEA describe how the SEA differentiates its approach based on such factors as the number of subgroups in the school missing the participation rate requirement, the length of time over which the school has missed the requirement, or the degree to wh ich the school missed the requirement (e.g., 92 percent participation rate vs . 70 percent participation)? Peer Analysis Strengths Weaknesses Did the SEA meet all requir ements ? If no, describe the specific information or clarification that an SEA must provid e to fully meet this requir ement Peer Response The reviewers noted that failure to meet participation threshold lowers school letter grade . However , one reviewer exp ressed conce rn that the State only applies the 95% participation requirement for subgroup students with a minimum group size of30 (page 81). The State provided a very clear consequence for failure to meet the minimum 95% participation objective in e ither ELA or math. One reviewer noted that the participation rate has an n-size of 30 but accountability has no size . Again , elements in accountability system are not consistent. IZlYes (3 peer reviewer(s)) IZINo (l peer reviewer(s)) The State should clarify and be consistent regarding n-size for accountability and participation. 32 ED-19-0431-G-000070 ED 18-00235-F (Batel) 070 AA.viii: Continued Support for School and Local Educational Agency Improvement (ESEA Section 111 l (d)(3)(A)) AA.viii.a: Exit Criteria for Comprehens ive Support and Improveme nt Schools (ESEA sectio n 1111(d)(3)(A)(i)(I)) ► ► ► ► Does the SEA describe its statewide exit criteria for schoo ls identified for comp rehensive support and improveme nt, which may include how the exit criteria are aligned with the State's long-term goals and measurements of interim progress? Does the SEA 's descr iption include the number of years within which schools are expected to meet such criteria? Is the number of years no more than four years? Do the exit criteria ensure continued progress to improve student academic achievement and school success in the State (e.g., do the exit criteria improve student outcomes and ensure that a school that exits no longer meets the criter ia under which the school was identified)? Peer Analysis Peer Response The exit criter ia allow for 3 years of impleme ntat ion of intervent ions. However, there is no desc ription of how the exit criteria will ensure continued progress , only that they are no longer subject to identification. It is possi ble that the school grade total score could decline , but if other schools' grades declined furthe r, that school would no longer be in the bottom 5% and would exit. The State should be clearer on the specific exit criter ia to ensure contin ued progress to improve student academic achievement and schoo l success. Exit criteria are not aligned w ith the State's long-term goals and measurements of interim progress . Stren~ths Weaknesses Did the SEA meet all requir ements? If no, describe the specific information or clarification that an SEA must provide to fidly meet this requirement D Yes (0 peer reviewer(s)) IZlNo (4 peer reviewer(s)) The State must include specific measures of improveme nt linked to long term goals and interim progress to ensure that a school is not exited inappropriate ly. 33 ED-19-0431-G-000071 ED 18-00235 -F (Batel) 071 A.4.viii.b: Exit Criteria for Schools Receiving Additional Targeted Support (ESEA section l l l l(d)(3)(A)(i)(II)) ► ► ► Does the SEA describe its statewide exit criteria for schoo ls receiving additional targeted support under ESEA section 11I I (d)(2)(C), which may include how the exit criteria align with the State's long-term goals and measurements of interim progress and the requirement that the goals and measurements of interim progress take into account the improvement necessary to close statewide proficiency and graduation rate gaps? Does the SEA's description include the number of years within which schools are expected to meet such criteria? Do the exit criteria ensure continued progress to improve student academic achieveme nt and school success in the State (e.g., do the exit criter ia improve stude nt outcomes for the subgroup or subgroups that led to the school 's identificatio n and ensure that a school that exits no longer meets the criteria under which the schoo l was identified)? Peer Analysis Stren:zths Weaknesses Did the SEA meet all requirements? If no, describe the specific information or clarification that an SEA must provide to fully meet this requirement Peer Response The State provides exit criter ia but it is vague . For example, one exit criteria is "sufficient growth ," which isn't defined (p. 85). □ Yes (0 peer reviewer(s)) ~ No (4 peer reviewer(s)) The State needs to clarify and define sufficient growth. Exit criteria should be clearer and more specific. A.4.viii .c: More Rigorous Interventions (ESEA section l l l l(d)(3)(A)(i)(D) ► Does the SEA describe the more rigorous State-determined action required for schools identified for comprehensive support and improvement that fail to meet the SEA's exit criteria within a State-determined number of years, which may include interventions that address school-level operations, such as changes in school staffing and budgeting or the school day and year? Peer Analysis Peer Response Plan of action is clear and concise. The State may take the follow ing options for schoo ls failing to meet State accountabi lity standards: Closure; 34 ED-19-0431-G-000072 ED 18-00235-F (Batel) 072 Restart; Champion and Provide Choice; and Significantly Restructure and Redesign. The plan clearly lists more rigorous interventio ns required for this set of schools. Plan includes long established ESEA interventions for schoo ls requiring more rigorous action. While great detail is Strengths not provided the intr icacies of these aooroaches are fam iliar to educators w ith a degree of experience in these areas. The options are conceptually sound. If monitored, great potential for success . Weaknesses Did the SEA meet all requirements? IZlYes (4 peer reviewer( s)) □ No (0 peer reviewer(s)) If no, describe the specific information or clarification that an SEA must provide to fully meet this requirement A.4.viii.d: Resource Allocatio n Rev iew {ESEA section l 1 l l{d){3){A){ii)) ► Does the SEA describe how it will periodically review resource allocation to support school improvement in each LEA in the State serving a s ignificant number or percentage of schools identified for comprehensive or targeted support and improve ment? Peer Analysis Strenf!ths Weaknesses Did the SEA meet all requirements? Peer Response The State descr ibes annual program and budget reviews which the reviewers deemed a clear system to review resource allocation. The descr iption is simple and stra ightfo rward. IZlYes (4 peer reviewer(s)) D No (0 peer reviewer(s)) If no, describe the specific information or clarification that an SEA must provide to 35 ED-19-0431-G-000073 ED 18-00235-F (Batel) 073 Ijidly ~eel this requirement A.4.viii.e: Technical Assistance {ESEA section l l l l{d){3){A){iii)) ► ► Does the SEA describe the technical assistance that it will provide to each LEA in the State serv ing a significant number or percentage of schools identified for comprehensive or targeted support and improvement? ls the technical assistance likely to improve student outcomes by , for example, 1) identifying State-approved evidence-based interventions; 2) supporting LEAs and schools in the development and implementation of support and improvement plans; and 3) differentiating the technical assistance? Peer Analysis Peer Response The State describe s detailed technical assistance including NM DASH , talent management, leadership , instructional infrastructure, and coord ination of many existing state supports that are mentioned throughout the plan. Additionally, the State is taking advantage of the Direct Student Services Opportunity, such as extended learning time (p. 92). Strengths Weaknesses Did the SEA meet all requirements? IZlYes (4 peer reviewer(s)) 0 No (0 peer reviewer(s)) If no, describe the specific information or clarification that an SEA must provid e to fully meet this requirement A.4.viii.f: If Applicable, Additional Optiona l Action ► If applicable, does the SEA describe the action that it will take to initiate additional improvement in any LEA with a significant number or percentage of schools that it consistently identifies for comprehensive support and improvement and are not meeting the State 's exit criteria or in any LEA with a significant number or percentage of schoo ls implementing targeted support and improvement plans? IPeer Response 36 ED-19-0431-G-000074 ED 18-00235-F (Batel) 07 4 Peer Analysis Stren:zths Weaknesses Did the SEA meet all requirements? If no, describe the specific information or clarification that an SEA must provide to fully meet this requirement Not Applicable □ Yes(# peer reviewer(s)) D No( # peer reviewer(s)) State does not address. A.5: Disproportionate Rates of Access to Educators (ESEA section llll(g)(l)(B)) ► ► ► Does the SEA describe the extent, if any, that low-income children enrolled in schools assisted under Title I, Part A are served at disproportionate rates by ineffective, out-of-field, or inexperienced teachers, which may include the State definit ion of ineffec tive, out-of-field, and inexperienced teachers? Does the SEA describe the extent, if any, that minority children enrolled in schools assisted under Title I, Part A are served at disproportio nate rates by ineffective, out-of-field, or inexper ienced teachers , wh ich may include the State definition of ineffective , out-of-field, and inexperienced teachers? Does the SEA describe the measu res (e.g., data used to calculate the dispropo r1ionate rates) that it will use to evaluate and publicly report its progress with respect to how low-income and minority children are not served at disproport ionate rates by ineffective, out-of-field, and inexperienced teachers? 4 Peer Analysis Peer Response The reviewers determined the State met all necessary requirements for describing the current landscape by presenting current data from their Teac her Equity Plan. Howeve r, the State did not include strategies to include disproportionate rates of access. Stren1 wrote: Hi Jason, Here are my thoughts . Let me know next steps! (b )(5) Here are the comment s I added (al so embedded in the Pow erPoint) . (b )(5) ED-19-0431-G-000176 ED 18-00235 -F (Batel) 176 Thanka EHzabeth ED 18-00235-F {Botelj 1T7 Agency Priority Goal (APG) Action Plan Improve the access to and the quality and transparency of school choice options for K-12 students Submission Date : January 12, 2018 Goal Leader: Jason Batel , Acting Assistant Secretary, Office of Elementary and Secondary Education (OESE) Deputy Goal Leader: Margo Anderson, Acting Deputy Assistant Secretary, Office of Innovation and Improvement (OIi) Theme: Education, Training, Employment and Social Services ED-19-0431-G-000178 DRAFT- Pre-Decisional - For Internal Use Only 1 ED 18-00235- F (Batel) 178 Overview b)(5) ED-19-0431-G-000179 DRAFT- Pre-Decisional - For Internal Use Only 2 ED 18-00235 -F (Botel) 179 Overview b)(5) ED-19-0431-G-000180 DRAFT- Pre-Decisional - For Internal Use Only 3 ED 18-00235-F (Botel) 180 Leadership b)(S) ED-19-0431-G-000181 DRAFT- Pre-Decisional - For Internal Use Only 4 ED 18-00235 -F (Botel) 181 Goal Structure & Strategies b)(5) ED-19-0431-G-000182 DRAFT- Pre-Decisional - For Internal Use Only 5 ED 18-00235 -F (Botel) 182 Summary of Progress - FY 18 Ql b)(S) r ED-19-0431-G-000183 DRAFT- Pre-Decisional - For Internal Use Only 6 ED 18-00235 -F (Botel) 183 Key Milestones (b)(5) ED-19-0431-G-000184 DRAFT- Pre-Decisional - For Internal Use Only 7 ED 18-00235-F (Botel) 184 Key Indicators: Summary of Progress - FY 18 Ql b)(S) ED-19-0431-G-000185 DRAFT - Pre-Decisional - For Internal Use Only 8 ED 18-00235 -F (Botel) 185 Key Indicators: Summary of Progress - FY 18 Ql (b)(5) ED-19-0431-G-000186 DRAFT- Pre-Decisional - For Internal Use Only 9 ED 18-00235 -F (Botel) 186 Data Accuracyand Reliability (b)(S) ED-19-0431-G-000187 DRAFT- Pre-Decisional - For Internal Use Only 10 ED 18-00235 -F (Botel) 187 Additional Information (for publication in March) b)(S) ED-19-0431-G-000188 DRAFT- Pre-Decisional - For Internal Use Only 11 ED 18-00235 -F (Botel) 188 From : Sent : To : Subject : Attachm e nts: Jackson, Candice Mon, 26 Mar 2018 19:37:01 +0000 Jackson, Candice;Botel, Jason;Tracey Lucas;Norr is, Elizabeth Meeting with Dr. Warren Farrell Dr. Warren Farrell Author The Boy Crisis-3.5.18.docx ED-19-0431-G-000189 ED 18-00235 -F (Batel) 189 1. Dr. Warren Farrell, Author, The Boy Crisis: Why Our Boys are Struggling and What We Can Do About It • Date(s): Thursday , March 22 or Friday, March 23; Time TBD • Location: Washington, D.C.- Secretary's office • BDV Participation: Meeting • How Many in Attendance: 1; Dr. Warren Farrell, Author, The Boy Crisis: Why Our Boys are Struggling and What We Can Do About It • Special Notes: • Topics of Discussion: Offer solution s to education, mental health, fathering, and purpose affecting young men. • Dr. Faffell 's book discusses the issues above and offers solution s. He believes these top ics are relevant espec ially since a majority of mass shooters in the U.S. are male. From: Tracey Lucas [mailto:trac ey@nardimedia.com ] Sent: Thursday, March 01, 2018 11:03 AM To: Devos, Betsy ll Page ED-19-0431-G-000190 ED 18-00235-F (Batel) 190 Subject: Invitation: Sec. Devos Meeting with Dr. Warren Farrell, Author, THE BOY CRISIS/ Re: Parkland Shooting Dear Secretary DeVos' Scheduling Team, The students of Parkland High School are sparking a nationa l conversation about what can be done to stop school shootings in the United States , including organizing the March of Our Lives event in DC on March 24th. I am wr iting to offer Secretary DeVos an opportun ity to meet with Dr. Warren Farrell PhD, author of the forthcoming book The Boy Crisis: Why Our Boys Are Struggling and What We Can Do About It (releasing March 13, 2018) . The book details the crisis of education , mental health , father ing and purpose that is fac ing our young men today, and offers a comprehensive blueprint for what policymakers can do to shape the future of men in our country. As the overwhelming majority of mass shooters in the US are ma le , this topic is particularly applicable to this conversation now. I would love to schedule a meeting with Sec. DeVo s and Dr. Farrell wh en he is in Washington DC attending the March For Our Lives over the weekend of March 24th , to discuss these issues and find a solution to help our struggling boys . Please let me know what day and time works to schedule a meeting w ith Dr. Farrell. He can come to Sec. DeVos on Capitol Hill on Thursday , March 22nd, or Friday, March 23 rd. Please feel free to reach me on my cell at 814- 392-0609 or on my email at tracey@nardimed ia.com . Thank you and hope to hear from you on th is important topic soon. Best, Tracey Lucas Senior Broadcast Publicist Nardi Media, LLC 814-392-0609 tracey@nardimedia.com ABOUT DR. WARREN FARRELL Dr. Warren Farrell is the author of books published in 17 languages. They include two award-win ning international best-sellers: Why Men Are The Way They Are plus The Myth of Male Power. Warren has been chosen by the Financial Times as one of the world 's top 100 thought leaders. Dr. Farrell is current ly the Chair of the Commission to Create a White House Council on Boys and Men. He is the only man in the U.S. to have been elected three times to the Board of the National Organizat ion for Women (NOW) in New York City. He started more than 300 men and women's groups , including ones joined by men from John Lennon to John Gray. Dr. Farrell has appeared repeatedly on Oprah, TODAY, Good Morning America and 20/20 , and been the subject of numerous features in The New York Times, The Washington Post, The Wall Street Journal , Forbes, as well as People and Parade. 21 Page ED-19-0431-G-000191 ED 18-00235-F (Batel) 191 Best, Tracey Lucas Senior Broadcast Publicist Nardi Media, LLC www .nardimedia.com tracey @nardimedia.com l(b )(6) I 3I Page ED-19-0431-G-000192 ED 18-00235-F (Batel) 192 From : Sent : To : Subject : Attachm e nts: Batel, Jason Fri, 2 Feb 2018 16:34: 48 +0000 Batel, Jason;Coxen, Carrie Remarks: OME: MEP 2018 MEP ADM Agenda 1.26.18.pdf, Batel TPs CME.DOCX ED-19-0431-G-000193 ED 18-00235 -F (Batel) 193 2018 Annual Directors' Meeting U.S. Department of Education Office of Migrant ducation March 5-7, 2018 The mission of the Office of Migrant Education is to provide excellent leadership, technical assistance, and financial support to improve the educational opportunities and academic success of migratory children,youth, agricultural workers,fishers, and their families. ED-19-0431-G-000194 ED 18-00235- F (Batel) 194 2018 Annual Directors' Meeting U.S. Department of Education, Office of Migrant Education (b)(5) ED Wi-Fi Network: Ed Guest Password: Edwifi#1 ED-19-0431-G-000195 ED 18-00235 -F (Batel) 195 2018 Annual Directors' Meeting U.S. Department of Edu cation , Office of Migr ant Educ ation All NDO Sess ions will take place in the Barnard Auditorium. ED-19-0431-G-000196 ED 18-00235-F (Batel) 196 2018 Annual Directors' Meeting U.S. Department of Education, Office of Migrant Education Day 1: March 5, 2018 (b)(5) ED-19-0431-G-000197 ED 18-00235 -F (Batel) 197 2018 Annual Directors' Meeting U.S. Department of Education, Office of Migrant Education Day 2: March 6, 2018 b)(S) ED-19-0431-G-000198 ED 18-00235 -F (Batel) 198 2018 Annual Directors' Meeting U.S. Department of Education, Office of Migrant Education Day 3: March 7, 2018 (b)(5) ED-19-0431-G-000199 ED 18-00235-F (Batel) 199 Batel - Office of Migratory Education/MEP -3 /5 /18 (b)(5) 1 ED-19-0431-G-000200 ED 18-00235-F (Batel) 200 Batel - Office of Migratory Education/MEP -3/ 5/ 18 (b)(5) / l~ ·-)6 -)-(------- ED-19-0431-G-000201 ED 18-00235 -F (Batel) 20 1 Batel - Office of Migratory Education/MEP -3 /5 /18 (b)(5) • 3 ED-19-0431-G-000202 ED 18-00235-F (Batel) 202 Batel - Office of Migratory Education/MEP -3 /5 /18 (b)(5) 4 ED-19-0431-G-000203 ED 18-00235 -F (Batel) 203 Batel - Office of Migratory Education/MEP -3 /5 /18 (b)(5) 5 ED-19-0431-G-000204 ED 18-00235-F (Batel) 204 Batel - Office of Migratory Education/MEP -3 /5 /18 (b)(5) 6 ED-19-0431-G-000205 ED 18-00235 -F (Batel) 205 Batel - Office of Migratory Education/MEP -3 /5 /18 b)(5) 7 ED-19-0431-G-000206 ED 18-00235-F (Batel) 206 Batel - Office of Migratory Education/MEP -3 /5 /18 (b)( S) 8 ED-19-0431-G-000207 ED 18-00235 -F (Batel) 207 Batel - Office of Migratory Education/MEP -3 /5 /18 b)(5) 9 ED-19-0431-G-000208 ED 18-00235-F (Batel) 208 Batel - Office of Migratory Education/MEP -3 /5 /18 (b)(S) 10 ED-19-0431-G-000209 ED 18-00235-F (Batel) 209 Batel - Office of Migratory Education/MEP -3 /5 /18 (b)(5) 11 ED-19-0431-G-000210 ED 18-00235-F (Batel) 210 Batel - Office of Migratory Education/MEP -3 /5 /18 (b)(S) 12 ED-19-0431-G-000211 ED 18-00235-F (Batel) 211 Batel - Office of Migratory Education/MEP -3 /5 /18 (b)(5) 13 ED-19-0431-G-000212 ED 18-00235-F (Batel) 212 Batel - Office of Migratory Education/MEP -3 /5 /18 (b)(5) 14 ED-19-0431-G-000213 ED 18-00235-F (Batel) 213 Batel - Office of Migratory Education/MEP -3 /5 /18 b)(5) 15 ED-19-0431-G-000214 ED 18-00235-F (Batel) 214 Batel - Office of Migratory Education/MEP -3 /5 /18 (b)(5) 16 ED-19-0431-G-000215 ED 18-00235-F (Batel) 215 Batel - Office of Migratory Education/MEP -3 /5 /18 (b)(5) 17 ED-19-0431-G-000216 ED 18-00235-F (Batel) 216 Batel - Office of Migratory Education/MEP -3 /5 /18 b)(S) HS ED-19-0431-G-000217 ED 18-00235-F (Batel) 217 Batel - Office of Migratory Education/MEP -3 /5 /18 b)(5) 19 ED-19-0431-G-000218 ED 18-00235-F (Batel) 218 Batel - Office of Migratory Education/MEP -3 /5 /18 (b)(5) 20 ED-19-0431-G-000219 ED 18-00235-F (Batel) 219 Talbert, Kent Tue, 17 Apr 201813:10:54 +0000 To : Talbert, Kent;Brogan, Frank;Botel, Jason;Jackson, Candice;Menashi, Steven;Collett , Johnny ;Kean, Larry;Carter, Denise;Anderson, Margo;Zais, Mitchell; Ramirez, Lisa;Rinkus, Christop her;Conaty , Joe;M iller, Meredith;Battle, Sandra;McHugh, Erin Cc: Jones, Diane;Dowling, Maureen ;Richardson, Venitia;Karvon ides, Mia ;McCloskey, Amber ;Hawes, M ichael;Cordes, Bill;Harper, Geoffrey;Rama kis, Jessica;Pena, Alexandra Subje ct: School Safety Commission Attachme nts: ED chart , 8 areas of focus, 4.16.18, 8 45 PM .PDF,Areas of Focus- By Agency.docx From: Sent : ED-19-0431-G-000220 ED 18-00235 -F (Batel) 220 Internal pre-decisional , deliberative communication Last Updated: April 16, 2018, 8:45 PM b)(5) Page 1 of 3 ED-19-0431-G-000221 ED 18-00235-F (Batel) 221 Internal pre-decisional, deliberative communication Last Updated : April 16, 2018, 8:45 PM (b)(5) Page 2 of 3 ED-19-0431-G-000222 ED 18-00235-F (Batel) 222 Internal pre-decisional, deliberative communication Last Updated : April 16, 2018 , 8:45 PM b)(5) Page 3 of 3 ED-19-0431-G-000223 ED 18-00235-F (Batel) 223 DRAFT DELIBERATIVE/PRE-DECISIONAL/CONFIDENTIAL FEDERAL COMMISSION ON SCHOOL SAFETY Areas of Focus (b)(5) ED-19-0431-G-000224 ED 18-00235 -F (Batel) 224 DRAFT DELIBERATIVE /PRE-DECISIONAL/CONFIDENTIAL Department of Homeland Securitv Lead b)(S) ED-19-0431-G-000225 ED 18-00235-F (Batel) 225 Venable, Joshua Fri, 6 Apr 2018 19:01:54 +0000 To: Venable, Joshua;Botel, Jason;Ramirez, Lisa;Miceli, Roberta;Rosenfelt, Phil;Ramsey, Tara;Martin, Jill;Johnson, Patricia;Personius, Anita;elinor _werner@ios .doi.gov Subject: Title I Administrative Funds Attachments: 4.9 .18 Meeting Participants .docx From : Sent: ED-19-0431-G-000226 ED 18-00235- F (Batel) 226 Participants Department of Education 1. Josh Venable Chief of Staff 2. Jason Botel Principal Deputy Assistant Secretary, Delegated the Authority to Perform the Functions and Dutie s of the Assistant Secretary of Elementary and Secondary Education 3. Roberta Miceli Deputy Director , Office of State Support 4. Pat Johnson Group Leader , Office of State Support 5. Lisa Ramirez Deputy Assistant Secretary for Policy and Programs in the Office of Elementary and Secondary Education 6. Phil Rosenf elt Deputy General Counsel, Office of the General Counsel 7. Tara Ramsey Acting Director , Office of Indian Education 8. Jill Martin General Attorney, Office of the General Counse l Department of the Interior 1. Scott Hommel Chief of Staff for the Secretary of the Interior 2. John Tahsuda Principal Deputy Assistant Secretary, Exercising the Authority of the Assis tant SecretaryIndian Affairs 3. Tony Dearman Director , Bureau of Indian Education ED-19-0431-G-000227 ED 18-00235 -F (Betel) 227 Batel, Jason Fri, 13 Jul 2018 13:33:30 +0000 To : Batel, Jason;Cantrell, David;Ramirez , Lisa;Trettin, Sara Subject : Update on WH Rural Broadban d Wo rkgroup Attachm e nts: DRAFT_ Broadband Milestones Report_07 05 18-ED.DOCX, BIWG Quarterly meeting _draft agenda.pptx, Excerpt-Broadban d Milestones Report.docx From : Sent : ED-19-0431-G-000228 ED 18-00235 -F (Batel) 228 Holdfor new logo "Broadband Initiative" Milestones Report July 2018 ED-19-0431-G-000229 ED 18-00235-F (Batel) 229 7/5/2018 12:24 PM [Placeholder: Official transmittal letter to POTUS] (b)(5) 2 DRAFT Pre-Decisional Work Product - Not For Distribut ion ED-19-0431-G-000230 ED 18-00235 -F (Batel) 230 7/5/2018 12:24 PM Table of Contents (b)(S) DRAFT 3 Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000231 ED 18-00235 -F (Batel) 231 7/5/2018 12:24 PM b)(S) Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000232 ED 18-00235 -F (Batel) 232 ED 18-00235-F {Botelj 233 ED 18-00235-F {Botelj 234 12:24 PM ED 18-00235-F {Botelj 235 WSKZOIS 12:24 PM ED 18-00235-F {Botelj 236 7/5/201812:24 PM b)(S) DRAFT 9 Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000237 ED 18-00235 -F (Batel) 237 7/5/201812:24 PM Streamline Federal Permitting b)(5) ED-19-0431-G-000238 ED 18-00235 -F (Batel) 238 7/5/2018 12:24 PM {bl{5] ED 18-00235-F {8019? 239 7/5/201812:24 PM b)(5) 12 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000240 ED 18-00235 -F (Batel) 240 7/5/201812:24 PM b)(5) DRAFT 13 Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000241 ED 18-00235 -F (Batel) 241 7/5/201812:24 PM b)(5) 14 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000242 ED 18-00235 -F (Batel) 242 7/5/201812:24 PM (b)(5) 15 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000243 ED 18-00235 -F (Batel) 243 7/5/201812:24 PM b)(5) 16 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000244 ED 18-00235 -F (Batel) 244 7/5/201812:24 PM (b)(5) 17 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000245 ED 18-00235 -F (Batel) 245 7/5/201812:24 PM b)(5) 18 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000246 ED 18-00235 -F (Batel) 246 7/5/201812:24 PM (b)(5) 19 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000247 ED 18-00235 -F (Batel) 247 12:24 PM ED 18-00235-F {Botelj 248 7/5/201812:24 PM (b)(5) 21 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000249 ED 18-00235 -F (Batel) 249 7/5/201812:24 PM b)(5) 22 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000250 ED 18-00235 -F (Batel) 250 7/5/201812:24 PM b)(S) 23 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000251 ED 18-00235 -F (Batel) 251 7/5/201812:24 PM (b)(5) 24 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000252 ED 18-00235 -F (Batel) 252 7/5/201812:24 PM b)(5) 25 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000253 ED 18-00235 -F (Batel) 253 7/5/201812:24 PM b)(S) 26 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000254 ED 18-00235 -F (Batel) 254 7/5/201812:24 PM (b)(5) 27 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000255 ED 18-00235 -F (Batel) 255 12:24 PM ED 18-00235-F {Botelj 256 7/5/2018 12:24 PM (b)(5) 29 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000257 ED 18-00235-F (Bate l) 257 7/5/201812:24 PM b)(5) 30 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000258 ED 18-00235 -F (Batel) 258 7/5/201812:24 PM b)(5) To be drafted ... 31 DRAFT Pre-Decisiona l Work Product - Not For Distr ibution ED-19-0431-G-000259 ED 18-00235 -F (Batel) 259 7/5/201812:24 PM b)(S) 32 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000260 ED 18-00235 -F (Batel) 260 7/5/201812:24 PM (b)(S) 33 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000261 ED 18-00235 -F (Batel) 261 7/5/201812:24 PM (b)(5) 34 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000262 ED 18-00235 -F (Batel) 262 7/5/201812:24 PM b)(5) 35 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000263 ED 18-00235 -F (Batel) 263 7/5/201812:24 PM b)(5) 36 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000264 ED 18-00235 -F (Batel) 264 7/5/201812:24 PM (b)(S) 37 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000265 ED 18-00235 -F (Batel) 265 7/5/201812:24 PM (b)(5) *Denotes Agency Principal 38 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000266 ED 18-00235 -F (Batel) 266 7/5/201812:24 PM b)(5) 39 DRAFT Pre-Decisiona l Work Product - Not For Distr ibution ED-19-0431-G-000267 ED 18-00235 -F (Batel) 267 7/5/201812:24 PM (b)(S) 40 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000268 ED 18-00235 -F (Batel) 268 7/5/201812:24 PM (b)(5) 41 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000269 ED 18-00235 -F (Batel) 269 7/5/201812:24 PM b)(5) 42 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000270 ED 18-00235 -F (Batel) 270 7/5/2018 12:24 PM m5] ED-1 9-0431-G-000271 ED 18-00235-F {Botelj 2T1 7/5/201812:24 PM b)(5) 44 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000272 ED 18-00235 -F (Batel) 272 7/5/201812:24 PM (b)(S) 45 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000273 ED 18-00235 -F (Batel) 273 7/5/201812:24 PM b)(5) 46 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000274 ED 18-00235 -F (Batel) 27 4 7/5/201812:24 PM (b)(5) 47 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000275 ED 18-00235 -F (Batel) 275 7/5/201812:24 PM b)(5) 48 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000276 ED 18-00235 -F (Batel) 276 7/5/201812:24 PM b)(S) DRAFT 49 Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000277 ED 18-00235 -F (Batel) 277 7/5/201812:24 PM b)(S) so DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000278 ED 18-00235 -F (Batel) 278 b)(5) 51 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000279 ED 18-00235 -F (Bate l) 279 7/5/2018 12:24 PM b)(S) DRAFT 52 Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000280 ED 18-00235-F (Bate l) 280 7/5/201812:24 PM b)(S) 53 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000281 ED 18-00235 -F (Batel) 281 7/5/201812:24 PM (b)(S) 54 DRAFT Pre-Decisiona l Work Product - Not For Distr ibution ED-19-0431-G-000282 ED 18-00235 -F (Batel) 282 7/5/201812:24 PM b)(S) 55 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000283 ED 18-00235 -F (Batel) 283 7/5/201812:24 PM b)(5) 56 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000284 ED 18-00235 -F (Batel) 284 7/5/201812:24 PM (b)(5) 57 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000285 ED 18-00235 -F (Batel) 285 7/5/201812:24 PM (b)(5) 58 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000286 ED 18-00235 -F (Batel) 286 7/5/201812:24 PM (b)(5) 59 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000287 ED 18-00235 -F (Batel) 287 7/5/201812:24 PM b)(S) 60 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000288 ED 18-00235 -F (Batel) 288 7/5/201812:24 PM b)(S) 61 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000289 ED 18-00235 -F (Batel) 289 7/5/201812:24 PM b)(5) 62 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000290 ED 18-00235 -F (Batel) 290 7/5/201812:24 PM (b)(S) 63 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000291 ED 18-00235 -F (Batel) 291 7/5/201812:24 PM b)(5) 64 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000292 ED 18-00235 -F (Batel) 292 b)(5) Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000293 ED 18-00235 -F (Batel) 293 (b)(5) u ru-,.il Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000294 ED 18-00235 -F (Batel) 294 7/5/201812:24 PM b)(S) 67 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000295 ED 18-00235 -F (Batel) 295 7/5/201812:24 PM b)(5) 68 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000296 ED 18-00235 -F (Batel) 296 7/5/201812:24 PM b)(5) 69 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000297 ED 18-00235 -F (Batel) 297 7/5/201812:24 PM (b)(5) 70 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000298 ED 18-00235 -F (Batel) 298 7/5/201812:24 PM b)(5) 71 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000299 ED 18-00235 -F (Batel) 299 7/5/201812:24 PM (b)(5) DRAFT 72 Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000300 ED 18-00235 -F (Batel) 300 7/5/201812:24 PM (b)(5) 73 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000301 ED 18-00235 -F (Batel) 301 7/5/201812:24 PM Department of Education (b)(S) 74 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000302 ED 18-00235 -F (Batel) 302 7/5/201812:24 PM b)(5) 75 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000303 ED 18-00235 -F (Batel) 303 7/5/201812:24 PM (b)(5) 76 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000304 ED 18-00235 -F (Batel) 304 7/5/201812:24 PM b)(5) DRAFT 77 Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000305 ED 18-00235 -F (Batel) 305 7/5/201812:24 PM b)(5) 78 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000306 ED 18-00235 -F (Batel) 306 7/5/201812:24 PM b)(5) 79 DRAFT Pre-Decisional Work Product - Not For Distribution ED-19-0431-G-000307 ED 18-00235 -F (Batel) 307 7/5/201812:24 PM Appendix E- Universal Service Fund b)(5) 80 DRAFT Pre-DecisionalWork Product - Not For Distribution ED-19-0431-G-000308 ED 18-00235 -F (Batel) 308 ED 1B-DO235-F {Botelj 309 Broadband Milestones Report Excerpt W5) ED-1 9-0431-G-00031 0 ED 18-00235-F (Hotel) 310 133(5) ED-1 9-0431 ED 18-00235-F {Botelj 311 {51(5) Recommended ED removai ED-1 9-0431-G-00031 2 ED 18-00235-F {Botelj 312 ED-1 9-0431-G-00031 3 ED 18-00235-F {Botelj 313 Reynolds, Cody Tue, 27 Feb 2018 17:30:21 +0000 To: Reynolds, Cody;Botel , Jason;Grant, Damaris;Mclaughlin, John Subject: USICH, Ed & HUD Meeting Attachments: AGD_ USICH HUD ED 03 .05 .2018 .pdf , MEM _03.05.2018 _ USICH HUD ED.pdf, USICH_ Fact_ Sheet_2017 .pdf, USICH MEMORANDUM _JMc_ Comments _030218.docx, Notes for USICH Meeting _JMc_Comments _030218 .docx From: Sent: ED-19-0431-G-000314 ED 18-00235-F (Batel) 314 USICH-ED-HUD Leadership Meeting Monday, March 5, 2018 2:00-2:30 p.m. ET U.S. Department of Housing and Urban Development 451 7th St SW, Washington, DC 20410 Agenda 1. Welcome and Introduct ions 2. Structure and Composit ion of Council • Role of Chair and Vice-Chair 3. Advancing Council Priorities • Areas of Inter section w ith ED and HUD 4. Current and Potential Opportunities for Joint Action • Chair and Vice-Chair Public Messaging and Engagements • lnteragency Efforts 5. Next Steps United States lnt erag ency Council on Home lessness ED-19-0431-G-000315 1 ED 18-00235 -F (Batel) 315 MEMORANDUM (b)(S) United States lnter agency Council on Homelessness ED-19-0431-G-000316 1 ED 18-00235-F (Bate l) 316 (b)(S) United States lnter agency Council on Homelessness ED-19-0431-G-000317 2 ED 18-00235-F (Bate l) 317 (b)(5) United States lnter agency Council on Homelessness ED-19-0431-G-000318 3 ED 18-00235-F (Bate l) 318 May 2017 U.S. Interagency Council on Homelessness Together , we are ending homelessness. Interagency Leadership and Collaboration Department of Agriculture The U.S. lnteragency Council on Homelessness (USICH) leads national efforts to prevent and Department Commerce fosters the efficient use of resources in support of best practices at every leve l of end homelessness in America. We drive act ion among its 19 federal member agencies and of government and with the private sector. Department of Defen se Our Council is made up of head s of our member agencies and meets quarterly to advance Department of Edu cat ion groups to design and implement federal strategies and provides expert guidance to our member federal collaboration and support state and local activities. USICHleads interagency working agencies and to state and local leaders to empower communities to end homelessness once Depar tment of Energy and for all. Department of Hea lth and Human Services Statutory Authority and Congressional Committees USICHwas originally authorized by Title II of the Stewart B. McKinney Homeless Assistance Act of 1987 (PL 100-77) to serve as an independe nt establishment within the executive branch. Department of Homeland Secur ity USICHwas most recently reauthorized by the Homeless Emergency Assistance and Rapid Transition to Housing (HEARTH)Act of 2009 . The Consolidated Appropriations Act of 2017 Department of Housing a nd Urban Development supported USICH's FY17 budget request of $3.6 million and extended our sunset date to October 1, 2018. • Department of the I nterior Senate Authorizing Committee: Committee on Banking, Housing, and Urban Affairs, Subcommittee on Housing, Transportation, and Community Development • Department of Justic e House Authorizing Committee: Committee on Financial Services, Subcommittee on Housing and Insurance Department Labor of Department Transportation of • Senate Appropriations Subcommittee: Subcommittee on Transportation, Housing and Urban Development, and Related Agencies • House Appropriations Subcommittee: Subcommittee on Transportation, Housing and Urban Development, and Related Agencies Department of Veterans Affa ir s Driving National Progress Toward Ending Homelessness Corpora ti on for Nationa l and Communit y Service USICHleads the interagency implementa t ion of the current federal strategic plan to prevent and end homelessness,Opening Doors. Gen era l Se rvices Administration The vision of the fe deral plan is simple: no one in America Office of Management and Budget community where they can pursue and achieve their personal Social Security Administration US Postal Service Whi te H ouse Office of Faith-Based and Comm unit y I nitiatives should be without a safe and stable home in a strong, nurturing goals. Our efforts have driven significant progress since 2010: • 14% reduction in the total number of people experiencing homelessness, including an almost 25% reduction in the number of people experiencing unsheltered homelessness - sleeping on sidewalks, in parks, in cars, or other outdoor Opening Doors J'ICDIII.Al.lTUT8Cl!C~TO PIIETlllT&Jl' lt DQ)...a.lWl'ffl locations www.usich.gov ED-19-0431-G-000319 ED 18-00235-F (Batel) 319 May 2017 • 47% reduction in the number of Veterans experiencing homelessness, including a 56% reduction in unsheltered homelessness among Veterans • 23% reduction in the number of families with children exper iencing homelessness, including a 65% drop in unsheltered homelessness among family househo lds • 27% reduction in the number of people with disabilities experiencing chronic home lessness, long-term or repeated episodes of homelessness, including a 16% reduction in unsheltered chronic homelessness USICHhas led efforts to confirm that more t han 40 commun it ies, and the entire states of Virginia, Connecticut, and Delaware, have effectively ended homelessness among Veterans. Supp ortin g the Capacity of States and Local Communitie s Our team of experts supports state and local partners to , ___ ,,_..., - ........... i . ... tackle difficult challenges with the most effective strategies . We also develop tools and guidance to support all communities to imp lement the best practices and to EndintVdttoltl ft~ ensure that all Americans-regardless live-have of where they access to a full range of opportunities. Some of our most significant recent publications and documents, featured at usich.gov , include: Translating Effective Strategies UrbM,MAubariandNralCOfl'VTllntN!1i across Ille coumry haw: effect,~ lfflC»d V.Wran homelusneu W• must lranslate thew SuecffWS to end vtterant'IOmtle$.Sntt.Slr'ltytty • Criteria and Benchmarks for Achieving the Goal of: COIMUllly • ~ end l'lomi6aHneu. b alAmeoeans Ending Veteran Homelessness; Ending Family Home lessness; Ending Youth Homelessness; Ending Chronic Homelessness • 10 Strategies to End Veteran Homelessness and 10 Strategies to End Chronic Homelessness • Preventing and Ending Youth Homelessness: A Coordinated Community Response • Family Connection: Building Systems to End Family Homelessness • Using Homelessness and Housing Needs Data to Tailor and Drive Local Solutions • Partnerships for Opening Doors: Integrating Employment and Housing Strategies Final Report • Housing First Checklist: Assessing Projects and Systems for a Housing First Orientation • Partnering with Hospita ls to End Homelessness • Strategies to Address the Intersection of the Opioid Crisis and Homelessness • Ending Homelessness for People Living in Encampments: Advancing the Dialogue and Case Studies • Using Shelter Strategically to End Homelessness • Enlisting Mainstream Resources and Programs to End Homelessness • Public Housing Agency (PHA) Guidebook to Ending Homelessness • Engaging Landlords : Private Landlords Partnering to End Homelessness • Key Strategies for Connecting People Experiencing Homelessness to SSI/SSDI • Reducing Criminal Justice System Involvement among People Experiencing Homelessness • Guide to Reviewing Domestic Violence Transitional Housing Projects within the Continuum of Care Competition • Case Studies : Building School/Housing Partnerships for Families Experiencing Homelessness www .usich.gov ED-19-0431-G-000320 ED 18-00235-F (Batel) 320 A (DES) ED-1 9-0431-G-000321 ED 18-00235-F {:Botel) 321 ED 18-00235-F {Botelj 322 ED 18-00235-F (Hotel) 323 51(5) ED 18-00235-F {Botelj 324 (W51 ED 18-00235-F {Botelj 325 ED 18-00235-F {Botelj 326 ED 18-00235-F {Botelj 32? ED 18-00235-F {Botal} 328 Background Information The Bureau of Indian Education (BIE) operates as the State educational agency (SEA) for the purposes of administering Title I, Part A (Title I) of the Elementary and Secondary Educat ion Act of 1965, as amended by the Every Stude nt Succeeds Act (ESEA) and the Individuals with D isabilities Education Act (IDEA) Part B in BIE schools. Title I provides financia l assistance to BIE and its schools which have high numbers or high percentages of children from low-income families to help ensure that all children meet challenging academic standards . Further , the U.S. Department of Education (the Department) and BJE entered into a Memorandum of Agreeme nt (MOA) in December 2012 and its extension in July 2017 which describes the relationship that the two agencies have in supporting its students with regard to all ESEA funding provided by the Department to BIE . In this role, BIE is responsible for distributing the federal funds in accordance w ith the program requirements and ensur ing that the BIB-funded schoo ls are meeting the requirements of the relevan t laws and regulations of the federal programs, and have the support they need to improve educat ional opport unities for Native students . In its SEA role, BIE is responsible for monito ring and oversee ing the implementation of IDEA Part B in BYE-funded schools. Under IDEA Part B, the BJE and BIE-funded schools are required to meet specific programmatic and fiscal requirements in carrying out their respons ibility to make a free appropriate public educat ion availab le to all elig ible children with disabilities in BIE-funded schoo ls. The Department provides IDEA Part B funds to BJE w hich, like all SEAs, must apply for and meet the approp riate requirements for an IDEA Part B grant on an annual basis for the educat ion of children with disabilities on reservations aged 5 through 21 enrolled in BIE-funde d schools. Furt her, the Department provides IDEA Part B funds to BIE to be distributed to tribes and tribal entities for the coordi nation of assistance for specia l education and related services for children with disabilities aged 3 through 5 on reservations served by BIE-funded schools. Since Federal Fiscal Year (FFY) 2007, the Departmen t has determined that BIE has not fully implemented the requirements of Title I and IDEA Part B and; therefore, has required BTEto submit a correc tive action plan (CAP) report on a quarterly basis to the Department detailing its progress in implementing its plan for meeting certain Title I and IDEA Part B requirements. The Department imposed program-specific special conditions on the BIE's IDEA Part B grant awards for FFY 2009 through FFY 2017, most recen tly related to the BIE 's fiscal monito ring procedures to ensure the appropriate use of Part B funds in BIE-funded schools, the BIE's compliance with the timeline requirements for reso lving State complaints, and the BIE 's compliance with Part B requirements for data reporting and seco ndary transition. An important role that BIE has assumed in its SEA function is to annually collect and report student performance levels and other required data to the Secretary of Education, its schools and the public in a timely and accurate manner, so that com munities can see how their children are doing year to year, and use the data to make improvements in their schools. This data is also expected to be used to identify and provide supplemental resources to schoo ls that need additiona l support. BIE has been cited for noncompliance with these specific Title I requirements. A recent review of BIE's report to the Secretary revealed that BIE did not meet a key Title I requirement to report evide nce related to schools that are identified in correc tive action or restructuring status nor did it provide a sufficien t explana tion of how funds are allocated to support these schools . Therefore, BIE has not been routinely identifying schools in ED-19-0431-G-000329 ED 18-00235-F (Batel) 329 need of improvement and has not been providing those schools with appropriate supports and interventions to help them improve . In addition, section 8204(c) of the ESEA, requires BIE to use a negotiate d rulemaking process to establ ish standards, assessments and an accountability system consistent with section 1111 of the ESEA for the schools funded by BIE and requires that the new system be implemented no later than the 2017-2018 school-year (SY). The Department granted BIE a one-year extension to the timeline to establ ish new regulations, requiring that the new accountability system be in effect for the 2018-2019 SY. Under the terms of the agreement to extend the deadline , the Departm ent required BIE to provide certain ev idence of progress on the negotiated rulemaking by Octob er 2, 2017; the parties agreed that if BIE did not meet that deadline, the Dep artment could take appropriate action such as withholding a portion or all of Title I, Part A State administration funds. Due to BIE's failure to meet the deadline , the Departmen t withheld the portion ofBIE 's FFY 2017 Title I, allocation that is required to be used by BIE for administrative purposes (SEA-like activities), which is 1.5% of the BIE allocation (approx imately $1.6 million). Through this consultation the Departm ent hopes to hear from Tribes on whether we shou ld direct the use of those funds in supporting BIE in meeting its obligation to conduct negotiated rulemaking in a timely manner and in improving BIE ' s implementation of Title I. Further, the Depaitment is consulting on more general issues with regard to BIE' s administration of the funds provided by the Department to BlE for the benefit of BIE-funded schools and its studen ts; those funds include not only Title I and other grant funds under the ESEA, but also IDEA Part B funds. The Department is also seeking input on how we or the BIE could help increase access to educat ional choice for stude nts in Tribal communities. For example, the Secretary of Education's Final Supplemental Priorities and Definitions for Discretionary Grant Programs , published in the Federal Register March 2, 2018, includes Priority 1, "Empow ering Families and Indiv iduals To Choose a High-Quality Education That Meets Their Unique Needs ," and one of the groups on which the priority can focus is that of American Indian/Alaska Native students. We would be interested in hearing your perspective on the opportunities that could be developed using such a priority , including charter schools, long distance learning , course choice, education scholarship accounts, or other educational choice opportunities. Summary The Department in coordination with BIE will be conducting a series of tribal consultation meetings to obtain oral and written comments regarding opportunities to improve educational outcomes for Native youth served by BIE-funded schools. The Department seeks helpful information to strengthen BIE' s role (sim ilar to that of an SEA) in carrying out the requirements offederal education programs, spec ifically Title I, and Part B of IDEA, which are funded by the Department. Through this consultation the Departmen t hopes to hear from federally recognized Trib es, schoo l leaders, parents and the public on the best ways to direct the use of those funds to address the two major issues identified above (the negotiated rulemaking requirement and the Title I, Part A implementation issues). In addition, we are also consulting on more general issues with regard to the BIE's administration of the funds provided by the Department to BIE for the benefit of BIE-fund ed schools and its students; those funds includ e not only Title I and other grant funds under the ESEA, but also IDEA Part B funds. ED-19-0431-G-000330 ED 18-00235-F (Betel) 330 The Department seeks tribal consultation and input regarding any actions impacting Tribes, triba l communit ies, and Native youth served by BIB-funded schools, that the Department may take based on the topics described above in order to improve educational opportunities for Native youth . The informat ion and feedback obtained will be used to: (I) inform how the two federal agencies can collabora te better to serve Native you th through its forma l Memorandum of Agreement (MOA) as well as through other means; (2) improve BI E's monitor ing and oversight of schools, its data collection and dissemination pract ices and overa ll, its school improvement efforts; (3) inform the administration of funds that are provided by the Department to BIE and to ensure funds are spent for the purposes they are designed to serve, including for negotiated rule making; and (4) inform how the Department or BIE cou ld he lp increase access to educational choice for stude nts in Tribal communit ies. For Furth er Contact Information By email to: OSS.BIE@ed.gov. Trib al Consult ation Questions The Department seeks input from Tribes and other stakeholders during consu ltation as follows: l . How can BIE better support your schoo ls in can-ying out the requirements of federal education programs, specifica lly Title I and IDEA Part B? 2. What suggestions do you have for strengthening BIE's monitoring and technical assistance with regard to ESEA programs, including Title I, Part A? 3. How well does BIE carry out its role with regard to data co llection and reporting and are there ways in which this process could be improved? 4. What suggestions do you have for strengthening BIE's monitoring and techn ical assistance with respect to IDEA Part B? What suggestions do you have for how BIE can better support local schoo ls in administering serv ices for children with disabi lities? What professio nal development has been offered for educators to meet the needs of children with disabilities? Is there adequate access to related service providers, i.e. speech therapists, occupationa l therapists, etc.? Are parents informed of the ir and the ir child ren's rights unde r IDEA? Are children with disab ilities adequately prepared to meet post -secondary goals? 5. Should the Department direct the use ofBIE 's Title I admin istrative funds to assist with the negotiated rulemaking process in developing its standards, assessment, and acco untabil ity systems and/or to assist with its implementation of Title I? If yes, how should we direct the use of those funds? If not, what suggestions do you have for how to ensure the funds are best used to support low-performing and low-ach ieving schools? 