The Essence of Politics

Tuesday, September 08, 2009

Are Title 1 Funds Being Misused and Abused in DPS?

Title 1 funds aim to bridge the gap between low-income students and other students. The U.S. Department of Education provides supplemental funding to local school districts to meet the needs of at-risk and low income students. Most educators, parents and community members have heard the term Title 1 School. Being able to answer what is a title 1 school as established by the U.S. Department of Education, however, is more difficult. Title 1 is the nation’s oldest and largest federally funded program, according to the U.S. Department of Education. Annually, it provides over $7 billion to school systems across the country for students at risk of failure and living at or near poverty.

Originally, the idea of Title 1 was enacted in 1965 under the Elementary and Secondary Education Act. This policy committed to closing the achievement gap between low-income students and other student. The policy was rewritten in 1994 to improve fundamental goals of helping at-risk students. With the implementation of No Child Left Behind, schools must make adequate yearly progress on state testing and focus on best teaching practices in order to continue receiving funds. According to the U.S. Department of Education the purpose of Title 1 funding, “is to ensure that all children have a fair, equal, and significant opportunity to obtain a high quality education and reach, at minimum, proficiency on challenging state academic achievement standards and state academic assessments.”

The basic principles of Title 1 state that schools with large concentrations of low-income students will receive supplemental funds to assist in meeting student’s educational goals. Low-income students are determined by the number of students enrolled in the free and reduced lunch program. For an entire school to qualify for Title 1 funds, at least 40% of students must enroll in the free and reduced lunch program. How to use Title 1 funds rests with each school. Title 1 funds can be used to improve curriculum, instructional activities, counseling, parental involvement, increase staff and program improvement. The funding should assist schools in meeting the educational goals of low-income students. According to the U.S. Department of Education, Title 1 funds typically support supplemental instruction in reading and math. Annually, this program reaches over six million students, primarily in the elementary grades. Now the intent of the law is to use funds to acquire "highly qualified staff"(professionals, i.e. teachers, psychologists, social workers, etc.). Although the final draft of the law permits the use of funds for other staff, the primary focus remains on "highly qualified staff". Schools intending on hiring non-professional staff with Title 1 funds should request clearance from the district Title 1 office. The state further prohibits the expenditure of Title I funds in school level clerical, administrative or school safety personnel.

The types of students that might be served by Title 1 funds include migrant students, students with limited English proficiency, homeless students, students with disabilities, neglected students, delinquent students, at-risk students or any student in need. Students can be classified as at-risk for numerous reasons. A few reasons they might be classified as at-risk students include: high number of absences, single-parent home, low academic performance or low-income family. Title 1 funds must be used to promote:
1. High academic/achievement for all children;
2. A greater focus on teaching and learning;
3. Flexibility to stimulate local initiatives coupled with responsibility for student performance;
4. Improved linkages among schools, parents and communities.
In general, funds cannot be used to purchase/lease/rent or improve facilities or provide routine transportation costs for the transport of students to and from school or supplant funds the school is already entitled to from other sources.

So with all of that said, why is it that Detroit Public Schools used Title 1 Funds to pay for Summer School Academies that weren’t really educating our youth to succeed. In fact on the eve of when classes start in DPS, there has been no record of how the summer school academies improved the reading and math scores of students as well as created better parents within DPS. Title 1 funds assist schools in meeting the educational needs of students living near or at poverty levels. This series examines student motivation, creative lesson plans, difficulties teachers face with at-risk students and proper implementation and documentation. But Detroit Public Schools have not released any information to the public besides how the money was spent in terms of how the summer school academies actually helped students in DPS meet educational goals.

Title 1 Programs (Part A of PL 107-334 of the No Child Left Behind Act of 2001), provide funds to districts in order to assist schools with the highest levels of economically disadvantaged youngsters to:
1. improve in student achievement for all participating children,
2. improve staff development and
3. improve parental and community involvement.

In accordance with federal law, funds are allocated directly to schools to work toward these three goals. In this district, all schools falling above 56% of their K-12 membership eligible for a free or reduced price meal receive funds. Funds are allocated on a per qualifying child (child with free or reduced price meal status) basis. Federal law requires that a district not use Title 1 funds to offset expenses to a Title 1 school that would normally be paid by other sources if Title 1 funds were not available.

Now state appointed Emergency Financial Manager Robert Bobb went after Title 1 funding for what he called an emergency student achievement summer school academies but in no way since the money has been spent has there been any updates on what students learned in DPS as well as what parents and teachers also obtained. In fact Robert Bobb’s quote unquote Emergency Student Achievement Summer School Academies, a comprehensive Title I program which was suppose to dramatically expand the scope and availability of educational opportunities for students in Detroit Public Schools to ensure that its students receive instruction and programs for academic success. These academies which represented the most expansive summer program that has ever been offered at Detroit Public Schools (DPS) in terms of scope, curriculum, and programming was designed as targeted responses to the specific challenges facing the school system as demonstrated by the student achievement data. According to test results on the Michigan Educational Assessment Program (MEAP) issued in the fall of 2008, DPS students in grades three through nine performed at the following levels:

In Reading, 40.3 percent of students performed at below basic or failing levels;
In Writing, 56.9 percent of students performed at below basic or failing levels;
In English Language Arts, 44.1 percent of students performed at below basic or
failing levels;
In Mathematics, 41.1 percent of students performed at below basic or failing
levels;
In Science, 45.6 percent of students tested performed at below basic or failing
levels; and
In Social Studies, 55.2 percent of students tested performed at below basic or
failing levels.

So in response to the compelling data, DPS developed a package of Title I eligible programs for Title I eligible students that included the following: offerings for students in all grades, extended hours and extended weeks of instruction, special programs for those transitioning to 9th grade, classes for students that require extra credits in order to stay on track to graduate, extra tutoring at the end of the school day, and ACT preparation classes. The program was suppose to provide eligible students with programming and academic instruction from 8:00 a.m. to 2:00 p.m., enrichment activities from 2:00 to 5:00, as well as optional tutoring for eligible students during the enrichment period or thereafter. The program was suppose to serve approximately 41,000 students as compared to 28,800 served last summer. Bobb intended to urge the entire community to get behind this program so that the district could have 100 percent participation among eligible students who are not achieving at grade level in Reading, Math, English Language Arts, or Science.

In addition, the plan was suppose to expand parent involvement opportunities through the Parent University, increase professional development for principals and assistant principals, and provide training and technical assistance for five schools undergoing school restructuring. However what wasn’t given out to the public was how students could get involved in the summer school academies or what type of academic plans would be implemented to improve reading, math, English, language arts and science as well as social students since students are not achieving in those areas. In fact DPS didn’t release any information as to how teachers who didn’t teach during summer school could obtain some professional learning skills. Also there was no information given to some laid principals and assistant principals as well as those not working summer school on how they could participate in professional development training. In fact the Parent University and the scope of it was not made public knowledge and the reality is who lead the university and what lessons or materials were provided to parents.

Nonetheless, DPS used Title 1 funds to provide these resources by alleging that the entire district was title 1 so he used funds to help those students not meeting requirements for passing the MEAP but there was no information sent out to thousands of parents and students as to how students could enroll and there was no information sent out as to what lessons were actually being taught that were different than the regular school year. Plus there was no list of which schools were actually having summer school so many were under construction all summer with funds from the federal stimulus package passed in February. Still the district did release descriptions and costs for each of the initiatives included within the plan as presented below.

Emergencv Student Achievement Summer School Academies
The Emergency Student Achievement Summer School