6. What forms of educational choice can students in Tribal communities currently access? What educational services could best supplement what is provided by a child 's or a student's geographically assigned schoo l or the institution in which he or she is cun-ently enrolled, espec ially educationa l services that support Nat ive identities, cultures, languages, and tradit ions? What pub lic, private, or home -based educational programs or courses serve Native youth well? How could the Supplemental Priority for increasing access to educat ional choice best be used for Tribal commu nities? ED-19-0431-G-000331 ED 18-00235-F (Batel) 331 THE SECRETARYOF THE INTERIOR WASHINGTON MA R 2 2 2018 The Honorable Betsy De Vos Secretary of Education Washington, D.C. 20202 Dear Secretary De Vos: I am writing in response to the March 5, 2018 letter (letter) from Principal Deputy Assistant Secretary Botel to Bureau of Indian Education (BlE) Director Dearman. The BIE is committed to its partnership with the U.S. Department of Education (ED) and working together to continue to improve educational opportunities and outcomes for our students and all Indian children throughout the United States. However, the actions proposed in the letter may be outside the scope ofED's authority and appear not in the best interests of our students. I am to ld that ED may lack authority to continue to withhold BIE's fiscal year 2017-2018 Title 1, A administrative funds or to withhold any administrative funds thereafter. The letter references the July 10, 2017 Memorandum of Agreement (MOA) between our agencies as justification for this action. It notes "BIE did not provide the information related to its negotiators [by October 2, 2017] and as such, the Department withheld the administrative portion of BIE's Title I, Part A allocation." Instead, B IE submitted for vetting the names of nominees on October 26, 2017. Accordingly , BIE has completed the required action and ED may not have legal authority for continuing to withhold the funds. The ED's refusal to release the funds has placed BIE at risk for failing to meet its payroll obligations . Similarly, I'm told that ED does not have authority to redirect BIE's funds or to pursue Tribal consultation on how it should redirect BIE's funds. The Elementary and Secondary Education Act (ESEA), McKinney-Vento Homeless Assistance Act (McKinney -Vento), and Individuals with Disabilities Education Act (IDEA) require ED to transfer funding to BIE. 1 Further, BIE and the Department of the Interior are statutorily tasked with reviewing and approving education grant and contract applications and administering the approved ESEA, IDEA, and other education program funding to Indian Tribes and Tribal organizations.2 Section 8204 ofESEA mandates our Agencies enter into an agreement which sets forth the plans for BIE's use of its ESEA and McKinney-Vento allocation. The agreement must be developed in consultation with IndianTribes.3 However,compliance with Section 8204 does not appear to be the focus of the proposed consultation. 1 2 3 See e.g., 20 U.S. C. § 7824(a); 42 U.S.C. § 11432(c)(2)(8); 20 U.S.C § 141 l(b)(2), 20 U.S.C. § 1443(b). See 25 U.S.C. §§ 2502 and 2508; 25 U.S.C § 5321. 20 U.S.C. § 7824 (a). ED-19-0431-G-000332 ED 18-00235-F (Betel) 332 2 If Section 8204 is the focus, a more effective approach would be to conduct a joint consultation 4 after BIE has completed negotiated rulemaking and consultation on its draft " State Plan." 5 The BIE appreciates its relationship with ED and looks forward to discussing what, if anything, it can provide to ensure a timely transfer of funds moving forward. The BIE continues lo make progress toward completing the nego tiated rulemaking process and corrective actions. However, if ED is interested in another amendment to the MOA, I would work with BIE on developing a draft for consideration. The draft could adjust the deadlines for completion of the negotiated rulemaking and set forth enhanced monitoring by ED to assist BIE, where possible , with completing the process and any outstanding correct ive actions. We would also be open to consider ing other proposals from ED for how to move forward. Sincerely, b)(6) Ry e Secretary of the Interio r 4 See Agreement Between the U.S. Department of the Interior- Bureau of Indian Education and the U.S. Department of Education § ITI.C.3 ("The Agencies will each implement their own tribal consultation policies, but in doing so will consult with each other as to whether to conduct joint or independent consultation activities for various issues as they arise."). 5 Although not statutorily required to do so, BJE has elected to develop its own version of a "State Plan" and has already comp leted a first round of consultation on ils draft "State Plan. " ED-19-0431-G-000333 ED 18-00235-F (Botel) 333 Initial RSF Support Objectives (b)(5) Pre-decisional for discussion purposes only 9/7/20 17 ED-19-0431-G-000334 ED 18-0023 5-F (Eitel) 00 1 Page 002 ithhel d pursuant to exemption (b)(5) of the Freedom of Inf ormation and Privacy Act ED-19-0431-G-000335 National Level Cross Cuttin RSF Interde endencies (b)(5) ED-19-0431-G-000336 ED 18-00235-F (Eitel) 003 Page 004 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000337 FY 2019 Agenda- Higher Educatiqn (51(5) ED 18-00235-F {Eitelj 005 Page 006 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000339 FY 2019 Agenda: Higher Education ED 18-OO235-F {:Eitel) DDT Page 008 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000341 GREAT LAKES EDUCATION PROJECT MEMORANDUM To: Mr. Nick Khouri , Treasurer, State of Michigan; Mr. Dick Posthumus, Chief of Staff, Governor Rick Snyder Jase Bolger, GLEP Board Member FROM: Beth DeShone , Advocacy Director Expansion of 529 accounts for K-12 educational purposes RE: January 31, 2018 D ATE: In December 20 17, Congress passed the federal income tax reform law that included a little known opportunity to expand educational opportunities for K-12 students . In Public Law 115-97, section 11032, 529 accounts can now be used for K-12 educational expenses and allows for up to $10,000 in tuition expenses to be disbursed per student for costs incurred during that taxable year. We believe that the law was intentionally left vague on the definition of tuition so that states could maximize the use of these accounts to assist families with their students' educational needs. Started in 2000 , the Michigan Education Savings Program (MES P) authorized the creation of 529 accounts that Michigan families could use to cover educatio nal expe nses at four-year universities, community colleges, and post-secondary caree r training. Funds could be transferred between different childr en, providing an incentive for fam ilies to save for future educationa l needs. Th e new federal law continues to expand the great opportunities provided with an MESP by includin g educational expenses for K-12 students. Since every student is not destined for higher educat ion, it is critical that we begin promoting opportunities for students to gain additional learning in their K- 12 career, or through post-secondary career training. It is our understanding that no statutory changes are needed to allow Michi gan families to begin using their MESP accounts for K-12 educational expenses. The outsta nding question remains of how Michigan tax exemptions would work for famil ies that begin withdrawing from MESP accounts today, instead of waiting for post-secondary expenses. This ability to use Michigan's 529' s for K-12 expenses should be confirmed and marketed using earned media without any budgetary impact. Additio nal opportu nity exists to encourage broader citizen participation in 529 accounts by reinstating the state matching grant for families with an adjusted gross income of $80,00 0 or less, a provision that was in place until 2009-2010 . Note : In an effort to bridge the divide that has appeared between the governor's proposal and the legislature's subsequent increases to amend the state tax code based on the federal tax exemption change, this could be a new legislatively driven initiative. This reinstatement is intended to provide a new idea to replace the oneupsmanship already underway regarding exemptions and other tax credits in the legislature . Basically, restore the origina l exemption and ' spend ' the budgeted additional dollars in a way that rewards savings, encourages the broad an-ay of education and training options , and is especially focused on middle class families who struggle most with college (or other education) savings. Supporting quality choices in public education. PAID FOil WITH REGULATED FUNDS IIY 1'HE GIUA"t LAKU EL>Ut.AT IUN l'llOlfCl l'O BOX ED-19-0431-G-000342 27503 I LAN~INC. Ml 48909 I WWW our .OR(; ED 18-00235 -F (Eitel) 009 G REAT LAKES EDUCATION PR OJECT Rough idea of fiscal impact: As of September 30, 2017 , there are 243,058 MESP accou nts open , comprisi ng rough ly I 5% of Michigan's total K-12 population. There are roughly 113,600 births per year (2011-2016 average). Details for both the exemption and the 529 match from the state can be designed to fit within budgetary limitations . As an illustration, if the state reinstituted the 3-for- l MESP matc hing program up to a $200 limit, but looked at expand ing th is for every child from O-18 years old , the fisca l impact would look like this: 17,040 (the 15% participation rate multiplied by the annual births in Ml) X 18 years, as participants could earn the match each year X $200 state match per year, the maximum liability for the state, though not all will max = $61,344,000 NOTE: A family of 4, making $50,000 and invest ing in a 529 account for each student could rece ive a total lifetime $7,200 investment from the state for K-16 learni ng. We would value the chance to discuss thi s idea further and answer any questions you may have about the program. If you have immediate question s, please feel free to email Beth at bdeshon e@glep.org or call SI 7-375 -2769. Supporting qualit y choices in public education. PAID FOil WITH REGULATED FUNDS IIY "fHE GIUA1' LAK.H EL>Ut.AT IUN l'llOlfCl l'O BOX ED-19-0431-G-000343 27503 I LAN~INC. Ml 48909 I WWW our .OR(; ED 18-00235 -F (Eitel) 010 El Stakeholders Meeting Monday, May 7, 2018 1:00 P.M . -4 :00 P.M. Room: 1W113 AGENDA 1:00 p.m. Welcome: Jose A. Viana (Jose will speak about the purpose of the reorganization) 1:05 p.m. EL stakeholders provide feedback ( 10 minut es each) Share their perspective on DELA including how DELA can continue to serve and support the EL community. 1:30 p.m. Kent and Denise depart and OESErepresentatives join the meeting 2:00 p.m. OESELeaders depart (Group takes 10-minute break) 2:10 p.m. Jose and Supreet wrap -up meeting ED-19-0431-G-000344 ED 18-00235-F (Eitel) 011 AGENDA Recovery Support Function Leadership Group (RSFLG) Meeting 28 Sept ember 2017 I 1:30- 3:00 p.m. (EDT) FEMA Headquarters I 500 C Street SW Conference Line:fb )(6) 1:30 PM I Washington DC 11 Pinfb )(6) I Room M-01 Opening Remarks - Jeffrey Byard, Assoc iate Administrator Response and Recovery, FEMA I for the Office of and Doug Fears, Senior Director for Resilience Policy , National Security Council - 1:35 PM 2:35 PM RSF lnteragency Recovery Priorities and Challenges Discussion - Alex Amparo , Assistant Administrator for the Recovery Directorate, FEMA • Puerto Rico (DR-4336/4339) and USVI (DR-4335/4340) - Ken Rathje, FEMA • Florida (DR-4337) -Dan Alexander , FEMA • Texas (DR-4332) - Mike Byrne , FEMA RSFLGSubgroup Updates • Coordination of Benefits - Janet Golrick , HUD • Worker/Volunteer Health and Safety- Josh Barnes, HHS 2:50 PM Summary of Conclusions - Sydney Hoffman 2:55 PM Closing Remarks - Alex Amparo RECOVERYSUPPORTFUNCTION lEAOERSHIPGROUP • FEMA ED-19-0431-G-000345 Page 0 13 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000346 Page 0 14 ithheld pur suant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000347 Page 0 15 ithhel d pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000348 Page 0 16 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000349 Page 017 ithhel d pursuant to exemption (b)(5) of the Freedom of Inf ormation and Privacy Act ED-19-0431-G-000350 Page 0 18 ithheld pursuantto exemption (b)(5) of the Freedom of Information and Privacy Act ED-19-0431-G-000351 Page 0 19 ithhel d pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000352 Page 0 20 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000353 Page 0 21 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000354 Page 0 22 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000355 Updat ed 1/ 23/201 8 January 2018 Sunday Monday 1 7 8 2 2nd negotiat ing session: UCP 14 21 Tuesday (b)(5) 9 Wednesday 3 2nd negotiating session: UCP 10 2 nd negotiating session: UCP Thursday Friday 4 5 Financia l Responsib ility (FR) Subcommittee Meeting: LBJ Financia l Respons ibility (FR)Subcommittee M eet ing: LBJ 11 12 2nd negotiating Saturday 6 13 session: UCP 20 27 28 2017 - 18 BD Work ing Group Calenda r ED-19-0431-G-000356 ED 18-00235-F (Eitel) 023 Borrow er Defense 17-18 Timeline Monday-Thursday, January 8-11 Second negotiating session: UCP Wednesday -Frida y, January 24-26 OPE drafts revised BD reg language TBD 0MB Debrief and SWAT review Mondav-Tuesdav Januarv 29-30 Internal Clearance of BD ree: lane:uae:ej(b)(S) I (b)(5) 1 ED-19-0431-G-000357 ED 18-00235 -F (Eitel) 024 {133(5) ED 18-00235-F {Eitelj 025 2131(5) ED 18-00235-F (Eitel) 026 TO: Acting Under Secretary of Education James F. Manning Acting Assistant Secretary for Postsecondary Kathleen A. Smith FROM: Borrower Defense Rulemaking Team DATE: July 27, 2017 SUBJECT: Borrower Defense Issues (b)(5) ED-19-0431-G-000360 ED 18-00235- F (Eitel) 027 Page 0 28 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000361 Page 0 29 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000362 Page 030 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000363 Page 03 1 ithhel d pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000364 Page 03 2 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000365 Page 033 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000366 Page 034 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000367 Page 035 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000368 Page 036 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000369 Page 037 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000370 Borrower Defense Policy Deliberations 21 December 2017 I Agenda b)(5) 1 ED-19-0431-G-000371 ED 18-0023 5-F (Eitel) 038 Page 03 9 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000372 OKEEQQIA Page 04 1 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000374 Page 04 2 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000375 Page 043 ithhel d pursuant to exemption (b)(5) of the Freedom of Inf ormation and Privacy Act ED-19-0431-G-000376 GAO'S REPORT ON INCOME DRIVEN REPAYMENT (IDR) PLANS Direct loans made in fiscal years 1995-2017 All dollar amounts estimated Payments from borrowers $281 bil. $74 bil. Not paid Total subsidy cost Source: GAO anatysrs of the u S Departmentof Educat,on·s fiscal year 2017 budget estimates. I GAO-17-22 (b)( S) t /L.VIL.V I 'V ED-19-0431-G-000377 ED 18-00235-F (Eitel) 044 GAO IDENTIFIED THE FOLLOWING AREAS TO IMPROVE ED'S ESTIMATES OF THE COST OF IDR PLANS: ■ Improving data and methods used to forecast borrower for borrowers incomesAccounting for inflation in estimate~ccounting failing to recertify their income and adjusting 'estimated borrower repayment patterns accordinglyPreparing sepa ate cost estimates for each IDR planlncorporating repayment plan swi hingPerforming more sensitivity analysis on key assumptionsProvidin additional IDR Ian cost information-beyond what is regularly provide ED used an MOU with President's Budget-including items such as total e Treasury to try to get sensitivity analysis results, key limitations, and ex better data with which amounts to estimate borrower incomes. 7/23/2019 ED-19-0431-G-000378 6 ED 18-00235-F (Eitel) 045 GAO'S ISSUES WITH TREASURY DATA • Treasury said they could not provide actual income data due to rules regarding the confidentiality of tax data.Imputed income data fluctuate on average by 44 percent more per year than the actual income data upon which they were based (i.e., income imputations had too much longitudinal variation).Error introduced by data imputation was not addressed satisfactorily.Treasury's comparison of the imputed and actual income data indicates the imputed categorical data generally resembled the actual data, but its secondary step to produce dollar scaled data introduced additional error, particularly for observations in the highest and lowest income categories. Education's method for using imputed incomes to project future incomes did not satisfactorily address imputation and estimation error. 7/23/2019 ED-19-0431-G-000379 7 ED 18-00235-F (Eitel) 046 Page 0 47 ithhel d pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000380 Page 0 48 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000381 Page 0 49 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000382 Page 050 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000383 Page 05 1 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000384 Page 05 2 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000385 Page 053 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000386 Page 054 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000387 Page 055 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000388 Page 056 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000389 Page 057 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000390 Page 058 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000391 Page 05 9 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000392 Page 060 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000393 Page 06 1 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000394 Page 06 2 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000395 Page 063 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000396 Page 064 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000397 Page 065 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000398 Page 066 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000399 Page 067 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000400 Page 068 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000401 Page 06 9 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000402 Page 070 ithhel d pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000403 Page 07 1 ithhel d pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000404 Page 07 2 ithhel d pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000405 Page 073 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000406 Page 074 ithhel d pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000407 Page 075 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000408 Page 076 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000409 Page 077 ithhel d pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000410 Page 078 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000411 Page 079 ithhel d pursuant to exemption (b)(5) of the Freedom of Inf ormation and Privacy Act ED-19-0431-G-000412 Page 080 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000413 Page 08 1 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000414 Page 08 2 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000415 Page 083 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000416 Page 084 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000417 Page 085 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000418 Page 086 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000419 Page 087 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000420 Page 088 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000421 Page 08 9 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000422 Page 0 90 ithhel d pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000423 Page 0 91 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000424 Page 092 ithheld pursuantto exempt ion (b)(5) of the Freedom of Information and Privacy Act ED-19-0431-G-000425 Page 0 93 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000426 Page 094 ithheld pursuant to exemption (b)(5) of the Freedom of Inf ormation and Privacy Act ED-19-0431-G-000427 Page 0 95 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000428 Page 0 96 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000429 Page 0 97 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000430 Page 0 98 ithheld pursuantto exemption (b)(5) of the Freedom of Information and Privacy Act ED-19-0431-G-000431 Page 0 99 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000432 Page 100 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000433 Page 10 1 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000434 Page 102 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000435 Page 103 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000436 Page 104 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000437 Page 105 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000438 Page 106 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000439 Page 107 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000440 Page 108 ithheld pursuantto exemption (b)(5) of the Freedom of Information and Privacy Act ED-19-0431-G-000441 Page 109 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000442 Allowable Activities under Project SERV Activities and costs that are reaso nable and necessary to restoring the learning environment, includin g by providin g a sense of safety and security; activities intended to assist the victims/students in understanding the dynamics of victimization and stabilizing their lives; and activities that assist LEAs in managing the pra ctical prob lems created by the tra umatic event that have produced an undue hardship upon the LEAs . The following are types of services allowable under Project SERV : • Targeted mental health assessme nts, referral s, and services related to the traumatic event with the goal of restoring victims/survivors to their pre-incident levels of functioning; • Overtime for teachers, counselors, law enforceme nt and security officers, and other staff; • Sub stitute teachers and other staff as necessary; • Emergency transpor tation; • Technical assistance on developing an appropri ate response to crisis; • Transportation and other costs to operate school at an alternative site, e.g., leasing of space to substitute for damaged build ings; • Temporar y security meas ures, such as non-perm anent metal detectors and additional security guards and security cameras. This list is not meant to be exhaustive, and LEAs may add other services that are reasonable and necessa ry to restoring the learning environment, pro vided they compl y with applicable Fede ral Regulations, such as the Education Department General Administrative Regulations (34 Code of Federal Regulations (CFR), Parts 75-79, 81-86, and 97-99) and the Uniform Guidance (2 CFR Part 200 et seq.) and are not on the Unallowable Activities list. Unallowable Activities under Project SERV The following types of services and activities are not supported by Proj ect SERV : • Permanent security meas ures, such as stationary metal detectors and permanent sec urity cameras, • Construction; • Claims recoverable under insura nce coverage, including Medicaid reimbur sements for related services to school staff; • Payments of fines assesse d upon the LEA, empl oyees, and/or members of employees' or students' families; • Payment of settlements assesse d against the LEA, employees, and/or members of employees' or students' families in civil court action s; • Payme nt of legal fees or loss of wages due to court appearances incun ed by the LEA, employees , and/or members of employees' or students' families; • Costs for hospitalization, treatment of physical injuries, rehabilitation, or prescriptions; • Payment for public relations consultants or activities; • Services of existing county/publi c/private nonprofit mental health agency staff whose role is to respond to emergency mental health needs of childr en; • Serv ices normally provided by the LEA; • Any activity for which other resources are available, e.g., insurance ; ED-19-0431-G-000443 ED 18-00235-F (Eitel) 110 • • • Mental health services for persons other than teachers, students, faculty, or members of the immediate family of a student, faculty member, or teacher; Emergency management planning; Violence and drug prevention activities or programs. ED-19-0431-G-000444 ED 18-00235-F (Eitel) 111 Office of the President December 21, 2017 Dear Ms. Smith and Ms. Lee: We appreciated the opportunity to join Secretary Devos for the ;'Rethinking Higher Education" summit on December 14th. Our team was pleased to hear at the meeting that the Department is interested in ideas that can reduce burden and increase innovation, and I want to follow up with a proposal along these lines. In recent years, there has been a rapid expansion of companies that contract with institutions to expand and grow online programs, bundling services such as course development and conversion, platform and IT support, marketing and student recruitment. These Outsourced Program Management (OPMs) companies are driving innovation and expanding opportunity for learners. This growth has been enabled by the Department's 201 O revision of the incentive compensation rules and the related guidance issued in 2011. As you update guidance that is outdated, burdensome and ineffective, we write to ask that you consider modifying the guidance letter (DCL GEN-11-05) concerning the "bundled services" affiliate rule. That rule was targeted at one for-profit institution, but has had the unintended effect of prohibiting any two Title IV receiving institutions from collaborating and sha ring revenues. It impacts both for-profit and non-profit institulions and those who have reviewed it, from both sides of the aisle, agree that it has impact far beyond what was intended and is impeding the kind of creative partnerships that might expand access to education and spur innovation. Because ii exists in a DCL, it is a simple matter to rescind the rule and end this example of regulatory overreach. Doing so will be welcomed, as the rule has blocked many institutions from engaging in this space, and added burden to many schools that aim to deliver high quality, cost-effective programs for students. Aware of the ongoing work of the Regulatory Reform Task Force, we respectfully share the following proposal. This builds upon comments SNHU submitted as part of the RRTF public comment period this Fall. We hope it will be helpful as you consider ways to support postsecondary innovation. Thank you for your consideration. Please let us know if you have any questions_ 2:300 North Hiv~.-Road I \fanchester, ;\H 03106-1045 I 60:·t64.'i.%:11 I 60::l.645.9717 Isnhu.edu ED-19-0431-G-000445 ED 18-00235 -F (Eitel) 112 "Dear Colleague Letter' on the Bundled Services Affiliate Rule Subject: Update to DCL GEN-11-05 Summary: The purpose of this Dear Colleague Letter (DCL) is to update the guidance the Department issued on March 17, 2011, "Implementation of Program Integrity Regulations" (DCL GEN-11-05). These updates specifically address the "bundled services" exception for tuition-sharing arrangements as applied to institutions of higher education under the federal program integrity and incentive compensation rules. Dear Colleague: On February 24, 2017, the Trump Administration issued Executive Order 13777 which called for the creation of a Regulatory Reform Task Force (RRTF) at each federal agency. Since that time, the Department's RRTF has been focused on alleviating unnecessary burden by modifying or removing regulations that are ineffective, confusing or costly. During this process, the Department is also evaluating sub-regulatory guidance such as Dear Colleague Letters. The purpose of this letter is to update the guidance we issued on March 17, 2011 (DCL GEN-11-05) which interpreted the revised October 2010 program integrity rules and the restrictions on institutions engaging in incentive compensation (HEA Section 487(a)(20); CFR § 668.14(b)(22)). We are updating the guidance about when certain tuition-sharing arrangements with third parties would be permitted. We said in that letter that the Department generally views tuition-sharing payments as an indirect payment of compensation based on recruitment, and therefore prohibited. Despite this general ban, GEN-11-05 included an exception for "tuition as a source of revenue from which compensation is paid to an unrelated third party for a variety of bundled services." 1 This "bundled services" exception has allowed institutions to partner with entities and provide payment based on tuition generated for the institution as long 1 See GEN-1 l-05, Example 2-B. Examples of such services include "marketing, enrollment application assistance, recruitment services, course support for onlinc delivery of courses, the provision of technology, placement services for internships, and student career counseling." ED-19-0431-G-000446 ED 18-00235-F (Eitel) 113 as all services are provided collectively; the entity does not make prohibited compensation payments to its employees; and the bundled services are provided by a third-party unaffiliated with the institution. Since the DCL's publication, there has been ambiguity about activities falling under the exception. These concerns have only increased with rapid changes in the marketplace. As millions of students seek more flexible pathways to a degree, many institutions have increased focus on education options outside of the traditional classroom setting, and with that, has come more need for quality partners for everything from marketing expertise to call center support to advising and course development. While institutions have increasingly pursued partnerships with non-educational providers to meet these demands, there is a lack of clarity about whether institutions can collaborate with other institutions under the exception. In this guidance, we are removing the GEN-11-05 example 2-B and replacing it with a new example that would clarify a permissible business model for institutions to partner with other institutions, including consortia of institutions. We view the regulations as allowing tuition-sharing under such arrangements consistent with HEA as long as the payments are not made to a specific group active in admissions or financial aid. We also note that it is well-established under our regulations that institutions may partner with other institutions through third-party agreements, subject to the same oversight regulations of any other partnership between an institution and a noneducational provider, and that neither our previous guidance nor the HEA define what it means to be an "affiliated" party. Example 2-B (Updated): "A third party that is not affiliated with the institution it serves provides bundled services to the institution including marketing, enrollment application assistance, recruitment services, course support for online delivery of courses, the provision of technology, placement services for internships and student career counseling. The institution may pay the entity an amount based on the tuition generated for the institution by the entity's activities for all the bundled services that are offered and provided collectively as long as the entity does not make prohibited compensation payments to financial aid or recruitment employees." ED-19-0431-G-000447 ED 18-00235-F (Eitel) 114 These updates are consistent with our recognition of the value of partnerships between institutions which could provide various supports and services, 2 and with our interest in increasing innovation and efficiency. The Department believes that these changes will support more flexible models and options for a quality postsecondary education. 2 U.S. Departmentof Education,Notice of ProposedRulemaking."Commentsand Discussion: CurrentSafe Harbors."October29, 2010. ED-19-0431-G-000448 ED 18-00235-F (Eitel) 115 From: Sent : To: Cc: Subject: Att achment s: Campbell, Ellen 6 Apr 2017 15:42:49 +0000 Friendly, Deborah ;Zulfiqar, Hasan;Sasser, Tracey Styles, Kathleen;Hawes, Michael FW: Please review by 3/27 : FERPAPolicy Determination Letter Liberty University Fraud Issue READYFOR SIGNATURE031617.docx OGC buddies, Kathleen received this message from the 7th floor on the Liberty letter which she had sent up for clearance. (Attached is latest.) See message from Bob below. Kathleen will reach out to Bob and others to set up a meeting next week on the matter. We' ll let you know. Thanks, Ellen From: Styles, Kathleen Sent: Wednesday, April 05, 2017 6:52 PM To : Hawes, Michael; Campbell, Ellen Subject: Fwd: Please review by 3/27: FERPAPolicy Determination Letter Let's talk tomorrow. Sent from my iPhone Begin forwarded message: From : "Eitel, Robert" Dat e: Apri l 5, 2017 at 6:25 :40 PM EDT To: "Styles, Kathleen" , "Conaty, Joe" , "Mc Hugh, Erin" Cc: "Lee, Ebony" , "Ham, Holly" , "Conaty, Joe" , "McHugh, Erin" Subject : FW: Please review by 3/ 27 : FERPA Policy Det ermin ation Lett er Colleagues: Ebony looped me into this matte db )(5) b)(5) ED-19-0431-G-000449 ED 18-00235 -F (Eitel) 116 Thanks, Bob From: Miller, Meredith Sent : Tuesday, March 21, 2017 11:15 AM To: Lee, Ebony Cc: Styles, Kathleen; Conaty, Joe; McHugh, Erin; Miller, Meredith Subject: Please review by 3/27: FERPA Policy Determination Letter Ebony, Please review attached response to an incoming letter regarding a privacy matter. l(b)(S) (b)(5) Meredith ED-19-0431-G-000450 ED 18-00235- F (Eitel) 117 Page 118 ithheld pursuantto exemption (b)(5) of the Freedom of Information and Privacy Act ED-19-0431-G-000451 Page 119 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000452 Page 120 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000453 Page 121 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000454 Page 122 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000455 From : Sent: To : Cc: Subject : Attachment s: Campbell, Ellen 16 Mar 2017 18:34:37 +0000 Friendly, Deborah;Zulfiqar, Hasan Hawes, Michael FW: Response to Liberty University re : FERPA Liberty University Fraud Issue DRAFT031517 (3) OIG comments .docx ~b)(5) -----Original Message----Fro m: Sorensen, Howard Sent: Thur sday, March 16, 2017 1:27 PM To: Campbell, Ellen; Minor, Robin Cc: Hawes, Michael Subject: RE: Respo nse to Liberty University re: FERPA Ellen: Thank you for sharing the draft response. Attached I have inclu ded suggested clarificat ions ['-b-)(_5_) ______ _, b)(5) Howard Howard D. Sorensen Assistant Counse l to the Inspector General U.S. Department of Educat ion 202-245- 7072 ED-19-0431-G-000456 ED 18-00235-F (Eitel) 123 From: Campbe ll, Ellen Sent: Tuesday, March 14,2017 9:57 AM To: Sorensen, Howard; Minor , Robin Cc: Hawes, Michael Subject: Response to Liberty University re: FERPA (b)(5) Thanks so much, Ellen Ellen Campbell Student Privacy Policy and Assistance Division U.S. Department of Education familypolicy.ed.gov ED-19-0431-G-000457 ED 18-00235 -F (Eitel) 124 Page 125 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000458 Page 126 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000459 Page 127 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000460 Page 128 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000461 Page 129 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000462 FY 2018-22 Strategic Plan Goal Leaders Meeting AGENDA (b)(S) ED-19-0431-G-000463 ED 18-00235-F (Eitel) 130 Page 13 1 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000464 Page 132 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000465 Page 133 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000466 Page 134 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000467 Page 135 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000468 Page 136 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000469 Page 137 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000470 Page 138 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000471 Commonwealth of Puerto Rico Preliminary List of Questions/Concerns/Issues for the U.S. Department of Education {ED) in the Aftermath of Hurricane Maria b)(5) ED-19-0431-G-000472 ED 18-00235-F (Eitel 139 Page 140 ithheld pursuantto exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000473 Page 14 1 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000474 Budget Service , 8/30/2017 Department of Education Hurricane Pro gram Inventory Between FY 2006 and 2007, Congress appropriate d approxi mately $ 1.945 billion to support education related activities in response to Hun-icane Katrina and Rita. In FY 2006, Congre ss appropriated $1.885 billion between two approp riations , 109-148 ($1.6 billion) and P.L. 109-234 ($285 million). In FY 2007, Congress appropriated $60 million from P.L. 110-28. In addition , the Higher Education Hurricane Relief Act of 2005 authorized the Secretary to waive or modify any statutory or regu latory provision applicable to the student financia l assistance programs under Title IV, or any student or institutional eligibility provisions in the Higher Education Act. The Secretary was also authorized to extend reporting deadlines or waive certain reporting requ irements. This author ity was used to grant a wide array of waivers and modification s to program requirements, including auto matic administrative forbearance on loan repayme nts. See https://ifap.ed.gov/dpcletters /GEN0607.html. Waivers expired on June 30, 2006. While Section 2601 of P.L. 109-234 authorized loans under the HBCU Capi tal Financing Program on spec ial terms for a one-year period to HBCUs that qualified as institution s affected by Hun-icanes Katrina and Rita, paymen ts on these loans were defen-ed later (the deferment will expire in December 2017). In addition, Section 392(c)(l)(C) of the Higher Educa tion Act contai ned a hold harmle ss provision that was designed to protect against the risk that allocat ions to institutions affected by Hurricanes in years following 2006 would drop , by ensuring that such allocations wou ld never be lower than FY 2006 (pre-hurricane) award amounts. This language holds these institutional awards harm less at pre-Hurricane (2006) funding levels. Program descriptions of these funding amount s are as follows : Immediate Aid to Restart School Operations Congre ss approp riated $750 million for the Restart program. The funds are being used to support the restart of operations in, the reopening of, and the re-enro llment of students in elemen tary and secondary schools that serve an area in which the Federa l Governrnen t declared a major disaster related to Hurricane Katrina or Hurricane Rita . Allowab le activities include : rental of mobile educationa l units and leasing of neutral sites or spaces; initial replaceme nt of instructiona l materials and equipment , including textbooks; recovery of student and personnel data ; replacement of school district information systems; and reasonab le transportation costs. Under the statute, each State must prov ide assistance to both public and non-public school s. The amount of assistance for non-publ ic schools is based on the relative share of non-public schools within a State (i.e. if 80 percent of the schools in a State are public and 20 percen t are non public , then 20 percent of the State's allocation must be used to support non-public school Restart activities). Howeve r, if the State has not allocated allof the non-pub lic schoo l share within 120 days of enactment of the program , it may use the remainder for either public or non public schools. ED-19-0431-G-000475 ED 18-00235-F (Eitel) 142 2 Temporary Emergency Impact Aid for Displaced Students The Congress appropriated $880 million to compensate public and non-public schools across the country for the expenses they are incurring in educating students displaced by the two hurricanes. Each State that wished to participate in the program (all but one did so) received four quarterly allocation s based on their counts of displaced public and non-public school students in each quarter. Non-pub lic schools that enrolled displaced students were eligible to receive their share of this funding on the basis of their child counts. Aid to Postsecondaiy Institutions in Louisiana and Mississippi The Congress appropriated $ 190 million to help rebuild institutions of higher education and assist displaced postsecondary students in Louisiana and Mississippi. Congress directed $95 million each to the Louisiana Board of Regents and the Mississippi Institutes of Higher Leaming. Aid to Postsecondary Institutions Serving Displaced Students Congress appropriated $10 million for postsecondary institutions around the country that enrolled displaced students following the hurricanes. On January 13, 2006, the Department distributed these funds to 99 institutions that had enrolled at least 10 displaced students. Assistance for Homeless Youth The Congress appropriated $5 million to address the needs of homeless students displaced by Hurricanes Katrina or Rita. (This funding is in addition to the regular appropri ation for the Education for Homeless Children and Youth Program under the McKinney-Vento Homeless Assistance Act.) States awarded grants to school districts on the basis of demonstrated need, and school districts were required to use their grants for activities authorized under the McKinneyVento Act. On March 2, the Department released $5 million to Alabama, Arkansas, Florida, Georgia , Louisiana, Mississippi, Tennessee, and Texas, the States that have enrolled at least 1,000 displaced children. Charter Schools: Special Grant to Louisiana The State of Louisiana was awarded $20.9 million through the Charter Schools Program on September 30, 2005 to help reopen charter schools damaged by the hurricanes , help create 10 new charter schoo ls, and expa nd existing charter schools to accommodate stude nts displaced because of hurricane damage. Postsecondary Education: Specia l Grant to Hurricane-Affected Institutions The Depa1tment redirected $30 million in unspent Federal campus-based financial aid funding to help hurricane-affected institutions meet student need for such aid. ED-19-0431-G-000476 ED 18-00235-F (Eitel ) 143 3 Special Supplement for Student Support Services in Hurricane-Affected Areas Through the TRIO progra ms, the Department awa rded $3.2 million in supplements to Student Supp01t Services grantees that enrolled students who were displaced from their home institutions as a result of Hurricane Katrina. Allowab le activities include counse ling and tutoring to the displaced college students who are low-income, first-generation, or disabled. Hurricane Educator Assistance Program (HEAP) In May 2007, the Congress appropr iated $30 million for the Department to make awards to the States of Louisiana, Mississippi, and A labama for the recruitment and retention of educators in areas affec ted by Hurricane Katrina or Hurricane Rita. The law required that allocations be based on the number of pub lic elementary and seco ndary schools that were closed for 19 days or more during the per iod beginning on August 29, 2005, and ending on December 31, 2005, due to Hurricane Katrina or Hurricane Rita. The States are then required to alloca te funds to local educationa l agencies. Funds may be used for recruiting, retaining, and compensating new and current teachers, school principals, assistant principals, principal resident directors, assista nt directors, and other educators, who comm it to work for at least three years in schoo l-based positions in public elementary and secondary schools located in an area with respect to which a major disaster was declared under section 401 of the Robert T. Stafford Disaster Relief and Emergency Assistance Act (42 U.S.C. 5170) by reason of Hurricane Katrina or Hurricane Rita. Grants were awar ded to Mississippi ($7.4 million) and Louisiana ($22.6 million). Alabama did not have any schools that were closed for 19 or more days as a result of Hurricane Katrina or Hurricane Rita, so it was not eligible to receive funding. HBCU Capital Financing Section 2601 of P .L. 109-234 authorized loans under the HBCU Capital Financing Program on special terms for a one-year period to HBCUs that qualified as institutions affected by Hurricanes Katrina and Rita. The special loan terms included, but were not limited to: exemption from the program requirement that borrowing institutions each deposit five percent of loan proceeds in a pooled escrow account; interest payable by the borrowing institution capped at one percent, with any interest accruing on the bonds at higher rates to be paid by the Secretary; and an authorization for the Secretary to waive or modify other program provisions. To estab lish eligibility, affected institutions were required to demonstrate, among other things , that physical damage caused by one of the hurricanes prevented them from fully reopening existing facilities or from fully reopening to the levels that had existed before the hurricane. Project SERV Separate and apart from the assistance above, in the Fall of 2005 funds from Project SERV (School Emergency Response to Violence) were awarded as follows to Louisiana , Mississippi, Alabama, and Texas in response to Hurricane Katrina. Project SERV, first funded in and ongoing since 2001, is a component of the School Safety Nat iona l Activ ities (former ly, Safe and Drug-Free Schools and Communities National Activities) program under which the Department supports the prov ision of education-re lated services to local educat ional agenc ies and institutions ED-19-0431-G-000477 ED 18-00235-F (Eitel) 144 4 of higher education in which the learning environment has been disrupted due to a violent or traumatic crisis. These awards include the following: 9/2 1/2005 10/ 12/2005 10/ 12/2005 10/ 12/2005 Louisiana Department of Education for Katrina Relief Mississippi Department of Education for Katrina Relief Alabama State Depart ment of Education for Katrina Relief Texas Education Agency for Katrina Relief 2,750,000 1,750,000 750,000 1,750,000 ED-19-0431-G-000478 ED 18-00235-F (Eitel) 145 Budget Service , 8/30/2017 Department of Education Hurricane Pro gram Inventory Between FY 2006 and 2007, Congress appropriate d approxi mately $ 1.945 billion to support education related activities in response to Hun-icane Katrina and Rita. In FY 2006, Congre ss appropriated $1.885 billion between two approp riations , 109-148 ($1.6 billion) and P.L. 109-234 ($285 million). In FY 2007, Congress appropriated $60 million from P.L. 110-28. In addition , the Higher Education Hurricane Relief Act of 2005 authorized the Secretary to waive or modify any statutory or regu latory provision applicable to the student financia l assistance programs under Title IV, or any student or institutional eligibility provisions in the Higher Education Act. The Secretary was also authorized to extend reporting deadlines or waive certain reporting requ irements. This author ity was used to grant a wide array of waivers and modification s to program requirements, including auto matic administrative forbearance on loan repayme nts. See https://ifap.ed.gov/dpcletters /GEN0607.html. Waivers expired on June 30, 2006. While Section 2601 of P.L. 109-234 authorized loans under the HBCU Capi tal Financing Program on spec ial terms for a one-year period to HBCUs that qualified as institution s affected by Hun-icanes Katrina and Rita, paymen ts on these loans were defen-ed later (the deferment will expire in December 2017). In addition, Section 392(c)(l)(C) of the Higher Educa tion Act contai ned a hold harmle ss provision that was designed to protect against the risk that allocat ions to institutions affected by Hurricanes in years following 2006 would drop , by ensuring that such allocations wou ld never be lower than FY 2006 (pre-hurricane) award amounts. This language holds these institutional awards harm less at pre-Hurricane (2006) funding levels. Program descriptions of these funding amount s are as follows : Immediate Aid to Restart School Operations Congre ss approp riated $750 million for the Restart program. The funds are being used to support the restart of operations in, the reopening of, and the re-enro llment of students in elemen tary and secondary schools that serve an area in which the Federa l Governrnen t declared a major disaster related to Hurricane Katrina or Hurricane Rita . Allowab le activities include : rental of mobile educationa l units and leasing of neutral sites or spaces; initial replaceme nt of instructiona l materials and equipment , including textbooks; recovery of student and personnel data ; replacement of school district information systems; and reasonab le transportation costs. Under the statute, each State must prov ide assistance to both public and non-public school s. The amount of assistance for non-publ ic schools is based on the relative share of non-public schools within a State (i.e. if 80 percent of the schools in a State are public and 20 percen t are non public , then 20 percent of the State's allocation must be used to support non-public school Restart activities). Howeve r, if the State has not allocated allof the non-pub lic schoo l share within 120 days of enactment of the program , it may use the remainder for either public or non public schools. ED-19-0431-G-000479 ED 18-00235-F (Eitel) 146 2 Temporary Emergency Impact Aid for Displaced Students The Congress appropriated $880 million to compensate public and non-public schools across the country for the expenses they are incurring in educating students displaced by the two hurricanes. Each State that wished to participate in the program (all but one did so) received four quarterly allocation s based on their counts of displaced public and non-public school students in each quarter. Non-pub lic schools that enrolled displaced students were eligible to receive their share of this funding on the basis of their child counts. Aid to Postsecondaiy Institutions in Louisiana and Mississippi The Congress appropriated $ 190 million to help rebuild institutions of higher education and assist displaced postsecondary students in Louisiana and Mississippi. Congress directed $95 million each to the Louisiana Board of Regents and the Mississippi Institutes of Higher Leaming. Aid to Postsecondary Institutions Serving Displaced Students Congress appropriated $10 million for postsecondary institutions around the country that enrolled displaced students following the hurricanes. On January 13, 2006, the Department distributed these funds to 99 institutions that had enrolled at least 10 displaced students. Assistance for Homeless Youth The Congress appropriated $5 million to address the needs of homeless students displaced by Hurricanes Katrina or Rita. (This funding is in addition to the regular appropri ation for the Education for Homeless Children and Youth Program under the McKinney-Vento Homeless Assistance Act.) States awarded grants to school districts on the basis of demonstrated need, and school districts were required to use their grants for activities authorized under the McKinneyVento Act. On March 2, the Department released $5 million to Alabama, Arkansas, Florida, Georgia , Louisiana, Mississippi, Tennessee, and Texas, the States that have enrolled at least 1,000 displaced children. Charter Schools: Special Grant to Louisiana The State of Louisiana was awarded $20.9 million through the Charter Schools Program on September 30, 2005 to help reopen charter schools damaged by the hurricanes , help create 10 new charter schoo ls, and expa nd existing charter schools to accommodate stude nts displaced because of hurricane damage. Postsecondary Education: Specia l Grant to Hurricane-Affected Institutions The Depa1tment redirected $30 million in unspent Federal campus-based financial aid funding to help hurricane-affected institutions meet student need for such aid. ED-19-0431-G-000480 ED 18-00235-F (Eitel ) 147 3 Special Supplement for Student Support Services in Hurricane-Affected Areas Through the TRIO progra ms, the Department awa rded $3.2 million in supplements to Student Supp01t Services grantees that enrolled students who were displaced from their home institutions as a result of Hurricane Katrina. Allowab le activities include counse ling and tutoring to the displaced college students who are low-income, first-generation, or disabled. Hurricane Educator Assistance Program (HEAP) In May 2007, the Congress appropr iated $30 million for the Department to make awards to the States of Louisiana, Mississippi, and A labama for the recruitment and retention of educators in areas affec ted by Hurricane Katrina or Hurricane Rita. The law required that allocations be based on the number of pub lic elementary and seco ndary schools that were closed for 19 days or more during the per iod beginning on August 29, 2005, and ending on December 31, 2005, due to Hurricane Katrina or Hurricane Rita. The States are then required to alloca te funds to local educationa l agencies. Funds may be used for recruiting, retaining, and compensating new and current teachers, school principals, assistant principals, principal resident directors, assista nt directors, and other educators, who comm it to work for at least three years in schoo l-based positions in public elementary and secondary schools located in an area with respect to which a major disaster was declared under section 401 of the Robert T. Stafford Disaster Relief and Emergency Assistance Act (42 U.S.C. 5170) by reason of Hurricane Katrina or Hurricane Rita. Grants were awar ded to Mississippi ($7.4 million) and Louisiana ($22.6 million). Alabama did not have any schools that were closed for 19 or more days as a result of Hurricane Katrina or Hurricane Rita, so it was not eligible to receive funding. HBCU Capital Financing Section 2601 of P .L. 109-234 authorized loans under the HBCU Capital Financing Program on special terms for a one-year period to HBCUs that qualified as institutions affected by Hurricanes Katrina and Rita. The special loan terms included, but were not limited to: exemption from the program requirement that borrowing institutions each deposit five percent of loan proceeds in a pooled escrow account; interest payable by the borrowing institution capped at one percent, with any interest accruing on the bonds at higher rates to be paid by the Secretary; and an authorization for the Secretary to waive or modify other program provisions. To estab lish eligibility, affected institutions were required to demonstrate, among other things , that physical damage caused by one of the hurricanes prevented them from fully reopening existing facilities or from fully reopening to the levels that had existed before the hurricane. Project SERV Separate and apart from the assistance above, in the Fall of 2005 funds from Project SERV (School Emergency Response to Violence) were awarded as follows to Louisiana , Mississippi, Alabama, and Texas in response to Hurricane Katrina. Project SERV, first funded in and ongoing since 2001, is a component of the School Safety Nat iona l Activ ities (former ly, Safe and Drug-Free Schools and Communities National Activities) program under which the Department supports the prov ision of education-re lated services to local educat ional agenc ies and institutions ED-19-0431-G-000481 ED 18-00235-F (Eitel) 148 4 of higher education in which the learning environment has been disrupted due to a violent or traumatic crisis. These awards include the following: 9/2 1/2005 10/ 12/2005 10/ 12/2005 10/ 12/2005 Louisiana Department of Education for Katrina Relief Mississippi Department of Education for Katrina Relief Alabama State Depart ment of Education for Katrina Relief Texas Education Agency for Katrina Relief 2,750,000 1,750,000 750,000 1,750,000 ED-19-0431-G-000482 ED 18-00235-F (Eitel) 149 Budget Service, 8/30/2017 Department of Education Hurricane Pro gram Inventory Between FY 2006 and 2007, Congress appropriate d approxi mately $ 1.945 billion to support education related activities in response to Hun-icane Katrina and Rita. In FY 2006, Congre ss appropriated $1.885 billion between two approp riations , 109-148 ($1.6 billion) and P.L. 109-234 ($285 million). In FY 2007, Congress appropriated $60 million from P.L. 110-28. In addition , the Higher Education Hurricane Relief Act of 2005 authorized the Secretary to waive or modify any statutory or regu latory provision applicable to the student financia l assistance programs under Title IV, or any student or institutional eligibility provisions in the Higher Education Act. The Secretary was also authorized to extend reporting deadlines or waive certain reporting requ irements. This author ity was used to grant a wide array of waivers and modification s to program requirements, including auto matic administrative forbearance on loan repayme nts. See https://ifa p.ed.gov/d pcletters/GEN0607.html. Waivers expired on June 30, 2006. While Section 2601 of P.L. 109-234 authorized loans under the HBCU Capi tal Financing Program on spec ial terms for a one-year period to HBCUs that qualified as institution s affected by Hun-icanes Katrina and Rita, paymen ts on these loans were defen-ed later (the deferment will expire in December 2017). In addition, Section 392(c)(l)(C) of the Higher Educa tion Act contai ned a hold harmle ss provision that was designed to protect against the risk that allocat ions to institutions affected by Hurricanes in years following 2006 would drop , by ensuring that such allocations wou ld never be lower than FY 2006 (pre-hurricane) award amounts. This language holds these institutional awards harm less at pre-Hurricane (2006) funding levels. Program descriptions of these funding amount s are as follows : Immediate Aid to Restart School Operations Congre ss approp riated $750 million for the Restart program. The funds are being used to support the restart of operations in, the reopening of, and the re-enro llment of students in elemen tary and secondary schools that serve an area in which the Federa l Governrnen t declared a major disaster related to Hurricane Katrina or Hurricane Rita . Allowab le activities include : rental of mobile educationa l units and leasing of neutral sites or spaces; initial replaceme nt of instructiona l materials and equipment, including textbooks; recovery of student and personnel data ; replacement of school district information systems; and reasonab le transportation costs. Under the statute, each State must prov ide assistance to both public and non-public schools. The amount of assistance for non-publ ic school s is based on the relative share of non-public schools within a State (i.e. if 80 percent of the schools in a State are public and 20 percen t are non public , then 20 percent of the State's allocation must be used to support non-public school Restart activities). Howeve r, if the State has not allocated allof the non-pub lic schoo l share within 120 days of enactment of the program, it may use the remainder for either public or non public schools. ED-19-0431-G-000483 ED 18-00235-F (Eitel) 150 2 Temporary Emergency Impact Aid for Displaced Students The Congress appropriated $880 million to compensate public and non-public schools across the country for the expenses they are incurring in educating students displaced by the two hurricanes. Each State that wished to participate in the program (all but one did so) received four quarterly allocation s based on their counts of displaced public and non-public school students in each quarter. Non-pub lic schools that enrolled displaced students were eligible to receive their share of this funding on the basis of their child counts. Aid to Postsecondaiy Institutions in Louisiana and Mississippi The Congress appropriated $ 190 million to help rebuild institutions of higher education and assist displaced postsecondary students in Louisiana and Mississippi. Congress directed $95 million each to the Louisiana Board of Regents and the Mississippi Institutes of Higher Leaming. Aid to Postsecondary Institutions Serving Displaced Students Congress appropriated $10 million for postsecondary institutions around the country that enrolled displaced students following the hurricanes. On January 13, 2006, the Department distributed these funds to 99 institutions that had enrolled at least 10 displaced students. Assistance for Homeless Youth The Congress appropriated $5 million to address the needs of homeless students displaced by Hurricanes Katrina or Rita. (This funding is in addition to the regular appropri ation for the Education for Homeless Children and Youth Program under the McKinney-Vento Homeless Assistance Act.) States awarded grants to school districts on the basis of demonstrated need, and school districts were required to use their grants for activities authorized under the McKinneyVento Act. On March 2, the Department released $5 million to Alabama, Arkansas, Florida, Georgia , Louisiana, Mississippi, Tennessee, and Texas, the States that have enrolled at least 1,000 displaced children. Charter Schools: Special Grant to Louisiana The State of Louisiana was awarded $20.9 million through the Charter Schools Program on September 30, 2005 to help reopen charter schools damaged by the hurricanes , help create 10 new charter schoo ls, and expa nd existing charter schools to accommodate stude nts displaced because of hurricane damage. Postsecondary Education: Specia l Grant to Hurricane-Affected Institutions The Depa1tment redirected $30 million in unspent Federal campus-based financial aid funding to help hurricane-affected institutions meet student need for such aid. ED-19-0431-G-000484 ED 18-00235-F (Eitel) 151 3 Special Supplement for Student Support Services in Hurricane-Affected Areas Through the TRIO progra ms, the Department awa rded $3.2 million in supplements to Student Supp01t Services grantees that enrolled students who were displaced from their home institutions as a result of Hurricane Katrina. Allowab le activities include counse ling and tutoring to the displaced college students who are low-income, first-generation, or disabled. Hurricane Educator Assistance Program (HEAP) In May 2007, the Congress appropr iated $30 million for the Department to make awards to the States of Louisiana, Mississippi, and A labama for the recruitment and retention of educators in areas affec ted by Hurricane Katrina or Hurricane Rita. The law required that allocations be based on the number of pub lic elementary and seco ndary schools that were closed for 19 days or more during the per iod beginning on August 29, 2005, and ending on December 31, 2005, due to Hurricane Katrina or Hurricane Rita. The States are then required to alloca te funds to local educationa l agencies. Funds may be used for recruiting, retaining, and compensating new and current teachers, school principals, assistant principals, principal resident directors, assista nt directors, and other educators, who comm it to work for at least three years in schoo l-based positions in public elementary and secondary schools located in an area with respect to which a major disaster was declared under section 401 of the Robert T. Stafford Disaster Relief and Emergency Assistance Act (42 U.S.C. 5170) by reason of Hurricane Katrina or Hurricane Rita. Grants were awar ded to Mississippi ($7.4 million) and Louisiana ($22.6 million). Alabama did not have any schools that were closed for 19 or more days as a result of Hurricane Katrina or Hurricane Rita, so it was not eligible to receive funding. HBCU Capital Financing Section 2601 of P .L. 109-234 authorized loans under the HBCU Capital Financing Program on special terms for a one-year period to HBCUs that qualified as institutions affected by Hurricanes Katrina and Rita. The special loan terms included, but were not limited to: exemption from the program requirement that borrowing institutions each deposit five percent of loan proceeds in a pooled escrow account; interest payable by the borrowing institution capped at one percent, with any interest accruing on the bonds at higher rates to be paid by the Secretary; and an authorization for the Secretary to waive or modify other program provisions. To estab lish eligibility, affected institutions were required to demonstrate, among other things , that physical damage caused by one of the hurricanes prevented them from fully reopening existing facilities or from fully reopening to the levels that had existed before the hurricane. Project SERV Separate and apart from the assistance above, in the Fall of 2005 funds from Project SERV (School Emergency Response to Violence) were awarded as follows to Louisiana , Mississippi, Alabama, and Texas in response to Hurricane Katrina. Project SERV, first funded in and ongoing since 2001, is a component of the School Safety Nat iona l Activ ities (former ly, Safe and Drug-Free Schools and Communities National Activities) program under which the Department supports the prov ision of education-re lated services to local educat ional agenc ies and institutions ED-19-0431-G-000485 ED 18-00235-F (Eitel) 152 4 of higher education in which the learning environment has been disrupted due to a violent or traumatic crisis. These awards include the following: 9/2 1/2005 10/ 12/2005 10/ 12/2005 10/ 12/2005 Louisiana Department of Education for Katrina Relief Mississippi Department of Education for Katrina Relief Alabama State Depart ment of Education for Katrina Relief Texas Education Agency for Katrina Relief 2,750,000 1,750,000 750,000 1,750,000 ED-19-0431-G-000486 ED 18-00235-F (Eitel) 153 Category Code 2006 Appropriation 2007 Appropriation Higher Education 8. Hurricane aid for postsecondary institutions (HEA-VII-B) D 0 30,000 D D 750,000 5,000 880,000 0 1,635,000 0 0 0 30,000 30,000 200,000 50,000 250,000 1,885,000 1,885,000 0 0 0 30,000 60,000 Hurricane Education Recovery 1. Aid for elementary and secondary education (HERA Subtitle A): (a) (b) (c) {d) Programs to restart school operations (section 102) Assistance for homeless children and youth (section 106) Temporary emergency impact aid for displaced students (section 107) Special Compensation for education personnel (ESEA-V-D-I) Subtotal 2. Postsecondary institutional assistance : (a) Aid for institutions of higher education (Pub. Law 109-148 Title I, Chapter 6) (b) Aid for recovering institutions (HEA, Title VII-B) Subtotal Total , Hurricane Education Recovery TOTAL D D D D ED-19-0431-G-000487 ED 18-00235-F (Eitel) 154 Category Code 2006 Appropriation 2007 Appropriation Higher Education 8. Hurricane aid for postsecondary institutions (HEA-VII-B) D 0 30,000 D D 750,000 5,000 880,000 0 1,635,000 0 0 0 30,000 30,000 200,000 50,000 250,000 1,885,000 1,885,000 0 0 0 30,000 60,000 Hurricane Education Recovery 1. Aid for elementary and secondary education (HERA Subtitle A): (a) (b) (c) {d) Programs to restart school operations (section 102) Assistance for homeless children and youth (section 106) Temporary emergency impact aid for displaced students (section 107) Special Compensation for education personnel (ESEA-V-D-I) Subtotal 2. Postsecondary institutional assistance : (a) Aid for institutions of higher education (Pub. Law 109-148 Title I, Chapter 6) (b) Aid for recovering institutions (HEA, Title VII-B) Subtotal Total , Hurricane Education Recovery TOTAL D D D D ED-19-0431-G-000488 ED 18-00235-F (Eitel) 155 SUPPLEMENTAL APPROPRIATIONS LANGUAGE FOR HURRICANE KATRINA RELIEF P.L. 109-14 8 DEPARTMENT OF DEFENSE, EMERGENC Y SUPPLEM ENTAL APPROPRIATIONS TO ADDRE SS HURRICANE S IN THE GULF OF M EXICO, A ND PANDE M IC INFLUENZA ACT, 2 006 DEPARTMENT OF EDUCATION For assisting in meeting the educational needs of individuals affected by hurricanes in the Gulf of Mexico in calendar year 2005, $1,600,000,000, to remain available through September 30, 2006, of which $750,000,000 shall be available to State educational agencies until expended to carry out section 102 of title IV, division B of this Act, $5,000,000 shall be available to carry out section 106 of title IV, division B of this Act, $645,000,000 shall be available to carry out section 107 of title IV, division B of this Act, and $200,000,000 shall be available to provide assistance under the programs authorized by subparts 3 and 4 of part A, part C of title IV, and part B of title VII of the Higher Education Act of 1965, for students attending institutions of higher education defined in section 102 of that Act) that are located in an area in which a major disaster has been declared in accordance with section 401 of the Robert T. Stafford Disaster Relief and Emergency Assistance Act related t o hurricanes in the Gulf of Mexico in calendar year 2005 and who qualify for assistance under subparts 3 and 4 of part A and part C of title IV of the Higher Education Act of 1965, to provide emergency assistance based on demonstrated need to institutions of higher education that are located in an area affected by hurricanes in the Gulf of Mexico in calendar year 2005 and were forced to close, relocate or significantly curtail thei r activities as a result of damage directly sustained by such hurricanes, and to provide payments to institutions of higher education to help defray the unexpected expenses associated with enrolling displaced students from institutions of higher education at which operations have been disrupted due to hurricanes in the Gulf of Mexico in calendar year 2005 : Provided, That of the $200,000,000 described in t he preceding proviso, $95,000,000 shall be for the Mississippi Institutes of Higher Learning to provide assistance under such title IV programs, notwithstanding any requirements relating to matching, Federal share, reservation of f unds, or maintenance of effort that wou ld otherw ise be applicable to that assistance; $95,000,000 shall be for the Louisiana Board of Regents to provide emergency assistance based on demonstrated need under part B of title VII of the Higher Education Act of 1965, which may be used for student financial assistance, faculty and staff salaries, equipment and instruments, or any purpose authorized under the Higher Education Act of 1965, to institutions of higher education that are located in an area affected by hurricanes in the Gulf of Mexico in calendar year 2005; and $10,000,000 shall be available to the Secretary of Education for such payments to institutions of higher education to help defray the unexpected expenses associated with enrolling displaced students from institutions of higher education directly affected by hurricanes in the Gulf of Mexico in calendar year 2005, in accordance with criteria as are established by the Secretary and made publicly available without regard to section 437 of the General Education Provisions Act or section 553 of title 5, United States Code: Provided further, That the ED-19-0431-G-000489 ED 18-00235 -F (Eitel) 156 amounts provided in this paragraph are designated as an emergency requirement pursuant to section 402 of H. Con. Res. 95 (109th Congress), the concu rrent resolution on the budget for fiscal year 2006. P.L. 109 • 234 EMERGENCYSUPPLEMENTALAPPROPRIATIONSACT FOR DEFENSE,THE GLOBALWAR ON TERROR, AND HURRICANE RECOVERY,200 6 DEPARTMENT OF EDUCATION HURRICANEEDUCATION RECOVERY For an additional amount under the heading "Department of Education" in Public Law 109- 148 for carrying out section 107 of title IV, division B of that Act, $235,000,000, for necessary expenses related to the consequences of Hurricane Katrina and other hurricanes of the 2005 season: Provided, That the amount provided under this heading is designated as an emergency requirement pursuant to section 402 of H. Con. Res. 95 (109th Congress), the concu rrent resolution on the budget for fiscal year 2006. For an additional amount under part B of title VII of the Higher Education Act of 1965 ("HEA'') for institutions of higher education (as defined in section 102 of that Act) that are located in an area in which a major disaster was declared in accordance with section 401 of the Robert T. Stafford Disaster Relief and Emergency Assistance Act related to hurricanes in the Gulf of Mexico in calendar year 2005, $50,000,000: Provided, That such funds shall be available to the Secretary of Education only for payments to help defray the expenses (which may include lost revenue, reimbursement for expenses already incurred, and construction) incurred by such institut ions of higher education that were forced to close, relocate or significantly curtail their activities as a result of damage directly caused by such hurricanes : Provided further, That such payments shall be made in accordance w ith criteria established by the Secretary and made publicly available without regard to section 437 of the General Education Provisions Act, section 553 of title 5, United States Code, or part B of title VII of the HEA: Provided further, That the amount provided under this heading is designated as an emergency requirement pursuant to section 402 of H. Con. Res. 95 (109th Congress), the concurrent resolution on the budget for fiscal year 2006. GENERALPROVISIONS-THIS CHAPTER SEC.2601. (a) In this section: (1) The term "affected institution" means an institution of higher educat ion that is- (A) a part B institution, as such term is defined in section 322 of the Higher Education Act of 1965 (20 U.S.C. 1061); (B) located in an area affected by a Gulf hurricane disaster; and (C) able to demonstrate that the institution - (i) incurred physical damage resulting from the impact of Hurricane Katrina or Rita; (ii) has pursued collateral source compensation from insurance, the Federal Emergency Management Agency, or the Small Business Administration, as appropriate; and (iii) has not been able to fully reopen in existing facili t ies or fu lly reopen to the levels that existed before the impact of such hurricane due to physical damage to the institution. (2) The terms "area affected by a Gulf hurricane disaster" and "Gulf hurricane disaster" have the meanings given such terms in section 209 of the Higher Education Hurricane Relief Act of 2005 (Public Law 109- 148, 119 Stat. 2809). (b) Notwithstanding any ED-19-0431-G-000490 ED 18-00235 -F (Eitel) 157 other provision of law (unless enacted with specific reference to this section), the Secretary of Education is authorized to waive or modify, as the Secretary determines is necessary, any statutory or regulato ry provision related to historically Black college and university capital financing under part D of title Ill of the Higher Education Act of 1965 (20 U.S.C. 1066 et seq.), in connection with a Gulf hurricane disaster , to ensure that- (1) the calculation of financing need under section 343 of such Act (20 U.S.C.1066b) for an affected institution is modified to reflect any changes in the financia l condition of the institution as a result of the Gulf hurricane disaster; and (2) an affected institution that was not receiving assistance under such part before the Gulf hurricane disaster is eligible to apply for capital financing to assist in institutional recovery from the Gulf hu rricane disaster. (c)(l) Notwithstanding section 343(b)(1) or any other provision of title Ill of the Higher Education Act of 1965 (20 U.S.C.1066b(b)(l), 1051 et seq.), in carrying out section 343 of such Act, a designated bonding authority shall withhold not more than 1 percent for the cost of issuance from the proceeds of qualified bonds that are loaned to an affected institution. (2) Notwithstanding section 343(b)(3) or any other provision of title Ill of the Higher Education Act of 1965 (20 U.S.C. 1066b(b)(3), 1051 et seq.), the Secretary shall pay any interest above 1 percent charged for a loan issued unde r part D of t itle Ill of such Act, after the date of enactment of this Act and with respect to an affected institution, such that the affected institution pays interest at a rate no higher than 1 percent. (3) Notwithstanding any other provision of title Ill of the Higher Education Act of 1965 (20 U.S.C.1051 et seq.), the requirements of section 343(b)(8) and 343(c)(2) of such Act (20 U.S.C.1066(b)(8)) shall not apply with respect to an affected institution receiving a loan under part D of title Ill of such Act (20 U.S.C.1066 et seq.). (d) Notwithstanding any provision of title Ill of the Higher Education Act of 1965 (20 U.S.C.1051 et seq.), or any regulation promu lgated under such title, the Secretary of Education shall grant a deferment, for a period of not more than 3 years, to an affected institution that has received a loan under part D of title Ill of such Act (20 U.S.C.1066 et seq.). During the deferment period granted under this subsection, the affected institut ion shall not be required to pay any per iodic installment of principal required under the loan agreement for such loan, and interest on such loan shall not accrue for the period of the deferment . During the deferment period, the Secretary shall make principal and int erest payments otherwise due under the loan agreement . At the closing of the loan, terms shall be set under w hich the affected institution shall be required to repay the Secretary for the payments of principal made by the Secretary during the deferment, on a schedule that begins upon repayment to the lender in full on the loan agreement. (e)(l) Except as provided in paragraph (2), the authority provided under this section to enter into, or modify or wa ive the terms of, a loan agreement or insurance agreement under part D of title Ill of the Higher Education Act of 1965 (20 U.S.C.1066 et seq.), or to grant a loan deferment under subsection (d), shall terminate 1 year after the date of enactment of this Act. (2) Any provision of a loan agreement or insurance agreement modified or waived by the authority under this section shall remain so modified or waived for the duration of the period covered by the loan agreement or insurance agreement. (f) The amount provided in this section is designated as an emergency requirement pursuant to section 402 of H. Con. Res.95 (109th Congress), the concurrent resolution on the budget for fiscal year 2006. SEC.2602. Notwith stand ing sections 107(f) and 110 of title IV (common ly known as the "Hurricane Education Recovery Act") of division B of the Department of Defense, Emergency Supplemental Appropriations to Address Hurricanes in the Gulf of Mexico, and Pandemic Influenza Act, 2006 (Public ED-19-0431-G-000491 ED 18-00235-F (Eitel) 158 Law 109- 148; 119 Stat. 2680), the Secretary of Education may extend the period during which a State educat ional agency or local educational agency may obligate funds received under section 107 of that title to a date no later than September 30, 2006, except that such funds shall be used only for expenses incurred during t he 2005-2006 school year, as required by section 107 of that title . SEC.2603. Funds available to the Mississippi Institutes of Higher Learning under the heading "Department of Education" in Public Law 109-148 may be used to support activities autho rized by part B of title VII of the Higher Education Act of 1965, as determined necessary by the Mississippi Institutes of Higher Learning: Provided, That the amount provided under this section is designated as an emergency requirement pursuant to section 402 of H. Con. Res. 95 (109th Congress), the concurrent resolution on the budget for fiscal year 2006. (TRANSFER0 P.L. 110-2 8 U .S. TROOP READINE SS, VETERANS' CARE, KATRINA RECOVERY, AND IRAQ ACCOUNTABILITY APPROPRIATIONS ACT, 2007 DEPARTMENTOF EDUCATION HIGHEREDUCATION For an additional amount under part B of title VII of the Higher Education Act of 1965 ("HEA") for institutions of higher education (as defined in section 101 or section 102(c) of that Act) that are located in an area in which a major disaster was declared in accordance with section 401 of the Robert T. Stafford Disaster Relief and Emergency Assistance Act related to Hurricanes Katrina or Rita, $30,000,000 : Provided, That such funds shall be available to the Secretary of Education only for payments t o help defray the expenses (which may include lost revenue, reimbursement for expenses already incurred, and construction) incurred by such institut ions of higher education that were forced to close, relocate or significantly curtail their activities as a result of damage directly caused by such hurricanes and for payments to enable such institutions to provide grants to students who attend such institutions for academic years beginning on or after July 1, 2006 : Provided further, That such payments shall be made in accordance with criteria established by the Secretary and made publicly available without regard to section 437 of the General Education Provisions Act, section 553 of title 5, United States Code, or part B of title VII of the HEA: Provided further, That the Secretary shall award funds available under this paragraph not later than 60 days after the date of the enactment of this Act. HURRICANEEDUCATIONRECOVERY For carrying out activities authorized by subpart 1 of part D of title V of the Elementary and Secondary Education Act of 1965, $30,000,000, to remain available until expended, for use by the States of Louisiana, Mississippi, and Alabama primarily for recruiting, retaining, and compensating new and curren t teachers, school principals, assistant principals, principal resident directors, assistant directors, and other educators, who commit to work for at least t hree years in school-based positions in public ED-19-0431-G-000492 ED 18-00235 -F (Eitel) 159 elementary and secondary schools located in an area with respect to which a major disaster was declared under section 401 of the Robert T. Stafford Disaster Relief and Emergency Assistance Act (42 U.S.C.5170) by reason of Hurricane Katrina or Hurricane Rita, including through such mechanisms as paying salary premiums, performance bonuses, housing subsidies, signing bonuses, and relocation costs and providing loan forgiveness, with priority given to teachers and school-based school principals, assistant principals, principal resident directors, assistant directors, and other educators who previously worked or lived in one of the affected areas, are currently employed (or become employed) in such a school in any of the affected areas after those disasters, and commit to continue that employment for at least 3 years, Provided, That funds available under this heading to such States may also be used for 1 or more of the following activities: (1) to build the capacity, knowledge, and skill ofteachers and schoolbased school principals, assistant principals, principal resident directors, assistant directors, and other educators in such public eleme nt ary and secondary schools to provide an effective education, including the design, adaptation, and implementation of high-quality formative assessments; (2) the establishment of partnerships with nonprofit entities with a demonstrated track record in recruiting and retaining outstanding teachers and other school-based school principals, assistant principals, principal resident directors, and assistant directors; and (3) paid re lease t ime for teachers and principals to identify and replicate successful practices from the fastest-improving and highest-performing schools: Provided further, That the Secretary of Education shall allocate amounts available unde r this heading among such States that submit applications; that such allocation shall be based on the number of public elementary and secondary schools in each State that were closed for 19 days or more during the period beginning on August 29, 2005, and ending on December 31, 2005, due to Hurricane Katrina or Hurricane Rita; and that such States shall in turn allocate funds to local educational agencies, with priority given first to such agencies with the highest percentages of public elementary and secondary schools that are closed as a result of such hurricanes as of the date of enactment of this Act and then to such agencies with the highest percentages of public elementary and secondary schools with a student-teacher ratio of at least 25 to 1, and with any remaining amounts to be distributed to such agencies with demonstrated need, as determined by the State Superintendent of Education: Provided further, That, in the case of any State that chooses to use amounts available under this heading for performance bonuses, not later than 60 days after the date of enactment of this Act, and in collaboration with local educational agencies, teachers' unions, local principals' organizations, local paren ts' organizations, local business organizations, and local charter schools organizations, the State educational agency shall develop a plan for a rating system for performance bonuses, and if no agreement has been reached that is satisfactory to all consulting entities by such deadline, the State educational agency shall immediately send a letter notifying Congress and shall, not later than 30 days after such notification, establish and implement a rating system that shall be based on classroom observation and feedback more than once annually, conducted by multiple sources (including , but not limited to, principals and master teachers), and evaluated against research-based rubrics that use planning, instructional, and learning environment standards to measure teacher performance, except that the requirements of this proviso shall not apply to a State th at has enacted a State law in 2006 aut hor izing performance pay for teachers. PROGRAMSTO RESTARTSCHOOLOPERATIONS ED-19-0431-G-000493 ED 18-00235-F (Eitel) 160 Funds made available under section 102 of the Hurricane Education Recovery Act (title IV of division B of Public Law 109- 148) may be used by the States of Louisiana, Mississippi, Alabama, and Texas, in addition to the uses of funds described in section 102(e), for the following costs: (1) recruiting, retaining, and compensating new and current teachers, school principals, assistant principals, principal resident directors, assistant directors, and other educators for school-based positions in publ ic elementary and secondary schools impacted by Hurricane Katrina or Hurricane Rita, including through such mechanisms as paying salary premiums, performance bonuses, housing subsidies, signing bonuses, and relocation costs and providing loan forgiveness; (2) activities to build the capacity, knowledge, and skills of teachers and schoolbased school principals, assistant principals, principal resident directors, assistant directors, and other educators in such public elementary and secondary schools to provide an effective education, including the design, adaptation, and implementation of highquality formative assessments; (3) the establishment of partnerships with nonprofit entities with a demonstrated track record in recruiting and retaining outstanding teachers and school-based school principals , assistant principals, principa l resident directors, and assistant directors; and (4) paid release time for teachers and principals to identify and replicate successful practices from the fastest-improving and highest-performing schools. GENERALPROVISIONS-THIS CHAPTER SEC.470 1. Section 105(b) of title IV of division B of Public Law 109-148 is amended by adding at the end the following new sentence: "With respect to the program authorized by section 102 of this Act, the waiver authority in subsection (a) of this section shall be available until the end offiscal year 2008." . SEC.4702. Notwithstanding section 2002(c) of the Social Security Act (42 U.S.C. 1397a(c)), funds made available under the heading "Social Services Block Grant" in division B of Public Law 109-148 shall be available for expenditu re by the States through the end of fiscal year 2009. SEC.4703 . (a) In the event that Louisiana, Mississippi, Alabama, or Texas fails to meet its match requirement with funds appropriated in fiscal year 2006 or 2007, for fiscal years 2008 and 2009, the Secretary of Health and Human Services may waive the application of section 2617(d)(4) of the Public Health Service Act for Louisiana, Mississippi, Alabama, and Texas. (b) The Secretary may not exercise the waiver authority available under subsection (a) to allow a grantee t o provide less than a 25 percent matching grant. (c) For grant years beginning in 2008, Louisiana, Mississippi, Alabama, and Texas and any eligible metropolitan area in Louisiana, Mississippi, Alabama, and Texas shall comply with each of the applicable requirements under title XXVI of the Public Health Service Act (42 U.S.C. 300ff-11 et seq.). ED-19-0431-G-000494 ED 18-00235 -F (Eitel) 161 \\ I :r') \~ U N l V RS I TY. ~c DAVID M. CORRY November 13, 2015 GeneralCounsel Office of LegalAffairs VIA U.S. M Kathleen M. Styles, Chief Privacy Officer Family Poli Compliance Office U.S. Depart ent of Education 400 Maryla d Avenue, SW Washington D.C. 20202 RE: Inspect on Right s of Students Suspected of Financial Aid Fraud Dear Ms. S I wri eon behalf of Liberty University to seek clarification on th e extent to which the Family Edu at iona l Rights and Privacy Act of 1974 ("FERPA") requires the university to provide a tudent with access to inspect and review investigation reports related to suspected fi ancial aid fraud by the student. These reports contain evidence that support the Universi 's suspicion that a student is committing financial aid fraud, and are sent to the Departmen of Education's Office of Inspector General for further investigation pursuant to 34 C.F.R. § 6o8.16(g). If persons suspected of fraud are allowed to inspect and review these fraud repor ,s, these persons w ill likely learn the investiga tive techniques for how Liberty detects Fina cia l aid fraud and adjust their modi operandi. This, of course, would greatly impede Lib rty's ab ility to detect and prevent financial aid fraud as experience tells us that perpetrator of fraud act in rings and share information. Liberty University requests the Family Poli y Compliance Office to provide guidance on Liberty's obligations to provide access to th se sens itive records to persons suspected of being part of a fraud ring. Clari ication is needed on the rights of persons involved in fraud rings because these persons could be considered to have "been in attendance at" the institution and the investigatio reports could be considered "education records" as defined in 34 C.F.R. § 99.3. FERPA and ts regulations do limit the inspection and review rights of students, but records re lated to fi ancial aid fraud are not included in th e list of limitations. See, 34 C.F.R. § 99.12. As you are obably aware, fraud rings often involve a ring leader enroll ing in courses in his or her own name and on behalf of other persons with their consent (I'll refer to these individuals s "ring associates") . In order to avo id detection and obtain disbursements, ring leaders oft ntimes perform coursework on behalf of ring associa tes . I believe FERPA regulations upport the conclusio n that ring associates are not entitled to inspect records related tot eir accounts because the ring associates cannot be considered "students" as that address 1971Univer ·ty Blvd. GreenHall,S ite 2730 Lynchburg, . 24515 phone (434) 592-7200 email dcorry @liberty.edu fax (434) 582-3871 web www.Liberty.edu ED-19-0431-G-000495 ED 18-00235-F (Eitel) 162 Ms. Kathlee Styles November 1 , 2015 Page 2 term is defin d by FERPA. In or der to be a student, a person must be "an individual who is or has been attendance at [Liberty] ." 34 C.F.R.§ 99.3. If Liberty's suspicions turn out to be correct, t en these ring associates never "attend" Liberty because it was the ring lead er, and not the ng associate, who completed coursework. In this case, FERPA right s to inspe ct and review ever vest in the ring associates. Similarly, if the ring leader requests inspection of the educa ·on records of ring associates, while the leader may have been in attendance at Liberty usin the names of associates, the leader is not the individual named in the records and such rec rds cannot be considered his or ab le to be inspected by him. The ore challenging question arises when ring leaders assert their rights to inspe ct and review eir own education records. Ring leader s sometimes complete coursework in their own n es in addition to the work they complete in the names of ring associates. If they do com lete coursework in their own names, r ing leaders would be able to argue that they are "st dents" and are thus entitled to inspect and review their education records, which pres mably wou ld include the fraud investigation report created by Liberty University. I believe the Department of Education would have the discretion to interpret the regulation's efinition of "studen t" to mean "any individual who is or has been in attendance in good faith.' When ring leaders enroll and perform coursework in their own names, it is to perpetrate a d further the fraud, not to legitimately attend courses and earn credit. A court would be u likely to find a requi rement of good faith to be unreasonable, arbitrary, or capricious. combat frau Complianc e any other g inspect and these fraud i University takes ser iously its role in the Depart ment of Educat ion's efforts to and protect taxpayers' dollars. Please let me know if the Family Policy ffice agrees with the "good faith" requirement I mentioned above, and provide idance on how Liberty should address suspected ring leaders' requests to eview their investigation reports. Liberty wil l continue to restrict access to vestigation reports until it hears otherwise from you. I 100 1 forward to hearing from you. s·mcerely, (b)(5) b)(5) David Corry cc: - (on n xt page) ED-19-0431-G-000496 ED 18-00235- F (Eitel) 163 Ms. Kathlee Styles November 1 , 20 15 Page 3 cc: Jame Offic SAC U.S. SW, Robe Cole, Jr., Esq., Genera l Counsel, U.S.Department of Education (via U.S.mail at of General Counsel, 400 Maryland Ave., SW,Wash ingto n, DC20202) eoffrey Wood, U.S. Departme nt of Education , Office of Inspector General, (via ail at Office of Inspecto r General, Invest igative Services, 400 Maryland Ave., ashingto n, DC.20202) t Ritz, Ph.D.,Vice Preside nt of Financial Aid (via email) ED-19-0431-G-000497 ED 18-00235 -F (Eitel) 164 CONFIDENTIAL // DRAFT // DELIBERATIVE // INTERNAL USE ONLY Next Steps on Organizational Reform January 8, 2018 Agenda b)(5) ED-19-0431-G-000498 ED 18-00235-F (Eitel) 165 Strategic Plan for FiscalYears 2018-22 Department of Education2/ 12/ 2018 ED-19-0431-G-000499 ED 18-00235-F (Eitel) 166 How did we develop the Strategic Plan? Activity Timeline FY 2018-22 Strategic Plan Monthly Meetings October 2016-August 2017 FY 2018-22 Strategic Plan Framework submitted to 0MB June 30, 2017 Congressional Consultation of FY 2018-22 Strategic Plan Framework July 2017 FY 2018-22 Strategic Plan Initial Draft submitted to 0MB September 11, 2017 Draft FY 2018-22 Strategic Plan First Round of Exec . Sec. clearance November 3-9, 2017 Congressional Consultation of Draft FY 2018-22 Strategic Plan November 15-December 1, 2017 Draft FY 2018-22 Strategic Plan posted on www.ed .gov November 17-December 1, 2017 Draft FY 2018-22 Strategic Plan Second Round of Exec. Sec . clearance December 8-15 , 2017 FY 2018-22 Strategic Plan Final Draft due to 0MB December 22, 2017 FY 2018-22 Strategic Plan publishes with the President's Budget February 12, 2018 ED-19-0431-G-000500 ED 18-00235- F (Eitel) 167 4 Strategic Goals Comprisedof 16 Strategic Objectives P-12 .... I- Educational Options for Parents Access to HighQuality Educational Opportunities .... Tran sition to College and Career - Do What Works Postsecondary - Access and Completion - Do What Works - Innovative and Affordable Pathwa ys - Federal Student Aid (FSA) Customer Service - Student Loan Repaym ent Data Management and Reform Regulatory Relief and Improved Processes - Internal Data Governance - - Privacy Protections - Access and Use of Education Data - Cybersecurity - Engaged and Prepared Workforc e - Enterpri se Risk Management ED-19-0431-G-000501 FY 2018-22 Strategic Plan is available at https://www2.ed.gov/about/reports/strat/index.html . ED 18-00235-F (Eitel) 168 How do all the pieces fit together? Strategic Plan Strategic Goals Implementatio n Milestones Performance Metrics FY 2017 Annual Performance Report and FY 2019 Annual Performance Plan is available at ED-19-0431-G-000502 https: //www2.ed.gov /about/reports/annual/index.html. ED 18-00235- F (Eitel) 169 ED Reform Plan Department of Educati0n2/ 12/ 2018 ED-19-0431-G-000503 Background • March 13, 2017: E.O. 13781, Contprehensive Plan for Reorganizing the Executive BranchApril 12, 2017: 0MB issued a Mento for Heads of Executive Departntents and Agencies regarding E.O. 13781May 2017: Steering Contntittee establishedMay - June 2017: Steering Contntittee seeks input front internal and external stakeholders ED-19-0431-G-000504 ED 18-00235 -F (Eitel) 171 Background (cont.) • June 30, 2017: ED submitted to 0MB a draft outline of our response to the E.O. and 0MB memoSeptember 8, 2017: ED submitted to 0MB the final ED Reform Plan, aligned to the Department's Strategic Plan, as part of the FY 2019 budget requestNovember 28, 2017: 0MB provided ED with feedback on ED Reform Plan ED-19-0431-G-000505 ED 18-00235- F (Eitel) 172 Guiding Principles for ED Reform Steering Committee • Reduce redundancy, maximize employee and organizational efficiency;Maximize transparency and employee involvement;Leverage ED colleagues' knowledge and expertise; and Maximize creative problem solving and teamwork while adhering to legal requirements. ED-19-0431-G-000506 ED 18-00235-F (Eitel) 173 Analytical Framework • Customer ServiceAppropriate Federal roleAlignment to missionEfficiency and effectivenessDuplication ED-19-0431-G-000507 ED 18-00235- F (Eite l) 17 4 The Next Phase • POC Leadership will meet with staff to provide further details about their plans and solicit additional feedbackDetermine legislative flexibilities requiredDevelop reorganization packagesPlan for phased implementation of proposals ED-19-0431-G-000508 ED 18-00235-F (Eitel) 175 11 II Changesto the OrganizationalStructure • Integrate OESE with OII, and eventually, OELACreate the Office of Legislation and Public Affairs by integrating OCO and OLCAMerge OCFO with certain functions of OM, ODS and OPEPD ED-19-0431-G-000509 ED 18-00235-F (Eitel) 176 Changesto the OrganizationalStructure (cont.) • Eliminate OUSintegrate OPE and OCTAE into a single Office of Postsecondary and Lifelong LearningFold ODS into OS and reassign some functions to the new Office of Finance and Operations ED-19-0431-G-000510 ED 18-00235-F (Eitel) 177 Realign Functions • Centralize policy decision-making, including a restructuring of how we approach policy and budget developmentlntegrate the records management and information collection clearance functions and staff into the OCIO from OM Shift some functions of ODS to the new Office of Finance and Operations ED-19-0431-G-000511 ED 18-00235-F (Eitel) 178 Streamline and Improve Internal Processes • Improve ED's technology systemsStreamline the ED clearance processModify ED's conference approval process and reporting requirementsReform FOIA proceduresEliminate the Organizational Performance Review ED-19-0431-G-000512 ED 18-00235-F (Eitel) 179 Current Coordinating Structure Current State (2018) Seu et.ary I Deputy Secretary Of" ke ol lh• CIlle! ..,-011 ..., (000) O>wl f C ~1 ~ "' -- Ol'oellfl•Clllof 1,,....i.1 Offkot tOCJOJ ,~.cu CIJHrtr •""'lftDll1 Ofl.u el M .,,_nt IOMI ,. • ' - -- Under Secnru1ry Offlcaof lie& s«onr, I Offica kw ,-c,u1 IOSUS) A&Ult.lltt~ llltlil ....-n,,,_1 ~ - Olflal of 11,t Gt..,11 CMonHI IOGCI c..-•• on.,.,o1c.,_r.-.- ,. OfflcoolCom""""''"t,;o.,. & Outrud, locot "'""' Offiai "'~tJ l.._.l>on IOI.Ct.I .. '°"' Aukt.,nt'I. .. flK•-h>t Ol'II AtrlonAffletlnn tlW • WlliM Hoi.fM ..... o...... &..,_~ [r Oi't'tlOr -H-"'~ ~,. . ,_., .. 10H901 "-Mll)IIWM td Joni• ~ Whlta ltou11:tnitl.we en Offlu of lncJl,i, t --~--· ~c.,,,_.,,_, ... .... - -- --·~ omcao1,...,_d..., ... . om,•• ,,-,.,,,1,... Eo.... .- ' fett"tl O"- "' c...re-ot Athln a Acllllll IOCTAl;J 1c......i1~ s«-.,.,., 12). 91eck told Joni• -ED-19-0431-G-000513 , White ltou• lnll0)I o, leat nlnt (Of'flU ,., !..~n s~ ~t y tOffioe al •osue(OlPA) A,, ,L,. 1lS,,.,trl'flV - (Ofl'ic ~ <1fCc::mnu"ottUP) & OW•• rv(7 Tau I, BIKI< Bold ,_ , a 01,.cta r ( l Toto~ , a1... font •Al Othr.-. 14 T<>t•IJ ED-19-0431-G-000514 ED 18-00235- F (Eitel) 181 Expected Results and Challenges Expected ResultsHigher quality and ti1nely service to the publicClearer lines of reporting, responsibility and decision1nakingFewer positions needing Senate confir1nationl1nproved policy and progra1n coordinationMore focus on the Secretary's prioritiesReduction of internal transactional costsExpected ChallengesS01ne changes to ED's organizational structure will require action by CongressRestructuring takes ti1ne ED-19-0431-G-000515 ED 18-00235- F (Eitel) 182 Next steps • Individual POC meetingsDetermine legislative flexibilities requiredDevelop reorganization packagesPlan for phased implementation ED-19-0431-G-000516 ED 18-00235- F (Eitel) 183 From : Sent: To: Cc: Subject: Attachments: Campbell, Ellen 6 Apr 2017 20:30:37 +0000 Styles, Kathleen;Friendly, Deborah;Hawes, Michael Sasser, Tracey;Zulfiqar, Hasan RE: Please rev iew by 3/27: FERPAPolicy Determ ination Letter RE: Response to Liberty University re: FERPA(175 KB) l(b)(5) -----Original Message----From: Styles, Kathleen Sent: Thursday, April 06, 2017 4:26 PM To: Friendly, Deborah; Campbell , Ellen; Hawes, Micha el Cc: Sasser, Tracey; Zulfiqar, Hasan Subject: RE: Please review by 3/27: FERPA Policy Detenn ination Letter Definitely you guys are there! l(b)( 5) Kathleen M. Styles Chief Privacy Officer U.S. Department of Education (202) 453-5587 (office) (202) 568- 1413 (cell) From: Friendly, Deborah Sent: Thursday, April 06, 2017 4:22 PM To: Campbell, Ellen; Hawes, Michael; Styles, Kathleen Cc: Sasser, Tracey; Zulfiqar, Hasan Subject: RE: Please review by 3/27: FERPA Policy Determination Letter Deliberative Process Privileged Ellen, Kathleen , and Michael , l(b)(5) ED-19-0431-G-000517 ED 18-00235-F (Eitel) 184 (b )( 5) Thanks. Debbie From: Campbell , Ellen Sent: Thursday , April 06, 2017 11:43 AM To: Friendly, Deborah; Zulfiqar , Hasan; Sasser, Tracey Cc : Styles, Kathleen; Hawes, Michael Subject: FW: Please review by 3/27: FERPA Policy Determin ation Letter OGC buddies , Kathleen received this message from the 7th floor on the Liberty letter which she had sent up for clearance. (Attached is latest.) See message from Bob below. Kathleen will reach out to Bob and others to set up a meeting next week on the matter. We'll let you know. Thanks, ED-19-0431-G-000518 ED 18-00235-F (Eitel) 185 Ellen From: Styles, Kathleen Sent: Wednesday , April 05, 2017 6:52 PM To: Hawes, Michael; Campbel l, Ellen Subject: Fwd: Please review by 3/27: FERPA Policy Determination Letter Let's talk tomorrow. Sent from my iPhone Begin forwarded message: From: "Eitel, Robert" Date: April 5, 2017 at 6 :25:40 PM EDT To: "Styles, Kathleen" , "Conaty , Joe" , "McHugh , Erin" Cc: "Lee, Ebony" , "Ham, Holly" , "Conaty , Joe" , "McHugh , Erin" Subject: FW: Please review by 3/27: FERPA Policy Determination Letter Colleagues: Ebonv looned me into this matter. l(b)(5) b)(5) Thanks , Bob From: Miller, Meredith Sent: Tuesday , March 21, 2017 11: 15 AM To: Lee , Ebony Cc: Sty les, Kathleen; Conaty, Joe ; McHugh, Erin; Miller , Meredit h Subject: Please review by 3/27: FERPA Policy Determ ination Letter Ebony, ED-19-0431-G-000519 ED 18-00235-F (Eitel) 186 a Please review attached res onse to an incomin letter re ardin a rivac matter. b)(S) b)(5) Meredith ED-19-0431-G-000520 ED 18-00235-F (Eitel) 187 From : Sent: To: Cc: Subject: Attachments: Friendly, Deborah 16 Mar 2017 19:50:47 +0000 Campbell, Ellen;Zulfiqar, Hasan Hawes, Michael RE: Response to Liberty University re : FERPA Liberty University Fraud Issue DRAFT031517 (3) OIG comments dbf and hs 3-16-17.docx (b)(5) -----Original Message---- From: Campbell , Ellen Sent: Thursday, March 16, 2017 2:35 PM To: Friendly, Deborah; Zulfiqar, Hasan Cc: Hawes, Michael Subject: FW: Response to Liberty University re: FERPA rb )(5) -----Original Mes sage----From: Sorensen, Howard Sent: Thursday, March 16, 2017 1:27 PM To: CampbeU, Ellen; Minor, Robin Cc: Hawes , Michael Subject: RE: Response to Liberty University re: FERP A Ellen: 5 Thank you for sharing the draft response. Attached I have included suggested clarifications r~b)(_ _) ----~ b)(5) rb)(5) ED-19-0431-G-000521 ED 18-00235-F (Eitel) 188 Howard Howard D. Sorensen Assistant Counse l to the Inspector General U.S. Department of Education 202-245 -7072 From: Campbell , Ellen Sent: Tuesday, March 14, 2017 9:57 AM To: Sorensen, Howard; Minor, Robin Cc: Hawes, Michael Subject: Response to Liberty University re: FERP A b)(5) Thanks so much, Ellen Ellen Campbell Student Privacy Policy and Assistance Division U.S. Department of Educat ion ED-19-0431-G-000522 ED 18-00235-F (Eitel) 189 familypolicy.ed.gov ED-19-0431-G-000523 ED 18-00235-F (Eitel) 190 Page 191 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000524 Page 192 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000525 Page 193 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000526 Page 194 ithheld pursuantto exemption (b)(5) of the Freedom of Information and Privacy Act ED-19-0431-G-000527 Page 195 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000528 HANS F. BADER Home Address EMPLOYMENT COMPETITIVE ENTERPRISE INSTITUTE, 2003-2004, 2005 -Present. Senior Attorney. Litigate Freedom of Information Act, constitutiona l, and administrativelaw cases. Occasiona lly file amicus briefs in civil-rights cases. (Washington, D.C.) U.S. DEPARTMENT OF EDUCATION, Offic e for Civil Rights, 2004-2005. Attorney-Advisor. Drafted recommended rulings in appeals alleging discrimination. Reviewe d agency policies, pre sentat ions. Left despite being offered 25% bonus to stay by James Man ning, OCR 's temporary head (which I should have taken). (Was hington, D.C. ) CENTER FOR INDIVIDUAL RIGHTS , 1996-1999 , 2000-2003. Attorney in non-profit law firm . Litigated civil-rights and const itutional cases, mostly in education. Wrote briefs, did legal research , discovery, depositions. (Washington, D.C.) SKADDEN, ARPS, SLATE, MEAGHER & FLOM, 1999-2000. International trade law associate . Write briefs, do legal research. (Washington, D.C.) NOSSAMAN, GUTHNER, KNOX & ELLIOTT, 1995-1996. Litigation Assoc iate. Write briefs, do discove ry, legal research. (Los Ange les) U.S. DISTRICT JUDGE LARRY LYDICK, 1994-1995. Judi cial Clerk. Draft opinions and orders, write memos. (Santa Ana, CA) PACIFIC LEGAL FOUNDATION, Summer 1993. Summer Clerk. Do legal research on constitutiona l issues. (Sacramento, CA) WILCOX & SAVAGE, P .C., Summer 1992. Summer Assoc iate. (Norfo lk, VA) EDUCATION HARV ARD LAW SCHOOL, J.D. 1994. Senior Editor, Harvard Journal of Law and Publi c Policy. IHS Claude R. Lambe Award. UNIVERSITY OF VIRGINIA, B.A. with Honors, Economics & History , 1991. Echols Scho lar, Phi Beta Kappa . JURISDICTIONS: Admitted in D.C., New York, and a variety of federa l courts. REPRESENTATIVE CASES: Argued CE/ v. OSTP, 827 F.3d 145 (D.C. Cir. 20 16) and former REFERENCES : Former Dep uty OCR head Terence Pell (b)(6) Deputy Assista nt Attorney General Roger Clegg ,....__ b)(6) ___, _____ ED-19-0431-G-000529 ED 18-00235-F (Eitel) 196 RRTF-Pl an and Schedule Guidance (2017) Outdated Regulations (2017) Other Regulations (2018) Compilations of Recommendations Review of Recommendations Review of Public Comment Review by Task Force Policy Committee (if necessary) Recommendations to Secretary Implementation Annual Performance Plan ED-19-0431-G-000530 ED 18-00235 -F (Eitel) 197 Draft deliberative document October 2, 2017 Secretary's Proposed Supplemental Priorities (b)(S) ED-19-0431-G-000531 ED 18-00235-F (Eitel) 198 30 Session 3 Prep: Policy Questions ED 18-00235-F {Eitelj 199 Page 200 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000533 Page 20 1 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000534 Page 202 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000535 RECOVERY SUPPORT FUNCTION LEADERSHIP GROUP US Army Corps of Engineers 28 September 2017 ED-19-0431-G-000536 1 Opening Remarks Jeffrey Byard Associate Administrator for the Office of Response and Recovery, FEMA and Doug Fears Senior Director for Resilience Policy, NSC RSFIG FEMA ~ ll(COIIUIYSU,l'OU ,UNCTION llA0(IISH1' c.11ou, ED-19-0431-G-000537 2 lnteragency Recovery Priorities andChallenges Discussion Alex Amparo Assistant Administrator for the Recovery Directorate~ FEMA ED-19-0431-G-000538 3 Puerto Rico USVI Ken Rathje FEMA 33:13:53,313; FEM A Mm" Florida (DR-4337) Dan Alexander FEMA RSFIG FEMA . ED-19-0431-G-0005405 unit-M .I. nu 0!!qu Texas (DR-4332) Mike Byrne FEIVIA . 6 ml, FEMA ED-19-0431-G-000541 6 Coordination of Bene?ts Update Janet Golrick HUD Worker/Volunteer Health and Safety Josh Barnes HHS FENIA 36mg? ED-19-0431- -000543 Summary of Conclusions Sydney Hoffman FEMA FEMA ?3 .1 . .. gm? ED-19-0431- -000544 Closing Remarks Alex Amparo Assistant Administrator for the Recovery Directorate, FEMA ED-19-0431-G-000545 Tentative Agenda for {Agencv Portion of Deregulation Dav} {133(5) ED 18-00235-F {Eitelj 213 AGENDA RecoverySupport Function LeadershipGroup (RSFLG} Senior Leaders HurricaneHarvey CoordinationMeeting 7 September 2017 I 2:00-3:30 p.m. (EDT) FEMA Headquarters I 500 C Street SW I Washington DC I Room M-01 Opening Remarks -Alex Amparo, RSFLGChair 2:00 PM and Jeffrey Byard, Associate Administrator for the Office of Response and Recovery, FEMA 2:05 PM Introductions - Gerilee Bennett, Director for the lnte ragency Coordination Division, FEMA 2:10 PM lnteragency Recovery Coordination Update - Mike Byrne, DR-4332-TX Federal Disaster Recovery Coordinator (FDRC),FEMA and Dan Alexander, DR-4332-TX Deputy FDRC, FEMA 2:25 PM Discussion on National RSFCross-Cutting Challenges - facilitated by Gerilee Bennett 3:20 PM Summary of Conclusions - Gerilee Bennett 3:25 PM Closing Remarks - Alex Amparo UCOHII 1u,,on fU!ltTIO• l1ANl~1<1• 00u, • FEMA ED-19-0431-G-000547 Strategic Plan Work Groups (DES) ED 18-OO235-F {Eitelj 215 Venable, Joshua Sun, 15 Apr 2018 23:51:35 +0000 To : Oppenheim, Peter;Bailey, Nathan;Menashi, Steven;Jackson, Candice;Trachman, William Subject : CRDCBriefing Attachm e nts: CRDC Briefing Paper for JV 4-13-18.docx, At tachment A- 2018.4.13 STEM issue brief.pdf, Attachment B - 2018.4.13 School Climate Issue Brief.pdf, Attachment C 2018.4.13 Internal QAs for 2015-16 CRDC.DOCX, Attachment D - 2018.4.13 Talking Points (lnternal).doc x From : Sent : ED-19-0431-G-000549 ED 18-00235 -F (Jackson)01 BRIEFING FOR CHIEF OF STAFF JOSH VENABLE CIVIL RIGHTS DAT A COLLECTION RELEASE Monday, April 16, 2018 3:00- 3:30 p.m. EST Washington, DC Staff Contact: Candice Jackson , 202-615-0179 OVERVIEW: You will meet with Department staff to discuss the upcoming public release of the newest Civil Rights Data Collection (CRDC). PURPOSE: To consider Department goals with respect to release of the 2015-16 CRDC data. BACKGROUND: b)(5) ED-19-0431-G-000550 ED 18-00235-F (Jackson ) 02 MEETING LOCATION: LBJ Department of Education Bui lding 7W315 400 Maryland Avenue, SW Washing ton, DC 20202 PRESS PLAN: This event is CLOSED pres s. AV/ROOM SETUP: NIA SEQUENCE OF EVENTS: 3 :00 p.m. Meeting begins 3:30 p.m. Meeting concludes REMARKS/ ACKNOWLEDGEMENTS: None KEY ATTENDEES: Candice Jackson , OCR William E. Trachman, OCR Steven Mena shi, OGC Nathan Bailey , OCO Elizabeth Hill , OCO Peter Oppenheim , OLCA ATTACHMENTS: A. STEM Course Taking: draft issue brief B. School Climate and Safety: draft issue brief C. Internal ' Que stions and Answers' D. Talking Points SITE CONTACT: NIA THANK YOU NOTES: None ### ED-19-0431-G-000551 ED 18-00235-F (Jackson ) 03 .- I":.. ' . .lf_, "'1'!:···•· . . 0 N E W R E L,E A_.: $""E · F.0 :R,"'1\ 2i.() '1 8 l . -· "\Ii j 1•~ ~ - , -~'7·. 2015-16CIVILRIGHTS DATA COLLECTION U.S.Departme nt of Education OfficeforCivil Rights STEMCOURSE TAKING DATA HIGHLIGHTS ONSCIENCE, TECHNOLOGY, ENGINEERING, ANDMATHEMATICS COURSE TAKING IN OURNATION'S PUBLIC SCHOOLS What'sthe 2015-16CivilRightsDataCollection? The2015-16Civil RightsDataCollection(CRDC)is a surveyof all publicschoo ls andschooldistrictsin theUnitedStates. TheCRDC measures studentaccess to courses, programs, staff,andresources that impacteducation equityandopportunity forstudents .The CRDC has longprovided criticalinformation usedbythe Depa rtment of Educa tion'sOfficeforCivil Rights in itsenforcemen t andmonitoringactivities. In addition, theCRDC is a valuableresource forother federal agencies,policymakers andresearc hers,educato rs andschoolofficials,parentsand students,and other members ofthe publicwhoseekdataon studen t equity andopportunity.TofurtherexploretheCRDC data withthe useof .Todownloadthe CRDC data,visitcrdc.ed.gov . datatools,pleasevisit the CRDC Reporting website at ocrdata.ed.gov Who'sin the 2015-16CRDC? WHAT'S Numberofschool districts : 17,337 Numberofschools: 96,360 Totalnumberof students:50.6Million Nationwide Student Demographics: Race/Ethnicity : INSIDE MiddleSchoolMathematics Courses ...........3 HighSchoolMathematics Courses............... 5 Hispanic or Latinoof anyrace 26% Asian5% HighSchoolScience Courses..................... ..... 5 DataCollected fortheFirstTime in grades7-8and9-12.... 2 AlgebraI classes Studentsenrolledin AlgebraI in grades7-8....................................................... 2 American Indianor AlaskaNative1% Geometryclasses in grades9-12.................. 5 Twoor moreraces~ NativeHawaiian or OtherPacific Islander0.4% White49% Boys:51% Girls:49% English Learners : 10% Students withDisabilities: 14% • Studentswith disabilities servedbythe Individualswith Disabilities Education Act:12% • Students withdisabilities servedbySection504ofthe RehabilitationActonly:2% Mathematics andsciences classes 6 taughtby certifiedteachers .......................... Studentsenrolledin Geometry in grades9-12..................................................... 7 DataHighlightsandCRDC Endnotes ..........12 Aboutthe CRDC.... ............................................13 U.S.Depa rtmentof EducationI Officefor Civil Rights I April2018 ED-19-0431-G-000552 1 ED 18-00235- F (Jackson) 04 SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS COURSE TAKING t TheCRDC collectsinformationregard ingscience, technology, engineering, andmathemat ics (STEM) courses thatareavailableto students. Thedataincludecourseenrollmentfigures,theavailability of classes, andwhetherclasses aretaught bycertified teachers forsomemiddle 1 schoolandhigh schoolcourses. Middleschool courses includeAlgebraI andGeometry. Highschoolcourses includeAlgebra1,Geometry, Algebra11, advanced mathemat ics,2Biology,Chemistry,andPhysics .TheCRDC alsocollects studentpassing dataonAlgebraI in middle schoolandhighschool. Severalof thesedataelementswerenewforthe2015-16CRDC, including: • • • • • • • • • • • NumberofAlgebraI classes in grades7-8 Numbe r ofAlgebraI classes in grades9-12 NumberofAlgebraI classes in grades7-8taughtbyteacherswith a mathemat icscertification Numberof studentsenrolledin AlgebraI in grade7 Numbe r of studentsenrolledin AlgebraI in grade8* Numberof studentswho passed AlgebraI in grade7 Numbe r of studentswho passed AlgebraI in grade8* Numbe r of Geome tryclasses in grades9-12 Numberof studentsenrolledin Geometry in grade8 Numberof studentsenrolledin Geometry in grades9-12* Numbe r of mathclasses in grades9-12taught byteachers with a mathematics certification(AlgebraI, Geometry, Algebra11, advanced mathematics, andCalculus) *Data are disaggregatedbyrace/eth nicity,3sex,IDEA,4andEnglishlearnerstatus.5 Foundation of STEMSuccess Algebraisoftenreferredto asa "gatekeeper course"because it is genera lly considered a prerequisite forhigher-level mathemat icscourses. Early passage of thisfoundationalmathematics coursehelpsprepare studentsfor subsequentSTEM coursework. FIGURE 1: Percentage distributionof students enrolledin AlgebraI, bygradespan Forthe2015-16schoo l year,theCRDC collecteddataindicatingthatnearly 30,000publicschoolsin the UnitedStatesservedstudentswhowereenrolled in eitherGrade7 or Grade8. Oftheschoo lswith Grade7 studentsenrolled, approximately 21 percentofferedAlgebraI classes . Oftheschools withGrade8 studentsenrolled,approx imately 58percentofferedAlgebraI. OVERALL STUDENT ENROLLMENT IN ALGEBRA I Across all grades,approximately4.4 millionstudents were enrolledinAlgebra 1in the2015-16 schoolyear.Figure1 displaysthe perce ntagedistribution of all students enrolledin Algebra1,bygradespan.Thedatashowthat 69 percent of students whotookAlgebra I did soin grades9 or 10.Sixperce nt of students tookAlgebraI later,in Grades11 or 12, andabout 25 percenttookAlgebra1 earlier, in Grades 7 or 8. 2 SOURCE: U.S Deportment of Educ.lion,OfficeforCivil Right s,CivilRightsDolaCollection,2015-16. ED-19-0431-G-000553 2015-16 Civil RightsDataCollection I STEMCOURSE TAKING ED 18-00235 -F (Jackson ) 05 FIGURE 2: Percentage distributionof Grade8 students enrolledin andpassingAlgebraI, by race Grade 8 Enrollment American Indian or Alaska Native ■ Hispanicor Latino of any race Algebra I Pass ing AlgebraI Enrollment ■ Asian ■ NativeHawa i ian or ■ Blackor AfricanAmerican ■ Twoor more races Other Pacific Islander ■ White NOTE : Datamaynot add upto 100 percent due to rounding SOURCE : U.S. Department of Education,Officefor Civil Rights, Civil Rights DataCollection, 2015-16. GRADE 8 ALGEBRA I ENROLLMENT ANDPASSING RATES BYRACE Figure2 prese ntsthe percentagedistribution of Grade8 students who wereenrolledin and pass ing Algebra I, byrace. Whitestudents constituted 49 percent of the14.6 million students in schoolsthat offeredAlgebra I in Grade 8, and58 perce nt of thestudents enrolledin Algebra I in Grade8.Asianstudentscomprised5 percent of thestudents enrolledin schoolsthat offeredAlgebra I in Grade 8, and 8 percen t of thosestudents enrolled in Algebra I in Grade 8. Black students constituted17 percent of the students in schoolsthatoffered Algebra I in Grade 8, and 11 percen t of the studentsenrolledin Algebra I in Grade 8. Latinostudentscomprised 25 percent of thestudents in schoolsthat offeredAlgebraI in Grade 8, and18percentof the studentsenrolled in Algebra I in Grade 8. AmericanIndianor Alaska Native(1 percent),NativeHawaiianor Other PacificIslander(0.4percent) , and multiracial(3 percent) studentswere enrolled inAlgebraI in Grade8 at a ratecomparable to their studentenrollment at schoolsthat offeredAlgebra I in Grade 8. Passing AlgebraI indicatesa student successfu lly completed the courseand received full credit. Of thetotalpopulationof students who passe d AlgebraI in Grade8,64 percent werewhite, 17 percen t wereLatino,9 percentwereblack,and 8 percentwereAsian.6 American IndianorAlaska Nativestudentsacco untedfor0.4 percent of studentswhopassed AlgebraI in Grade 8. NativeHawa iianor OtherPacific Islanderstudents accountedfor 0.1 percent of studentswho passed AlgebraI in Grade8. Multiracialstudentsaccountedfor2 percentof students whopasse d AlgebraI in Grade8. U.S.Departme nt of Educat ion ED-19-0431-G-000554 I OfficeforCivil Rights I ocrdata.ed.gov 3 ED 18-00235-F (Jacks on) 06 FIGURE 3: Percentage of studentspassingGrade8 AlgebraI, by race 100% 85% 80% 72% 74% 65% 60% 43% 40% 30% 24% 20% O~----AmericanIndian orAlaskaNative Hispanicor Latino of anyrace Asian Black or AfricanAmerican Native Hawaiian or Other Pacific Islander White Twoor more races SOURCE : U.S.Departmentof Educalion,OfficeforCivil Rights,Civil Rights DataCollect ion, 2015-16. Figure3 showsthepercentage of students passing Grade8 Algebra I, by race.Ofwhitestudentsand Asianstudents who wereenrolledin AlgebraI in Grade8, 85 percent of whitestudentsand74 percentofAsianstudents passe d thecourse.Of Latinostudentsand black students enrolledin AlgebraI in Grade8,72 percentof Latinostudentsand65 percentof black students passed the course. These groupshadpass ing ratesbelow50percent:multiracial students(43percent),AmericanIndianor AlaskaNativestudents(30 percent) , andNativeHawa iianor Other Pacif ic Islanderstudents(24 percent). 4 2015-16Civil RightsDataCollection ED-19-0431-G-000555 I STEMCOURSE TAKING ED 18-00235-F (Jackson ) 07 STEMCollegeandCareerReadiness TheCRDC datashowsthat forthe2015-16school year, there wereapproximately16.7 millionstudents enrolledin 26,300public highschoo ls. TheCRDC collects dataonseveralmathematics andsciencepreparatory coursestypically offered in high schools .Themathematicscourses includeAlgebraI, Geometry, Algebra11, advancedmathematics, andCalculus.The sciencecourses includeBiology,Chemistry , andPhys ics.The datarevea l that most- butnotall - of thenation'spublic high schoo ls offeredthesemathematicsandscience preparatorycourses duringthe 2015-16 schoolyear. FIGURE 4: Percentage of highschoolsofferingspecificmathematics or sciencecourse s 100% 86% 86% 80% 60% 40% 20% 0 Algebra I Geometry AlgebraII Advanced Mathematir,s Calcu lus Biology Chem istry Physics ■ Highschoo ls offeringcourses ■ Highschoolswith highblackand Latinostuden t enrollmentofferingcourses SOU RCE:U.S. Departmentof Educat ion,OfficeforCivil Rights,Civil Rights DataCollection, 2015-16. STEMCOURSE AVAILABILITY IN HIGHSCHOOLS Figure4 displays the percentageof high schools offeringmathematicsandscience courses. Thedatashowthat86 percentof highschoo ls offeredAlgebraI, 84 percentofferedGeometry, and 80percentofferedAlgebraII.Advanced mathematicsandCalcu luswere offeredatfewer schools: 65 percentand50 percent,respectively. Forscience courses, 86 percentof the nation'shighschoo ls offeredBiologyand73 percent offeredChemistry.Howeve r, just60 percent of highschoo ls offeredPhysicscourses. Figure13.70further indicatesthe 5,000high schools with high black andLatinoenrollmentoffered mathematics andscience courses ata low7 er ratethantheoverall populationof all highschools. Thisdifference isgreatest withrespecttoAlgebra11,Chem istry,Physics, andCalculus. U.S.Department of Educat ion ED-19-0431-G-000556 I OfficeforCivilRights I ocrdata.ed.gov 5 ED 18-00235- F (Jackson) 08 FIGURE 5: Percentage of highschoolmathematics andsciencecourses s taughtbycertifiedteacher 100% 89'11, 80% 60% 40% 20% 0 Algebra I Geomet ry Algebra II Advanced Mathematics Calcu lus Biology Chemistry Physics ■ Highschoo lswith certifiedteachers ■ High schoolswith highenro llment of blackand Latino studentswith certified teachers nt of Education,OfficeforCivil Rights, Civil Rights DataCollection, 201S-16 SOURCE:U.S Departme MORE THAN 3 OUTOF4 HIGH SCHOOL MATHEMATICS ANDSCIENCE CLASSES WERE TAUGHT BY CERTIFIED TEACHERS Certified teache rs arethe bestprepared to teachtheirrespect ivecourses. Teachers areconsidered certifiedin mathematics if theyhavereceived a teachingcertificate in mathematics fromtheirstate.Likewise, teachersare consideredcertifiedin science if theyhavereceived a teaching certificatein science fromtheirstate. Figure5 prese ntsthe percentageof highschoolmathematicsandscience classes taught bycertifiedteachers. Thedatashowthat mosthigh schoolmathematics andscience classes weretaughtbycertifiedteache rs. AlgebraI andGeometry hadthe fewestwith 82 percentof the classes taught bycertifiedteachers.Calculus hadthe mostwith 89 percentof theclasses taught bycertifiedteachers. Allothermathematics and scienceclassesrangedbetween 83 percentand86 percentof classes taughtbycertifiedteachers. Figure13balsoshowsthe percentageof highschoo l mathematicsandscience classes taught bycertifiedteachers in highschoo lswith high enrollmentof blackandLatinostudents . Across all courses,highschoo lswith high black andLatinoenrollmenthada lower percentage of classes taught bycertifiedteachers.Thedifferences rangedbetween 2 percentage points (Geometry) and6 percentagepoints(advanced mathematics andAlgebraII). 6 ED-19-0431-G-000557 2015-16 Civil RightsDataCollection I STEMCOURSE TAKING ED 18-00235- F (Jackson) 09 FIGURE 6: Numberof studentsenrolled in high schoolmathematicsand sciencecourses FIGURE 7: Percentagedistribution of studentsenrolled in high schoolmathematicsand sciencecourses,by sex Student Enrollment AlgebraI Male Enrollment % Female Enrollment% 3,270,000 Geometry 3,393,000 HighSchool Enrollment 51 49 Algebra I 53 47 AlgebraII 2,946,000 Geometry 51 49 Advanced Mathematics 2,205,000 Algebra II 49 51 Advanced Math 48 52 Calculus so so Biology so so Chemistry 48 52 Physics 54 46 Calculus 692,600 Biology 4,469,000 Chemistry 2,915,000 Physics 1,597,000 SOURCE : U.S. Department of Education, Office for Civil Rights, Civil RightsDataCollection,2015-16. SOURCE: U.S.Departmen t of Educat ion, Office forCivilRights, CivilRights DataCollection,2015-16. OVERALL STUDENT ENROLLMENT IN HIGHSCHOOL STEMCOURSES Figure6 showsthe number of studentsenrolledin highschoolmathematics or science courses . In the2015-16 schoolyear,therewereover 16.7millionstudents enrolledin high schoo l. Approximately 12.5million of thosestudents- nearly75 percentof thetotal highschoo l studentpopulation- wereenrolledin AlgebraI, Geometry,AlgebraII,advanced mathematics, or Calcu lus.Nearly 9.0 millionof the 16.7million total studentpopulation - or about54percen t of the totalhighschoolpopulation - wereenrolledin Biology,Chemistry,or Physics. HIGHSCHOOL STEMENROLLMENT BYSEX Enrollment in mathematics andsciencescoursesapproached parity formale andfemalestudents.Figure7 presents the percentage distributionof students enrolledin highschool mathematicsandscience courses,bysex.Fema le students comprised49 percentof thehigh schoo l studen t enrollment. Enrollment of femalestuden ts in AlgebraII (51 percent), advancedmathematics(52 percent),Calcu lus(50 percent), Biology(50 percent), andChemistry(52 percent) exceeded their highschoo l studen t enrollment rate.Enrollment of female students in Geometry (49 percent)matched theirhighschoolenrollment rate. Enrollme nt of female students in Algebra I (47 percent) and Physics(46 percent) waswithin 2 percentage pointsand3 percentage points,respectively , of their overall high schoolenrollment. Malestuden t s madeup 51 percent of theoverall highschool studentenrollment.Theirenrollment in everycourse,exceptadvan cedmathematicsandChem istry,waswithin 2 perce ntagepointsof theiroverallstudent enrollment,andforadvanced mathemat icsandChem istry, enrollment waswithin 3 percentage pointsof their overall studentenrollment.Enrollmentof malestudents in AlgebraI (53 percent) and Phys ics(54 percent) exceeded their student enrollment rate by2 percentage points and3 percentage points,respectively. U.S.Department of Educat ion ED-19-0431-G-000558 I OfficeforCivilRights I ocrdata.ed.gov 7 ED 18-00235-F (Jackson ) 10 FIGURE 8: Percentage distribution of students enrolledin highschoolmathematics andscience courses , by race High School Algebra I AlgebraI Enro llment Grade9, 10 Grade11,11 American Indian orAlaskaNative ■ Hispanicor Latino of anyrace Geometry Algebra 11 Ad,anced Mathematics Calc ulus ■ Asian ■ NativeHawaiian or Other PacificIslande r ■ BlackorAfricanAmerican ■ White Biology Chemistry Physics ■ Twoor moreraces NOTE : Data maynot add upto 100percentdueto rounding SOURCE : U.S.Departmentof Education, OfficeforCivil Rights, Civil RightsData Collection, 2015·16. HIGHSCHOOL STEMENROLLMENT BYRACE Figure8 displaysthe percentage distributionsof studentsenrolledin highschoolmathema ticsandscience courses, byrace.OftheGrade 9 and Grade10 students enrolledin AlgebraI, 18percentwereblack and 28 percentwereLatino, compared to 16 percentand24 percen t of high schoolenrollment, respect ively.Whitestudents,whowere51percentof high schoolenrollment, were45 percen t of thoseenrolledin AlgebraI in Grades 9 and10.Asianstudents madeup5 percentof all high school students enrolledand3 percentof thoseenrolledinAlgebra I in Grades 9 and10. OfthestudentsenrolledinAlgebraI in Grades11 and12,37 percent werewhite,35 percentwereLatino,19percent wereblack,and 3 percentwereAsian.Mostraceswereenrolledin Geometry at ratescomparable withtheir high schoolstudent enrollme nt. Blackstudents constituted16percentof high schoolenrollmentand13 percentof studentsenrolledin advanced mathematics, 8 percen t of studentsenrolledin Calc ulus,and12 percentof studentsenrolledin Physics . Blackstudents accounted for 17percentof students enrolledin Geometry, 15 percentof thoseenrolledin AlgebraII and Biology,and 14 percentof thoseenrolledin Chem istry. Latinostudentsconstituted26percentof high schoolenrollmentandrepresented 23 percentof studentsenrolledin AlgebraII and Chemistry , 19percent of students enrolledin advanced mathematics,and16 perce nt of studentsenrolledin Calcu lus.Latinostuden ts represented 25 percentof studentsenrolledin Geometryandin Physics , and24 percentof studentsenrolledin Biology. 8 2015-16Civil Rights Data Collection ED-19-0431-G-000559 I STEMCOURSE TAKING ED 18-00235-F (Jackson) 11 FIGURE 9: Percentage distributionof highschoolstudentsenrolledin andpassing AlgebraI, by race 100% 1% 80% 2% 60% 0.2% 40% 20% High Schoo l Enrollment American IndianorAlaskaNative ■ Hispanic or Latino of anyrace Grade9-10 AlgebraI Passing Grade9-10 AlgebraI Enrollment Grade11·12 AlgebraI Enro llment ■ Asian ■ NativeHawa iianor OtherPacific Islander ■ Black or AfricanAmerican ■ White Grade11-12 AlgebraI Pass ing ■ Twoor moreraces NOTE: Data maynotaddupto 100percen t dueto roundin g SOURCE : US.Department of Education, Officefor Civil Rights,Civil RightsData Collection,2015-16. Figure9 displays the percentage distributionof highschoolstudentsenrolledin andpassing AlgebraI, by race.Whitestudentswere45 percent of studentswho tookAlgebraI in Grades 9-10and50 percen t of thestudentswhopassed.White studentswerealso37percentof the students whotookAlgebraI in Grades 11-12and41 percen t of thestudents whopassed. Latino students constituted28 percen t of studentsenrolledin Grade9-10AlgebraI and35 percent of studen ts enrolledin Grade11-12Algebra I. Latino students were 27percentand 37percentof studentswhopassed AlgebraI in Grades 9-10 andGrades 11-12,respectively. Blackstudentsmadeup 18 percentof students studyingAlgebraI in Grades 9-10and17percen t of the students whopassed thecourse. Black studentsalsoconstituted19percentof students enrolledin Grade11-12AlgebraI and 18percentof thestudentswho passed. Multirac ial studen ts constituted3 percen t of students enrolledin Grade9-10AlgebraI and2 percentof studentsenrolledin Grade11-12AlgebraI. Multiracialstudentswere 3 percentand1 percentof students who passed AlgebraI in Grades 9-10andGrades 11-12,respect ively. NativeHawai ianor OtherPacif ic Islanderstudents madeup0.5 percentof studentsstudying AlgebraI in Grades 9-10and0.3percent of the studentswhopassed the course . NativeHawaiian or Other Pacific Islanderstudentsalsoconstituted1 percentof studentsenrolled in Grade 11-12Algebra I and 0.2 percentof thestudents whopassed . Asian and American Indian orAlaskaNativestudentsbothpassed Grade9-10Algebra I at a rate comparab le to their respec tiveAlgebraI enrollment(3 percent and1 percent,respectively). In Grade11-12AlgebraI,Asianstudentswere3 percentof enrollme nt and2 percentof those who passed; whileAmericanIndian orAlaskaNativestuden ts were2 percentof studentsenrolledand1 perce nt of studentswhopassed . U.S.Department of Educat ion ED-19-0431-G-000560 I OfficeforCivilRights I ocrdata.ed.gov 9 ED 18-00235 -F (Jackso n) 12 FIGURE 10: Percentagedistribution of studentsenrolled in high schoolmathematicsand sciencecourses,by Englishlearnerstatus Engli shLearners Enrollment % Non-English Learne rs Enrollment % HighSchool Enrollment 6 94 AlgebraI 9 91 Geometry 6 94 Algebra11 4 96 Advanced Math 2 98 Calculus 2 99 Biology 6 94 Chemistry 4 96 Physics 4 96 SOURCE: U.S.Oep3rtmentof Education, Office for CivilRight s,Civil Rights0313Collection,2015-16. HIGHSCHOOL STEMENROLLMENT OFENGLISH LEARNER STUDENTS Over963,000Englis h learner(EL) studentswereenrolledin highschoo ls across the nation in the2015-16schoo l year,represe nting approximate ly 6 percentof totalhighschoolenrollment. Figure10 presentsthe percentage distributionof studentsenrolledin highschool mathematics andsciencecourses,byEnglishlearnerstatus. ELstudents represented6 percen t of studen ts enrolledin Geome tryand Biology. ELstuden ts represented 2 percentof studentsenrolledin Calcu lusandadvanced mathema tics,9 percentof studentsenrolledinAlgebraI, and 4 percentof studentsenrolledin Algebra 11, Chemis tryandPhysics. 10 ED-19-0431-G-000561 2015-16 Civil RightsDataCollection I STEMCOURSE TAKING ED 18-00235- F (Jackson) 13 FIGURE 11: Percentagedistribution of studentsenrolled in high schoolmathematicsand sciencecourses,by disability status Students with Disabilitie s(IDEA ) Enrollmen t% Students with Disabili ties(IDEA) Enrollment % High School Enrollment 12 88 AlgebraI 13 87 Geometry 9 91 Algebra II 6 94 AdvancedMath 4 96 Calcu lus 2 98 Biology 10 90 Chemistry 6 94 Physics 6 94 SOU RCE: U.S.Departmentof Education , OfficeforCivil Rights,Civil RightsDataCollection,2015-16. HIGHSCHOOL STEMENROLLMENT OFSTUDENTS WITHDISABILITIES Nearly2 millionstudents with disabilities(IDEA) wereenrolledacross thenation'shighschools . Studen ts with disabilities(IDEA) accounted for 12percentof studentenrollment. Figure11 presents the percentage distributionof students enrolledin highschoolmathematics and sciencecourses, bydisability status.Theenrollmentof students with disabilities(IDEA)in mathematicsandsciencecourses rangedfrom2 percen t (Calculus)to 10percent(Biology), exceptforAlgebraI (13 percent) . U.S.Department of Education ED-19-0431-G-000562 I Office forCivil Rights I ocrdata.ed.gov 11 ED 18-00235-F (Jackson) 14 DataHighlights t Note:Exceptwherethe percentageis below 1 percent,the percentages listed in thesedatahighlightsare roundedto thenearestwhole number.Countsof 1,000,000or greaterareroundedto the nearesthundredthousand. Counts of 1,000orgreaterareroundedto the nearesthundred . Countsof lessthan1,000are roundedto the nearestten. Forthesurveyformandfull definitionsof all termsmentioned in thereport,visit ocrdata.ed.gov!SurvevDocuments . CRDCEndnotes 1 Forthepurposeof STEM coursetaking,highschools includeanyschoolorjusticefacilitywith any Grade9-12or ungradedhighschoolage students. 2 Advanced mathematics courses coverthefollowingtopics:trigonometry, trigonometry/a lgebra,trigonometry/analy ticgeome t ry, trigonometry/mathematics analysis,analyticgeometry,mathematics analysis, mathematicsanalys is/analyticgeometry,probabi lity and statistics, andpre-calculus. 3 CRDC datareportstudentsusingthesevenracial/ethnic categories foundin the U.S.Department of Educat ion'sFinal Guidance onCollecting, Maintaining andReportingDataon RaceandEthnicity . The FinalGuidance can befoundat http://nces.ed.gov/pubs2008/rediguidelpdflappendixA.pdf . Forbrevity in thisreport,the racial/ethnic categor iesarereferredto as"race" . 4 Theterms"students with disabilities(IDEA)" and"IDEA"areusedto referto studentswhoreceivespecialeducation andrelatedservices under the Individualswith DisabilitiesEducation Actaccordi ng to anIndividualizedEducation Program, Individua l Family ServicePlan, or serviceplan.Thesestudentsmayor maynot receive relatedaidsandservices underSection504of theRehab ilitationActof 1973, amended.20 U.S.C.§§ 1400-1419;34 CF.R.pt.300.PartBof the IDEAaddresses the obligationsof Statesandschooldistrictsto providespecial educa tionandrelatedservicesto eligible children with disabilities.TheOffice of Special Educat ion Programs (OSEP) in the Department's Officeof SpecialEducation andRehabi litativeServices (OSERS) administers the IDEA.Forinformationabout theIDEA, grads360 organdwww edgovloserslosep/index html. pleaseseeosep 5 In coordinationwith thestate's definitionbasedon Title IXof the Elementary andSecondary EducationAct,limited Englishproficient students(referredto in thisdocumentas"English Learner" or "EL")are students:(A)whoareages3 through21;(B)whoareenrolledor preparing to enrollin an elementaryschoolor secondary school;(C)(who arei, ii, or iii) (i) who werenotbornin theUnitedStatesor whose nativelanguagesare languages otherthanEnglish;(ii) (whoareI andII)(I) whoare a NativeAmerica n orAlaskaNative,or a nativeresident of theoutlyingareas;and(II) who comefrom anenvironment where languages otherthan Englishhavea significant impacton theirlevel of languageproficiency;or (iii) whoaremigratory,whosenativelanguagesare languages otherthanEnglish,andwhocomefroman environmentwhere languagesotherthanEnglisharedominant;and(D)whosedifficultiesin speak ing,reading,writing,or understanding theEnglishlanguagemaybesufficient to denytheindividuals (i) the ability to meet thestate'sproficientlevelof achievement onstate assess mentsdescribedin section 1111(b)(3)[ofESEA,20 U.S.C. 6311(b)(3)];or(ii)theability to successfully achievein classroomswhere thelanguage of instruction is English; or(iii) theopportunity to participate fully in society. aslimited Englishproficient,anindividual mustbeA, B,C,andD.ForC,anindividual canbei, ii, or iii. If C-ii, the Note - Tobeclassified individual mustbeI andII. ForD,anindividualmust bedeniedD-i, D- ii, or D-iii. 12 6 Theterm"black"refersto personswhoareblackor AfricanAmerican; theterm"Latino " refers to personswhoareHispanic or Latinoof any race;and "multiracial"refersto persons of twoor moreraces. 7 Highblack andLatinoenrollmentrefersto schoolswith morethan75 percentblack andLatinostudent enrollmen t. This definitionis consistentwith prior reports within OCRandother Department offices. ED-19-0431-G-000563 2015-16 Civil RightsDataCollection I STEMCOURSE TAKING ED 18-00235 -F (Jackso n) 15 MoreAboutthe CRDC Whatis thepurposeof theCRDC? Since1968,theU.S.Departme nt of Educat ion(ED)Officeof Civil Rights (OCR) hasconduc tedtheCivil RightsDataCollection(CRDC) to collectdata on keyeducationandcivil rights issuesin ournation's publicschools. TheCRDC collects a varietyof information,including student enrollmentandeducational programs andservices, most of whichis disaggregated by race/e thnicity,sex, limitedEnglishproficiency, and disability. TheCRDC isa longstandingandcritical aspect of theoverall enforcement andmonitoringstrategyusedbyOCR to ensurethat recipients of theDepar tment'sFederal financialassista ncedonot discriminateonthebasisof race,color,national origin,sex,and disability. OCRrelies onCRDC datafrompublicschool districts asit investigates complaintsallegingdiscrimination, initiatesproactive compliance reviewsto focusonparticularlyacuteor nationwide civil rights complianceproblems,andprovidespolicyguidanceandtechnical assista nceto educationalinstitutions, parents , students,andothers . implementingregulations(34 CFR§ 100.6(b),34CFR§ 106.71, and 34CFR§ 104.61). Anydata collect ionthatOCRdetermines isneces saryto ascertain or ensurecompliancewith theselawsis mandatory. Forfurther generalinformationabouttheCRDC, visitthe CRDC FAQ page. Availability of AlternateFormat Requestsfordocuments in alternateformats such asBraille or largeprintshouldbe submitted to theAlternateFormatCenterby calling 202.260.0852 oremailingtheSec tion 508Coordinator at om_eeos@ed.gov . Noticeto PersonswithLimitedEnglishProficiency If you havedifficulty underst anding English,youcanrequestfree interpretation ortranslationassistancefor Departmen t information that isavailable to the public.Tofindout more abouttheseservices, pleasecall 1-800-USALEARN (1.800.872.5327) (TTY: 1.800.877.8339) oremail usat ED.Language.Assistance@ed.gov. Youalsocan write to U.S.Departmen t of Educat ion,Information In addition,the CRDC is a valuableresource forother Department ResourceCenter,LBJ Education Building,400Marylan d Ave.SW, officesandfederalagencies, policymakers and researchers,educators Wash ington, DC,20202. andschoo l officials,parents andstuden ts,andothermembersof the publicwhoseekdata onstudentequity andopportunity. Howto Contact the Department of Education andOfficeof CivilRights UnderwhatauthoritydoesOCRconduct theCRDC? UnitedStatesDepartmen t of Education BetsyDeVos,Secretary Jackson, ActingAssistan t SecretaryforCivil Rights Section203(c)(1) ofthe 1979Departmen t of Educ ationOrganization Candice L yndon Ba ines Johnson Building Actconveys to theAssistant Secre taryfor Civil Rights theauthority Departmen t of Education to "collector coordinate thecollectionof data necessary to ensure 400 Maryla ndAvenue,SW,Wash ington, DC20202-1100 compliance with civilrightslawswithin thejurisdiction ofthe Office T elephone: 800 -4213 481 I FAX: 202-453-6012 for Civil Rights."Thecivil rights lawsenforcedbyOCRinclude: TDD:877-521-2172 • Title VIof the Civil RightsActof 1964,which prohibits Email:OCR@ed.gov I www.ed.gov/ocr discriminationbasedon race,color, andnational origin; • Title IXof the EducationAmendments of 1972,whichprohibits discriminationbasedon sex;and • Section504of the RehabilitationActof 1973,whichprohibits discriminationonthebasisof disability. OCR's implementing regulationsforeach of thesestatutesrequire recipients of theDepar tment'sfederal financialassistanceto submit to OCR"complete andaccurate compliancereportsat suchtimes, andin such form andcontainingsuchinformation"asOCR"may determineto benecessary to enable [OCR] to ascertai n whether therecipienthascompliedor iscomplying"withtheselawsand U.S.Department of Educat ion U.S.Department of Education OfficeforCivilRighis ED-19-0431-G-000564 I OfficeforCivilRights I ocrdata.ed.gov 13 ED 18-00235- F (Jackson ) 16 NEW RELEASE FOR 2018 2015-16CIVILRIGHTS DATA COLLECTION U.S.Department of Education Office for Civil Rights DATA HIGHLIGHTS ONSCHOOL CLIMATE ANDSAFETY IN OURNATION'S PUBLIC SCHOOLS What'sthe 2015-16CivilRightsDataCollection? The2015-16Civil RightsDataCollection(CRDC) is a surveyof all publicschoo ls andschooldistrictsin theUnitedStates.TheCRDC measures studentaccess to courses,programs , staff,andresources that impact education equityandopportunity forstudents .The CRDChaslong provided criticalinformation usedbythe Department of Educa tion'sOfficeforCivil Rights in itsenforcemen t andmonitoringactivities. In addition, theCRDC is a valuableresource forother federal agencies,policymakersandresearc hers,educato rs andschoolofficials,parentsand students,and othermembers ofthe publicwhoseek dataon studen t equity andopportunity.TofurtherexploretheCRDC datawith the useof .gov.Todownloadthe CRDC data,visit crdc.ed.gov . datatools,pleasevisit the CRDCReporting website at ocrdata.ed Who'sin the 2015-16CRDC? WHAT'S Numberof school districts : 17,337 Numberof schools: 96,360 Totalnumberofstudents:50.6 Million Nationwide Student Demographics: INSIDE SeriousOffenses. ........................ .......... ............2 Hispanicor Latinoof any race 26% Race/Ethnicity : LawEnforcement Referrals and 3 School-Related Arrests ............... ..................... Harassment or Bullying... ................... ............5 RestraintandSeclusion ................. ................. 11 Asian5% SchoolDiscipline .............................................. 13 DataHighlightsandCRDC Endnotes ........... 17 NativeHawaiian or OtherPacificIslander0.4% White 49% Aboutthe CRDC ................................................. 18 DataCollected fortheFirstTime Boys: 51% Girls:49% CriminalOffenses............................ ...............2 EnglishLearners:10% FirearmUse......................................... ................ 2 Students with Disabilities: 14% • Students with disabilities servedbythe Individuals withDisabilities EducationAct(IDE A):12% • Studentswith disabilitiesservedby Section504 of the Rehabilitation Actonly: 2% SchoolHomicides .............................................. 2 U.S. Depa rtmentof EducationI Officefor Civil Rights I April2018 ED-19-0431-G-000565 1 ED 18-00235- F (Jackso n) 17 SCHOOL CLIMATE ANDSAFETYt Schoo l climate generallyrefersto interrelated aspects of the quality andcharacter ofschoollife. This issuebrief focuses ononeelementof school climate:safety.Toevaluate whether studentsaresafeatschool, CRDC collectsdata onseriousoffenses,lawenforcement referrals and school-re latedarrests,harass ment or bullying,restraint andseclusion, andschool discipline. SeriousOffenses Figure1 showsthenumber of incidentsof seriousoffenses.In the 2015-16schoolyear,nearly 1.1millionincidents1 of seriousoffenses werereported in publicschoolsacross the nation. Thecategories of (a)physica l attacksorfightswithouta weapon,and(b) threats of physica l attackwithouta weapon , accounted for94 percent of all reported incidentsofseriousoffenses. About789,800(75percent) incidents of physica l attackorfightwithouta weapon,and about200,800 (19percent)incidents involving a threatof physica l attack withouta weaponwerereported. Schooldistrictsalso reported approximately22,900(2 percent)incidentsof robberywithouta weapon , and 11,900(1 percent)incidentsof a physicalattackorfight with a weapon.Eac h of the otheroffensesaccoun ted for lessthan1 percentof the total. FIGURE 1: Numberof incidentsof criminaloffenses Typeof incident Numberincidents Physical attackor fight without a weapon 789,800 Threatsof physica l attackwithouta weapon 200,800 Robbery without aweapon 22,900 Physical attackor fight withaweapon 11,900 Threatsof physical attackwith a weapon 10,100 Sexua l assau lt (other thanrape) 10,100 Possession of a firearm orexplosivedevice 5,700 Threatsof physica l attackwithafirearmor explosive device 3,500 Physical attackor fight with afirearm or explosive device 2,200 Rapeorattempted rape 1,100 Robbery with a weapon 640 Robber y with a firearmorexplosive device 560 SOURCE : U.S. Department of Education,OfficeforCivil Rights,CivilRightsDataCollection,2015-16 . In addition to the foregoing incidentsof seriousoffenses, forthefirsttime,theCRDC requiredschoolsto report onschool-related shootings andschool-related homicides. Schooldistrictsacross thecountry reportedapproximately 340shootingsor homicidesforthe2015-16 school year. Ratesofschool -relatedshootings or homicidesamounted to almost1 incident forevery 100,000 studentsenrolled. Nearly240schools (0.2 percentof all schools)reportedat least1 incidentinvolvinga shooting,andover100 schools (0.1 percentof all schools) reported a homicide involvingastudent,faculty or staffmember. 2 ED-19-0431-G-000566 2015-16CivilRightsDataCollectionI SCHOOL CLIMATE ANDSAFETY ED 18-00235 -F (Jackson) 18 LawEnforcement Referrals andSchool-Related Arrests Referral to lawenforceme nt is an actionbywhich a studentis reportedto any lawenforceme nt agencyorofficial, including a schoolpolice unit, foranincidentthatoccursonschoolgrounds,duringschool-rela tedevents,or while takingschooltransportation. School-re latedarrest refersto anarrestof a studentforanyactivity conducted on schoolgrounds,duringoff-cam pusschoolactivities(includingwhile taking schooltranspor tation),or dueto a referralby anyschoolofficial.2 Allschool-relatedarrestsareconsidered referrals to lawenforcement. In the 2015-16 schoolyear,over291,100 studentswere referredto lawenforcementagenciesor arrested. REFERRALS TOLAWENFORCEMENT AND ARRESTS, BYRACE ANDSEX Figure2 presentsthe percen tagedistributionof students referredto lawenforcementorarrested,by race/e thnicity.3 Black studentsrepresented 15 percentof the total student enrollment, and31 percent of studentswhowere referred to lawenforcement or arrested- a 16percentagepoint disparity.4 Duringthe2013-14 school year, blackstudents hadan 11percentagepoint disparity(blac ks were 16percent of thestudent enrollment and27percentof students referredto lawenforcementorarrested).In the2015-16 school year,white studentsrepresented 49 percent of the total studentenrollment, andaccounte d for36 percent of thosereferredto lawenforceme nt or arrested. Duringthe 2013-14 schoolyear,white students were50 percen t of thehigh schoolstudentenrollmentand38 percentof studentswhowerereferredto lawenforcement or arrested. AmericanIndianor Alaska Native,Native Hawaiianor OtherPacificIslanderstudents,andmultiracial students were referredto lawenforceme nt or arrestedat rates approachingtheir overall studentenrollme nt.5 Toget her, thesestudents represented 5 percen t of thetotal student enrollment,andaccountedfor 7 percent of students who receiveda referralto lawenforcementor were arrested. Duringthe2013-14 schoolyear, American Indianor AlaskaNative,NativeHawaiian or Other Pacific Islander, andmultiracialstudents had a collectiveenrollment of 5 percentand were10 percent of students referredto law enforcementor arrested. FIGURE 2: Percentage distributionof studentsreferredto law enforcement or arrested,by race/ethnicity 100% 1% 1% 5% 2% 80% 60% 0.4% 0.5% 40% 20% 0 ~------~3 ________ % Enrollment ■ American Indian or AlaskaNative Hispanicor Latino of any race ■ Asian ■ Blackor AfricanAmerican ~5_ %__ Refe rrals to lawenforcement orschool-related arrests ■ NativeHawaiian or Other Pac ific Islander ■ White ■ Twoor more races NOTE:Datamay notaddup to 100 percent due to rounding SOU RCE:U.S.Departmentof Educat ion, Officefor Civil Rights,Civil RightsDataCollection, 2015-16 Latino,Asian,and white studentswere notreferredto lawenforcement or arrestedat a percentagehigherthantheir overall student enrollment.6 Thisis consistentwith the2013-14schoolyear, wherein thesestudents werenotreferredto lawenforcementor arrestedat a percentage higher than their overall enrollment. Malestudents were referredto lawenforceme nt or arrestedmorethanfemalestudents.Malesrepresented51percen t of all enrolledstudents,and69 percent of thosewhoreceiveda referralto lawenforcementor were arrested. Maleswere 51percentofthe student enrollment and71 percentof students referredto lawenforceme nt or arrestedduringthe2013-14 schoolyear. REFERRALS TOLAWENFORCEMENT ANDARRESTS BYDISABILITY STATUS U.S.Department of Educ ation ED-19-0431-G-000567 I Officefor Civil Rights I ocrdata.ed.gov 3 ED 18-00235-F (Jackson) 19 FIGURE 3: Percentage distributionof studentsreferredto law enforcement orsubjected to school-related arrests,bydisabilitystatus Enrollment Refe rralsto lawenforcement orschoo l-relatedarrests ■ Studen ts with disabilities(IDE A) ■ Students without disabilities SOURCE : U.S.Department of Educat ion,Officefor Civil Rights, Civil RightsDataCollection,2015-16. 7 Approximately 82,800ofthe 291,100total students referredto lawenforcement or arrestedwerestudentswith disabilities(IDEA). Figure 3 showsthepercentage distribution of students referredto lawenforcemen t or arrested,bydisability status. Studentswith disabilities(IDEA)represented 12percentofthe overall studentenrollment and 28percen t of studentsreferredto lawenforcementorarrested. 4 2015-16Civil RightsDataCollectio n ED-19-0431-G-000568 I SCHOOL CLIMATE ANDSAFETY ED 18-00235- F (Jackso n) 20 Harassment or Bullying Harassment or bullyingis intimidationor abusivebehaviortowarda student fromanotherstudent, schoolemployees, or non-school employeethird parties. It cantakemanyforms, includingverbalname-ca lling,insults,or intimidation,aswell asnon-ve rbal acts or behaviorsuch asgraphicorwrittenstatements, orconductthatis physically threatening,harmful, or humiliating. TheCRDC collectsdataon allegations of harassmen t or bullyingonthe basis of sex;color,or nationalorigin; disability; sexualorientation;andreligion.TheCRDC includesdataon studentsdisciplinedfor harassment or bullyingon thebasisof sex,race,anddisability. FIGURE 4: Percentage distributionof allegationsof harassment or bullying, by basis 60,000 41% 50,000 40,000 23% - 30,000 16% 20,000 11% 8% -- 10,000 0 Sex Race, color,or national origin Sexua l orientation Disability Religion NOTE : Datamaynotaddupto 100 percentdueto rounding SOURCE : U.S.Departmen t of Education,Officefor Ci,i l Rights,Civil RightsDataCollection,2015-16. Overall,approximately 135,600individual allegationsof harassment or bullyingonthebasis of sex, race,sexualorientation,disability, or religionwerereportedin the2015-16 schoolyear.Figure 4 presentsthepercentage distributionof allegationsof harassme nt or bullying, onthesebases . Forty-one percentof theseallegationsinvolvedharassmen t or bullyingonthe basis of sex-wh ich includessexualand other sex-based harass ment or bullying. Twenty-three percentallegedharassment or bullyingonthe basisof race;16percentof theallegations involvedharassment or bullying basedonthe basisofsexualorientation;11 percentinvolvedallegationsonthe basisof disability; and8 percentinvolvedallegationsonthebasisof religion. ED-19-0431-G-000569 U.S.Department of EducationI OfficeforCivilRights I ocrdata.ed.gov 5 ED 18-00235- F (Jackson) 21 FIGURE 5: Percentage distributionof students reported asharassed or bullied, by race/ethnicity 100% 2% 80% 3% 0.5% 60% .... 40% 20% 0 6% Enro llmen t American Indian orAlaskaNative ■ Hispanic or Latino of anyrace Sex Race 4% Disab ility ■ Asian ■ NativeHawa iianor Other Pac ific Islander ■ Black orAfrican American ■ White ■ Twoor moreraces NOTE : Datamaynot addup to 100 percentdueto rounding SOURC E: U.S.Departmen t of Educat ion,Officefor Civil Rights,Civil Rights DataCollection,201S-16. HARASSMENT ORBULLYING REPORTS, BYRACE In additionto allegationsof harassment or bullying,theCRDC collectsdataonwhichstudentswerereportedasharassed or bullied. During the 2015-16schoo l year,about102,300students(approximately 0.2 percentof allenrolledstudents) werereportedto havebeenharassed or bullied onthebasis of sex,race,or disability. Figure5 presents the percentage distributionof studentsreported asharassed or bulliedonthebasis of certaincharac teristics,byrace. Blackstudentswere15percentof overallstudentenrollment and19percentof studentsharasse d or bulliedonthe basisof sex,35 percent onthe basisof race,and17 percenton thebasisof disability. AmericanIndianorAlaskaNativestudentswere1 percentof studentenrollmentand2 percentof studentsharassed or buIliedoneachbasis.Multiracialstudentswere3 percentoftheoverallstudentenrollment ,5 percentof studentsharassed or bulliedonthebasisof sex,6 percentonthebasisof race , and4 percentonthebasis of disability. Whitestudentswere49 percentofthestudentenrollment,50percentof studentsharassed or bulliedonthe basisof sex,29 percentof studentsharassed or bulliedonthe basisof race,and59percen t of studentsreportedasharassed or bullied onthe basis of disability.Asian studentswere5 percentof thestudent enrollment, 2 percentof studentsharas sedor bulliedonthe basisof sex,6 percentof thestudents whowerereportedasharassed or bulliedonthe basisof race,and3 percentof studentsharas sedor bulliedonthe basis ofdisability. NativeHawaiian orOther Paci fic Islanderstudentswerereportedasharassedor bullied at ratescomparable to theirstudentenrollment asto sex, race,anddisability. 6 ED-19-0431-G-000570 2015-16CivilRightsDataCollectionI SCHOOL CLIMATE ANDSAFETY ED 18-00235 -F (Jackson) 22 FIGURE 6: Percentagedistributionof students reportedas harassed or bullied, bysex 100% 80% 60% 40% 20% 0 Enrol lment Sex ■ Males Race Disability ■ Fema les SOUR CE: U.S.Department ofEducation, OfficeforCivilRights, Civil Rights Data Collec tion, 2015-16. THETYPEOFBULLYING ORHARASSMENT REPORTED BYMALEANDFEMALE STUDENTS DIFFERS CRDC dataindicate differences in themost commonbases forwhichfemale students andmale studentswerereportedasharassed or bullied. Figure 6 showsthepercentage distributionof students reported asharass edor bullied, bysex.Femalestudents(49percen t of totalenrollment) accoun ted for 63 percentofstudentsreportedasharasse d or bulliedonthebasisof sex, 38 percen t of studentsharassed or bulliedonthebasisof race,and34 percen t of students reported asharassed or bulliedonthe basisof disability. Male students(51 percentof totalenrollment) accoun ted for37 percent ofstudentsreportedasharassed or bulliedon thebasis of sex,62 percentofstudents reportedasharass ed or bulliedonthe basis of race,and66 percentof students reportedasharassed or bullied onthe basisof disability. U.S.Department of Educat ion ED-19-0431-G-000571 I OfficeforCivil Rights I ocrdata.ed.gov 7 ED 18-00235-F (Jackson ) 23 FIGURE 7: Percentagedistributionof students reportedas harassed or bullied, by disabilitystatus Enrollment Sex ■ Studentswith disabilities Race Disability ■ Studentswithout disabilities SOU RCE:U.S. Departmentof Education, Office for Civil Rights,Civil RightsDataCollection,2015-16. HARASSMENT ORBULLYI NG REPORTS , BYDISABILITY STATUS Theterm"students with disabilities"includesbothstudentsservedbyIDEAandSection504-only students.8 Figure7 illustratesthe number of studentsreportedasharasse d or bullied,bydisability status.Students withdisabilitieswereharassedor bullied basedonsex,race,and disability at rateshigherthantheir representationin thetotal schoolenrollment.Students withdisabilitiescomprised 14percentofthe total studentenrollment, butwere18percen t ofstudentsharasse d or bulliedonthebasisof sex,16percen t of thestudents harassed or bullied onthebasisof race,and51 percentofthestudentsharasse d or bulliedonthebasis of disability. In comparison, studentswithoutdisabilitiesrepresen ted86 percentof thetotal studentenrollment,but were82 percent of students harasse d or bulliedonthe basis of sex,84 percen t onthebasisof race,and49percen t of thestudentsharasse d or bulliedonthebasisof disability.9 8 2015-16CivilRightsDataCollection ED-19-0431-G-000572 I SCHOOL CLIMATE ANDSAFETY ED 18-00235-F (Jackson) 24 FIGURE 8: Percentage distributionof studentsdisciplined for harassment or bullying, by race 100% 2% 80% 2% 60% 0.8% 40% 20% Disciplined Enrollment American IndianorAlaska Native ■ Hispanicor Latinoofanyrace ■ Asian ■ NativeHawa iianor ■ Blackor AfricanAmerican ■ Twoor moreraces OtherPacific Islander ■ White NOTE: Datamaynot add upto 100 percentdueto rounding SOURCE: U.S . Departmentof Educ ation,Office forCivilRights,Civil Righ ts DataCollection,2015-16. STUDENTS DISCIPLINED FORHARASSMENT ORBULLYING, BYRACE, SEXANDDISABILITY Nearly114,800students(approximate ly 0.2percentof thetotal numberof enrolledstudents) weredisciplinedfor incidentsof harass mentor bullyingon thebasis of sex,race,or disability in the 2015-16schoolyear. Figure8 illustratesthepercentage distributionof studentsdisciplinedfor harass mentor bullying,byrace.Blackstuden ts represent 15 percentof all studentsenrolled,andaccounted for 22 percentof thosedisciplined;whitestudentsrepresen t 49 percentof students enrolled and45 percent ofthosedisciplined;Latinostuden ts represent 26percen t of students enrolled and22 percentofthosedisciplined;Asian studentsrepresent 5 percen t of studentsenrolledand2 percent ofthosedisciplined;NativeHawa iianorOtherPacificIslanderstudents represent 0.4percent of studentsenrolledand0.8 percentof thosedisciplined;andmultiracialstuden ts represent3 percentof students enrolledand5 percentof thosedisciplined. U.S.Department of Educat ion ED-19-0431-G-000573 I OfficeforCivilRights I ocrdata.ed.gov 9 ED 18-00235-F (Jackson ) 25 FIGURE 9: Percentage distributionof students disciplined for harassment or bullying, bysex FIGURE 10: Percentage distributionof students disciplined for harassment or bullying, bydisabilitystatus 100% 80% 60% 40% 20% 0 Enrollment ■ Males Disciplined ■ Females SOURCE : U.S. Departmentof Education, Officefor Civil Rights, Civil RightsData Collection, 2015-16. Enrollment ■ Students with disabilities Disciplined ■ Students without disabilities SOU RCE:U.S Departmen t of Education,Office forCivil Rights, Civil RightsDataCollection, 2015-16. Figure9 presentsthepercentage distributionsof studentsdisciplinedforharassment or bullying,bysex.Malestudentswere51percentof studentsenrolledand76percentof studentsdisciplined.Femalestudentswere49 percen t of studentsenrolled and24percentof students disciplined. Figure10 showsthe percentage distributionsof studentsdisciplinedfor harassment or bullying, bydisability status.Students with disabilitiescomprised 14percentof studentenrollment and25 percentof thestuden ts disciplinedfor harassmentor bullying. 10 ED-19-0431-G-000574 2015-16Civil Rights DataCollectionI SCHOOL CLIMATE ANDSAFETY ED 18-00235-F (Jackson ) 26 Restraint andSeclusion TheCRDC collectsdata onthephysica l andmechanica l restraint of students andseclusion of students.Generally,physicalrestraint refers to restrictingthe student's ability to freely movehisor her torso,arms,legs,or head.Mechanica l restraint refersto theuseof anydeviceor equipmentto restricta student'sfreedomof movement. Seclusionrefersto involuntarily confininga studentalonein a roomor areafrom which heor shecannotphysically leave. In the 2015-16schoolyear,122,000students(approximately 0.2 percentof all students enrolled)across thenationwerephysica lly restrained,mechanica lly restrained, orsecluded. Nearly86,000ofthosestudentsweresubjected to physicalor mechani calrestraint,andover 36,000 were subjec tedto seclusion . FIGURE 11: Percentage distributionof studentssubjected to restraintor seclusion, byrace 100% 1% 1% 3% 1% 80% 0.2% 60% 40% 20% Enrollment American Indian orAlaska Native ■ Hispanic or Latinoof anyrace Restraint Seclusion ■ Asian ■ NativeHawaiian or ■ Black or AfricanAmer ican Other Pacific Islander ■ White ■ Twoor more race s NOT E:Data may not add upto 100 percentdueto rounding SOUR CE:U.S.Departmentof Education,Office forCivil Righis,Civil Rights Data Collection, 2015-16. Figure11 displaysthe percentagedistributionof studentssubjectedto restraint or seclus ion,by race.Blackstudentswere15 percentof all studentsenrolled, 27percentof studentsrestrained,and23 percentof studentsseclude d. Whitestudentswere49percent of all students enrolled,48 percen t of students restrained, and55 percentof students secluded. AmericanIndian or AlaskanNativestudentscomprised0.4 percentof students enrolled,0.1percentof studentsrestrained,and3 percent of students secluded . Asianstudents(5 percentof enrolledstudents)comprised 1 percentof students restrainedand secluded.Latinostudents(26percen t of enrolledstudents) comprised17percentof studentsrestrainedand 11 percentof students secluded . NativeHawai ianor Other Pacifi c Islanderstudents(0.4 percentof enrolledstudents)comprised 0.1 percentof students restrainedand0.2 percentof studentssecluded. U.S.Department of Educat ion ED-19-0431-G-000575 I OfficeforCivilRights I ocrdata.ed.gov 11 ED 18-00235-F (Jackson ) 27 FIGURE 12: Percentage distributionof studentssubjected to restraintor seclusion, bydisabilitystatus Enrol lment ■ Studentswith disabilities(IDEA) Restra int Seclus ion ■ Students without disabilities(IDEA) SOURCE:U.S. Deportmentof Educotion,Officefor Civil Rights, CivilRigh ts Dot, Collection, 2015-16. Moststudents restrainedandsecludedwerestudentswith disabilities(IDEA),whocomprised 12percentof all studentsenrolled. Figure12 illustrates the percentagedistributionof studentssubjectedto restraint or seclusion, bydisability status.Studentswith disabilities(IDEA)represented71 percentof all studentsrestrained and66 percent of all students secluded. 12 2015-16Civil RightsDataCollectio n ED-19-0431-G-000576 I SCHOOL CLIMATE ANDSAFETY ED 18-00235 -F (Jackso n) 28 SchoolDiscipline The CRDC collectsinforma tionabout exclusionarydisciplinepracticesincluding out-of-sc hool suspensions andexpulsions. FIGURE 13: Percentage distribution of studentsreceiving oneor moreout-of-school suspensions, byraceandsex 25% 25% 20% 15% 10% 5% 0 ■ American Indianor AlaskaNative HispanicorLatinoof anyrace ■ Asian BlackorAfricanAmerican ■ NativeHawaiianor Other Pac ific Islander ■ Twoor more race s ■ White NOTE : Data may notadd upto 100percen t due torounding SOURCE: U.S. Department of Education,Officefor Civil Rights,Civil Rights DataCollection,2015-16. SUSPENSIONS BYRACE, SEX,ANDDISABILITY About2.7million(6 percent)K-12studentsreceivedoneor moreout-of-school suspens ionsin the2015-16 schoo l year.Figure13 showsthe percentagedistributionof studentsreceiving anout-of-school suspens ion, byraceandsex. Blackmalestudentsrepresented 8 percentof enrolledstudentsandaccountedfor 25percentofstudents whoreceive d an out-of-school suspension. Blackfemale students represented 8 percentof the studentenrollment andaccoun tedfor 14percent of studentswhoreceive d anout-of-schoolsuspens ion. Latino,AmericanIndian orAlaskaNative,NativeHawa iianor Other PacificIslande r, andmultiracialmale studentscollectivelyrepresented 16 percentof studentsenrolled,and19 percent of studentswho received anout-of-school suspens ion. In comparison,Latino, American Indian orAlaskaNative,NativeHawai ian or Other PacificIslander,andmultiracial femalestudentsaccountedfor 15 perce nt of studentsenrolled and8 percentof studentswhoreceived an out-of-school suspension. ED-19-0431-G-000577 U.S.Department of EducationI OfficeforCivilRights I ocrdata.ed.gov 13 ED 18-00235- F (Jackson) 29 FIGURE 14: Percentage distributionof students receiving oneor more out-of-schoolsuspensions, bydisabilitystatus Enrollment Referralsto lawenforcement orschool-related arrests ■ Students with disabilities(IDEA ) ■ Studentswithoutdisabilities SOURCE: US.Department ofEducation,Officefor Civil Rights,Civil Rights Data Collection, 2015-16. Figure14 illustratesthepercentage distribution of students receiving oneor more out-of-school suspensio ns, by disability status. Studen ts with disabilities(IDEA)represente d 12percentof students enrolledand26 percentof studen t sthatreceive d anout-of-sc hoolsuspension. 14 2015-16 Civil Rights DataCollection ED-19-0431-G-000578 I SCHOOL CLIMATE ANDSAFETY ED 18-00235-F (Jackson) 30 FIGURE 15: Percentage distributionof studentsreceivingan expulsion , by race/ethnicity 100% 1% 2% 80% 1% 60% 0.4% 0.4% 40% 20% Enrollment AmericanIndianorAlaskaNative ■ Hispanic or Latinoof anyrace ■ Asian fapulsions ■ ■ Black orAfricanAmerican NativeHawaiianor OtherPaci fic Islander Twoor moreraces ■ White NOTE : Datamaynot add upto 100percentdueto rounding SOURC E:U.S. Department of Education,Officefor Civil Rights,Ci,il RightsDataCollect ion,2015-16. EXPULSIONS BYRACE, SEX,ANDDISABILITY Duringthe2015-16 schoolyear,approximately 120,700students(about0.2 percentof thetotalnumberof studentsenrolled)receivedan expulsion.Figure15 showsthe percentage distribution of studentswhoreceived anexpulsion, byraceandsex. White male studentsrepresented 25percentof studentsenrolledand27percentof studentswhoreceived an expulsion.White female studentsrepresented 24 percentof studentsenrolledand10 percentof studentswhowereexpelled. Blackmalestudentsrepresented 8 percentof enrolledstudentsandaccountedfor 23percentof studentsexpelled. Blackfemalestudents represented 8 percentofthe studentenrollmentand accounted for 10 percentof studentswhowereexpelled . Latino,American IndianorAlaskaNative,NativeHawa iianor OtherPacific Islander, andmultiracialmale studentscollective ly represented 16 percentof studentsenrolled,and20 percentofstudentswhowereexpelled . In compar ison,Latino,AmericanIndianorAlaskaNative,Native Hawa iianor OtherPacificIslander, andmultiracialfemale studentsaccounted for 15percentofstudents enrolledand8 percentof students expelled. U.S.Department of Education I Office forCivil Rights ED-19-0431-G-000579 I ocrdata.ed.gov 15 ED 18-00235-F (Jackson) 31 FIGURE 16: Percentage distributionof studentsreceivingan expulsion , bydisabilitystatus 11 ', : I ', I I' , j t', 76% 88% I' , • 12% Expulsions Enrol lment ■ Studentswith disabilities(IDEA) ■ Studentswithout disabilities SOU RCE:U.S. Department of Education, OfficeforCivil Rights,Civil RightsDataCollection,2015-16. Figure16 displaysthepercentage distributionof students receivingexpulsions, bydisability status.Studentswith disabilities(IDEA) represented 12percentofthe total studentsenrolled,and 24percentofthosestudentsexpelled. 16 2015-16 Civil Rights Data Collection ED-19-0431-G-000580 I SCHOOL CLIMATE ANDSAFETY ED 18-00235-F (Jackson) 32 DataHighlights t Note: Exceptwherethe percentageis below 1 percent,the percentages listedin thesedatahighlightsare roundedto thenearestwhole number. Countsof 1,000,000or greaterareroundedto the nearesthundredthousand. Counts of 1,000orgreaterareroundedto the nearesthundred . Countsof lessthan1,000are roundedto the nearestten.Forthesurveyformandfull definitionsof all termsmentioned in thereport,visit ocrdata.ed.gov!SurvevDocuments . CRDCEndnotes 1 For consiste ncywith howquestionswereaskedof LEAs complet ingthesurvey,"offenses"arereferredto asinciden ts and"harassment or bullying"arereferredto asallegations. 2 Forbrevityin thisreport,school-relatedarrestsarereferredto asarrests . 3 CRDC datareportstudentsusing thesevenracial/et hnic categor iesfoundin the U.S.Department of Educat ion'sFinalGuidance onCollecting,MaintainingandReportingDataon RaceandEthnicity. The FinalGuidance can befoundat http://nces edgovlpubs2008/rediguidelpdf!appendixA.pdf Forbrevityin thisreport,the racial/et hniccategor iesarereferredto as"race." Furthermore, for brevity in this report,race,color,or nationalorigin- asreferencedin TitleVIof the CivilRightsAct of 1964is referredto as"race." 4 Theterm"black"refersto personswhoare blackorAfricanAmerica n. 5 Theterm"multiracial" refers to personsoftwoor more races. 6 Theterm"Latino"refersto persons whoareHispanicor Latinoof any race. 7 Theterm"studentswithdisabilities(IDEA)"is usedto refer to studentswhoreceive specialeducationand relatedservicesunder the Individualswith Disabi litiesEducat ionActaccordingto anIndividualizedEducation Program,Individual FamilyServicePlan,or service plan.Thesestudentsmayor maynot receiverelatedaidsandservicesunderSection504of the Rehabi litationAct of 1973,amended. pt. 300. Part Bof theIDEAaddresses theobligationsof Statesandschooldistricts to providespecial 20 U.S.C.§§ 1400-1419; 34C.F.R. educat ionandrelated servicesto eligiblechildrenwith disabilities. TheOfficeof Special Educat ion Programs (OSEP)in the Department's Officeof Specia l Education andRehabilitativeServices(OSERS) administersthe IDEA . Forinforma t ion about theIDEA,pleasesee osep.grads360.org andwww.ed.gov/osers/osep!index.html . 6 Theterm"Section504-only" indicatesa studentreceives relatedaidsandservicesunderSection504 of the Rehab ilitationActof 1973, amended , anddoesnot receivespecialeducation andrelatedservices underthe Individualswith DisabilitiesEducat ionActaccording to anIndividualizedEducation Program, Individual Family ServicePlan,orserviceplan. 9 Harassment or bullyingon the basis of disabilityincludesperceived disability. Furthermore,a studentmayhavea disability and maynot receiveservices underIDEAorSection 504. U.S.Department of Education ED-19-0431-G-000581 I Office forCivil Rights I ocrdata.ed.gov 17 ED 18-00235-F (Jackson) 33 MoreAboutthe CRDC Whatis thepurposeof theCRDC? Since1968,theU.S.Departmentof Educat ion(ED)Office forCivil Rights(OCR)hasconductedtheCivil RightsData Collection(CRDC) to collectdataon keyeducationand civil rightsissuesin our nation's publicschools. The CRDC collectsa varietyof information,includingstudent enrollment andeducational programs andservices, mostof whichis disaggrega tedby race/ethnic ity,sex,limited Englishproficiency, and disability. TheCRDC isa longstanding andcritical aspect of theoverall enforceme nt andmonitoringstrategyused byOCRto ensurethat recipients of the Depar tment'sFederalfinancialassista ncedo not discriminateonthebasisof race,color,nationalorigin,sex,and disability. implementing regulations(34 CFR§ 100.6(b), 34CFR§ 106.71, ionthat OCRdetermines and 34CFR§ 104.61).Anydata collect is neces saryto ascertain orensurecompliancewith theselawsis mandatory . Forfurther general information aboutthe CRDC, visit theCRDC FAQ page. AvailabilityofAlternateFormat Requests fordocuments in alterna te formats such asBrailleor largeprintshould besubmittedto the AlternateFormatCenterby calling 202.260.0852 or emailing theSection508Coordinator at om eeos@ed.gov . Noticeto Persons with LimitedEnglishProficiency If youhavedifficultyunderstanding English,youcanrequestfree interpretationor translation assistancefor Department information OCRreliesonCRDC datafrompublicschoo l districtsasit investigates that isavailableto the public.Tofind outmoreabouttheseservices, compla ints allegingdiscrimination, initiatesproactive compliance pleasecall 1-800-USA-LEARN (1.800.872.5327) reviews to focusonparticularlyacute or nationwidecivil rights (TTY: 1.800.877.8339) or email usat compliance problems,andprovidespolicyguidanceandtechnical ED. Language.Assistance@ed.gov. assistance to educat ionalinstitutions, parents, students, and others. Youalsocan write to U.S.Depa rtment of Educat ion, Information In addition,theCRDC is a valuableresource for other Depart ment ResourceCenter, LBJ Educat ionBuilding, 400Maryland Ave.SW, officesandfederalagencies, policymakersandresearche rs,educators Wash ington, DC,20202. andschoo l officials,parents andstudents,andothermembersof the publicwhoseekdataonstudent equity andopportunity. Howto Contact the Department of Education andOfficefor CivilRights UnitedState s Department of Education BetsyDeVos , Secretary Jackson ,ActingAssistant Secretary forCivil Rights Section 203(c)(1) of the 1979Departmen t of Educa tionOrgan ization Candice L yndon Ba ines Johns o n Building Actconveysto theAssistant Secretary for CivilRights the authority Departmentof Education to "collectorcoordinate thecollectionof datanecessary to ensure 400 MarylandAvenue , SW,Wash ington,DC20202-1100 compliance withcivil rightslawswithin thejurisdictionof the Office Te lephone : 800-421-348 1 I FAX: 202-453-6012 forCivil Rights."Thecivil rights lawsenforcedbyOCRinclude: TDD: 877-521-2172 • TitleVI of theCivil RightsAct of 1964,whichprohibits Iwww.ed.gov/ocr Email: OCR@ed.gov discriminationbasedonrace,color, andnationalorigin; • Title IXof the EducationAmendments of 1972,which prohibits discriminationbasedonsex;and • Section504of theRehab ilitationActof 1973,whichprohibits discriminationonthe basisof disability. UnderwhatauthoritydoesOCRconduct theCRDC? OCR's implementing regulationsforeachof thesestatutesrequire recipientsof the Department's federal financialassistance to submit to OCR"complete and accurate compliance reportsat such times, andin suchformandcontaining suchinformation"asOCR"may determineto benecessary toenable [OCR]to ascerta in whether therecipie nt hascompliedor is complying"withtheselawsand 18 2015-16Civil RightsDataCollection U.S.Departmentof Educat ion Officefor CivilRights ED-19-0431-G-000582 I SCHOOL CLIMATE ANDSAFETY ED 18-00235- F (Jackson) 34 DRAFT Department of Education's Civil Rights Data Collection for School Year 2015-16 Internal Questions and Answers (b)(5) 1 ED-19-0431-G-000583 ED 18-00235 -F (Jackson) 35 Page 36 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000584 Page 37 ithhel d pursuant to exemption (b)(5) of the Freedom of Inf ormation and Privacy Act ED-19-0431-G-000585 Page 38 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000586 Page 39 ithheld pursuantto exemption (b)(5) of the Freedom of Information and Privacy Act ED-19-0431-G-000587 Page 40 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000588 Page 4 1 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000589 Page 42 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000590 Page 43 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000591 Page 44 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000592 Page 45 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000593 Page 46 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000594 Page 47 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000595 Page 48 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000596 Page 49 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000597 Page 50 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000598 Page 5 1 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000599 DRAFT,PRIVILEGED,DELIBERATIVE(April 13, 2018) OCR' s 2015-16 Civil Rights Data Collection Data Release (b)(5) 1 ED-19-0431-G-000600 ED 18-00235 -F (Jackson) 52 Page 53 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000601 Page 54 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000602 Page 55 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000603 DRAFT,PRIVILEGED,DELIBERATIVE(April 13, 2018) (b )(5) 5 ED-19-0431-G-000604 ED 18-00235 -F (Jackson ) 56 Jackson, Candice Mon, 17 Jul 2017 19:47:53 +0000 To : Jackson, Candice;Reyes, Alejandro;Faiella, Matt;Patel, Shiwali;Scott, Duane N.;Greenspahn, Dan Subject : Discussion on PLG-Enforcement Collab. Attachm e nts: PLG-Enforcement Collaboration Action Plan (2017.07.17).docx From : Sent : ED-19-0431-G-000605 ED 18-00235 -F (Jackson) 57 Pr ivi leged, Confidentia l, Draft - 07.17.2017 PLG-Enforcement Collaboration Action Plan The Acting Assistant Secretary for Civil Rights requested PLGto make recommendations for collaboration with Enforcement. Provided below is brief backgrou nd information on current and previous PLG-Enforcement collaboration, a list of goals that PLG identified for collabora t ion with Enforcement, a proposal for additional opportunities for collaboration, and a few suggested action st eps to effectuate the goals and proposal. Background : In recent years PLG and Enforcement have collaborated in a variety of ways that advance OCR' s mission and strengthen its work. A few examples include: • • • • Circulation of PLGstaff contact information and areas of expertise to enforcement offices Weekly reports, w hich were recently shared to all OCR staff, of recent cases opened, closed, or monitored by enforcement Water cooler conversations between PLG and enforcement staff on various civil rights topics Participation of PLG staff in OCR issue networks and in OCRAcademy training sessions • • Feedback from enforcement offices on draft PLGguidance PLG briefings for enforcement on newly-issued OCR guidance (b)(5) ED-19-0431-G-000606 ED 18-00235-F (Jackson ) 58 Pr ivileged, Confidentia l, Draft - 07.17.2017 (b)(5) ED-19-0431-G-000607 ED 18-00235-F (Jackson ) 59 From : Sent: To: Subject: Attachments: Kasior, Anna on behalf of Jackson, Candice Thu, 11 May 2017 14:31:43 +0000 Joyce, Bridget;Faiella, Matt;Foster, Richard;Hanna-Weir, Mary OCRsupport to DOJ / Berkeley Lawsuit DCL, First Amendment (07.28.03).pdf Rescheduling due to conflict fo r Candice. ED-19-0431-G-000608 ED 18-00235- F (Jackson ) 60 First Amendment Dear Colleague Letter UNITED STATES DEPARTMENT OF EDUCATION OFFICE FOR CIVIL RIGHTS 400 MARYLAND AVE., S. W. WASHINGTON, D.C. 20202-1100 THE ASSISTANT SECRETARY July 28, 2003 Dear Colleague: I am writing to confirm the position of the Office for Civil Rights (OCR) of the U.S. Department of Education regarding a subject which is of central importance to our government, our heritage of freedom, and our way of life : the First Amendment of the U.S. Constitution. OCR has received inquiries regarding whether OCR's regulations are intended to restrict speech activities that are protected under the First Amendment. I want to assure you in the clearest possible terms that OCR's regulations are not intended to restrict the exercise of any expressive activities protected under the U.S. Constitution. OCR has consistently maintained that the statutes that it enforces are intended to protect students from invidious discrim ination , not to regulate the content of speech. Harassment of st udents, which can incl ude verbal or physical conduct, can be a form of discrimination prohibited by the statutes enforced by OCR. Thus , for example, in addressing harass ment allegations, OCR has recognized that the offensiveness of a particular expression, standing alone, is not a legally sufficient basis to establish a hostile environment under the statutes enforced by OCR. In order to establish a hosti le environment, ha rassme nt must be sufficiently serious (i.e., severe, persistent or pervasive) as to lim it or deny a student's ability to parti cipat e in or benefit from an educational program. OCR has consistently maintained that schools in regulating the conduct of st udents and faculty to prevent or redress discrimination must formulate, interpret , and apply their rules in a manner that respects the legal rights of students and faculty, including those court precedents interpreting the concept of free speech. OCR's regulations and pol icies do not require or presc ribe speech, conduct or harassment codes that impair the exercise of rights protected under the Firs t Amendment. As you know , OCR enforces severa l statutes that prohibit discrimination on t he basis of sex, race or other prohibited classifications in federally funded educational programs and activities. These prohibitions include racial, disability and sexual ha rass ment of students. Let me emphasize that OCR is co mmitted to the full, fair and effective enforcement of these statutes consistent with the requirements of the First Amendment . Only by eliminating these forms of dis crimination can we fully ensu re that eve ry stud ent rece ives an equal opportunity to achieve academic excellence. ED-19-0431-G-000609 ED 18-00235 -F (Jackso n) 61 Some colleges and universities have interpreted OCR's prohibition of "harassment" as encompassing all offensive speech regarding sex, disability, race or other classifications. Harassment, however, to be prohibited by the statutes within OCR's jurisdiction, must include something beyond the mere expression of views, words, symbols or thoughts that some person finds offensive. Under OCR's standard, the conduct must also be considered sufficiently serious to deny or limit a student's ability to participate in or benefit from the educational program. Thus, OCR's standards require that the conduct be evaluated from the perspective of a reasonable person in the alleged victim's position, considering all the circumstances, including the alleged victim's age. There has been some confusion arising from the fact that OCR's regulations are enforced against private institutions that receive federal-funds. Because the First Amendment normally does not bind private institutions, some have erroneously assumed that OCR's regulations apply to private federal-funds recipients without the constitutional limitations imposed on public institutions . OCR's regulations should not be interpreted in ways that would lead to the suppression of protected speech on public or private campuses. Any private post-secondary institution that chooses to limit free speech in ways that are more restrictive than at public educational institutions does so on its own accord and not based on requirements imposed by OCR. In summary, OCR interprets its regulations consistent with the requirements of the First Amendment, and all actions taken by OCR must comport with First Amendment principles. No OCR regulation should be interpreted to impinge upon rights protected under the First Amendment to the U.S. Constitution or to require recipients to enact or enforce codes that punish the exercise of such rights. There is no conflict between the civil rights laws that this Office enforces and the civil libert ies guaranteed by the First Amendment. With these principles in mind, we can , consistent with the requ irements of the First Amendment, ensure a safe and nondiscriminatory environment for students that is conducive to learning and protects both the constitutional and civil rights of all students. Sincerely, Assistant Secretary Office for Civil Rights Department of Education ED-19-0431-G-000610 ED 18-00235-F (Jackso n) 62 Conaty, Joe Thu, 11 May 2017 11:44:09 +0000 To: Eitel, Robert;Betka, Sue;Botel, Jason;Carte r, Denise;Ham, Holly;Jackson, Candice;Lee, Ebony;Mahaffie, Lynn;M anning, James;McFadden, Elizabeth;Na var ro, Erica;Rosenfelt, Phil;Ryder, Ruth;Sessa, Matthew Cc: Bergstrom, Peter;Kasior, Anna;Miller , Meredith;McHugh, Erin;Doolittle, Charles Subject : Reform Steering Committee Reorg_Memo.pdf, Reorg Proposed Agenda for May 11 kick off Attachments: meeting.docx From : Sent: Update 5-10 kP) l(b)(6) 1. Added conference number l(b)(6) 2. Initia l Meeting Shortene d because of cyber table top exercise. 3. Will discuss future meetings . Update 5 - 11 4. Agenda attached Co lleagues: Please keep this time for the first official Reform Steering Commi ttee meeting (see attached 5/5 memo) . Joe and Bob look forward to working with you on this project. Thank you! ED-19-0431-G-000611 ED 18-00235 -F (Jackson ) 63 UNITED STATESDEPARTMENTOF EDUCATION OFFICE OF THE SECRETARY CHIEF OF STAFF MEMORANDUM To: Department of Education Senior Leadership Team From: Joshua Venable, Chief of Staff Isl Date: May 5, 2017 Re: Appointment of Steering Committee to develop the Department of Education's response to the Presidential Executive Order on a Comprehensive Plan for Reorganizing the Executive Branch Background: On March 13, 2017, the President of the Cnited States signed Executive Order 13781, «comprehensive Plan.for Reorganizing the Execulive Branch" (Reorganize EO), directing the Office of Management and Budget (0MB) to submit a comprehensive plan to reorganize Executive Branch departments and agencies. On April 12, 2017, 0MB issued a '"Memorandum for Heads of Executive Departments and Agencies'' (0MB Memo) providing guidance on implementing the Reorganize EO. In moving forward to implement the Reorganize EO, the Department is establishing a Steering Committee to coordinate the development of the Department of Education's response to the Reorganize EO and the 0MB Memo. Purpose of the Steering Committee: Improve the effectiveness, efficiency and accountability of the U.S. Department ofEdueation (ED). Guiding Principles: The work of the Steering Committee will be guided by principles that coincide with ED's goals and include the following: • Reduce redundancy, maximize employee and organizational efficiency and reduce • • workforce, when appropriate, while meeting ED's statutory obligations and mission; Maximize transparency and employee involvement and input to the extent practicable while meeting required deadlines; Leverage ED colleagues' knowledge and expertise and treat colleagues with respect and dignity; and • Maximize use of creative problem solving and teamwork while adhering to legal requirements, including our collective bargaining obligations. 400 MARYLAND AVE., S.W., WASHINGTON, D.C. 20202 www.ed.gov Our mission is to ensure equal access to education and to promote educaJio11alexcellence throughout the Natian. ED-19-0431-G-000612 ED 18-00235-F (Jaoksoo) I l, Steering Committee Membership: The committee will be comprised of the follO\,ving individuals: Robert Eitel (co~chair), Senior Counselor to the Secretary Joseph Conaty (coNchair), Delegated the Duties of the Deputy Secretary Sue Betlra, Deputy Director for Administration and Policy, Institute of Education Sciences Jason Batel, Acting Assistant Secretary, Office of Elementary and Secondary Education Denise Carter, Deputy Assistant Secretary for Management I-Io1lyHam, Assistant Secretary for Management Candice Jackson, Acting Assistant Secretary, Office for Civil Rights Ebony Lee, Deputy Chief of Staff for Policy Lynn Mahailie, Acting Assistant Secretary, O11ice of Post-Secondary Education James Manning, Acting Under Secretary Elizabeth McFadden, Deputy General Counsel for Ethics, Legislative Counsel, and Regulatory Services Erica Navarro, Director, Budget Service Phil Rosenfol t, Acting General Counsel and Deputy General Counsel for Program Service Ruth Ryder, Acting Assistant Secretary, Office of Special Education and Rehabilitative Services Matthew Sessa, Deputy Chief Operating Officer, Federal Student Aid Reporting and Engagement: The Steering Committee will periodically report to the Secretary and regularly consult with agency leadership. The Steering Committee expects to work with the leadership and staff of all ofED's Principal Operating Components (POCs). Short and Longer Term Deliverables: As outlined in the 0MB Memo, the expected deliverables are: • By June 30, 2017, draft a high level plan to maximize use of Department resources which will include items such as: (1) a high level draft of an ED Refonn Plan including initial areas of reform; (2) a draft plan to maximize employee performance; and (3) initial areas for workforce reduction. • By September 2017, develop and submit a full Agency Reform Plan as part of the FY 2019 ED Budget Submission to 0MB that includes a long-term workforce reduction plan and aligns with ED's draft FY2018-22 Strategic Plan. • The high-level draft of the strategic plan is also due on June 30, 2017 and the full draft due is in September (same timcline as the items in this memo). Although the Strategic Plan will not be the responsibility of this Steering Committee, the 0MB memo states that the ED Reform Plan must be aligned with the draft Strategic Plan. 2 ED-19-0431-G-000613 ED 18-00235-F (Jackson) 65 Employee Engagement; Responding to the Reorganize EO and the 0MB Memo gives us the opportunity to ''do fewer things better, while eliminating inefficiencies and being more productive." We arc establishing an email box, ED _Reform@ed.gov and will invite all employees to provide ideas, recommendations, and advice on such questions as: • What activities or functions are duplicative? Redundant? Better carried out elsewhere? • What activities or functions can be combined? • What activities or functions should be eliminated or dramatically modified? What office or agency is best positioned to deliver the service or product? What is the best vehicle for delivery of each service or product? • What new activity or function should be initiated? • How can the agency be flattened? What is the optimal supervisor to staff ratio? • What types of training/retraining programs will be needed? Although emails will not receive an individual response, each email will be read and considered. Based on the responses received, the Steering Committee will develop a work plan for addressing such ideas, particularly where there is overlap and will report out to all staff, where appropriate. ED' s mission remains: promoting student achievement and preparation for global competitiveness, fostering educational excellence and ensuring equal access. Through reform and restructuring, ED can not only manage programs and deliver high quality services more effectively, but also create a more productive and rewarding work environment. 3 ED-19-0431-G-000614 ED 18-00235-F (Jackson) 6 Draft Deliberative Document 5 1117 Proposed 5/11 Agenda (only ½ hour because of cyber table top exercise) • • • • • Review of Mission Update from PMC meet ing Roles and Expectations Timeline and Milestones (ask for feedback) Stakeholder Engagement (plan for gathering input) o Employee input o Public input o Comments from 0MB o Alignment or intersection with public engagement activities for Regulatory Review Task Force and Strategic Plan • Assignments: (b)(5) Proposed Agenda for Early Next Week • Discussion of Reform Plan Outline • Criteria for selecting reform proposals for June submission Possible Times • • • Monday , May 15 from 12-lPM Tuesday, May 16 from 1-2PM Regularly scheduled meetings ED-19-0431-G-000615 ED 18-00235-F (Jackson) 67 From : Sent : To : Subject : Attachm e nts: Jackson, Candice Wed, 5 Jul 2017 12:39:01 +0000 Jackson, Candice;Reyes, Alejandro;Sherman, Brandon;Faiella, Matt RRTFDiscussion cont. List of OCR Guidance.docx, Table OCR Guidance Only.docx ED-19-0431-G-000616 ED 18-00235 -F (Jackson) 68 Title of Guidance Identification of Discrimination and Denial of Services on the Basis of National Origin Date Guidance Issue d Specify whether the guidance is significant (Yes or No) 05/25/1970 Stakeholders Affected by Guidance Specify whether you will keep (K), modify (M), or Resci nd (R) the guidance. Reasons for mod ifying or rescind ing the guidance. Type of guidance/ Notes lX (Memorandum) 1975 Memorandum to Chief State School Officers, LEA Superintende nts , and PSE Pres idents on Title IX obligations in athletics, including athletic scholarships; intercollegiate, club, and intramural programs. 11/11/1975 2X (Memoran dum) Nondiscrimination in Federally Assisted Programs Policy Determina tions (Notice that OCR will publish all major policy determinations in the Federal Register and announc ing three Title IXpolicy determinations and two Section 504 policy determinations) ( 43 Fed. Reg. 18630) *Note this is not on OCR's we bpage, but is referenced in the 8/ 17/1978 Disability Policy Interpreta tions document 05/1/1978 3X Notice Disability Policy Interp retations on Program Accessibility; Carrying Individuals with Disabilities; Participation of Students with Disabilities in Contact Sports; School Board Members as Hearing Officers (43 Fed. Reg. 36034, Aug.14, 08/17/1978 4X Notice 12/11/1979 5X Notice and Comment 1978) Title IX Policy Interpr etation: Intercollegiate Athletics ED-19-0431-G-000617 ED 18-00235-F (Jackson) 69 Notice of Interpretation, Use o f Parent's Insurance to Pay for Required Services for Students with Disabilit ies, Language Minority Compliance Procedures 12/22/1980 09/11/1984 6X Notice (This was published without an opportunity for comment, but the interpretation states that ED is interested in receiving pub lic comments on whether it shou ld provi de further guidance on related issues) 7X (Memorandum) ED-19-0431-G-000618 ED 18-00235-F (Jackson) 70 1. Office for Civil Rights Policy Policy updates on Schools' Obligations Toward National Origin Minority Students With Limited -English Proficiency 09/27/1991 BX(Thre e separate memos on the same subj ect. Two of the memos were first issued in the last administration in 1985 an d th en reissued in th is adm inistration. The primary memorandum was issued in 1990. Listing as one memo for this purpose, as they were all group ed together on the website.) 9X Memorandum Notice of Policy Guidance, Deaf Students Education Services, (57 Fed. Reg. 49274, Oct. 30, 1992) 10/26/1992 lOX Notice 04/06/1990 Regarding the Treatment of Nationa l Origin Minority Students Who Are Limited English Proficient 2. Policy Regarding the Tr eatment of National Origin Minority Students Who Are Limited English Proficient 3. Title VI Language Minority Compliance Procedures (transmitting and reissuing December 3, 1985) Memo, Language Minority Investigations (12/03/1985; reis sued 04/06/1990) ED-19-0431-G-000619 ED 18-00235 -F (Jacks on) 71 Notice of Application of Supreme Court Decision in Fordice, (59 Fed. Reg. 4271, Jan. 31,1994) 1/31/1994 llX Notice Notice of Final Policy Guidance, Race-Based Student Financial Aid (59 Fed. Reg. 8756, Feb. 23 1994) 2/23/1994 12X Notice and Comment Notice of Investig ative Guidance, Racial Harassment (59 Fed. Reg. 11448, Mar. 10, 1994) 1. Clarification of Interco llegiate Athletics Policy Guidance: The Three -Part Test (memorandum) 2.Clarification of Interco llegiate Athletics Policy Guidance: The Three Part Test 3/10/1994 13X Notice 1/16/1996 14X Notice and comment was not done via Federa l Register . Instead, OCR circulated a copy of the propose d clarification to over 4500 interested parties on 9/20/95 sol iciting comme nts and received comments from more than 200 individuals ED-19-0431-G-000620 ED 18-00235-F (Jackson) 72 Guidance on Consideration of Race in Making College and University Admissions Decisions and Awarding Financial Aid in Light of the Hopwood v. Texas Decision 07/30/1996 lSX Dear Colleague Guidance on the Effect of Propo sition 209 on the Responsibilities of California's School Districts and Colleges Under Federal Educational Programs and Civil Rights Laws 03/19/1997 16XDear Colleague Guidance on Schools' Obligation to Include Elementary and Secondary Students with Disabilities in Statewide Assessment Systems 09/29/1997 17XDear Colleague Funding of Athletic Scholarships ("Dear Colleague" letter from Norma Cantu, Assistant Secretary for Civil Rights)/ Funding of Athletic Scholarships ("Dear Colleague" letter from Dr. Mary Frances O'Shea, National Coordinator for Title IXAthletics to Bowling Green State University General Counsel) 07/23/1998 18X (Two Dear Colleague Letters, but they were grouped together, so for this purpose I will count them as one.) Materials for Developin g a Comprehensive English Language Learners (ELL) Program 09/29/1999 19X (List of Memoranda on Schools' Obligations Towar d National Origin Minority Students who are LimitedEnglish Proficient (LEP) 07/25/2000 resource materials) 20X (This is a publication of three previously separate memorandum, but I will count as one for this purpose) ED-19-0431-G-000621 ED 18-00235-F (Jackson) 73 L Revised Sexual Harassment 01/19/2001 21X Not ice and Comment (with accompanying Dear Colleague Letter) Guidance on Racial and Ethnic Disparities in Access to Educational Resources 01/19/2001 22X dear colleague Guidance on Boy Scouts of America Equal Access Act (Boy Scouts Act) 03/25/ 200 2 23X dear colleague Further Clarification of Intercollegiate Athletics Policy Guidance Regard ing Title IX Compliance 07/11/2003 24X dear colleague First Amendment 07/28/2003 2SX dear colleague OCR Let ter: Race- Neutral Approaches to Diversity 02/01/2004 26X (OCR Letter) Title IX Grievance Procedures, Elementary an d Secondary Education 04/26/2004 27X dear colleague Title IX Grievance Procedures, Post- Secondary Education Title VI and Title IX Discrimination (Religion) 08/04/200 4 28X dear colleague 09/13/2004 29X dear colleague 09/20/2004 30X dear colleague Guidance : Harassment of Students by School Employees, Other Students, Or Third Part ies ("Dear Colleague" Letter) b Revised Sexual Harassment Guidance: Harassment of Students by School Employees, Other Students, or Third Parties Joint DOJ/OCR Guidance on Segregated Proms ED-19-0431-G-000622 ED 18-00235 -F (Jac kso n) 74 1. Guidance on Helping Students with Diabetes 2.Helping the Student with Diabetes Succeed: A Guide for School Personnel (National Diabetes Education Program) 04/ 14/ 2005 3 lX (Letter to chief state school officers and accompanying website) Guidance on Sexual Harassment Issues 01/25/2006 32X Dear Colleague Equal Access to Public School Facilities for the Boy Scouts of America and Other Designated Youth Groups (34 CFR 75,76 and 108) 3/24/2006 33X Rulemaking Guidance on Assurance of Compliance (Boy Scouts Act) 07/21/2006 34X Dear Colleague Title IXSingle Sex Regs Nondiscrimination on the Basis of Sex in Education Programs or Activities Receiving Federal Financia l Assistance (34 CFR Part 106) 10/25/2006 35X Rulemaking Guidance on Notification of New Single-Sex Regulations 01/31/2007 36X Dear Colleague Guidance on Students with Disabilities and Transitioning to Postsecondary Education) 03/16/2007 37X Dear Colleague Dear Colleague Letter on the 35th anniversary of Title IX 06/22/2007 38X Dear Colleague ED-19-0431-G-000623 ED 18-00235 -F (Jacks on) 75 Guidance on Nondiscriminatory Treatment of Pregnant Students in Athletic Scholarships 06/25/2007 39X Dear Colleague 1. Guidance on Access by 12/26/2007 40X (Dear Colleague letter and resource list) 03/27/2008 41X (Letter to an individual , den ial of petition) Dear Colleague Lette r: Title VI Access to AP Courses 05/22/2008 42X Dear Colleague So You Wan t To Go Back to School 07/25/2008 43X (Genera l guidance doc) "Dear Colleague" letter Commemorating the 18th Anniversary of the Americans with Disabilities Act (ADA)and Providing Information for Wounded Veterans 07/25/2008 44X Dear Colleague Guidance on Determining which Athletic Activities Can Be Counted for Purposes of Title IX Compliance 09/17/2008 45X Dear Colleague 1. Guidance on Disclosure 10/17/2008 46X (Dear Colleague Letter and accompanying questions and answers regarding the topic) Students with Disabilities to Accelerated Programs 2.Resource Materials for Planning and SelfAssessments Title IX Athletics Three -Part Test of Report Cards and Transcripts for Students with Disabilities 2.Questions and Answers on Report Cards and Transcripts For Students With Disabilities Attending Public Elementary and Secondary Schools ED-19-0431-G-000624 ED 18-00235-F (Jackson) 76 Guida nce on Equitable Access to, Participation in, and Administration of Public School Choice unde r ESEA (as amend ed by t he No Child Left Behin d Act) 1. Gui dan ce on Assuran ce of 01/ 13/ 200 9 X (De ar 01/08/2009 01/13/2009 4 7X Dear Colleague 48X Dear Colleague and accompanyin g assurance of compli ance certificate) Compliance-Civil 1. Guidance on Use of Electronic Book Readers and Other Emerging Techno logies >. Questions and Answers about "Dear Colleague Lette r" 6/29/2010 49X (Dear Colleague Letter and Accompanying Quest ions and Answers ) 1. Guidance on Schools' Obligation s to Pro tect Stud ents from Student-on Stud ent Harassm e nt on the Basis of Sex; Race, Color and National Origin; and Disability 2. Fact Sheet 10/26/2010 SOX(Dear Colleague Lette r and Accompanyin g Fact Sheet ) 1. Guidanc e on Addressing Sexua l Harassment/Sexual Violence 2. Fact Sheet 3 . 3. Know Your Rights 4/ 4/2011 Sl X (Dear Colleague Letter, Fact Sheet, and Know Your Rights doc) ED-19-0431-G-000625 ED 18-00235-F (Jackson) 77 1. Guidance on Schools' Obligation to Ensure Equal Access to Education in Enrollment Practices (Archived) 2. Questions and Answers 3. Fact Sheet 5/6/2011 52X (Dear Colleague Letter, Questions and Answers, and Fact Sheet) 1. Guidance on Use of Electronic Book Readers and Other Emerging Technologies to Elementary and Secondary Education Officials 2 . Follow-Up to 2010 Guidance 3. Frequently Asked Questions 5/26/2011 53X (Dear Colleague Letter, Guidance, FollowUp to 2010 Guidance, and Frequent ly Asked Questions) 12/2/2011 54X Dear Colleague (Guidance for K - 12 Schools, and Guidance for Postsecondary Schools 1/19/2012 55X Dear Colleague Notice of Interpretation of Section 504, New Construction and Alterations 3/14/2012 56X Notice 1. Guidance on Schools ' 1/25/2013 57X (Dear Colleague Letter and Fast Facts about DCL) 4/23/2013 58X Dear Colleague 1. Guidance on Voluntary Use of Race to Achieve Diversity or Avoid Racial Isolation 2. Guidance for K- 12 Schools 3. Guidance for Postsecondary Schools Guidance on ADA Amendments Act Amended Legal Standards to Provide Equal Opportunity to Students with Disabilities to Participate in Extracurricular Athletics 2. Fast Facts about DCL Guidance on Prohibition Against Retaliation Under Federal Civil Rights Laws ED-19-0431-G-000626 ED 18-00235 -F (Jackson) 78 Guidance to Health-Related Schools Regarding Hepatitis B Discrimination 6/12/2013 59X Dear Colleague 1. Guidance on Supporting 6/25/2013 60X (Dear Colleague Letter, Pamphlet, and Know Your Rights) 9/27/2013 61X (Dear Colleague Letter and Questions and Answers) 1/8/2014 62X (Dear Colleague Letter and Full Guidance Package) 4/29/2014 63X (Dear Colleague Letter and Know Your Rights about Title IX and Sexual Violence) Letter on Supreme Court ruling in Schuette v. Coalition to Defend Affirmative Action 5/6/2014 64X Dear Colleague 1. Guidance for School Districts to Ensure Equal Access for All Children to Public Schools Regardless of Imm igration Status 2. Questions and Answers about DCL 3. Fact Sheet about Dear Colleague 5/8/2014 65X (Dear Colleague Letter, Questions and Answers About Dear Colleague Letter, and Fact Sheet about Dear Colleague) 5/14/2014 66X Dear Colleague the Academic Success of Pregn ant and Parenting Studen ts 2. Pamphlet 3. Know Your Rights 1. Guidance on the Voluntary Use of Race to Achieve Diversity in Higher Education After Fisher v. University of Texas at Austin 2. Questions and Answers 1. Guidance Package to Enhance School Climate and Improve School Discipline Policies/Practices 2. Full Guidance Package 1. Questions and Answers about Title IX and Sexual Violence (DCL) 2. Know Your Rights about Title IX and Sexual Violence Guidance on Charter Schools ED-19-0431-G-000627 ED 18-00235-F (Jackson) 79 1. Guidance to Ensure All Studen ts Have Equal Access to Educational Resources 2. Fact Sheet 1. Guidance on Bullying of Students with Disabilities 2. Fact Sheet 10/21/2014 and Fact Sheet) 10/1/2014 67X (Dear Colleague Letter and Fact Sheet) 10/21/2014 68X (Dear Colleague Letter 1. Guidance on Effective Communi cation for Students with Hearing, Vision, or Speech Disabilities in Public Elementary and Secondary Schools 2. Frequently Asked Questions 3. Parent Fact Sheet 11/12/2014 Questions and Answers on Title IXand Single-Sex Elementary and Secondary Classes and Extracurricu lar Activities Implement ing CRC's Ebola Guidance for Schools While Protecting the Clbil Rights of Studen ts and Others 12/1/2014 70X (Questions and Answers) 12/8/2014 71X (Fact Sheet) Guidance on Protectin g Civil Rights in Juvenile Justice Residential Facilities 12/16/2014 1. Guidance to Ensure English Learner Students Have Equal Access to High-Quality Education 2 . EL Student Fact Sheet 3. LEP Parent Fact Sheet 1/7/2015 Guidance Addressing the Risk of Measles in Schools while Protecting the Civil Rights of Students with Disabilities 3/18/2015 69X (Dear Colleague Letter, Frequent ly Asked Questions, Parent Fact Sheet) 72X Dear Colleag ue 73X (Dear Colleague Letter , EL Student Fact Sheet , LEP Par ent Fact Sheet ) 74X (Fact Sheet) ED-19-0431-G-000628 ED 18-00235-F (Jackson) 80 1. Guidance on Obligation of Schools to Designate a Title IX 4/25/2015 75X (Dear Colleague Letter, Letter to Title IX Guidance on Voluntary Youth Service Organizations 1. Office for Civil Rights Releases ADHD Guidance 2. Know Your 7/26/2016 X (Dear Colleague Letter, Know Your Rights) 12/15/2015 76X Dear Colleague U.S. Department of Education Release Joint Fact Sheet about Combatting Discrimination against Asian American, Native Hawaiian, and Pacific Islander (AANHPI) and Muslim, Arab, Sikh, and South Asian (MASSA) students 6/6/2016 77X (Fact Sheet) Guidance on Gender Equity in Career and Technical Education 6/15/2016 78X Dear Colleague 1. Office for Civil Rights Releases ADHD Guidance 2. Know Your Rights 7/26/2016 79X (Dear Colleague Letter, Know Your Rights) Questions and Answers about the Supreme Court's 2016 ruling in Fisher v. University ofTexas Austin Guidance on Helping Students with Diabetes 9/30/2016 BOX (Questions and Answers) 10/14/2016 81X (Guidance ED-19-0431-G-000629 ED 18-00235 -F (Jackson) 81 82X (Dear Colleague Letter and Fact Sheet) 1. Office for Civil Rights Releases Guidance on the Prevention of Racial Discr imina tion in Special Education 2. Fact Sheet Office for Civil Rights Releases Guidance on the Us e of Restrain t and Seclusion in Schools 12/12/2016 1. Office for Civil Rights Releases Guidance about the Rights of Students with Disabilities in Pub lic Charter Schools 2. OSERS Frequently Asked Quest ions 3.OCR Frequen tly Asked Quest ions 4. Fact Shee t 12/28/2016 1. Office for Civii Rights Releases Resources for Educators on Title VI and Religion 2. Fact Sheet Office for Civil Rights Withdraws Title IX Guidance on Transgender Students 02/22/20 17 8SX(Know Your Rights and Fact Sheet) 02/22/2017 86X Dear Colleague 12/28/2016 83X (Resource and Reference Guide) 84X (Dear Colleague Letter, OSERS Frequently Asked Questions, OCR Frequently Asked Quest ions, and Fact Sheet) Total Since 1970 (Nixon-Trump): Rulemaking: 2 Notice : 7 Notice and Comment: 4 Dear Colleague Letter : 54 Other Policy Guidance: 20 total ED-19-0431-G-000630 ED 18-00235-F (Jackson) 82 Title of Guidance Identification of Discrimination and Denial of Services on the Basis of National Origin Date Guidance Issue d Specify whether the guidance is significant (Yes or No) Stakeholders Affected by Guidance Specify whether you will keep (K), modify (M), or Rescind (R) the guidance. Reasons for mod ifying or rescind ing the guidance. 05/25/1970 1975 Memorandum to Chief State School Officers, LEA Superintende nts , and PSE Pres idents on Title IX obligations in athletics, including athletic scholarships; intercollegiate, club, and intramural programs. 11/11/1975 Nondiscrimination in Federally Assisted Programs Policy Determinations (Notice that OCR will publish all major policy determinations in the Federal Register and announc ing three Title IXpolicy determinations and two Section 504 policy determinations) ( 43 Fed. Reg. 18630) *Note this is not on OCR's we bpage, but is referenced in the 8/ 17/1978 Disability Policy Interpreta tions document 05/1/1978 Disability Policy Interp retations on Program Accessibility; Carrying Individuals with Disabilities; Participation of Students with Disabilities in Contact Sports; School Board Members as Hearing Officers (43 Fed. Reg. 36034, Aug.14, 1978) 08/17/1978 Title IX Policy Interpr etation: Intercollegiate Athletics 12/11/1979 ED-19-0431-G-000631 ED 18-00235-F (Jackson) 83 Notice of Interpret ation, Use o f Parent 's Insurance to Pay for Required Services for Students with Disabilit ies, Language Minority Compliance Procedures 12/22/1980 09/11/1984 ED-19-0431-G-000632 ED 18-00235-F (Jackson) 84 1. Office for Civil Rights Policy 04/06/1990 Regarding the Treatment of Nationa l Origin Minority Students Who Are Limited English Proficient 2. Policy Regarding the Tr eatment of National Origin Minority Students Who Are Limited English Proficient 3. Title VI Language Minority Compliance Procedures (transmitt ing an d re issuing December 3, 1985) Memo, Language Minority Investigations (12/03/1985; reis sued 04/06/1990) Policy updates on Schools' Obligatio ns Toward National Origin Minority Students With Limited -English Proficiency Notice of Policy Guidance, Deaf Students Education Services, (57 Fed. Reg. 49274, Oct. 30, 1992) 09/27/1 991 10/26/1992 ED-19-0431-G-000633 ED 18-00235-F (Jackson) 85 Notice of Application of Supreme Court Decision in Fordice, (59 Fed. Reg. 4271, Jan. 1/31/1994 31,1994) Notice of Final Policy Guidance, Race-Based Student Financial Aid (59 Fed. Reg. 8756, Feb. 23 1994) 2/23/1994 Notice of Investigative Guidance, Racial Harassment (59 Fed. Reg. 11448, Mar. 10, 1994) 1. Clarification of Inter collegiate Athletics Policy Guidance: The Three -Part Test (memorandum) 2.Clarification of Interco llegiate Athletics Policy Guidance: The Three Part Test Guidance on Consideration of Race in Making College and University Admissions Decisions and Awarding Financial Aid in Light of the Hopwood v. Texas Decision 3/10/1994 1/16/1996 07/30/1996 Guidance on the Effect of Proposition 209 on th e Responsibilities of California's School Districts and Colleges Under Federal Educational Programs and Civil Rights Laws 03/19/1997 Guidance on Schools' Obligation to Include Elementary and Secondary Students with Disabilities in Statewide Assessment Systems 09/29/1997 ED-19-0431-G-000634 ED 18-00235-F (Jackson ) 86 Funding of Athletic Scho larship s ("Dear Colleague" lette r from Norma Cantu, Assist ant Secretary for Civil Rights)/ Funding of Athletic Scholarships ("Dear Colleague" letter from Dr. Ma ry Frances O'Shea, National Coordinator for Title IX Athletics to Bowling Green State University General Counsel) 07/23/1998 Materials for Developing a Comprehensive English Language Learners (ELL) Program 09/29/1999 Memor anda on School s' Obligation s Tow ard Nat iona l Origin Minority Stud ents wh o a re LimitedEnglish Pro ficient (LEP) 07/25/2000 ED-19-0431-G-000635 ED 18-00235-F (Jackson) 87 L Revised Sexual Harassment Guidance : Harassment of Students by School Employees, Other Students, Or Third Parties ("Dear Colleague" Letter) b Revised Sexual Harassment Guidance: Harassment of Students by School Employees, Other Students, or Third Parties 01/19/2001 Guidance on Racial and Ethnic Disparities in Access to Educational Resources 01/19/2001 Guidance on Boy Scouts of America Equal Access Act (Boy Scouts Act) 03/25/2002 Further Clarification of Intercollegiate Athletics Policy Guidance Regarding Title IX Compliance 07/11/2003 First Amendment 07/28/2003 OCR Letter: Race- Neutral Approaches to Diversity 02/01/2004 Title IX Grievance Procedures, Elementary and Secondary Education 04/26/2004 Title IX Grievance Procedures, Post- Secondary Education Title VI and Tit le IX Discrimination (Religion) 08/04/2004 Joint DOJ/OCR Guidance on Segregated Proms 09/20/2004 09/13/2004 ED-19-0431-G-000636 ED 18-00235-F (Jackson) 88 1. Guidance on Helping Students with Diabetes 2.Helping the Student with Diabetes Succeed: A Guide for School Personnel (National Diabetes Education Program ) 04/ 14/2005 Guidance on Sexual Harass ment Issues 01/25/2006 Guidance on Assur ance of Compliance (Boy Scouts Act) 07/21/2006 Guidance on Notification of New Single-Sex Regulations 01/31/2007 Guidance on Students with Disabilities and Transitioning to Postsecondary Education) 03/16/2007 Dear Colleague Letter on the 35th anniver sa ry of Title IX 06/22/2007 Guidance on Nondiscrimin atory Tre atment of Pregnant Student s in Athleti c Scholarships 06/25/2007 1. Guidance on Access by Students with Disabilities to Accelerated Programs 2.Resourc e Materials for Plann ing and SelfAssessments 12/26/2007 Title IXAthletics Three-P art Test 03/27/2008 Dear Colleague Lette r: Title VI Access to AP Courses 05/22/2008 ED-19-0431-G-000637 ED 18-00235 -F (Jac kson) 89 1. Guidance on Disclosure 10/17/2008 of Report Cards and Transcripts for Students with Disabilities 2 .Questions and Answers on Report Cards and Transcripts For Students With Disabili ties Attending Public Elementary and Secondary Schools So You Want To Go Back to School 07/25/2008 "Dear Colleague" letter Commemorating the 18 t h Annive rsary of the Americans with Disabilit ies Act (ADA) and Providing Information for Wounded Veterans 07/25/2008 Guidance on Determining which Athletic Activities Can Be Counted for Purposes of Title IX Compliance 09/17/2008 Guidance on Equitable Access to, Participation in, and Administration of Public School Choice under ESEA (as amended by the No Child Left Behind Act) 01/08/2009 1. Gui dan ce on Assurance of 01/ 13/ 200 9 X (De ar 01/13/2009 Compliance -Civil ED-19-0431-G-000638 ED 18-00 235 -F (J ac ks on) 90 1. Guidance on Use of Electronic Book Readers and Other Emerging Techno logies >. Questions and Answers about "Dear Colleague Letter" 6/29/2010 1. Guidance on Schools' Obligations to Protect Students from Student -onStudent Harassment on the Basis of Sex; Race, Color and National Origin; and Disability 2. Fact Sheet 10/26/2010 1. Guidance on Addressin g Sexua l Harassment/Sexual Violence 2 . Fact Sheet 3 . 3. Know Your Rights 4/4/2011 ED-19-0431-G-000639 ED 18-00235 -F (Jacks on) 91 1. Guidance on Schools' Obligation to Ensure Equal Access to Educatio n in Enrollment Pract ices (Archived) 2. Questions an d Answers 3 . Fact Sheet 5/6/2011 1. Guidance on Use of Electronic Book Readers and Other Emerging Technologies to Elementary and Secondary Educat ion Officials 2. Follow-Up to 2010 Guidance 3. Frequently Asked Question s 5/26/2011 1. Guidance on Voluntary Use 12/2/2011 of Race to Achieve Diversity or Avoid Racial Isolation 2. Guidance for K- 12 Schools 3. Guidance for Postsecondary Schools Guidance on ADA Amendmen ts Act Amended Legal Standards Not ice of Interpretation of Section 504, New Construction and Alterat ions 1. Guidance on Schools' 1/19/2012 3/14/2012 1/25/2013 to Provide Equal Opportunity to St udents with Disabilities to Participate in Extracurricular Athletics 2. Fast Facts about DCL Guidance on Prohibit ion Against Retaliatio n Under Federa l Civil Rights Laws 4/23/2013 ED-19-0431-G-000640 ED 18-00235-F (Jackson) 92 Guidance to Health -Related Schools Regarding Hepatitis B Discrimination 6/12/2013 1. Guidance on Supporting 6/25/2013 the Academic Success of Pregnant and Parenting Students 2. Pamphlet 3. Know Your Rights 1. Guidance on the Voluntary 9/27/2013 Use of Race to Achieve Diversity in Higher Educat ion After Fisher v. University of Texas at Austin 2 . Questions and Answers 1. Guidance Package 1/8/2014 to Enhance School Climate and Improve School Discipline Policies/Practices 2. Full Guidance Package 1. Questions and Answers 4/29/2014 about Title IXand Sexual Violence (DCL) 2. Know Your Rights about Title IXand Sexual Violence Letter on Supreme Court ruling in Schuette v. Coalition to Defend Affirmative Action 5/6/2014 1. Guidance for School Districts to Ensure Equal Access for All Children to Public Schools Regardle ss of Immigration Status 2. Questions and Answer s about DCL 3 . Fact Sheet about Dear Colleague 5/8/2014 Guidance on Charter Schools 5/ 14/2014 ED-19-0431-G-000641 ED 18-00235-F (Jackson) 93 1. Guidance to Ensure All Students Have Equal Access to Educational Resources 2. Fact Sheet 10/1/2014 1. Guidance on Bullying of Students with Disabilities 2. Fact Sheet 10/21/2014 and Fact Sheet) 10/21/2014 1. Guidance on Effective Communication for Students with Hearing, Vision, or Speech Disabilities in Public Elementary and Secondary Schools 2. Frequently Asked Questions 3. Parent Fact Sheet 11/12/2014 Questions and Answers on Title IXand Single-Sex Elementary and Secondary Classes and Extracurricu lar Activities Implementing CRC's Ebola Guidance for Schools While Protecting the Clbil Rights of Students and Others 12/1/2014 Guidance on Protectin g Civil Rights in Juvenile Justice Residential Facilities 12/16/2014 12/8/2014 1. Guidance to Ensure English Learner Students Have Equal Access to High-Quality Education 2. EL Student Fact Sheet 3. LEP Parent Fact Sheet 1/7/2015 Guidance Addressing the Risk of Measles in Schools while Protecting the Civil Rights of Students with Disabilities 3/18/2015 ED-19-0431-G-000642 ED 18-00235-F (Jackson) 94 1. Guidance on Obligation of Schools to Designate a Title IX 4/25/201 5 Guidance on Volunt ary Youth Service Orga nizat ions 1. Office for Civil Rights Releases ADHD Guidance 2. Know Your 7/26/2016 X (Dear Colleague Letter, Know Your Rights) 12/15/20 15 U.S. Department of Education Release Joint Fact Sheet about Combatting Discrimination against Asian American, Native Hawaiian, and Pacific Islander (AANHPI) and Muslim, Arab, Sikh, and South Asian (MASSA) stud ents 6/6/2016 Guidance on Gend er Equity in Career and Technical Education 6/15/2016 1. Office for Civil Right s Releases ADHD Guidance 2. Know Your Rights 7/26/2016 Questions and Answers about the Supreme Court's 2016 ruling in Fisher v. Univer sity ofTexas Aust in Guidance on Helping Students with Diabete s 9/30/2016 10/14/2016 ED-19-0431-G-000643 ED 18-00235 -F (Jacks on) 95 1. Office for Civil Rights Releases Guidance on the Prevention of Racial Discrimination in Special Education 2. Fact Sheet Office for Civil Rights Releases Guidance on the Use of Restraint and Seclusion in Schools 12/12/2016 1. Office for Civil Rights Releases Guidance about the Rights of Student s with Disabilitie s in Public Charter Schools 2. OSERS Frequently Asked Questions 3.OCR Frequently Asked Questions 4. Fact Sheet 12/28/2016 1. Office for Civil Rights Releases Resources for Educators on Title VI and Religion 2. Fact Sheet Office for Civil Rights Withdraws Title IX Guidanc e on Transgender Studen ts 02/22/2017 12/28/2016 02/22/2017 ED-19-0431-G-000644 ED 18-00235 -F (Jacks on) 96 From : Sent: To: Cc: Subject: Attachments: Lee, Ebony 10 Aug 2017 13:17:13 +0000 Lee, Ebony;Huber, Amy;Huh , Stefan Anderson, Ma rgo;Meeley, Kathryn Meeting- Ebony, Amy, and Stefan 17_ 08_ 15_ FY18 SE NIA Overview.docx Purp ose : To discuss the CSP State Entities FY 18 competition ED-19-0431-G-000645 ED 18-00235-F (Lee) 00 1 DELIBERATIVEDRAFT DOCUMENT CSP FY18 SE Competition: Notice of Proposed Priorities Overview and Outline Memo (b)(5) ED-19-0431-G-000646 ED 18-00235-F (Lee) 002 Page 003 ithheld pursuantto exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000647 Page 004 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000648 Page 005 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000649 Page 006 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000650 Page 007 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000651 Page 008 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000652 Page 00 9 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000653 Page 0 10 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000654 Page 0 11 ithhel d pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000655 Page 0 12 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000656 Page 0 13 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000657 Page 0 14 ithheld pur suant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000658 Page 0 15 ithhel d pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000659 Page 0 16 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000660 Page 017 ithhel d pursuant to exemption (b)(5) of the Freedom of Inf ormation and Privacy Act ED-19-0431-G-000661 From : Sent : To : Subject : Attachm e nts: Lee, Ebony 22 Aug 2017 17:48:47 +0000 Lee, Ebony Interview with Jean Morrow J.Morrow Resume 8-17.pdf ED-19-0431-G-000662 ED 18-00235-F (Lee) 018 JEAN MORROW l(b)(6) EX PERIENCE January 20 16- Prese nt Domestic Policy Studies Researc h Assistant , Heritage Foundation, Washin gton DC • Provi de quanti tative and qua litative researc h assistance on various healt h policy topics: o ACA, Medicar e, Medicar e Advantage, Medicaid, insura nce mark et participation , premium supp ort, alternative payment and delive ry options, FDA user fee agreements, drug pr icing, cert ificate of need, rural health, end of life care, and chron ic care (amo ng ot her ar eas) . • Craft op-eds (total of 14), conduct radio /print /tv interviews (33), manage intern s (6), mail weekly/b iweekly news letters (63), and crea te data graphics for major papers and prese ntations . • Major publicat ions: (I) one of four ed itors of the 2017 Heritage Index of Culture and Opportunity and (2) co-a uthor of issue Brief on how recent bills could undo ACA's dam age. • Op-ed topic s have ranged from ACA to Medicare, HHS appoint ees to bill analyses. Most rece ntly, I analyzed a Medicare chroni c care bill (CHRONIC Care Act (S. 870)) and co-wrote with a senior scholar. Senior Development Associate , Institute for Justice, Arlington , VA April 2013 - January 2016 • Managed all aspects of dono r survey: deve lopment , dep loyment, analysis, and final resu lts repo rts. • Generate d all current and pro spectiv e donor researc h for fundraising and moves management stra tegies. • Cultivat ed relationship s with $ 10,000 + donors; created, edited, proofr ead, and deploy ed high-dollar donor mailings; compiled materia ls for meet ings; and entered database entries. Development Department Intern, Leade rship Institute, Arlington, VA January 2013 - April 2013 • Brou ght toge ther a donor and pub lishing compa ny to fund and distribut e 2,500 books at tra inings. • Compiled Exce l sheets of potential don ors; updated donor data in database; sent letters to support ers; wrote article for a donor publication; and earne d a basic know ledge of studio production s. RESEARCH & ANALYSIS • Databases: Government: Con gress .gov, HHS, CBO, JCT, Census , etc. Non -government: LexisNex is, Goog le Scholar , CQ, Politi coPro , Kaiser Fam ily Fo undati on, various peer- reviewe d journ als, etc. • Basic Statistical Methods: Cro ss tabul ations, ana lysis of varia nce, correla tion, and linear regress ion. • Master 's Thesis : Exam ined how to red uce the probl em of teac her attrition in Florid a whi le (I) improving the K-12 teacher recruitment and retent ion proc ess and (2) increas ing student achievement. • Washington Scholar Research Intern, Family Research Council, DC, May 201 1 - Aug. 201 l o Suppl ied quantitative and qualitative research for the Marriage and Religion Researc h In stitut e (MARR I) for original studi es on fami ly, marriag e, religion, educa tion, crime rates, and health. • Relevant Coursewor k: Publi c Schoo l Law, Public Poli cy Analysis, Data Analys is, Statistics , Eval uation Researc h, Am erican Consti tution al Law, Americ an Civil Liberties, American National Government, Stat e and Local Gover nment , and Public Budgeting and Financ e. Other: Under grad uate Minor in Ed ucatio n. SKILLS • Computer : SPSS, SAS, Excel, Power Point, Word , Outlook, Raiser's Edge , Mark eta , and Siteco re. • Leadership Institute Trainings: Public Speaking School , Adva nced Public Relations School , Compr ehensive Fundrai sing School, and Campai gn Mana gement Schoo l (20+ tra inings in total ). • Basic Creative Techniques: Graphic design, video editing, photo graph y, and photo editin g. CIVICS/OTHER: • Current: America n Leg ion Aux iliary (ALA) member (since 2005). Sunday school instru ctor. Girls soccer coach . Red Cro ss CPR, Fir st Aid, & AED certified. • Pre vious: ALA Girl s State dele gate and staffe r. Heritage Fo undation intern (Vice Pre sident , External Relations) . K- 12 substitu te teacher. Guardian Ad Litem volunteer. District Attorn ey's Office int ern. Pre sident ial and gubernatorial volunteer. Customer service spec ialist (retail and home /a uto insurance). EDUCAT ION (Honor Graduat e from each institution ) • M.A. in Political Science, Conc entration in Publi c Affair s, Univ ersity of Florida (3 .84 GPA ) May 2012 • B.A. in Political Science, Minor in Education , Univer sity of Florida (3.9 GPA) May 2010 • A.A. in Political Science, Central Flor ida Community College De cember 2007 ED-19-0431-G-000663 ED 18-00235- F (Lee) 019 Lee, Ebony Mon, 28 Aug 201713:55:21 +0000 To : Lee,Ebony Subject : Meeting- Robert Stack- The Larriso n Group Attachm e nts: 2017 _Summer_Newsletter_3.pdf, Choices_fall2013.pdf, Community_Options_Fact_Sheet.pdf, Robert Stack Resume.pdf, SUPPORTED_EMPLOYMENT_ TRIFOLDl 7.pdf, 2017 _AnnualReport_Rev _Jul18.pdf, Vaseful_ Trifold.pdf From : Sent : ED-19-0431-G-000664 ED 18-00235-F (Lee) 020 -------------------------------------------- Summer 2017 - ~~ Community ~~ Options, Inc. Com mun ity Options believes in the dign ity of every person, and in the freedom of all peop le to experience the highest degree of self-determination . Embrncing th is ph ilosophy, Com rnun ity Options prov ides housing, supp or t services and advocacy assistance to help empower people with disabilities. Thinking of buying flowers? F ,JY,/fc s & G TS vaseful.com 1.877.VASEFUL The Best Maryland Advocate: Governor Hogan Governor Hogan has not only proven to be one of the most pragmatic governors in Maryland's history, but an astute advocate for persons with disabilities. He knew that he had to surround himself with dedicated people who provide public service, and with unflappable professionals dedicated to improve the lives of Maryland's most vulnerable citizens. In tandem with Deputy Secretary Simons, persons with significant disabilities relegated to live in a state institution in Massachusetts which uses punitive treatment, are now returning home. Community Options has worked with the executive and departmental leadership of Maryland and has 12 small homes opened or in development to accommodate over 40 people with disabilities. The result is not only quality care, but will also create over 100 jobs for caregivers in the state of Maryland. Continued on page 3 Governor Larry Hogan Photo Credit: Executive Office of the Governor. Photographer:foe Andrucyk Event: Bill Signing Community Options Leadership Academy Continues to Brighten the Future Vascful Flowers and Gills is a channing flower shop that oficrs high quality floral services and delivery Community Options is committed to fostering the professional growth of staff through training and development opportunities. We recognize the need of developing our bench strength through leadership and management training initiatives that prepare staff for future leadership roles in the organization . to anywhere in the wor ld. We arc committed to serving our customers with the finest floral arrangements and gifts, backed by our 24-hour guarantee. Vascful is owned and operated by Community Options Enterprises, Inc., a non profit organization that supports people with disabilities. The Leadership Academy is a Community Options succession planning initiative which seeks to identify, train and develop key employees to ensure the organization has a pipeline offuture leaders. The Leadership Academy is a highly competitive one -year program. The Leadership Academy is currently in its 4th round of developing 15 high potential staff throughout the organization. To date, 42 active alumni continue to advance the mission of the organization through their leadership at Community Options. ED-19-0431-G-000665 ED 18-00235-F (Lee) 02 1 Cookeville Native Starts His Own Lawncare Business Kyle Harmon star ted his lawn care business with two yards and a push mower. He expanded his services with a borrow ed weed whacker from Community Options Quality Assurance Coordinator Ryan Vinson. With such quick success and a desire to give high quality service, Kyle saved enough money to purchase a new one. A lover of the outdoors, Kyle has enjoyed mowing lawns from a very young age. He would often mow the lawn for his foster parents. Kyle was referred to Community Options by the Department of Children's Services, as he had come of age when he could no longer be in the foster care system. Since coming to Community Options, he has received supported living, community -based day and supported employment services with the national nonprofit organization. Kyle'sfirst customer was his neighbor, who needed someone to mow his lawn at a reasonable rate. The neighbor could no longer handle the manual labor or yard maintenance. Kyle and his lead staff, Ashley Gentry, submitted a bid to the neighbor and earned the opportunity. The second yard was secured when a Community Options employee was looking for someone to mow his sloped yard, as he lacked the time to handle the responsibility. "I love to make money and see how good the yard looks after I've mowed the grass;' says Harmon. "I love to make money and see how good the yard looks after I've mowed the grass," says Harmon. He was given a John Deere riding lawn mower by a staff member this year, enabling him to secure two additional yards. With business going so well, Kyle purchased a trailer to transport his riding lawn mower. "Kyle is still learning the art of mowing and needs direction. As he continues to provide mowing services to his customers he will gain mor e knowledge and eventually be able to mow with little to no direction from his job coach;' said Jeanette Preece, Community Options ' Executive Director of Cookeville, TN. Kyle currently maintains a total of four lawns and is hoping to increase that number to six by the end of the year. Community Options' Cookeville office serves 20 individuals with intellectual and developmental disabilities, provides residential support with 10 area homes and supports six individuals who are currently employed in the workforce. A Move to New York City Marks a New Beginning For Two Young Men Community Options' mission is to provide housing and employment support for individuals with intellectual and developmental disabilities. In early July, Keith Baxter-Young and Andrew Daniels moved into a residential building as roommates in the Harlem section of New York City, living ind ependently for the first time. Baxter-Young, 23, came from the foster care system in August 2015 after living in Queens. Daniels, 24, had lived with his family in Manhattan until he moved to Community Options in September 2014. New York Office for People with Developmental Disabilities' Individual Support and Services (ISS) assists adults with developmenta l disabilities who wish to live independently. The division provides funds to pay for hou sing costs, and on a limit ed basis, for items such as food, transportation and clothing. Rent for their new residence is $2,000/month, with the subsidy paying $1,400, leaving Baxter-Young and Daniels with a $600 bill to split. Also through the program , they received $3,000 each for set up costs for various expenses such as furniture, and real estate fees. Keith Bax ter•Youngand Andrew Daniels hold up the lease agreement to their new place they moved to in July. Baxter-Young has worked at Target for a few months and Daniels is actively seeking employment. They were approved to receive 5,200 hours of services through Com munit y Habilitation/Recreation in addition to Employment and Day Habilitation services. ED-19-0431-G-000666 ED 18-00235- F (Lee) 022 Pittsburgh Native to Take on Integral Role Com munity Options has appointed Michele McGregor as Vice President of Mission Advancement. ln her new position, McGr egor will be responsible for grant development, essential training, leadership training, individual and major gift development as well as special event implementation. McGregor will work to create a culture of philanthropy within Community Options and provide both strategic direction and tactical oversight to all aspects of fundraising and communications. AUGUST 17, 2017 t 111111: . NYSE '. :f:i~ ( - . ~ ·f ~~ Community ~~ ions, Inc. or - , ' • . •• ;. Suppo.11ngPeopkwithDisab,liti,sSirn:e 1989 .,·· 'fi l -- - The New York Stock Exchange welcomed execut ives and guests of Community Options, Inc. To celebrate 10 years of providing housing and employment support to individuals with intellectual and developmental disabilities in South Carolina, Community Options will hold its 11th Annual iMatter Conference at the Francis Marion Hotel from September 24-27. To honor the occasion, Phil Lian, Board Member, rang the NYSE Opening Bell°. The Best Maryland Advocate: Governor Hogan "I am honored to be offered the opportunity to serve Community Options as Vice President of Mission Advancement;' said McGregor. "During my first six years with Community Options I've seen, first hand each day, how this organization's dedication, devotion and innovation has impacted the lives of so many in such profoundly positive ways. In this new role, I am proud to play a key role in our efforts to promote the interests of people with disabilities:' McGregor joined Community Option s in 2012 as the Assistant Executive Director in Pittsburgh, PA and in 2014, Michele was promoted to the State Director of Quality Assurance for Pennsylvania and then shifted to National Quality Director before her current post. NYSE OPENING BELL' .. · ~~ \f:~ t~..~ ~ ,r~ ..;~ !. • ' , '· i - NEW YORK STOCK EXCHANGE Continuedfrom page I Tanisha Thorpe, the Children's Director Maryland with Brian Dion, Regional Vice President, Arizona , Maryland, New Mexico, Pennsylvania, and Utah. Brian Dion , Regional Vice President, has opened two offices in Maryland and is not only focused on purchasing beautiful homes for the newly returned citizens, but also to find jobs and meaningful day services. With the assistance of Kim Herndon and Madeleine Will, a notable business advisory committee is being formed to augment the direction and vision for this terrific group of professionals who are ready to implement suppor ts for persons with disabilities. Still, the board of directors knows that this would not happen without the fortitude and leader ship of Governor Hogan. He has won personal battles for himself and always helps others to win their battles as well. Robert Stack, President & CEO of Community Options with Phil. Phil was the first person to move into our Maryland home. Comm unity Options now supports over 60 people in that state . ED-19-0431-G-000667 ED 18-00235-F (Lee) 023 Community Options, In c. 16 Farber Road Princeton, NJ 08540 www.comop.org Community Options Delivering Supportive Employment Services in Utah In March 2017, Community Options expanded services to Utah. In a matter of just a few months, Community Options has made noticeable progress in providing housing and employment supports to individuals with intellectual and developmental disabilities. With over 20 years' experience working with people with disabilities and employment services, Shannon Wilkins was hired as the Director of Employment Services. Utilizing her knowledge of programs and established relationships with funding sources, Wilkins cultivated a relationship with the Vocational Rehabilitation Department and Division of Services for People with Disabilities to provide employment supports. Sharing the same progressive, inclusive philosophy as the state, Community Options obtained funded support for 23 individuals in the Salt Lake and Weber counties of Utah. One of those individuals, Keanu Unufe, has already found employment. Keanu Unufe was about to turn 22 in May, resulting in a loss of state-provided support and a lack of formal programs. Upon his graduation from an extended education transition school, his teachers and Community Options searched for potential employment. After an assessment ofKeanu's skills and abilities, assistance in creating a resume and practicing his interviewing skills and self-advocacy, he was offered an intervi ew with Walmart as an Associate on May 15. He now works five days a week and a total of20 hours. Well-liked by his supervisors and co-workers, Keanu has been a welcome addition to the Walmart team . Dustin Porter,ResidentialDirector, Utah COI residents,McKenzie,Trina and Cristy with their parents. ED-19-0431-G-000668 ED 18-00235-F (Lee) 024 Fall 2013 Go vernor Nikki Haley of South Carolina visits Community Option s' Group Home "In my 50 years in this field I have never, ever seen a Governor come to any home operated by an agency suppo rting people with disabilities" said long-time Community Op tions Trustee and Chairman of the York Founda tion, Dr. C larence York. In the most recent board member meeting, Robert Stack explained that when South Carolina Governo r Nikki Ha ley came into the house, she asked one of th e residents ro give her a to ur. Rebecca, one of the residents, led the Governor around the home. Instead of starrin g with he r bedroo m or the kitchen, she went right to the garage to show Governo r Haley what she believed to be the most important part of the co mmun ity, a Ford van (a Ford van, Rebecca explained means freedom to her). "We can go any place we want here," said Rebecca . Governor Haley asked how the local community accepted our home . Governor Nikki Haley visits with one of our residents. Sout h Carolina Executive Director Dorothy Goodw in pointed out that, "Whe n we bought the ban k foreclosure an d renovated it, we had a barbecue and invited all the neighbo rs. They all came and now we are friends with them." "It was an honor to tour the Comm unity Opt ions ' home in Columbia," said Governor Ha ley. "T hey offer quality care and provide adults with special needs the opportunity to live an independen t life style. We will cont inue to suppo rt th ese kinds of services for individuals with d isabilities." A Message from Susan Kyrillos Chair Community Op tions 25th Anniversary Gala Committee Mem bers Susan Doctorian Kyrillos Chair Tom Bracken New JerseyChamber of Commerce John Crowley Amicus Therapeutics Delia C. Dona hue, Esq. PepperHamilton LLP Caren Franzini Franzini Consitlting, LLC Ga il Gordo n, Esq. Florio PerritcciSteinhardt & FaderLLC Beth Hegberg Mendham, New Jersey David A. Norcross, Esq. Alexandria, Vi!);inia William Rue Rue Insurance Community Options' 25th Anniversary Gala Com mun ity Options is inspirin g to all of us who know th is im pressive orga nization . When Robert Stac k, foun der and CEO sta rted th e compa ny in 1989 fro m his kitchen table, he had no idea that the miss ion would expand to a total of eight states. The ninth, M ississippi, will be ad ded any day now. T he simple goal of Commu n ity Optio ns is to prov ide a higher qua lity of life for indiv iduals with disab ilities living in state inst itutions . Over the past two decades, we have seen the realizat ion from state govern ment leaders that a small group ho me is a better way for these indivi duals with signific ant disab ilities to live and enjoy life. Many of them un derstand it is a moral issue and reflects a stronger mutual benefi t to our soc iety. Iron ically, this is also a smarter financia l plan for state govern ments . ln New Jersey, evety indiv idua l who leaves a state institution an d moves to a group home, saves the state approxi mately $100,000 an nually . In addi tion to the group homes Co mmunity Opt ion provides, emp loyment opport u nities and on the job training are provided to the clients. The Daily Plan It located in Morristown, NJ and Vaseful Flowers in New Brunswick, NJ are two businesses whe re Commu nity Options prov ides ongo ing, app rop riate level of work for tho se clients who are able and willing to work. They have fun, receive a paycheck and cont ribute to society. In 20 14, Comm uni ty Op tions will be celeb rating its 25th Ann iversary! We are plann ing a celebrat ion in May. Please stay tun ed for details . In the meantime, enjoy the upcom ing holiday -, seaso n with your family! Robert Stack Commitniry Options, Inc. Warm Regards, Dr. Clarence N. York CommitniryOptions, Inc. Susan Docrorian Kyrillos, C hair, 25th Anniv ersa ry Gala I ED-19-0431-G-000669 ED 18-00235-F (Lee) 025 Mississippiofficials assessand evaluate our homes and businesses We are pleased to announce that the improvements and re-design of our websi te are now complete! Everything is more legible with darker texts on lighter background s as well as smoo th er web nav igatio n wit h drop down menus . Users will have an easier time accessing the diffe rent types of services we provide, office locatio ns, and our career section with current job open ings. When signi ng up for Cu pid' s Chase 5K just click on the Cupid's Chase tab and you'll be able to sign up for the race d irectly on our site, form a team or join an existing team. Visit us at www.comop.org to check out our comp lete re- Abou1 t:, c;,.. lnvok,d • tr«vno1-J C'ffl.tV'tn 11t11111 ___ l'Yns !loom CJ lfhfi& ... ; 1.,;1tun 11~~ 1<>w ~tnic~, _ Qipid's C.'ns,, Ev•~11s •· i matter Danny C., Ashley Lacoste,& Ed LeGrandtake a break after Danny gave them a tour of his home. Thank Youfor taking the time to see our group homes, our businessesand visit with the people we support. Community Op tions would like to thank David Culbertson for generously donating paintings to the Santa Fe day program Since coming to Co mmuni ty Opt ions in September of th is year, Santa Fe, NM Day Program Coordinato r, Jon Paszkiewicz, has been working to add value through community activism and involvement , self-advocacy, educatio n, and the arts. As part of th is init iative, and with the sup po rt of Execu tive Director Kathy Davies, Jon reached out to local artists. Th is is how he met David Cu lbertson. David's work is best descri bed in h is own words: "l work in organic dye and polyuretha ne on panel using various non -traditional too ls to create my pai ntings... My current works are explorat ions in mixing paint, polyuretha ne, & organ ic dye to create random flowing images. The fina l result is far from the look of th e creation of the piece, with gravity slowly moving the paint into forms & designs that are very different when l go check on it the next day." David's art is in private collections around the world. Despite the signif icant value of the in itial dona tion, after meeting t he day program part icipants David surpr ised us with two additional pieces. David said, "For me, when 'things' are given , the value can not exist in how much somet hing is worth . lt is about insp iring people, bringing freedom, and making con nections. Life has more value th an can be measured." The donated works will be pro udly d isplayed in the Santa Fe day program. David's art can be seen and purchased at www.scorpiostud io .org. ED-19-0431-G-000670 ED 18-00235-F (Lee) 026 NJ Congressman Frelinghuysen visits Commun ity Op tions' Red Ribbon Academy Commun ity Options, Inc. welcomed 11th District New Jersey Congressman Rod ney Frelinghuysen to the Red Ribbon Academy. Co mmunity Opt ions oper ates this program for young adults with profoun d disab ilities. T he Red Ribbon Academy is the first o rganizatio n in New Jersey that aids adult individuals who have th e most severe, med ically fragile disabilities in a way that fosters growth and progress. Congressman Frelinghuysen met with Commun ity Opt ions President and CEO Robert Stack as well as Regional Vice President Svetlana Repic-Qira to learn about thi s program and the thera peut ic services it offers. Two parents of the programs part icipan ts, Linda Tho mas and Marsha DuBose-W ilks, gave Cong ressma n Frelinghuysen a tour of th e building. He had the opportu nity to visit the program's state of the ar t sensory therapy room and meet the ind ividua ls receiving da ily sup port as well as thei r physical and occupa tional therapists. "Above and Beyond" The Comm ission on Accreditation of Rehabilitat ion Facilities or CARF accredi tation signals a service provider's com mit ment to continua lly improving services, encourag ing feedbac k, and serving the commu nity. Please join us in congratula ting Hector Johnson, Kathy Davies and Todd Case along wit h their entire teams on ano ther 3 YEAR CA RF Accred itation for all regions in New Mexico! A Congressman Frelinghuysenh.igh fives Mo one of the st1.ulentsat the Red Ribbon Academy. "It was an hono r and pleasure to tour the Red Ribbo n Academy in Wayne," Frelinghuysen said . "Th e facility boast~ state-of-the-art programs with loving staff, wh ich e nhance the emotio nal and physical growth of those with severe developme nta l disa bilit ies. I than k the Red Ribbon Academy and Comm uni ty Options, Inc. for thei r hard work and ded ication in develop ment of such an inspir ing plan to serve New Jersey families." Frelinghuysen and Stack's relations h ip dates ap proxim ately 30 years. W h ile employed with the state of New Jersey, Stack gave a tour to Frelinghuysen of a state-run institut ion for people with severe disa bilit ies. At th e time, Frelinghuysen was serving his first ter m as Assemblyman. Th is is where the two gentlemen forged a relationsh ip based on improving care for people with disabili ties. T his relat ions h ip was fou nd ed on a fundamental bel ief that people with disa bilit ies who want to live in an env ironm ent in which they can flouri sh, should be given the oppo rtunit y. Th e Congressm an ostensib ly showed that he cared by visiting two of the grateful mothers who fought hard for the program. Before he left, they tha nked him for the visit. He hugged them and said, "You are the powerho uses". New York City Counci lwoman Inez Dic kens visits our home in Harlem , NY Director of Residential Services, Alicia Henry , New York C ity Councilwoman Inez Dickens, and Executive Directo r C hristopher T hompson on the rooftop of our home in Harlem were residents have a designate d picnic area. STEP for Sout h Carolina The South Ca rolina Developmenta l Disab ilities Co un cil awarded a grant to Community Opt ions to esta blish a ST EP (School -ToEmployment-Program) in Colum bia. W ith this grant, Commun ity Options is contract ing with schoo ls and businesses to provide a certain number of stu dents with disabilit ies the opportun ity to samp le jobs and receive d irect on-the-job tra inin g during the 2013-2014 school year. Wh ile they explore possible careers at job sites, they will also learn key skills like inte rviewing, networkin g, and resume building . In add ition, our employment specialists will ensure the com pletion of the progra m so that each stude nt can secure the job that they want after gradu ation . Acco rding to Doro thy Goodwin, the Execut ive Director of Com munity Options Co lumb ia office, "Th is STEP grant will provide some high school stude nts in the Midlands area with special needs the opportu n ity to develop real work experience prior to leaving high schoo l. It is our objective to assist them with transitioning into the workforce using the skills they will gain from wo rking with partner ing comp an ies." As generally agreed, the transit ion from schoo l to work is a challenging time for young adu lts, and these challenges are ofte n magnified for yout h with developmenta l disa bilities. As STEP becomes pan of their secondary ed ucation curricu lum and ind ivid ualized educat ion plan, it will ma ke a d ifference in add ressing and mitigat ing these issues. O rigina lly developed in New Jersey five years ago, STEP has grown to 25 job sites throughou t the G arden State and last year placed 100% of the ir graduating class into paid employment in a career field of their choosing . A few years ago, Co mmu n ity Opt ions received a grant to expand STEP to Pen nsylvania, and now looks forward to mak ing the same impact in helping young adult s with dis abilities achieve their dreams to be independently employed in th e Co lu mbia comm unity, ED-19-0431-G-000671 ED 18-00235-F (Lee) 027 Co mmuni ty Optio n s, Inc. 16 Farber Road Pri nceton , NJ 08540 www.comop.org CUPID'S CHASE 51 Saturday, February 8, 2014 Community Options ' Cup id 's Chase SK run is a nat iona l fundraise r that takes place in 24 cities, throu gh out eight states, on the same day. Each race is set to star t at 10 a.m. Register n ow at COMOP.ORG (J www .facebook.com / Cupid s Cha se Thin king o f buying flowers? Vaseful has trad ition al centerp ieces or mode rn arrangements o r even pla nts for a fun sur prise. Either way, make someone smile th is holiday season with flowers! Can't be th ere in perso n? Vaseful can deliver nationwide! Ca ll us tod ay! 1877~ VASEFUL www.vaseful. com Follow us on lnscagrnm @VasefulFlowers Like us on Facebook www.facebook.com/ Vaseful ED-19-0431-G-000672 ED 18-00235-F (Lee) 028 ~~ Community ~F Options, Inc. Community Options Founded in 1989, Community Options is a national nonprofit with over forty offices in eleve n states. Our mission is to develop housing and employment for persons with developmental and intellectual disabilities. With a dedicated board and a staff in excess of 5,000 people, Community Options is funded primarily through federal, state, local and philanthropic investments. All stakeholders believe that every person regardless of the significance of their disabilities should have the oppor tun ity to be employed and to live in local neighborhoods like any other American. In fact, Community Options provid e services to more than 2,700 persons with disabilities, and many with very significant disabilities. Community Options has a centrally based infrastructure in Princ eton, New Jersey for all administrative and business operations . Applying state of the art techno logy, Community Options ensures cultu ral uniform ity and stability with fiscal, human resource, information techno logy, training and governance to all local regions. A 10 member national board consisting of professionals and advocates consider policy and governs the organization with formal quarterly meetings, relevant subcommittees and fiduciary oversight. The board assists the Founder and CEOwith strategic planning, budget forecasting, insurance, cap ital acquis itions, talent, compensation analysis and legal relevance . Indigenous governance under the auspice of a national to regiona l to local model ensures maintaining the philosophical and ethical integrity of the nonprofit juxtaposed against state and city statutes and regulations. Each city has an office with an executive director, a local advisory committee and a team of dedicated professionals charged with the day-to-day implementation of management and budget. This includes local hiring and staff coaching with regularly scheduled national training and quality assurance . Local executive directors working collaboratively with persons with disabilities, their families, guardians and state contractors and regulators handle all aspects of admission and programmatic development from housing acquisition to supported employment. Nationa l leadership guides the local offices by presenting state of the art programs, cash, capital and fleet management budget and contractual obligation comp liance and peer training deployment and evaluation. Community Options maintains national grant writing, public r elations, social media, information technology, training, quality assurance and mission adva ncement teams that work in tandem with the local offices. Property acquisition, renovation and on site management are replicated locally using nationally proven models. This includ es templates for successful proven entrepreneur ial businesses, supported employment models, internships for students with disabilitie s, and meaningful day supports . Concentrated management based on the effective use of technology keeps overhead costs under 11 %. Robert Stack founded Community Options and devotes time to educate federal and state leade rship on the relevance of the hom e and work paradigm. He has been appointed to serve on transition teams and working groups by governors and has maintained membership with the RGAand other political entities delineating philosophy and ethical considerations for lon g term planning and funding. ED-19-0431-G-000673 ED 18-00235-F (Lee) 029 Robert Stack (Wit?) ED 18-DO235-F {Lee} 03 3 Page 031 ithhel d pursuantto exemp tion (b)(6) of the Freedom of Inf ormation and Privacy Act ED-19-0431-G-000675 3 BusinessTax Incentives \Vork Opportuni ty Tax Credit (WOTC): which provides a tax credit for emp loyers who hire certain targeted low-income groups, including vocational rehabilitation referrals, former AFDC recipients, summer youth employees, and SSI recipients. Small Business Tax Credit: Disability Access Credit (DAC) which allows small businesses to take an annual tax credit for making their businesses accessible to persons with disabi lities. Architectural & Transportation Barrier Removal Tax Deduction: Entitle s businesses to take an annua l deduction for expenses incurred to remove physical , structural, and barriers for persons with disabi lities at the workp lace. ~~ Community ~~ Options, Inc. Our Mission Comm unity Op tions believes in the dignity of every person, and in the freedom of all people to experience the highest degree of self-determ inati on . Embracing th is ph ilosop hy, Community Options prov ides hous ing, support serv ices and advocacy assistance to help empower peop le with disabilities. " i matter " __, ,r: ,,. - -~- /'~71'1 6'! ·---- ·., ~ 2043 S. Blackhorse Pike I Williamstown, NJ 08094 Phone: (856) 285-7155 I Fax: (973) 971-0083 150-152 Speedwe ll Avenue I Morristown NJ 07960 Phone: (973) 971-0082 I Fax: (856) 839-437 1 WWW.COMOP.ORG ED-19-0431-G-000676 WWW.COMOP.ORG . .. . ; 2 SUPPORTEDEMPLOYMENT The Concept of Supported Employment: DisabilityStatistics& Facts: Emp loyment is one of the core serv ices prov iJed through Community Options. We believe that everyone who wants to work shou ld be given the support to do so, despite the level of their disability. According to the U.S . Department of Education, workers with disabilities are rated consistently as average or above average in performance, quality and quantity of work, flexibility, and attendance. Ind ividuals that are being assisted through Community Options are employed with companies based on their skills, interests, and experiences. According to the 2002 U.S. Equal Employmenr Opportunity Commission Disability Statistics, performance by workers with 'SIPPI Al ADAMA Btmtuda HOUSIOO 0 LOUISIANA -&ivlna o.t.rndo Tampa 0 0 ~LO AIDA + Go gle My Maps ED-19-0431-G-000728 Creative Scrvkcs, a subsidiary of Community Options Enterprises, designed & produced this report employing persons with & \>ithout disabilities. CreativeScrvi wrote : Erica: This is an inquiry from the TCSAand might form a portion of our Monday !discussion as well. This question is obviously applicable to other jurisdictions impacted by the storms. Bob TCSA was under the impression that after Hurricane Katrina, ED provided Louisiana with a revolving "restart fund " - funds that could be used by schools to begin addressing issues until other aid (FEMA) arrives (after which it would be paid back). Are we aware of that, and is there the possibility of such funding for this Hurricane? ED-19-0431-G-000823 ED 18-00235 -F (Mann ing) 79 ED 18-00235-F {Manning} 3 From : Sent : To : Subject : Attachm e nts: Riemer, Jeffrey (Justin) Thu, 22 Jun 201715:01:27 +0000 Riemer, Jeffrey (Justin);Rosenfelt, Phil;Menashi, Steven Borrower Defense Adjudicating Pending Borrower Defense Claims.docx ED-19-0431-G-000825 ED 18-00235- F (Menashi) 01 CONFIDENTIAL AND DELIBERATIVE (b)(5) Adjudicating Pending Borrower Defense Claims (b)(5) ED-19-0431-G-000826 ED 18-00235-F (Menashi) 02 Page 03 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000827 Venable, Joshua 30 May 2018 20:59:25 +0000 To: Venable, Joshua;Lee, Ebony;Menashi, Steven;Muniz, Carlos;Oppenheim, Peter;Rinkus, Christopher;Botel, Jason;Bailey, Nathan;Hill, Elizabeth Subject: State Plan Update Attachments: Botel Memo re State Plan Approval and FY18 Fed Title Allocations 5-3018 ....docx From : Sent: ED-19-0431-G-000828 ED 18-00235-F (Menas hi) 04 UNITED STATES DEPARTME NT OF EDUCATION OFFICE OF ELEMEN TARY AND SECONDA RY EDUCA TION DELIBERATIVE MEMO DATE TO : Betsy De Vos Secretary of Education FROM: Jason Botel Principal Deputy Assistant Secretary, Delegated the Authority to Perform the Funct ions and Duties of the Assistant Secretary, Office of Elementary and Secondary Education SUBJECT : Determining Next Steps for States without an approved ESSA Consolidated State Plan Issue: To determine the actions and next steps for States that do not have an approved ESSA consolidated State plan by July 1, 2018. (b)(5) ED-19-0431-G-000829 ED 18-00235- F (Menashi ) 05 Page 06 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000830 Page 07 ithhel d pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000831 Page 08 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000832 Page 0 9 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000833 Shaheen, Patrick 29 Mar 2018 19:56:15 +0000 To: Shaheen, Patrick;Menashi, Steven;McFadden, Elizabeth;Jones, Diane;Mahaffie, Lynn;Malawer, Hilary Cc: Amann, Amanda Subject: Timing for BD and GE Attachments: 2017 Month ly Calendar Update 3.23.18.doc From : Sent: Conference Line if needed: ,.....l (b_)(_6)____ I Participant:l (b)(6) __, ED-19-0431-G-000834 ED 18-00235- F (Menashi ) 10 Updated 3/23/2018 March 2018 Sunday Monday Tuesday Wednesday Thursday 1 4 11 25 NPRM. RIA, PRA 9 OPE develops 6 OPE develops 7 OPE deve lops 8 NPRM. RIA, PRA NPRM. RIA, PRA NPRM. RIA, PRA NPRM. RIA, PRA 12 13 OPE develops 19 OPE deve lops NPRM. RIA, PRA OPE deve lops 14 OGC Pre- 15 OGC Pre- 16 clearance comments and revise as needed 20 1st Internal 21 1stInternal 22 Clearance Clearance Clearance 26 27 Writers Wr iters review comments and revise as needed rev iew comments and revise as needed 28 Writers rev iew comments and revise as needed 29 1st Internal OGC/Sr. Staff Pre-clearance Saturday 3 10 NPRM. RIA, PRA clearance Clearance 1st Internal 2 OPE develops NPRM. RIA, PRA 5 OPE develops NPRM. RIA, PRA 18 OPE develops Friday 23 Wr iters rev iew 1st Internal 17 24 Clearance 30 OGC/Sr. Staff 31 Pre-clearance 2017-18 BD Working Group Calendar ED-19-0431-G-000835 ED 18-00235- F (Menashi) 11 Updat ed 3/23/201 8 April 2018 Sunday 1 Monday 2 2nd Internal Tuesday 3 2nd Internal Wednesday 4 2nd Internal Clearance Clearance 8 9 10 0MB Review 11 0MB 15 16 0MB 17 0MB Review 18 0MB 22 23 0MB Review 29 30 0MB Review 0MB Review Review Clearance 24 0MB Review 25 Thursday 5 Writers review Friday 6 Wr iters review Saturday 7 comments and revise as needed comments and revise as needed Review 12 0MB Review 13 0MB Review 14 Review 19 0MB Review 20 0MB Review 21 26 27 0MB Review 28 0MB Review 0MB Review 2017-18 BD Working Group Calendar ED-19-0431-G-000836 ED 18-00235-F (Menashi) 12 Updat ed 3/23/201 8 May 2018 Sunday 6 Monday 7 0MB Review Tuesday Wednesday 1 0MB Review 2 0MB Review 8 0MB Review 9 0MB Review Thursday 3 0MB Review 10 Writers review comments and revise as needed 13 Friday Saturday 4 0MB Review 5 11 Writers 12 review comments and revise as needed 14 15 16 17 18 0 MB M ee tin g to review edits Exec Sec. Approva l Exec Sec. Approval Exec Sec. Approval OPETeam lead Submits NPRM for publication 20 21 22 32 24 25 27 28 29 30 31 19 26 2017-18 BD Working Group Calendar ED-19-0431-G-000837 ED 18-00235-F (Menashi) 13 Jackson, Candice Mon, 12 Jun 2017 21:43:07 +0000 To: Jackson, Candice;gmsm ith@cozen.com;Menashi, St even Cc: ~--~ Tom Wheeler;Faiella, Matt;eric.treene@usdoj.gov;Kathleen C. Santora j(b)(6) l@aol.com;robert@thefire.org;Reyes, Alejandro;Pam.Bernard@duke.edu;McHugh, Erin;j_blakem@uncg.edu;hec@ nacua.org;Greg Lukianoff;Wheeler, Joseph;dpb@nacua.org;Ferg -Cadima, James;amy.foerster@bucknell.edu;Eitel , Robert;beth.kelley@usdoj.gov;Padilla, Jose;Gettler , Rachel;acf012@bucknell .edu1(b)(6) ~gmail.com ;pmc donough@acenet.edu ;Mee han, Anne Hickey;Henderson, Chelsea;Sherman, Brandon;Gomez, Leslie;Hartle, Terry Subject : Title IX/Fair Process Listening Session (Part 2) Attachments: 170621 OCR List ening Sessio n on Tit le IX June 21--Final (2).docx From : Sent: ED-19-0431-G-000838 ED 18-00235 -F (Menashi ) 14 Agenda for OCR Listening Session Title IX and Fundamental Fairness June 21, 2017 • Intro o o The role of colleges and universities in the investigation process • Student conduct proceedings are not crim inal proceedings One size does not fit all • Diversity of Institutions • How much flexibility should institutions have in choosing among systems? • • Safe Harbor o Restoring "Deliberate Indifference" standard of Davis o How would this safe harbor work? o • What is optional versus mandatory? What kinds of things would an institution need to do to demonstrate that they acted in "good faith"? Elements of Investigations to Ensure Fairness o Preliminary Considerations • Definitions of sexual misconduct, sexual harassment, sexual violence, sexual assau It, etc. • A Reminder About VAWA Obligations, whether or not the 2011 DCLremains in effect o Process Elements • Pre-Investigation • Typical services provided to accuser and accused • • Option to resolve without conduct hearing "Fair process" considerations • • • • Impartial Investigator: Role of Title IX Office in proceedings Accused right to ask questions and give information at hearing Role of the attorney Standard of proof • Appeals • Regional Centers • Consent o What is the definition? o What is th e role of consent in proceedings? • Issues related to alcohol use o Intoxication vs. incapacitation (includ ing commentary on perception of institutions hyperregulating normal behavior) • Title IX Orientation and Training on Campus • Distinction between academic violations (i.e. plagiarism and cheating) and student conduct proceedings ED-19-0431-G-000839 ED 18-00235- F (Menash i) 15 Mcc loskey, Amber on behalf of Talbert , Kent 7 Mar 2018 14:48:37 +0000 To : Carter , Denise;Harper , Geoffrey;Clemmens, Jim;Ramirez, Lisa;McCloskey, Amber ;Muniz, Carlos;McHugh , Erin;Botel, Jason;Soltis, Tim;Oppenheim, Peter;Conaty, Joe;Rinkus, Christopher;Washington, Mark;Anderson, Margo;Honeysett, Adam;Petersen, Molly ;Cuffee-Graves, Cassandra;Bailey, Nathan;Webster, Douglas;Miller, Meredith;Ferguson, Gillum ;McFadden , Elizabeth;Sasser, Tracey;Eitel, Robert;Gray, Jason;Brogan, Frank;Ramakis, Jessica Cc: Menashi , Steven;Stratman, Karen Bee: Secretary's Conference Room (OS Managed) Subject: ED Restructuring Meeting Attachments: ED Restructur ing Project Status Meet ing Agenda 03 07 2018.docx From : Sent: Please try to attend the meet ing phys ically. If you cannot make it, p lease dial-in. Co ~in PC~ e :kb)(6) .... L____ ____, Updated Age nda ED-19-0431-G-000840 ED 18-00235- F (Talbert) 01 (f) ED Restructuring Project Status Meeting Wednesday, March 7, 2018 I 4:00-5:00PM Secretar 's Conference Room b-)(6 _)_~ Conference Line: (b)(S) Participant Code:~~ AGENDA • Opening Remarks Kent Talbert • OESE/O11Reorganization -Statu s Update Mark Washingto n • OCO/OLCA Reorganization - Status Update Peter Oppe nheim • OS/ODS Reorganization - Status Update Kent Talbert • Operations Reorganization - Status Update - • Denise Carter CFO,OM, ODS, OCIO, and OPEPD Roundtable Discussion and Q&A All Attendees Next Steps • March 21 - Next Restructu r ing Phase I Status Update meet ing ED-19-0431-G-000841 ED 18-00235 -F (Talbert) 02 Talbert, Kent Tue, 27 Feb 2018 23:04:10 +0000 To: Talbert, Kent;Conaty, Joe;Miller, Meredith;Maest ri, Phil;Robinson, Mark;Dickerson, Lorena;Green, lyauta Subject : PR and VI Briefing Attachm e nts: RMS travel authorizations as of 1-18-18.xlsx, Virgin Islands & Puerto Rico-ODS Briefing March 2018.pptx From : Sent : ED-19-0431-G-000842 ED 18-00235 -F (Talbert) 03 RMS Travel Authorization Requests Projected travel os of 2-2-2018 Date March, 2018 (Program office agenda) April, 2018 (RMS agenda) July, 2018 (Program office agenda) Three tr ips are expected at a minum with others TBD Location San Juan, Puerto Rico Purpose Site visits, at the request of Puerto Rico in support of Hurricane recovery efforts, to provide technical support and assure cont inued progress on improvements to PRDE's fisca l and management operations, especially in light of the PROMESAeconom ic reform legislation passed by Congress last year . This visit w ill also be in conjunction with several ED program offices who wil l also travel to San Juan to provide program -specific techn ical assistance. Travelers For RMS the attendees w ill vary but generally, some combination of the fo llow ing: Lorena Dickerson, RMS; Phil Maestri, RMS; Mark Robinson, RMS Requested by ODS Approva l Date Additiona l Inform ation 2/27/2018 The Puerto Rico government has requested , through Jason Batel and the Secretary, that ED provide a number of different types of technica l assistance . Jason is coord inating the program assistance and RMS is providing the management and fisca l T/A. While we are unab le at this point to prov ide the requested full -time onsight assistance, it wi ll require a number of tr ips w ith different RMS staff to provide the breadth of expertise needed . The RMSspecific agenda will be conducted through a minimum of quarter ly v isits and, at the ir request , we w ill also acompany the Governor of Puerto Rico and PR Secretary of Education when they met with Secretary DeVos -2/2018; specific dates TBD 3/2018; specific dates TBD 3/18 -21/2018 Michigan Arizona Seattle, Washington Quarterly site visit by RMS, OESE/OSS,and Susan Benbow, RMS OSEPto provide techn ical support and assure cont inued progress on improvements to Detroit's fiscal and management operat ions. OCTAE Bi-annual BIEfi scal monitor ing t rip to prov ide Susan Benbow, RMS technical assistanceand feedback on BIE'sfiscal monitoring process. These visists are an outgrowth of a Corrective Action Plan (CAP)ED has had wit h BIEfor some time. The MIT is t he lead for coord inat ing ED's CAPwork with t he BIE. Semi-annua l site visit to assess progress on Mark Robinson, RMS improvemnts in the Seattle Special Ed program, as we ll as broader systemic improvement in the Seatt le Public Schools. The Wash ington State Dept. of Ed placed both the Seattle Public Schools and the Seattle PSSpecial Ed program on high - risk in 2014 due to severe systemic issues and noncompliance within the OSERSprograms . Seattle has made substantial imp rovements such that the high - risk designations were removed by the State in 2017. ED continues to monitor the program and distr ict to ensure continued and sustained improvements. OSEPhas requested RMS assistance overthat past four years to assist in the resolution of the issues resulting in the high - risk OCTAE _, . - 2/27/2018 2/27/2018 OSEP 2/27/2018 ED-19-0431-G-000843 ED 18-00235-F (Talbert) 04 March, 22 - 28, 2018 4/23 -27/2018 4/2018 specific dat es TBD San Francisco Quarterly meet ing of the governance body of the trust funds for t he Peopie of the Federated States of M icronesia and the People of the Republic of the Marshall Islands, which were estab lished under the authority of the Compact of Free of Association. RMSwi ll participate in the Committee meeting to fu lf il l ED's fid uciary responsibilities as a member of the Board of Trustees representing the U.S.Government, along with t he Departments of Inter ior and State, and conduct officia l t rust fu nd business activi ties (primarily the rev iew of investment decisions) pertaini ng to t he trust fu nds for the two Freely Associated States Site visit, at the request of the Virgin Islands in support of Hurrican recovery efforts, to provide technical support and assure cont inued progress on VIDE's programmatic, St. Thomas, US fiscal, and management operations . Th is Virgin Islands v isit will also be in conjunction w ith OESE/SSRP(lead) and 011/0NPS who wil l also travel to St. Thomas to provide programspec ific technical assistance . The purpose of this trip is to conduct a follow up visit with the GaDOEleadership, In light of staff changesin t he Interna l Audit Office. There Atlanta, w ill also be a focus on progress being made Georgia within t he Atlanta Public Schools fo llowi ng the test cheating scandal (a new relevance fo r bot h PGCounty Maryland and DCschools.) Site visit at the request of OCTAE in support of the FY 2018 Perkins Monitoring Schedule. 4/2018 specific dates TBD Augusta, Ma ine Phil Maestri and lnsuk Chinn, RMS Other attendees include: trust fund members and staff representing the U.S. Government, Taiwan Government, FSM and RMI; Investment Advisor team; Executive Administrator; Independent Auditors; Custodians; and Accounting Service team. ED has comm itted to support the trust fund by accept ing a position on the trust fund board 2/27/2018 lyauta Green, RMS; Ma rk Governor of the Virgin Robinson, RMS; Phil Islands and the Maestr i, RMS Comm issioner of Education during meetings with Secretary Devos Christine Jackson, RMS The Compact of Free Association between the Governments of the United States of America and the Federated States of Micronesia and the Repub lic of the Marshall Islands was approved by Congress January 14, 1986 and provided legislation to establish the trust funds for the People of the FSM and the People of the RMI (Trust Funds). The purpose of each Trust Funds is to contribute to the economic advancement and long-term budgetary self-rel iance of the FSM and RMI by providing an annual source of revenue, after fiscal year 2023, for assistance in education, health care, the environment, pub lic sector capacity building, private sector deve lopment, and pub lic infrastructure. As of December 31, 2017, the fa ir value of the Trust Funds for FSM and RMI exceeded $616 m illion and $385 million, respectively. 2/27/2018 RMS 2/27/2018 lyauta Green, RMS FY 2018 Perkins Mon itoring Schedule Support 2/27/2018 ED-19-0431-G-000844 ED 18-00235-F (Talbert) 05 5/29 - 6/1 Oakland, CA Three techn ical team trave llers to attend Hilary Cronin, RMS Code for America Summit training that Charles Higgins, RMS addresses: Strengthen ing dig ital capability in Michael Scott, RMS government; Designing policy with technical collaborat ion; Acquisit ion of innovat ive technology, Building citizen - centric app lications. CfA training was approved and This travel is to attend training necessaryto keep EDstaff current in software skills needed for perform ing comp lex analysis related to grantee risks. 2/27/2018 3 staff have been registered. Site visit at the request of OCTAE in support of the FY 2018 Perkins Monitoring Schedule. 5/2018 specific dates TBD Christine Jackson, RMS Hartford, Connecticut Site visit at the request of OCTAE in support of the FY 2018 Perkins Monitoring Schedule. 5/2018 specific dates TBD Concord, New Hampshire 6/11/2018 Providence, Rhode Island 6/2018 specific dates TBD Jackson, M ississippi 6/2018 specific dates TBD Birm ingham, Alabama 6/2018 specific dates TBD Dover, Delaware 7/2018 specific dates TBD Portland, Oregon Site visit at the request of RSAin support of the ir monito ring visit. lyauta Green, RMS lyauta Green, RMS FY 2018 Perkins Mon itoring Schedule Support 2/27/2018 2/27/2018 RSA monitor ing vis it 2/27/2018 The purpose of this trip is to conduct a RMSChristine Jackson, RMS specific follow -up visit with MOEbased on the coordinated OSS-RMSvisit in May 2017. The focus will be on reported internal cont rols and other identified risks at both the SEAand LEA levels. Purpose of travel is to meet new Christine Jackson, RMS Superintendent and discuss the partnership estab lished in 201Swith the RMS/MIT, including followup on key audit issues prev iously identified. Site visit at the request of OCTAE in support lyauta Green, RMS of the FY 2018 Perkins Monito ring Schedule. Site visit at the request of OCTAE in support of the FY 2018 Perkins Monitoring Schedule. FY 2018 Perkins Monitoring Schedule Support Susan Benbow, RMS RMS 2/27/2018 RMS 2/27/2018 FY 2018 Perkins Mon itoring Schedule Support FY 2018 Perkins Mon itoring Schedule Support 2/27/2018 2/27/2018 ED-19-0431-G-000845 ED 18-00235-F (Talb ert) 06 7/16 -20/2018 Site visit, at the request of t he Virgin Islands lyauta Green, RMS; Mark Governor of the Virgin in support of Hurricane recovery efforts, to Rob inson, RMS Islands and the provide technical support and assure Comm issioner of Education during St. Thomas, US cont inued progress on VIDE's programmatic, fiscal, and management operations . This meetings with Secretary Virgin Islands v isit will also be in conjunction w ith DeVos OESE/SSRP(lead) and 0 11/0NPS who wil l also travel to St. Thomas to provide program- .:,,_ July 21 - 27, 2018 9/2018 specific dates TBD Orlando, FL ·-~' ·-~ Attend the annual Professional Develo pment Tra ining Conference of the Associat ion of Government Accountants (AGA) and, at the ir invitation, present sessions on managing risks in a grant portfolio. Phil Maest ri, RMS AGA Site visit, at the request of the Virgin Islands lyauta Green, RMS; Mark Governor of the Virgin in support of Hurricane recovery efforts, to Robinson, RMS Islands and the provide technical support and assure Comm issioner of cont inued progress on VIDE's programmatic, Education during St. Thomas, US fiscal, and management operations. This meetings with Secretary Virgin Islands v isit will also be in conjunction w ith DeVos OESE/SSRP(lead) and 011/0NPS who wil l also travel to St. Thomas to provide program,.......... ,..ifir 2/27/2018 2/27/2018 Because of new 0MB regulations, risk management has become a prime top ic across the government. RMS' wor k in this discipl ine has drawn attention from 0MB and others as being on the leading edge of grant risk management. Phil has been invited to speak about successes and cha llenges in a number of venues over the past severa l years. 2/27/2018 +,...,..1,,. ....:,....,.1.....,.,,.:...+-. ....ro ED-19-0431-G-000846 ED 18-00235-F (T albert) 07 Virgin Islands & Puerto Rico ODS Briefing Risk Management Service (RMS)March 5, 201 8 ED-19-0431-G-000847 ED 18-00235 -F (Talbert) 08 Virgin Islands lyauta GreenRisk Management Service ED-19-0431-G-000848 ED 18-00235 -F (Talbert) 09 Hurricane Background □ Two Category 5 Hurricanes hit the Virgin Islands (VI) on September 6th (Irma) and September 20th (Maria).Catastrophic damage.Widespread loss of power and poor connectivity across all three islands.Virgin Islands Department of Education (VIDE) Schools and students have been severely affected. ED-19-0431-G-000849 ED 18-00235 -F (Talbert) 10 School Impact Post Hurricane □ School closures and split schedules.Loss of instructional materials and technology.Vandalism, security concerns and mental health needs.Loss of musical instruments, gymnasiums, athletics and agricultural programs. Transportation challenges. ED-19-0431-G-000850 ED 18-0023 5-F (Talbert) 11 Island Impact Post Hurricane □ Debris removal and clean up efforts have improved.Territory wide power restoration is in progress.FEMA gave VI Water and Power Authority (WAPA) a $550 million grant to fund power restoration efforts.Businesses and stores are opening back up; tourism is returning. ED-19-0431-G-000851 ED 18-0023 5-F (Talbert) 12 VIDE RecoveryEfforts □ September l, 201 8: return to full day schedules territory wide. Hl B Visa: Recruit international teachers.HUD block grant for school construction.FEMA assistance & request for ED partnership.Project SERV grant- $2 million. ED-19-0431-G-000852 ED 18-0023 5-F (Talbert) 13 RMS Technical Assistance Efforts □ Ongoing and consistent technical assistance and guidance to the VI.RMS working with OESE/SSRP to implement a long term technical assistance plan for post hurricane recovery.OESE/RMS TA schedule: February, April, July and August 2018. Working to build capacity and improve payment and procurement processes within VIDE. Providing guidance and assistance to the VI Office of Management and Budget (VIOMB). ED-19-0431-G-000853 ED 18-00235 -F (Talbert) 14 ED-19-0431-G-000854 8 ED 18-00235-F (Talbert) 15 9 ED 18-OO235-F {Talbert} 16 ED 18-00235-F (Talbert) 1? Puerto Rico Lorena DickersonRisk Management Service ED-19-0431-G-000857 ED 18-00235 -F (Talbert) 18 Financial Crisis 2015 --Puerto Rico Governor Alejandro Garcia Padilla announced that the island is insolvent. Government agencies are impacted , including PRDE.2016 --PR debt relief bill Puerto Rico Oversight, Management and Economic Stability Act "Promesa" is passed. PROMESA is an independent fiscal management board with NO PR oversight.2017 --Federal Board (PROMESA) files for Title III (bankruptcy like proceedings) ED-19-0431-G-000858 12 ED 18-00235 -F (Talbert) 19 Hurricane Impact On September 20, 2017, Hurricane Maria made landfall on Puerto Rico bringing massive devastation to the island. Infrastructure : Communication infrastructure Electricity Water Road accessibility Bridges Schools: Process to reopen schools started October 23 Assessment process challenges to reopen schools ED-19-0431-G-000859 13 ED 18-00235-F (Talbert) 20 RMS Ongoing Efforts Open lines of communication with PRDESupport ED Leadership coordination efforts PRDE infrastructure /its challenges and potential impact on federal education program implementation Deliver risk analysis briefings of the state of affairs in PR to POCsDeliver Pre-TA strategic briefings to POs traveling to PR ED-19-0431-G-000860 14 ED 18-00235-F (Talbert) 21 Site-visits Department-wide Special Condit ions extension requestTechnical Assistance framework: General & Program SpecificPRDE specific program concems /updatesPRDE Reimbursement Process & Interagency coordinationPRDE Restructure & New Education BillED Technical Assistance _____________________________ Next Steps:Comprehensive TA coordination PlanContinue work with POCsRestructure process & impactReimbursement Process PilotProcurement Area ED-19-0431-G-000861 15 ED 18-00235-F (Talbert) 22 I 6 ED (Talbert) 23 ED-19-0431-G-000863 I 7' ED 18-00235-F (Talbert) 24 ED 13?00235-1: (Talbert) 25 18 ED-19-0431-G-000864 From : Sent : To : Walker, Kathryn on behalf of Venable, Joshua Fri, 2 Feb 2018 15:58:25 +0000 Lee, Ebony;Bailey, Nathan ;Menash i, Steven;Snow, McKenzie;Talbert, Kent;Eitel, Robert Subject : Attachment s: Pre-Choice Briefing DRAFT_signature choice proposal options memo _2.1.18.docx ED-19-0431-G-000865 ED 18-00235 -F (Talbert) 26 Page 27 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000866 Page 28 ithheld pursuant to exe mption (b)(5) of the Freedo m of Inf ormation and Privacy Act ED-19-0431-G-000867 From : Sent: To: Cc: Subject: Venable, Joshua Thu, 8 Feb 2018 00:20:40 +0000 Venable, Joshua;Talbert, Kent;Conaty, Joe;McHugh, Erin Eitel, Robert Standing meeting with Joe Conaty/Erin McHugh re: Agency Reform and Strategic Plans Meeting with Joe and Erin Februrary 8 Agenda.docx, Presentation on Strategic Plan and ED Reform .pptx Attachments: ED-19-0431-G-000868 ED 18-00235- F (Talbert) 29 Standing Meeting with Joe Conaty and Erin McHugh February 8, 2018 Agenda I. II. III. IV. V. Final Review of PowerPoint Presentation on Strategic Plan and Organizational Refotm (Mr. Eitel has transmitted to 0MB for their review) Composition of the presentation panels for the all-staff meeting on budget , strategic plan and reform Update on bringing Mr. Talbert up to speed a. Update on recent personnel actions (?) b. New Security Officer Increased physical security & waiting area Other topics from Josh Attachment: PowerPoint on Strategic Plan and Organi zational reform ED-19-0431-G-000869 ED 18-00235-F (Talbert) 30 Strategic Plan for Fiscal Years 2018-22 Department of Education2/ 12/ 2018 ED-19-0431-G-000870 ED 18-00235-F (Talbert) 31 How did we develop the Strategic Plan? Activity Timeline FY 2018-22 Strategic Plan Monthly Meetings October 2016-August 2017 FY 2018-22 Strategic Plan Framework submitted to 0MB June 30, 2017 Congressional Consultation of FY 2018-22 Strategic Plan Framework July 2017 FY 2018-22 Strategic Plan Initial Draft submitted to 0MB September 11, 2017 Draft FY 2018-22 Strategic Plan First Round of Exec . Sec. clearance November 3-9, 2017 Congressional Consultation of Draft FY 2018-22 Strategic Plan November 15-December 1, 2017 Draft FY 2018-22 Strategic Plan posted on www .ed.gov November 17-December 1, 2017 Draft FY 2018-22 Strategic Plan Second Round of Exec. Sec . clearance December 8-15 , 2017 FY 2018-22 Strategic Plan Final Draft due to 0MB December 22, 2017 FY 2018-22 Strategic Plan publishes with the President's Budget February 12, 2018 ED-19-0431-G-000871 ED 18-00235-F (Talbert) 32 4 Strategic Goals Comprisedof 16 Strategic Objectives P-12 .... I- Educational Options for Parents Access to HighQuality Educational Opportunities .... Tran sition to College and Career - Do What Works Postsecondary - Access and Completion - Do What Works - Innovative and Affordable Pathwa ys - Federal Student Aid (FSA) Customer Service - Student Loan Repaym ent Data Management and Reform Regulatory Relief and Improved Processes - Internal Data Governanc e - - Privacy Protections - Access and Use of Education Data - Cybersecurity - Engaged and Prepared Workforc e - Enterprise Risk Management ED-19-0431-G-000872 FY 2018-22 Strategic Plan is available at https://www2.ed.gov/about/reports/strat/index.htm l. ED 18-00235-F (Talbert) 33 How do all the pieces fit together? Strategic Plan Strategic Goals Implementatio n Milestones Performance Metrics FY 2017 Annual Performance Report and FY 2019 Annual Performance Plan is available at ED-19-0431-G-000873 https: //www2.ed.gov /about/reports /annual/index.html. ED 18-00235 -F (Talbert) 34 ED Reform Plan Department of Educati0n2/ 12/ 2018 ED-19-0431-G-000874 Background • March 13, 2017: E.O. 13781, Contprehensive Plan for Reorganizing the Executive BranchApril 12, 2017: 0MB issued a Mento for Heads of Executive Departntents and Agencies regarding E.O. 13781May 2017: Steering Contntittee establishedMay - June 2017: Steering Contntittee seeks input front internal and external stakeholders ED-19-0431-G-000875 ED 18-0023 5-F (Talbert) 36 Background (cont.) • June 30, 2017: ED submitted to 0MB a draft outline of our response to the E.O. and 0MB memoSeptember 8, 2017: ED submitted to 0MB the final ED Reform Plan, aligned to the Department's Strategic Plan, as part of the FY 2019 budget requestNovember 28, 2017: 0MB provided ED with feedback on ED Reform Plan ED-19-0431-G-000876 ED 18-0023 5-F (Talbert) 37 Guiding Principles for ED Reform Steering Committee • Reduce redundancy, maximize employee and organizational efficiency;Maximize transparency and employee involvement;Leverage ED colleagues' knowledge and expertise; and Maximize creative problem solving and teamwork while adhering to legal requirements. ED-19-0431-G-000877 ED 18-0023 5-F (Talbert) 38 Analytical Framework • Customer ServiceAppropriate Federal roleAlignment to missionEfficiency and effectivenessDuplication ED-19-0431-G-000878 ED 18-00235 -F (Talbert) 39 The Next Phase • POC Leadership will meet with staff to provide further details about their plans and solicit additional feedbackDetermine legislative flexibilities requiredDevelop reorganization packagesPlan for phased implementation of proposals ED-19-0431-G-000879 ED 18-0023 5-F (Talbert) 40 11 II Changesto the OrganizationalStructure • Integrate OESE with OII, and eventually, OELACreate the Office of Legislation and Public Affairs by integrating OCO and OLCAMerge OCFO with certain functions of OM, ODS and OPEPD ED-19-0431-G-000880 ED 18-00235-F (Talbert) 41 Changesto the OrganizationalStructure (cont.) • Eliminate OUSintegrate OPE and OCTAE into a single Office of Postsecondary and Lifelong LearningFold ODS into OS and reassign some functions to the new Office of Finance and Operations ED-19-0431-G-000881 ED 18-00235-F (Talbert) 42 Realign Functions • Centralize policy decision-making, including a restructuring of how we approach policy and budget developmentlntegrate the records management and information collection clearance functions and staff into the OCIO from OM Shift some functions of ODS to the new Office of Finance and Operations ED-19-0431-G-000882 ED 18-00235-F (Talbert) 43 Streamline and Improve Internal Processes • Improve ED's technology systemsStreamline the ED clearance processModify ED's conference approval process and reporting requirementsReform FOIA proceduresEliminate the Organizational Performance Review ED-19-0431-G-000883 ED 18-00235 -F (Talbert) 44 Current Coordinating Structure Current State (2018) Seu et.ary I Deputy Secretary Of" ke ol lh• CIlle! ..,-011 ..., (000) O>wl f C ~1 ~ "' -- Ol'oellfl•Clllof 1,,....i.1 Offkot tOCJOJ ,~.c u CIJHr t r •""'lftDll1 Ofl.u el M .,,_nt IOMI ,. • ' - -- Under Secnru1ry Offlcaof lie& s«onr, I Offica kw ,-c,u1 IOSUS) A&Ult.lltt~ llltlil ....-n,, ,_1 ~ - Olflal of 11,t Gt..,11 CMonHI IOGCI c..-•• on.,.,o1c.,_r.-.- 1c......i1~ OfflcoolCom""""''"t,;o.,. & Outrud, locot "'""' Offiai "' "'~tJ c...re-ot Athln ... . IOI.Ct.I "' om,•• ,,-,.,,,1,... Eo.... .- ~,- ,. a Acllllll IOCTAl;J I ' fett"tl O"- ~ Oi't'tlOr __,,,. f __ .. '°"' o...... A~Wlan ....... Aukt.,nt'I. °''"''°' ,~u•w•OII & u-.1t1n ,._, Ot ""lllty , 1.s Joni• Alil!UOII Ofpul'f &..,_~ [r Ol'II AtrlonAffletlnn -H-"'~ ~,. . ,_., .. 10H901 "-Mll)IIWM td Joni• .. flK•-h>t Whlta ltou11:tnitl.we en Offlu of lncJl,i, t ~ -1•ttwrti - -- --·~ omcao1,...,_d..., l.._.l>on --~--· ~c.,,,_.,,_, ... .... s«-.,.,., 12). 91eck told Joni• 0 11'1(10, (7 TOltn ... ... JOI\I •" ~,~ Toul) - White ltou• lnll0)I o, leat nlnt (Of'flU ,., !..~n s~ ~t y tOffioe al •osue(OlPA) A,, ,L,. 1lS,,.,trl'flV - (Ofl'ic ~ <1fCc::mnu"ottUP) & OW•• rv (7 Tau I, BIKIt•IJ ED-19-0431-G-000885 ED 18-00235 -F (Talbert) 46 Expected Results and Challenges Expected ResultsHigher quality and ti1nely service to the publicClearer lines of reporting, responsibility and decision1nakingFewer positions needing Senate confir1nationl1nproved policy and progra1n coordinationMore focus on the Secretary's prioritiesReduction of internal transactional costsExpected ChallengesS01ne changes to ED's organizational structure will require action by CongressRestructuring takes ti1ne ED-19-0431-G-000886 ED 18-0023 5-F (Talbert) 47 Next steps • Individual POC meetingsDetermine legislative flexibilities requiredDevelop reorganization packagesPlan for phased implementation ED-19-0431-G-000887 ED 18-00235 -F (Talbert) 48 From : Sent: To: Subject: Attachments: Venable, Joshua Thu, 15 Mar 2018 16:20:20 +0000 Venable, Joshua;Talbert, Kent;Lee, Ebony;Eitel, Robert;Jones, Diane Welfare Reform Work Requirements Proposal DRAFT- Work Requirements for Welfare Reform Read-ahead 3.15.docx ED-19-0431-G-000888 ED 18-00235-F (Talbert) 49 From : Venab le, Joshua Sent : 8 Dec 2017 19:14:32 +0000 To : Oppenheim, Peter ;Bote l, Jason;Menashi, Steven (Steven .Menashi@ed.gov); Lee, Ebony Cc: Rinkus, Christopher;Bai ley, Nathan Subject : State Plans Attachments: WY Goal Pages.pdf , IA Goals Pages.pdf WY Goal Pages.pdf IA Go als Pages.pdf ED-19-0431-G-000889 ED 18-00235 -F (Venable) 1 WYOMING DEPARTMENT OFEDUCATION 5. Identify a specific long-term goal, a specific improvement target for a low-performing school, and the number of years allowed to achieve the long-term goal. This is done by jointly examining the range of acceptable long-term goals, the range of acceptable annual improvement for a lowperforming school to determine how long it would take a low-performing school to determine how long it would take a low-performing school to reach the long-term goal by achieving the annual improvement target. 6. Establish school -specific improvement rate targets by first calculating the distance between the school's most recent graduation rate and the long-term goal. This distance is then divided by the number of years allowed to calculate the school ' s improvement target. 7. Monitor the system for any critical issues with the accountability system arising from unexpect ed trends in annual data. If this occurs, revisit long-term and interim goals based on the most recent data with the purpose of addressing the critical issues. The same process described for graduation rate will be used for achievement (replacing "graduation rate" with "achievement"), where goal setting is conducted separately for each subject area , but with one difference. Projected future annual improvement in reading/language arts and mathematics should be approximated by calculating the difference in percent proficient from the first to second year of the state assessment using the new cut scores. The WDE provides districts with information on adequate growth toward achievement on reports and in data files to facilitate discussions across grade levels in school districts . Reporting on comparisons of median adequate growth percentiles to median student growth percentiles may be useful in understanding whether students are on average making adequate progress on achievement. a. Academic Achievement. (ESEA sectio n 111l(c)(4)(A)(i)(I)(a")) 1. Describe the long-term goals for improved academic achievement, as measured by proficiency on the annual statewide reading/language arts and mathematics assessments, for all students and for each subgroup of students, including: (1) the timeline for meeting the long-term goals, for which the term must be the same multi-year length of time for all students and for each subgroup of students in the State, and (2) how the long-term goals are ambitious. For the All Students group, all Wyoming schools will perform as well or better than schools that performed at or above the 65'h percentile in reading and math during the baseline year (2015 - 16) within 15 years . The long-term goals for the All Students group in achievement are : • Grade 3-8 Math = 59% of students Proficient or Better • Grade 3-8 Reading = 65% of students Proficient or Better • High School Math = 46% of students Proficient or Better • High School Reading = 39% of students Proficient or Better These goals are ambitious because every Wyoming school will have to perform as well or better than the schools that were performing among the top 35% in the baseline year. The baseline data for the grades 38 goals are based on students' performance on Wyoming's statewide assessment in 2015-16. The baseline data for the high school goals are based on 11'h grade students' performance on ACT assessment in 201516. A proficient score o n the ACT is 21 for math and 23 for reading. For each subgroup, all Wyoming schools will perform as well or better than a school that performed at or 14 ED-19-0431-G-000890 ED 18-00235-F (Venable) 2 WYOMING DEPARTMENT OFEDUCATION above the 80th percen tile in reading and math during the baseline year (2015-16) within 15 years. The long-term goals for each Subgroup are included in Append ix A . For the Subgroups, all Wyoming schools that meet the minimum n for each subgroup will have to perform as well or better than the schoo ls that were performing among the top 20% in the basel ine yea r. The baseline data for the grades 3-8 goals are based on students' performance on Wyoming's statewide assessment in 20 15-16. The baseline data for the high schoo l goals are based on 11th grade studen ts' performa nce on ACT assessment in 2015 -16. A proficient score on the ACT is 21 for math and 23 for reading. While the goals for All Students and Subgroups are ambitious, they are also attainable because all Wyoming schools not currently meeting the long-term goa ls, including the lowest-performing schools, have 15 years to meet the goal. Appendix A illustrates that the interim targets are reasonable when they are spread out over a 15-year period for All Studen ts and Subgrou ps. 2. Provide the measurement s of interim progress toward meeting the longterm goals for academic achievement in Appendix A. An example of interim targe ts for All Students and Subgroups are included in Appendix A and are based on schools that performed in the 15th percen tile during the baseline year (2015-16). For All Students and Subgroups, the interim targets will vary from schoo l to school based on their percen tile rank during the baseline year (2015-16). For exam ple, the school at the 65th percentile for the All Students group in 2015-16 for grades 3-8 math bad 59% of its students profic ient or advanced. Because the goal for the All Students group for a ll Wyoming schoo ls is to be at or above the schoo l that was at the 65 th percentile in the baseline year , a school that performed at the 15th percentile during the baseline year would need to make gains of 4.5% every three years in order to meet the long-term goal for All Students in grades 3-8 math within 15 years. The measurements of interim progress for the All Students group for schools that were performing at the 15th percen tile in the baseline year are included in Append ix A. 3. Describe how the long-term goals and measurement s of interim progress toward the long-term goals for academic achievement take into account the improvem e nt necessary to make significant progress in closing statewide proficiency gaps. Perfonning at or above 80% of all Wyoming schools within 15 years will significantly narrow the gap between the Subgroups and the All Students group in most cases. For specific subgroups where applica tion of 80th percentile goal does not reduce the gap by at least 30%, then a different goal will be applied, such as "All Wyoming schools will narrow the gap for Subgroup X by 30% w ithin 15 years. " This is represented in Appendix A and are based on schools that performed in the 15th percentile during the baseline year (2015-16). For All Students and Subgro ups, the actual interim targets will vary from school to school based on their percentile rank during the baseline year . ED-19-0431-G-000891 ED 18-00235-F (Venable) 3 WYOMING DEPARTMENT OFEDUCATION APPENDIXA: MEASUREMENTSOF INTERIMPROGRESS In structions: Eac h SEA must include the measurements of interim progress toward meeting the longterm goals for academi c achievement, graduation rates, and Eng lish language pr ofi ciency, set f orth in the Stat e's response to Title I, Part A question 4.iii, for all students and separately for each subgroup of students, including those listed in resp onse to question 4.i.a. of this docume nt. For aca demic achiev ement and graduation rates, the State's measurements of interim pro gress must take into acc ount the imp rovement necess ary 011 such measures to make significant prog ress in closing stat ewide pr ofici ency and gr aduation rate gap s. Goal Summary: For the All Stude nts gro up, 100% of all Wyom ing pub lic schoo ls will perform as we ll or better than schoo ls that performed among the top 35% during the baseline year (2015 -16). All schools must meet this goal within 15 years . The summative assessmen t in grades 3-8 assesses achievement in the content areas, and the summative assessment in hi gh school assesses college readiness and achievement. Starting in the 2017-18 school year, the summative assessmen t in grades 3-10 will assess achievement in the con tent areas and students in grade 11 wi ll continue to take a standardized college readiness exam , which will only be used to assess college readiness . A. A cademic Achievement (co lumns B, C, and Dare based on schoo ls in 15th percentile in 2015-16) Table 1. All Students Column A 8 C D All Students Distance Improvement Long-Term Goal* BaselineScore** Target••• Group fromGoal 59% 37% 22 4.5% Gr 3-8 Math Gr 3-8 Reading 65% 47% 18 13.6% HighSchool 46% 14% 32 6.3% Math**** HighSchool 39% 18% 21 4.2% ReadinQ **** th *Percent Proficient. Based on schools that were in the 65 percent ile in 2015-16 for each of the assessed areas listed. Long-term goals will be rev isited after the new assessment has been fully implemented. The new assessment wil I be administered for the first time in 2017 - 18. **Percent Proficient. Based on schools that were in the 15th percentile in 2015-16 for each of the assessed areas listed. ***The gains a school that was ranked at the 15th percentile in the baseline year would have to make every three years to meet the long-term goal within 15 years . ****The high school math and read ing goals are based on grade 1I students' performance on a standardized co llege readiness exam. Start ing in 2017-18 , the achieveme nt goals will be based on grade 10 students' performance on standards -based summative assessment. Subgro up goa l summary : For each subgro up, 100% of all Wyoming p ublic schools will pe rform as we ll or better than schools that performed among the to p 20% during the basel ine year (2015-16). All schools must meet this goal within 15 years. A subgroup whose gap is equal to or less than 5% from the All Students group will not have a goal provided the gap does not excee d 5% . 64 ED-19-0431-G-000892 ED 18-00235-F (Venable) 4 e. If the state's minimum number of students for purposes of reporting is lower than the minimum number of students for accountability purposes , prov ide the state 's minimum number of students for purposes of reporting. Iowa will use a min imum N size of 1O for inclusion in public reporting under section 1111 (i) for all students and each subgroup of students as indicated in A.4.i.a , as well as students of milita ry-connected famil ies, and students who are migrant, home less, and/or in foster care . iii. Establishment of Long-Term Goals (ESEA section 1111 (c)(4)(A)): a. Academic Achievement. (ESEA section 1111 (c)(4)(A)(i)(l)(aa)) 1. Describe the long-term goals for improved academic achievement, as measured by proficiency on the annual statewide reading /language arts and mathematics assessments, for all students and for each subgroup of students, including: (i) baseline data; (ii) the timeline for meeting the long-term goals , for which the term must be the same multi-year length of time for all students and for each subgroup of students in the state; and (iii) how the long -term goals are ambitious . In the 2017 Iowa Legis lative session , SF 240 passed which directed the Department to issue a RFP for a new statewide general education assessment to be given in the 2018-19 school year. In the interim , Iowa will continue to use the Iowa Assessments in reading , mathematics, and science for the 2017-18 school year. Given the current circumstances, the Department will set a fiveyear goal and targets because a new assessment will be implemented in the 2018 -2019 school year. One of Iowa's State Board goals is that all preschool through grade 12 students will achieve at a high level, with the outcome that students in all subgroups will achieve at proficient or higher in reading and mathematics. The Department's ultimate goal is that all children and youth are proficient across subgroups. However , over the past three years proficiency data in reading and mathemat ics have remained flat at each grade and across all subgroups. Given this , the long-term goal in reading and mathematics is tha t all students will increase percent proficiency by half a percent each year over five years . At the same time, it is expected for those subgroups who are behind performance will increase 1 percen t point each year over five years. This dual 34 ED-19-0431-G-000893 ED 18-00235-F (Venable) 5 goal will set a high bar for all students along with a more aggressive standard for subgroups. Table 3. Baseline and LongTerm Goals for Reading/Language Art and Mathematics provides base line data (2015 -2016) and long-term goals on the five-year timeline (2016-2017 to 2021-2022). Th is is an ambitious goal as Iowa's proficiency has flat-lined in reading and mathematics, regardless of subgroup and grade . With this goal as an expectation for all students and subgroups who are behind, Iowa students will increase proficiency rates for all, while at the same time closing achievement gaps between groups . Table 3. Baseline and Long-Term Goals for Reading/Language Arts and Mathematics. Grade Rt:dUll 11,/ nt:dU 1111,/ I Yid ll lt:l lld llLS: Mathematics: Language Language Baseline Data Long-term Arts: Arts : Long- 2015-2016 Goal Baseline term Goal Data 2021 -2022 2021-2022 2015-2016 All students 3 76.0 78 .5 78 .7 81.2 4 74.8 77 .3 77 .9 80.4 5 76.0 78 .5 75 .6 78.1 6 74.4 76.9 76.0 78.5 7 75.0 77.5 82.9 85.4 8 74.4 77 .2 74 .6 77.1 11 77.9 80 .4 81.7 84.2 Economically disadvantaged students 3 63.6 68.6 67.6 72.6 4 62.7 67.7 65.8 70.8 5 64.6 69 .6 62 .7 67.7 6 61.3 66 .3 62 .1 67 .1 7 61.1 66.1 71.0 76.0 8 60.6 65.6 59.4 64.4 11 62.4 68.4 67 .9 72 .9 Children w ith disabilities 3 36.9 41.9 48 .6 53.6 4 35.2 40.2 44.0 49.0 5 34.7 39.7 35.3 40.3 6 29.7 34 .7 30 .6 35.6 35 ED-19-0431-G-000894 ED 18-00235-F (Venable) 6 7 28.4 33.4 42.1 47.1 8 26.3 31 .3 26 .5 31.5 11 28 .1 33 .1 38 .1 43.1 English learners 3 48.2 53 .2 58 .1 63.1 4 42.9 47.9 52.9 57.9 5 40.0 45 .0 42 .5 4 7.5 6 32.0 37 .0 36 .4 4 1.4 7 33.1 38 .1 51.6 56.6 8 28.4 33.4 41.4 36.4 11 21.4 26.4 38.1 43.1 Race/Ethnicity American Indian or Alaska Native 3 62.8 67.8 69.0 74.0 4 64.6 69.6 58.3 63.3 5 64.8 69 .8 60 .9 65.9 6 64.0 69 .0 64 .5 7 59 .8 64 .8 73 .5 69.5 78.5 8 58.7 63.7 52.0 57.0 11 59.8 64.8 63.4 68.4 3 78.1 80 .6 82 .9 85.4 4 75.8 78.3 79.0 81.5 5 80.0 82.5 80.6 83 .1 6 75.7 78.2 79.7 82.2 7 80.2 82 .7 87 .7 90 .2 8 75.7 78.2 78 .2 80.7 11 71.2 73.7 81.6 84.1 Asian Black or African American 3 49 .0 54 .0 49 .4 54.4 4 49.0 54.0 48 .3 53.3 5 51.2 56 .2 45 .2 50 .2 6 47 .7 52.7 44.1 49. 1 7 46.6 51.6 52.4 57.4 8 46 .0 51 .0 38 .5 43.5 11 48.6 53 .6 52 .9 57 .9 3 60.9 65.9 66.5 71.5 4 56.5 61.5 62.0 67.0 5 59.4 64 .4 58 .2 63.2 6 60.1 65 .1 61.0 66.0 Hispanic 36 ED-19-0431-G-000895 ED 18-00235 -F (Venable) 7 7 60.1 65.1 72.0 77 .0 8 62.2 67 .2 59 .3 64.3 11 62.0 67 .0 67 .6 72 .6 3 70.4 75.4 71.8 76.8 4 70.9 75.9 71.3 76.3 5 73.0 78 .0 68 .3 73.3 6 70.0 75 .0 70 .5 75.5 7 72.1 77 .1 77 .2 82.2 8 68.0 73.0 65.0 70.0 11 81.9 86.9 74.2 79.2 Mult i-Race Nativ e Hawaii an or Pacific Islander 3 41.7 46 .7 43 .2 48.2 4 58.2 63.2 48.4 53.4 5 50 .6 55.6 34.9 39.9 6 49.3 54 .3 51.4 56.4 7 52.9 57 .9 64 .3 69 .3 8 38 .9 43 .9 43 .3 48.3 11 56.9 61.9 58.3 63.3 3 80.6 83 .1 83 .2 85.7 4 79.7 82 .2 83 .0 85.5 5 80.3 82.8 80.7 83.2 6 78.5 81.0 80.7 83.2 7 78.9 81.4 86.6 89.1 8 78.7 81 .2 79 .5 82 .0 11 81.9 84 .4 85 .3 87.8 Wh ite 2. Provide the measurements of interim progress toward meeting the long-term goals for academic achievement in Appendix A. 37 ED-19-0431-G-000896 ED 18-00235 -F (Venable) 8 3. Describe how the long-term goals and measurements of interim progress toward the long-term goals for academic achievement take into account the improvement necessary to make significant progress in closing statewide proficiency gaps. The Department expects all students to increase proficiency rates by half (.5) a percentage point a year until the 2021-2022 school year. In addition , a higher expectation will be set for all subgroups at one percentage point increase in proficiency rate per year for five years. The measures of interim progress will set a more ambitious target for subgroups with the goal of decreasing the proficiency gap during this period. b. Graduation Rate. (ESEA section 1111(c)(4)(A)(i)(l)(bb)) 1. Describe the long-term goals for the four-year adjusted cohort graduation rate for all students and for each subgroup of students, including: (i) baseline data; (ii) the timeline for meeting the longterm goals, for which the term must be the same multi-year length of time for all students and for each subgroup of students in the state; and (iii) how the long-term goals are ambitious. In 2003, the State Board established 95 percent across subgroups as the long-term goal for the four-year graduation rate. Since Iowa adopted and began reporting the four-year adjusted cohort graduation rate, significant increases can be seen in rates statewide. The graduation rate for the Class of 2009 was 87.3 percent for all students . Graduation rates have increased to 90.8 percent for the Class of 2015. In fact , over the past 7 years graduation rates have increased on average approximately .5 percentage points each year. This sizable increase demonstrates a concerted effort to graduate all students from high school within four years . Table 4 provides the current baseline data (2015-2016) and long-term goals for the four-year adjusted cohort rate on a five-year timeline (2016-2017 to 2021-2022). 38 ED-19-0431-G-000897 ED 18-00235-F (Venable) 9 MCKENZIE SNOW b)(6) PROFESSIONAL EXPERIENCE Foundation for Excellence in Education Policy Director , Education Choice, Washington, D.C. (March 2017-present) Lead Excelin Ed's federal education choice work : • Develop and maintain relationships with congressional offices; develop, draft, and revise bills; assist congressional offices in correspondence with the Parliamentarian, Joint Committee on Taxation, Legislative Counsel, and committee staff; draft committee testimony and prepare witnesses; conduct analysis of federal law, including specific provisions of the Every Student Succeeds Act (Weighted Student Funding Pilot Program, Direct Student Services, and permissib le competitive grants for school improvement) Lead Excelin Ed's national education choice "col laborative" and lead state education choice policy work in the Midwest and Northeast: • Convene and lead weekly policy calls with 130+ national and state education choice researchers, advocates, and funders; develop and send the collaborative a weekly brief of new research, legislative developments, and major debates in educat ion choice • Develop and maintain relat ionships wit h state legislative leadership, governor's offices, and state education agencies; draft and revise bills; provide expert testimony to state legislative committees; assist implementation efforts through technical assistance • Engage in national education choice thought leadership; draft and update model polic ies for Excelin Ed and partners; conduct comprehensive reviews of exist ing state laws and policies; participate in panels at national and st at e policy/advocacy conferences Policy Analyst, Education Choice, Washington, D.C. (January 2016-March 2017) Supported ExcelinEd's state education choice policy work; reviewed bills and provided expert testimony to state legislative committees Led ExcelinEd's federa l education choice wo rk: • Educated Hill staff on federal options to support education choice and assisted with Republican Policy Committee Hill briefings • Drafted briefs and presented policy proposals to Hill staff, national and state partners, and private education stakeholders President Donald Trump's Transition Team, Core Member , Education Team, Washington, D.C. (December 2016-January 2017) Developed decision memos on fede ral education choice proposals including a federa l tax -credit scholarship; drafted administration letters on D.C. Opportunity Scholarship Program reauthorizatio n and increasing the Charter School Program allocation; engaged national and state partners; ident ified pot ential questions and provided talking points for Secretary DeVos' Senate confirmatio n hearing Charles Koch Foundation , University Investments Program Assistant, Arling ton, VA (April 2015-December 2015) Supported the development and ove rsight of $90 million in foundation and partner investme nts in unive rsity research centers through program and relationship management; gave lectures and led seminars for the organ ization's educational programs Charles Koch Institute , Policy Associate and Research Fellow in K-12 , Ar lington, VA (May 2014-April 2015) Drafted the organ ization's K-12 Policy Handbook and an in-depth histo ry of Ame rican education REACH our Community (ROC) Foundation , External Consultant , Bloemfontein, South Afr ica (October 2013-December 2013) Co-led the non-profit's strategic planning process; assisted successful application for DOS' English Access Microscholarship Program EDUCATIONAND HONORS Fulbright Program, English Teaching Assistantship , Bloemfontein, South Africa (December 2012- November 2013) Taught two remedial finance courses at the University of the Free State; conducted MS thesis research on South African education reform and the impact of low -cost private schools and privately -provided supplementa l education initiatives on student outcomes Lund Univer sity , Rotary Amba ssadorial Scholar, Lund, Sweden (August 2011-December 2013) Awarded full scholarship to attend Lund University; presented to Rotary clubs internationally for audiences up to 160 Masters of Science in International Development and Management, ABT (completed coursework) • Honors: Global Scholarship; elected MS program's student representative to Lund University Kansas State University, Man hatta n, KS(August 2008-June 2011) Bachelor of Science in Political Science in the Honors Program , Primary Texts Certificate • Honors: Summa Cum Laude (3.97 GPA); Foundation Scholarship; McKelvie Scholarship; Reba Cobb Memorial Scholarship MISCELLANEOUS Liberty Toastmaster s, President , Washington, DC (July 2014-July 2016) Convened and led bi-monthly meetings of 25+ participa nts; led executive boar d; increased members hip by nearly 60 percent Court Appointed Special Advocate , Manhattan, KS(December 2009-June 2011) Volunteered as a court -appo inted advocate for three children in foster care; met weekly; observed in publ ic, foster homes, and parental visits; reviewed medical and school records; conducted interviews; w rote and presented placement opinions to the court Liberty Preparatory School and Orphanage , Essienempong, Ghana (May 2010-June 2010) Taught elementary English and Math; lived in the orphanage prov iding ful l-time child care; co-organized fund raiser earning $10,000+ ED-19-0431-G-000898 ED 18-00285 -F (Ventimiglia) 01 AIME E P. VIANA rb)(G) EDUCATION Florida Atlantic U nivers ity, Boca Rato n, FL E ducation al Leadership Certifica tion, Schoo l Le aders Program 2006 Flor id a International University, lvliami, FL Master of Scien ce De gree in Ea rly Childhood E ducation 2004 Florida International University, lvliami, FL Bachelor of Science D eg ree in Element ary Education with E SOL E ndorse ment 2001 PROFESSIONAL EXPERIENC E DioceseefRaleigh Senior Exec uti ve Dir ec tor Secret ariatofL ay Form ation, Marri ag e, and Family Life Januar y 201 6 - J une 2017 R aleigh, NC Under th e directi on of the Bishop of Raleigh, led the crea tion of the Secret ariat of Lay Formation, Marr iage, and Family Life in the Diocese of Raleigh. Reviewed existing stru ctures and processes in the Offices of Marriage and Family Life, Human Life and Dignity, Hispanic Ivlinistry, Africa n Ancestry, Youth and Young Adult Mi nistry, Lay Ministry, Cate chesis and Faith Formation, and Native American lvfinisrry. Collected and analyze d relevant data and evaluated processes to iden tify ways to improve support, add value, in tegrate and coordinate diverse areas, as well as eliminate duplicate services. Propose d an d effe ct ed new organ izatio nal suucture based on the four strateg ic focus areas of Children and Families, Youth and Young Adults, Married Life, and Lay Leade rship to simplify system s and meet the needs of the dioce se. Reco mmended and implemented changes in staffing and responsibilities including lateral reassignments, as well as the creation and removal of positions . Collab ora ted with Human Resour ces in developing, recruiting, and hiring for new roles . Facilitated development of an effective leadership team by expanding areas of expertise within focus areas, imp rovi ng informatio n flow and communicati on, defining new reporting lines, and setting department al vision and mission for cros s-functional performance, alignment, and accountab ility to its diverse constituents. Assisted the staff in relating their specialized work initiatives, projects, and events to the total program of the Dioc ese. Researched information about target audie nces to deter min e, implement, and expand new or existing programs . Collab orate d with the Fiscal Services D epartment to reorient bud gets to reflect new organizatio nal structure and coor dinat ed effec tive fiscal planning to oversee sho rtand long -term goals in accordance with the Dioc ese of Raleigh P astoral Plan. Communicated witl1. the Bishop and served as a member of the Executive Staff, regularly meeting to prov ide information on the condition of the Dioc ese, and importa nt factors influencing it, in order to identify challenges, issues, and opportunities for grow th to facilitate decision -making and recommend solutions. Maintained comm unication with key stakeho lders by initiating , developing , and maintaining colJaborative relationships w itli Executive Staff colJeagues, Catholic Center staff, dean s, pastors, priests, reljgious, parish staff, and volun teers. \'\forked on inter - and multidepartmen tal tea ms with staff of the administrative offices of the Catholic Cent er on various significant projects, such as improvement of Spanish-l anguage communication efforts including weekly internet news brief DesdeRaleigha Roma. Conduct ed official correspondence in bo tli English and Spanish as appropriate. ED-19-0431-G-000899 ED 18-00285-F (Ventimiglia) 02 St. MichaeltheArchangelCatholicSchool July 2013 - December 2015 Principal Cary,NC Provided comprehensive leadership by striving to maintain a high -quality learni ng environment that afforded opportunities to foster the spiritual growth of students and their families while providing a Chr ist-centered Catholic education with a focus on academic excellence and the development of each individual child. Implemented weekly all-school Mass; student participation in Euchar istic Adoration on first Fridays; a religion textb ook series alignmen t with parish Faith Formation program; and ongoing Diocese of Raleigh Doorwa ys to Fom1ation in the Faith course for faculty. Engagement in continuous assessment and improvement of our overall school program, including academ ic quality, a strategic process for comprehensive communication, and clearly evident Catholic identi ty. Identified areas for improvement in an effort to develop strategic enhancements while maintaining and building a positive reflection of the school within the greater community. Created an intentional transition toward a culture that maintains high expectations and respect for all and nurtures collaborative, cooperative relationships among stakeholders. Regularly iden tified opportunities for growth by assessing, developin g, and monitoring programs, policies, procedures, as well as their collective impact on th e overall program . Provided effective communication and conflict resolution as necessary while maintaining effective working relationships with the Pastor, parish office, Finance Council, Pastoral Council, School Advisory Council, Parent Teacher Organiza tion, and other ministries. Utilized social media to enhance communication and promote a positive, joyful culture as a model Catholic schoo l. Hired, supervised, and evaluated the effectiveness of faculty and staff while ensuring that a variety of instructional methods are used. Provided customized Professional De velopment with a focus on People, Places, Programs, Policies, and Procedures. Implemented weekly collabora tive meetings of teachers through imp lemen tation of Professional Learning Teams. Began to develop and implement a "Mission Teams" model for collaboration and development of a foundationa l Strategic Plan with five focus areas: Catholic Identit y, Academic Excellence, Operational Vitality, Advancement, and Leadership . Created an Advancement Office to enhance communications, develop relationships with donors, provide support to the school adminis tration, and begin plans for establishing an Annual Fund and Endowment . Served on the Building Commi ttee to successfully construc t a Parish Activity Center utilized as a schoo l athletics and arts venue . Served on the Capital Ex penditure Comm ittee to determine prior ity items on th e parish campus . Maintaine d perceptive approach to operational sustainability through budgetar y decisions, including allotment of tuition assistance to school families. Carried out transition to a new interactive data management system, which is used daily by administration, staff, current parents, and prospective parents; imp lemented integra tion of iPads as tools for learning and meaningful techno logy integration; and upgraded computer lab with touch screen technology. Enrollment increased by approx imately 8.5% in 2 years. PopeJohn Paull] CatholicSchool Principal 2011 - July 2013 Southern Pines, NC November Articulated Catholic educational v1s1on and directed the school's accomplishments to stakeholders, integrating Gospel values into the curr icu.lum and life of the school. Provided the spiritual leadership fundamental to maintaining a positive learning environment steeped in Catholic identi ty. Maintained a collaborative, cooperative relationship with the Pastor and promo ted the school as a mission of the parish. Offered opportunities for faith development and professional growth of the staff while guiding effec tive implementation of curriculum and instructional methods including the use of techno logy, evaluating staff, and commun icating regularly ,vith the Catho lic Schools Office. Engaged collaborativel y with the School Advisory Board, Parish Finance Committee, and Parent Teacher Orga nization . Strategically planned and managed the school operating budget including tuition assistance, maintenance of the ph ysical plant, and communit y relations through work with an Advancement Director. Participated in the development of the Diocese of Raleigh Cath olic Schools Action Plan and attendance at all Principal Meetings, New Administrator Meetings, and Principal's Retreat. AIMEE P. V IANA, 2 ED-19-0431-G-000900 ED 18-00285-F (Ventimiglia) 03 AdvancED (former!J knoumas SACS) Accreditation Ex temal Review Team Member 2012 -2015 Various school sites CoUaborated with team members of diverse educational backgrounds to assess the quality and implementation of continuous improvement of schools in North Carolina . Engaged in the most current evaluation procedures including newly required school expectations and upd ated instruments, such as the Effec tive Learning Environment Observa tion Tool. PopeJohn Paul II CatholicSchool Assistant Principal July 2011 - October 2011 Southern Pines, NC Worked in partners hip with the principal to foster a learning environment that ensures the continuing presence of Catholic values and assisted in developing an academic program that addresses the total development of snidents . 1\faintained respons ibility for operations of the school facility and instructional program in con junction with the pr incipal, i11cluding scheduling, standard ized testing, snident discipline, curricular planning, and teacher support . St. MichaeltheArchangelCatholicSchool March 2010 - Ju ne 2011 R elig ion Coordinator and Middle Grades Spanish Tea cher Cal)', NC Served as the school-wide Religion Coordinator, directly managing and facilitating the alignment of the religion program with that of the Diocese of Raleigh Religio n Curric ulum. Trained Religion teachers in the Six Tas ks of Catechesis as brought forth by the Diocese of Raleigh. Coordinated various schoolwide projects and events, including the Living Rosary, Catholic Schoo ls Week, Hispanic Heritage Mont h, Teacher Prayer Partners Program, among others . Experience as a Foreign Language Middle Grades teacher, providing instruction to students in Grades 6, 7, and 8. Established the St. Teresa de Avila Spanish Honor Society. North CarolinaDepartmentof Public Instruction 2008 Early Childhood EducationExpertGroup Raleigh, NC Prov ided volunteer consulting to the l\lligrant Educatio n Program , assisting to explore poss ible implementation of a PreSchool option for children of farmworkers . Contacted Local Education Agencies in North Carolina to survey the needs of tl1e Childcare Regulating Offices that service migratory and/ or Spanish -speaking children. Independent July 2007 - March 2010 Translator Cary, NC Provided translating services including press releases and media advisories. E thel KogerBeckham ElementarySchool August 2001 - J u n e 2007 Elementary School Teacher and Team Leader Miami, FL Ex perience as a classroom teacher in a predominantly Hispanic community school in PreKi ndergarten, Kindergarten, and Third Grade . Teache r Learning Communit y Chairperson , Special Events Committee Chairpe rson, Cheerleading Program Coo rdinator. Assisted wiili ilie impleme ntation and monito ring of the School Impro vement Plan, helping to put in or der an ongoing system for maintaining necessary documenta tion by grade level and department . Served as mentor to new and interim teachers . Attended Child Stud y Teams and worked in collaboration with school support staff, parents, and adminis trators to discuss the progress and future placement of children identified as having special needs. Assisted with the admi nistration of several state-ma ndated standardized assessments including various Early Childhood assessments, and conducted Pre -K & Kindergarten Parent Orientations. AIMEE P. V I ANA, 3 ED-19-0431-G-000901 ED 18-00285- F (Ventimiglia) 04 STAT E OF NORTH • • • • • CAROLINA PROF E SSIONAL LICENS E S Principal (K-12) Pr e-K / Kindergarten Elementary Ed ucation (K -6) E nglish as a Second Language (I( -12) Spanish (1(-12) MEMBE RSHIPS • • Association o f Supervisio n and Curriculum D evelopm ent - ASCD ational Catholic Ed ucators Association - NCEA LA GUAG E S • • En glish - Native language Spanish - Oral and written language proficiency AIMEE P. VIANA, 4 ED-19-0431-G-000902 ED 18-0 0285-F (Ventimiglia) 05 REFE RENCES His Excellency, Most Reverend Michael F. Burbidge BishopofArlington ~b)(6) Rev . Monsignor Michael Shugrue Dioc ese of Raleigh former DiocesanAdministrator Kb)(6) I Rev . Monsignor D avid Brockman D iocese of Raleigh Vicar General [")(6) Dr. Mike Fedewa Dioc ese of Raleigh SuperintendentefCatholicFormationand Education r•>•ll I Additional references availableuponrequest . AIMEE P. V IANA, 5 ED-19-0431-G-000903 ED 18-00285-F (Ventimi glia) 06 Andrea R. Ramirez, l(b)(6) I Mission Statement Experience PhD To serve as a cultural bridge-builder. Executive Director June 2015-Present Faith and Education Coalition-NHCLC Austin , TX • Lead national campaign to mobil ize the Hispanic/African Ame rican Evangelical community toward education equity efforts . • Manage educational partne rships with the National Hispanic Christian Leadership Conference (40,000+ congregations) . • Host "Raising the Standards" television program on TBN Salsa network (36 markets/24 states) . • Write articles and opinion editorials related to education equity and engagement of faith commun ity . • Manage staff to engage and host annual events such as the NHCLC Hispanic Education Summit (25+ universities from coast-to-coast), Justice Summit, and Education Events at NHCLCAnnual Meeting and regional meetings. • Meet monthly with regional directo rs represen t ing 29 states. Event Spea ker May 2001-Present Self-Employed Austin, TX • Lead interactive leadership deve lopment (communication styles, conflict resolution , and cultural intelligence) trainings for Parents, Students, Educators, Laity, Leadership Teams, and Businesses • Deliver keynote speeches • Manage relationships with event planners School Curriculum Developer May 2011-Present Prevention Program Austin, TX • Write leader and student guides for prevention curriculum • Co-Created bullying prevention and leadership development curricu lum • Contributed research and wrote leader/student guides for drug prevention curriculum adopted by the M ississippi Department of Education (ut ilized in 1,250 public school after school programs) Speaking Business Booking M anager May 2013-2014 Bullying Prevention Program Austin, TX • Managed enlistment process and customer service experience for Event Planners, PTA Presidents, School Counselors, and Principals as t hey booked speakers for respective events Supe rvisor , Insurance Operation s Dec. 2009- July 2010 GuideStone Financial Resources Dallas, TX ED-19-0431-G-000904 ED 18-00285 -F (Ventimiglia) 07 • • Supervised daily operations of team responsible for service to Christian organizations/chu rches with employee base of SO+ Served as liaison to external departments and developed team Product Research Analyst (Promoted to) Jan. 2008- Nov. 2009 GuideStone Financial Resources Dallas, TX • Prepared research materials for internal clients and pastors • Presented to executive leadership • Served on decision making council overseeing development of medical insurance products and researched insurance industry trends • Acted as liaison between strategic planning and external departments • Provided technical support (Microsoft Excel, Access, Word , PowerPoint) Benefits Administrator Sept. 2006- Dec. 2007 GuideStone Financial Resources Dallas, TX • Provided orientation and educat ion to pastors and church leaders • Processed distributions in accordance with plan provisions/IRS • Researched and audited problems regarding annuity or installments Baptist Joint Committee Spring Intern Jan. - May 2006 Washington, DC • Served as administrative assistant to executive director • Researched religious liberty issues and identified pertinent art icles • Aided media/communications department by editing printed materia l, answered phones, and hosted guests visiting t he office • Maintained fundraising campaign database Academic Counselor/Coordinator of Adult Student Services (Promoted to) 2004-2006 Dallas Baptist University Dallas, TX • Recruited prospective students • Evaluated transcripts/degree plans to advise students • Counseled students regarding overcoming academic obstacles International Admissions Specialist 2003 • • • • Dallas Baptist University Dallas, TX Aided students from various cultural backgrounds in settling into student life at the university Conveyed information to international students along with their parents concerning documents needed to complete admissions file including federal visa forms such as 1-20, 1-94, and F2 status documents Reviewed internat ional and academic transcripts Verified TOEFL(English Proficiency Scores) Min istry Staff 2001-2007 Hampton Place/Cockrell Hill Baptist Church Dallas, TX ED-19-0431-G-000905 ED 18-00285 -F (Ventimiglia) 08 • • • • • • • • • • • Encouraged Hispanic church leaders, students , and parents to raise the standa rds for spiritual development and academic goals Consulted/Tutored parents and students one -on-one on goal setting, overcoming academic obstacles, FAFSA,scholarship opportunities, and creating a pro-education culture in the home Led youth to attend college-bound events such as Congreso, Campamento, and a University Leadership Summit Conducted informational meetings for parents of Hispanic students Made presentations to pastors and church leaders on academic and spiritual growth opportunities for students Trained leadership teams at statewide events and interns at local and surrounding churches on time management, conflict resolution, love languages, communication styles, problem solving, and building cultural bridges between 1st through 3rd generation Hispanics Helped to develop a church culture embracing and promoting academic success through leading special prayer times for students and their parents Led weekly meetings (leadersh ip development, discipleship, and education accountability) for intern staff Invested in students through Bible studies, home-based prayer meet ings, Biblically-focused quinceanera planning, and one-on-one mentorship Led inner city youth to reach out to community through VBSand soccer outreach Experienced growth of youth group from 4 attendees to 60+ Student Life Staff 2002-2004 • • • Education Dallas Baptist University Dallas, TX Organized, campaigned, and imp lemented campus wide events Networked across campus departments and student organizations Selected to represent the university at the Christian Association of Student Leaders PhD in Organizational Leadership, Regent University (2014) MBA, Concentration in Conflict Resolution, Dallas Baptist University (2006) BBA, Management, Dallas Baptist University (2004) Speaking Engagements- Topic/Role ABC Affiliate Interview (2016)- Hispanics, Higher Ed., and Ed. Equity NPRAffiliate Interview (2016)- Hispanics and Education Equity CBN News Interview (2016)- NHCLCSpokesperson for Education Sunday Destina National Staff Training (2016)- Cultural Intelligence NHCLCHispanic Education Summit (2015)- Closing Challenge Speaker NHCLCJustice Summit (2015)- Education Meeting Host/Speaker ED-19-0431-G-000906 ED 18-00285 -F (Ventimiglia) 09 CBN News Interview (2015 )- NHCLCSpokesperson for Education Sunday Christian Life Commission Staff Training (20 15)- Enhanced DISC Latina Leadership Institute (2015) - Keynote Speaker Mothers of Preschoolers (2015) - Enhanced DISCCommunication Styles/Parenting NHCLC Education Promoter Training (2014)- Enhanced DISC/Time Management Anchored Love Hispanic Women Conference (2014) - Enhanced DISCCommunication Styles Hispanic Education Initiative Banquet (2014) - Keynote Speaker World Vision Employee Chapel (2014) - Chapel Speaker Dallas ISD Administration/Teacher Training (2014) - Enhanced DISC Communication Styles SMU Center Child & Community Development Train ing (2014) - Professional Development University Model School (UMS) Student Training (2014) - "I Say Yes" Leadership Program UMS Parent Training (2013) - Conflict Resolution & Communication Styles Mothers of Preschoolers (2013) - Enhanced DISCCommunication Styles Magdaleno Leadership Institute (20 12) - Bridging 1s t through 3rd Generation Hispanics Human Trafficking Event- Free the Girls/Healthy Relationship between Women World Vision Youth Advocacy Summit (2012) - Cultural Wi-Fi: Take Your Cause Global NHCLC Hispanic Education Summit (2011) - Reaching Hispanic Youth SMU Hispanic Youth Institute (2011) - Healthy You/Healthy Relationships National African American & Affiliates (2011) - Cultural Factors on Decision Making Convendon Seminar Leader (2010)- Steps to College Success Hispanic Singles Camp (2008) - Communication Styles Hispanic Youth Congress (2006) - Getting Along with Others Dallas Baptist Unive rsity Graduation (2006) - Commencement Speaker Hispanic Youth Camp (2003-2005) - Communication Styles/Five Love Languages Published Work Why Parents Shouldn't Opt -Out of Student Testing (Christian Post) 3 Reasons Christians Can Celebrate the 'Every Student Succeeds Act' (Christian Post) Education Can Build Our Faith (Christianity Today) Why the Faith and Education Coalition Exists (Christianity Today: Christian College Guide) Education Sunday: Worshiping the Lord with Our Minds (Christian Post) Grasp the Potential for Spiritual Formation for Youth/Collegiate Students (Chapter 4 of Youth/Collegiate Christian Education : 12 Essentials for Effective Church Min istry to Students and their Families) Acculturation, Cultural Intelligence, & Implicit Leadership Theories (Dissertation) The Relationship Between Organizational Culture, Performance Efficiency, & Multicultural Organization (Houston Chronicle) How can SWOT be Applied to an Organizational Culture? (The Arizona Republic) ED-19-0431-G-000907 ED 18-00285 -F (Ventimiglia) 10 Impact of CulturalIntelligence Level on Conflict Resolution Ability: A Conceptual Model and Research Proposal (Emerging Leadership Journeys) Awards National Faith and Education Award at Latin Leader Fest (2016) The Outstanding PhD Graduate for the School of Business & Leadership (2014) Texas Baptists Hispanic Education Initiative Award (2014) Anchored Love Example of Leadership Award (2014) NHCLCScholarship Recipient (2011) Silver Drop Customer Service Awards for GuideStone Financial (2007-2009) Alpha Sigma Omega National Honor Society (Undergraduate) Delta Mu Delta Business National Honor Society (Undergraduate) Volunteer Work Christianity Today Women's Advisory Board (2016) Dallas Baptist University Board ofTrustees (2016) Life Church Leadership Board (2016) National Hispanic Christian Leadership Executive Committee and Board (2016) Children's Ministry Small Group Leader {2016) Mission Project Lead for Keystone Group (2015) Life Group Home Bible Study Leader (2015) Guest Speaker for Bill Harrod Baptist Church {2013-2014) Mission Project Coordinator (2013-2014) Reading Literacy Program Volunteer (2013) Substitute Children's Sunday School Teacher (2013) Education Sunday Coordinator (2012) Weekly Church Study Coordinator {2012) Founding Family of University Model Education School (2011-2012) Youth Counselor for Hispanic Evangelical Conference/Congreso (2010) Co-director of Hispanic Singles and Young Married Baptist Camp (2009) Church Plant Leadership Team Member (2008-2009) Executive Board of Hispanic Baptist Youth Camp (2005-2007) Dallas Baptist University SGA Chaplain to Faculty and Students (2002-2004) References Available Upon Request ED-19-0431-G-000908 ED 18-00285-F (Ventimiglia) 11 UNITED STATES DEPARTMENT OF EDUCATION OFFICE OF THE GENERAL COUNSEL October 23, 2019 Katherine Anthony American Oversight 1030 15th Street, NW , B255 Washington, DC 20005 Re: American Oversight v. U.S. Dep't of Commerce et al. -Education Calendar Attachments Civil Action No.: 1:18-cv-00534 FOIA Request No .: 18-00235-F Dear Ms. Anthony: Enc losed you will find one (1) CD containing the following calendar attachments being produced in response to the above -referenced FOIA litigation: OS 18-00235 Venable.pdf o PC Welfare Reform Proposals 12.15.docx o Workforce Re-Org Agenda- 1_3 Meeting.docx o Deliverables for ED DOL reorg PCC-Revised.docx ODS Redacted .pdf [Kent Talbert] o Welfare Reform Work Requirements Proposal 'jb jan-feb-apr 2018 calendar' of 'jason hotel calendar 18-00235-f_opaque.pdf o WH_ EO_Broadband _ Summary_ 040618.pptx This production contains the Department ' s final response to your June 10, 2019 request for specific calendar attachments in this matter. If you have any questions regarding this production or have trouble accessing the files on the disc , I can be reached at (202) 401 -0409 or at Lydia .Makande@ed.gov . Sincerely, /y/--1<---Lydia T. Makande General Attorney 400 MARYLAND AVE. S.W ., WASHING TON , DC 20202-1100 www.ed.gov The Departm ent of Education 's mission is to promot e student achievement and pr eparation f or global competitiveness by fo stering educational excellence and ensuring equal access. Page 2 Enclosure cc: AUSA James Luh From : Sent : To : Batel, Jason Wed, 4 Apr 2018 15:20:21 +0000 Batel, Jason;Ramirez, Lisa;Cantrell, David;Trettin, Sara;Whitaker, Heather Subject : Attachm e nts: MEET: Update to WH Rural Broadband Wo rkgroup WH_ EO_ Broadband _Summary _040618.pptx ED-17-0431-H-000001 ED 18-00235-F (Botel II) 001 Broadband lnteragency Working Group: Federal Funding of Broadband Projects Weekly Meeting Update for Mr . Jason BotelApril 10, 2018 ED-17-0431-H-000002 ED 18-00235-F (Botel II) 002 Status of lnteragency Working Group o lnteragency Working GroupED participates in the "Federal Funding of Broadband Projects" work streamCurrent status: Finalizing survey for all federal agencies to identify types of funding that may support broadband; Survey to launch late spring/summerApril meeting to include Principal Department representatives and technical expertsAgenda forthcoming; Purpose to identify actions completed to date and next stepsTentative date last week in April ED-17-0431-H-000003 2 ED 18-00235-F (Botel II) 003 @ BROADBAND INTERAGENCYWORKING GROUP Broadband lnteragency Working Group Structure ExecutiveLeadershipTeam WH I Grace Koh {NEC}, Chrts Liddell {OAI}, Kelsey Guyselman {OSTP} Commerce (NTIA) I David Red/, Doug Kmkoph Koren Hanson {ExecSec) Federal Funding of BroadbandProjects Streamlining Federal Permitting Co-dro,rs: Chad Parker (USDA}, Doug Kinlcoph(NT/A) Chair: Kate,MacGre,gor {DOI} I Catherine USDA I1 K . M./1 h I onnme er, en 1 nson ? Leveraging Federal Assets for Broadband Deployment Additional Agency Paints of Contact not serving on o Appalachian Regional Commission Feerid<, Mark Defalco Dept . of Commerce I NTIA: Jennifer Duane Dept. of Education I Jason Batel (Principal}, David Cantrell, Heather Whitaker, Sara Trettin Dept. of Commerct!! I NTIA Andy Spurge,on, Tim Moyer Dept . of HHS I Tom Morris Dept. of Defense Patochney I Jomes Campion, Pete Dept . of Transportat ion Ploskon I Julie Johnston, Terence General Services Adm inistra ti on I Aluondo Council on Environmental Quality Drummond Drain I Michael I Ron Ht!witt Dept . of HUD I Leah LeVe/l Paul Fulcher, Hunter Kurtz, Ralph Goines Dept. of Interior I USDA J OCIO: John Donovan Forest Service: Miriam Maze/ I Jomes Campion, Pete Dept . of Energy I Jonnie Bradley Dept. of Homeland Security I Ron Hewitt Dt!!pt. of HUD ILeah Levell, Poul Fulcher, Hunter Kurtz, Ralph Gaines Office of Management and Budget I Kathleen Kroninger, Ben Page Dept. of Treasury I Kipp Kranbuhl, Annie Donovan, Barry Wides Office of Management and Budget IKathleen Kroninger, Ben Page Dept. of Homeland Security I Darrell Smith Dept . of Veterans' Affairs Dept. of Interior I John Kalish, Stephen Fusilier Inst . of Museum & Library Services I Nancy Weiss, Jomes Peter Neal, Ill FCC(contributing roll!}! Erica Rosenberg Small Business Administration Matt stevens FCC(contributing role) Worlcstream - will~ invited to general me,etings. Encouraged to pursue ?spec;o1 projectso . Dept. of Transportation I Julie Johnston, Terence Ploskon Dept . of Labor I Amanda Ah/strand, Kevin Thompson, Loura Watson Advisory Council on Historic Prest!!rvation Nelson, Charlene Vaughn I Reid Dept. of Homeland Security BIWG Co-Chairs? Aluanda Drum {GSA), Kate MacGregor {DOI} USDA I Forest Service: Joey Perry, ?/rand Denson Dept. of Defense Potochney *F .d W kl M t? rt oy ee Y ee mg I Tom Klobuchor Environmental Protect ion Ae;ency I Wendy BlokeCo/e,mon, Jt!/f Wells I star Wilbraham , I Promesh Jobonputra Office of Management and Bude;et I Kathleen Kroninger , Ben Page, Nora stein Environmental Protection Agencvl Wendy BlokeColemon ED-17-0431-H-000004 3 ED 18-00235-F (Botel II) 004 @ BROADBAND INTERAGENCYWORKING GROUP Our team will drive and enable broadband access to help people, communities, and businesses thrive in rural America VISION MISSION The Broadband lnteragency Working Group aims to expand broadband throughout rural America by collaborating across fede ral agencies to align resources, faci litate access to federal assets and eliminate barriers to deployment; strategies which will help promote rural prosperity. The BIWG empowers agencie s to identify opportunities within their missions and programs to maximize broadband investment across the country 1 We work to imp lement the broadband-re lated recommendations from the Agriculture and Rural Prosperity Task Force Report to assessthe state of rural E-Connectivity, reduce regulatory barriers to infrastructure deployment, assessthe efficacy of current federal broadband programs and incentivize capital investment Streamlining Federal Work Stream Goals Reduce regulatory barriers to infrastructure deployment; create a uniform and consistent process across agencies eo Federal Funding of Broadband Projects Co-Chairs:USDA, NT/A Leveraging Federal Assets for Broadband Deployment Assess the state of rural E-Connectivity/Broadband and the efficacy of federal Broadband programs; Improve coordination Identify and make available federal assets, including land and infrastructure, that could be used for Broadband deployment 80 Co-Chairs:GSA, DOI eo ED-17-0431-H-000005 4 ED 18-00235-F (Botel II) 005 @ BROADBAND INTERAGENCYWORKING GROUP January 2018 Discussion WORK STREAM Streamlining Federal Permitting Chair: DOI PURPOSE o Examine requirements governing siting of broadband facilities on Federal lands, to streamline and estab lish consistency across agencies o Identify processes required by statute, regulations, or driven by policy decisions o Support implementation of Executive Order, "Streamlining and Expediting Requests to Locate Broadband Facilitie s in Rural America, issued January 8, 2018 o Identify efficacy of federal broadband programs Federal Funding of Broadband Projects o Recommend enhancements for coordination of funding streams o Update Federal Funding guide Co-chairs:USDA,NT/A o Quantify business case for broadband for rural industries o Identify federal assets that could be used for broadband deployment o Develop plans to make them available fo r broadband deployment Leveraging Federal Assets for Broadband Deployment Co-Chairs: GSA, DOI o Support imp lementation of Presidentia l Memorandum for the Secretary of the Interior , issued January 8, 2018 ....... flllBBUIIR ED-17-0431-H-000006 5 ED 18-00235-F (Botel II) 006 @ BROADBAND INTERAGENCYWORKING GROUP Federal Funding Work Stream Members Co-Chairs: Chad Parker (USDA), Doug Kinkoph (NT/A) Appalachian Regional Commission Catherine Dept. of Homeland SecurityRon Hewitt , Feerick, Mark Defalco Darrell Smith Office of Management and BudgetKathleen Kraninger, Ben Page, Nora Stein, Victoria Delta Regional AuthorityBrian Henson, Kemp Dept. of HUD Leah LeVell, Paul Fulcher, Hunter ~~':t~:za Ralph Gaines, Christopher Bourne Inst. of Museum & Library Services Nancy Morgan, Alex Holland Weiss, James Peter Neal, Ill, Robin Dale Dept. of Education Jason Botel (Principal), David Cantrell, Heather Whitaker, Sara Trettin Dept. of lnteriorJohn Kalish, st uart Ott,Karen Small Business AdministrationStar Wilbraham Montgomery, Kate MacGregor Matt Stevens Environmental Protection AgencyWendy Blake-Coleman, Edward Mixon FCC(contributing role) Pramesh Jobanputra Dept. of HHSTom Morris, Matt Quinn, Natassja Manzanero Dept. of LaborAmanda Ahlstrand, Kevin Thompson, Laura Watson Dept. of TreasuryKipp Kranbuhl, Annie Donov n, Barry Wides, Karen Bellesi National Science FoundationThyaga Nandagopal Dept . of Veterans' AffairsTom Klobucar Timeline MARCH 0MB Data Call {Date TBD} Inputs for Progress Report o BIWG Progress Report Released o Provid e experti se and insight on improv ed coordina tion and collaboration Executive Order & PM Deadline {July 7h) o - AUGUST ED-17-0431-H-000007 6 ED 18-00235-F (Botel II) 007 @ BROADBANDINTERAGENCYWORKING GROUP Agency Spotlight - GuideDuring weekly meetings, members from different agencies will have an opportunity to speak about broadband and broadband -related efforts at their agencies Goal Identify ideas and spark conversation around interagency broadband coordination and activities that will inform the final Funding Work Stream report Potential Topics for Discussion Guiding Questions CURRENTBROADBANDAND/OR BROADBAND-RELATED PROGRAMS Highlight broadband programs currently in operation, previous broadband efforts or any programs that may support broadband-related efforts o What, if any, broadband programs does your agency currently offer?Are there any programs that may not specifically focus on broadband but offer opportunities to facil itate improvements in broadband access?What is the current climate for broadband-related efforts at your agency? (Secretary briefing, recently published reports, etc.) o Are t here any barriers to interagency partnerships and coordination?What are the regulatory obstacles to providing greater broadband access?Why have previous interagency partnerships been unsuccessful? o Are any of your agency's programs current or upcoming programs in col laboration with other agency programsDo you see any areas w here col laboration could be beneficial to the program's success?Arethere any program areas where collaboration with specific agencies wou ld make sense? OBSTACLES/BARRIERSTO BROADBANDACCESS Discuss any perceived obstacles or barriers to expanding broadband access OPPORTUNITIESFOR COLLABORATION/ PARTNERSHIP Brainstorm ways that your agency might partner with or leverage the work of another agency to advance Broadband progress Please plan on 15 minutes for the prepared remarks and discussion ED-17-0431-H-000008 7 ED 18-00235-F (Botel II) 008 From : Sent : To : Subject : Attachm e nts: Jackson, Candice Mon, 26 Mar 2018 19:37:01 +0000 Jackson, Candice;Botel, Jason;Tracey Lucas;Norr is, Elizabeth Meeting with Dr. Warren Farrell Dr. Warren Farrell Author The Boy Crisis-3.5.18.docx ED-17-0431-H-000009 ED 18-00235-F (Botel II) 009 From : Sent: To: Subject: Attachments: Venable, Joshua Thu, 15 Mar 2018 16:20:20 +0000 Venable, Joshua;Talbert, Kent;Lee, Ebony;Eitel, Robert;Jones, Diane Welfare Reform Work Requirements Proposal DRAFT- Work Requirements for Welfare Reform Read-ahead 3.15.docx ED-17-0431-H-000010 ED 18-00235-F (Talbert II) 001 DRAFT DISC USSIO N PAPER FOR DEPUTIES COMMITTEE MEETING ON WORK REQUI REMENTS PROPOSAL FOR WELFARE REFORM (b)(5) ED-17-0431-H-000011 ED 18-00235-F (Talbert II) 002 Page 3 ~hheld pursuantto exemption {b)( 5) r the Freedom of Information and PrivacyAct ED-17-0431-H-000012 ED 18-00235-F (Talbert II) 003 Page 4 ~hheld pursuantto exemption {b)( 5) rthe Freedom of Information and PrivacyAct ED-17-0431-H-000013 ED 18-00235-F (Talbert II) 004 Gray, John W. EOP/OMB 6 Mar 2018 19:14:24 +0000 To: Gray, John W. EOP/OMB;Bishop, Brad ley E. EOP/OMB;Bomberger, Melissa B. EOP/OMB;Weisshaar, David M. EOP/OMB;Cassell, Mary I. EOP/OMB;Walker, Kathryn;Venable, Joshua;Geale, Nicholas C. - OSEC;Lahasky, Rosemary - ETA;Goad, Robert;Sherk, James;McKee, Kara L. EOP/WHO;Smith, Ja'Ron K. EOP/WHO Cc: Patel, Jagir D. EOP/OMB;Derbes, Catherine A. EOP/OMB;Carroll, William S. EOP/OMB Subject: Meeting re: ED/DOL Attachments: Deliverables for ED DOL reorg PCC--Revised.docx From: Sent: *An updated timeline has been added. Attach ed are the deliverables /timeline for the meeting Thursday. Please come to the meeting: I) Ready to aiticulate your vision for this plan 2) Ready to share any comments or edits to the attached deliverables /timeline Please let me know if you have any questions. 6 WA YES Linkf~b)(_ >________________ ~ Thanks , Brad Bishop ED-17-0431-H-000014 ED 18-00235-F (Venable II) 001 Page 2 ~hheld pursuantto exemption {b)( 5) f the Freedom of Information and PrivacyAct ED-17-0431-H-000015 ED 18-00235-F (Venable II) 002 Page 3 ~hheld pursuantto exemption {b)( 5) r the Freedom of Information and PrivacyAct ED-17-0431-H-000016 ED 18-00235-F (Venable II) 003 From: Salvi, Mary E. EOP/WHO Sent: 21 Dec 2017 22:27:00 +0000 To: Salvi, Mary E. EOP/WHO;Bremberg, Andrew P. EOP/WHO;McKee, Kara L. EOP/WHO;Pickitt, Kailey M . EOP/OMB;Mulvaney, Mick M . EOP/OMB;Doyle, Emma K. EOP/OMB;Galkowski, James J. EOP/OMB;Gray, John W. EOP/OMB;Venable, Joshua;Hoffman, Emily E OSEC;Lahasky.Rosemary@DOL.GOV;Geale,Nicholas C. - SOL;Newman , Jessica Cc: Weichert, Margaret M . EOP/OMB Subject: Meeting RE: 0MB Re-org Workforce Att achment s: Wo rkforce Re-Org Agenda - 1_3 Meeting.docx Andrew Bremberg would like to meet w ith Sec. Acosta, Sec. DeVos, and Dir. Mulvaney on W ednesday, 1/3 , at 5 PM in th e EEOB, room 208. The topic is OM B' s reorg , as it relates to workforce policy proposals. The Secretaries and Director can bri n staff. Please confirm attendance and have any outside staff complete this link: (b)(6) ~-----------------~ Agenda is attached . Thanks, and Merry Christmas and Happy New Year! Mary Mary Salvi r tbite Hrn ,se I Domest ic Policy Council (b)(6) l(c) I f b)(6) (o) I ED-17-0431-H-000017 ED 18-00235-F (Venable II) 004 THE WHITE HOUSE WASHINGTON MEETING ON WORKFORCE PROGRAM REFORM AND REORGANIZATION Wednesday, January 3, 2018 5:00 p.m. -6:00 p.m. EEOB 208 I. PURPOS E To reach a decision about strategy and next steps related to the Administration ' s proposal to reform and reorganize workforce-related programs. II. BACKGROUND Staff at DPC, DoED, DOL, and 0MB have discussed various proposals to reform and reorganize workforce-related programs. These discussions have occurred within the context of OMB 's reorganization efforts as well as the development of the workforce title of the Infrastructure bill. To date, agreement has not been reached on whether the Administration will ultimatel y advance a job training reform and reorganization proposal that involves relocating or consolidating programs across agencies. This meeting will focus on reaching agreement on what the Administra tion ' s job training program reform will look like at the high-level. III. AGENDA 1. Review proposals that have been advanced thus far that would relocate /consolidate programs across agencies. 2. Review proposals that have been advanced thus far that would not relocate /consolidate programs across agencies (i.e. the agency propo sals submitt ed for 0MB re-org) . 3. Discuss which approach makes the most sense moving forward, considering both OMB ' s agency reorganization as well as the policy proposals the Administration will advance as a part of Welfare Reform or other legislative efforts. ED-17-0431-H-000018 ED 18-00235-F (Venable II) 005 Salvi, Mary E. EOP/WHO 13 Dec 2017 23:01:05 +0000 To: Salvi, Ma ry E. EOP/WHO ;Carroll, James W. EOP/WHO;Michael, Molly A. EOP/WHO;Hassett, Kevin A. EOP/CEA;Willey, Paige F. EOP/CEA;Cohn, Gary D. EOP/WHO;Eisner-Poor, Kaitlyn E. EOP/WHO;Moore, Caroline E. EOP/OMB;Rao, Neomi J. EOP/OMB;Dearborn, Rick A. EOP/WHO;McCann, Meghan B. EOP/WHO;Short, Marc T. EOP/WHO;Curry, Cat E. EOP/WHO;Mulvaney, Mick M. EOP/OMB;Pickitt, Kailey M. EOP/OMB;Ayers, Nick N. EOP/OVP;Harmsen, Breanne M. EOP/OVP;Conway, Kellyanne E. EOP/WHO;Cypher, Catharine D. EOP/WHO;Joannou, Tom W. EOP/WHO;McGahn, Donald F. EOP/WHO;Coleman, Reid E. EOP/WHO;Schlapp, Mercedes V. EOP/WHO;Sullivan, Lauren - OSEC,Washington, DC;Green, Heidi - OSEC,Washington, DC;Newman, Jessica;Venable, Joshua;Hoffman, Emily E - OSEC;Geale,Nicholas C. - SOL;Tignor, Beth (HHS/IOS);Leggitt, lance (HHS/IOS);Coressel, Jacie;Mills , Allison F;Greenwood, Sheila M;Shirley.Gathers@treasury.gov;Miller, Stephen EOP/WHO;Klingler, Mclaurine E. EOP/WHO;Gabriel, Robert EOP/WHO;Winfree, Paul L. EOP/WHO;Conant, Ann M. EOP/WHO;Smith, Ja'Ron K. EOP/WHO;Cunliffe, Laura M. EOP/WHO;Bremberg, Andrew P. EOP/WHO;Walk, John EOP/WHO Cc: STM77@treasury.gov;SP3.PS3 - OSEC,Washington, DC;Hughes, Andrew Subject: PC: Welfare Reform Proposals Attachments : PCWelfare Reform Propos als 12.15.docx From: Sent: Team, The WH Domestic Policy Council is convening a principals committee on welfare reform proposals. The meeting will be this Friday, 12/15, at 2 PM in the Roosevelt Room. Please confirm attendance and let me know if you have any questions. Agenda attached. Invited Participants: Sec. Sonny Perdue, USDA Sec. Betsy Devos, DoED Sec. Alexander Acosta, DOL Sec. Ben Carson, HUD Sec. Steve Mnuchin, Treasury Act. Sec. Eric Hargan, HHS Director M ick Mulvaney, 0MB Andrew Bremberg, DPC Rick Dearborn, IGA Jim Carroll, Office of the Chief of Staff Stephen M iller, Senior Advisor to the President Gary Cohn, NEC Kevin Hassett, CEA Neomi Rao, OIRA Marc Short, OLA Stephen Pinkos, OVP Kellyanne Conway, Senior Counselor to the President Don McGahn, WHCO Mercy Schlapp, WH Com ms Rob Porter, Staff Secretary Maggie Wynne, HHS Benjamin Hobbs, HUD Josh Venable, DoED ED-17-0431-H-000019 ED 18-00235-F (Venable II) 006 Thanks! Mary Salvi White House (b)(6) Domestic Polic Council (c) I b)(6) (o) ED-17-0431-H-000020 ED 18-00235-F (Venable II) 007 THE WHITE HOUSE WASHINGTON PRINCIPALS COMMITTEE: WELFARE REFORM PROPOSALS Friday, December 15, 2017 2:00 p.m. - 3:00 p.m. Roosevelt Room I. AGENDA 1. We lfare reform Execut ive Order , "Reducing Poverty in Amer ica by Promoting Opportunity and Economic Mobility," and its princ iples; 2. Programs under discu ssion for welfare refonn; 3. Communications plan; and 4. Legislative outlook. II. WELFARE REFORM PRINCIPLES 1. Promote economic mobility by improving employment outcomes and economic independence (including the strengthening of existing work requirements for workcapable people and the introduction of new work requirements when legally permissible). 2. Promote strong social network s (including through work and marriage) as a way of sustainably escaping poverty . 3. Address the unique challenges of populations that particularly shuggle with work, including single parents , ex-prisoners, the homeless , substance abusers , individuals with disabilities, and disconnected youth . 4. Balance flexibility and accountab ility so that States, local governments, and other institutions have the opportunity to design and tailor their programs to the unique needs of their communities, while ensuring that welfare services and administering agenc ies are held accountable for achieving outcomes (including measures of whether program s help people escape poverty) . 5. Reduce the size of the welfare bureaucracy. 6. Reserve benefits for people with low incomes and limited assets. 7. Reduce wasteful spending by conso lidating or eliminating Federal programs that are duplicative or ineffective. 8. Create a system by which the Federal government remains informed of state and local successes and failures and allow that know ledge to be leveraged by other states. 9. Empower the private sector, as well as local comm unities, to develop and apply locally-based solutions to poverty. ED-17-0431-H-000021 ED 18-00235-F (Venable II) 008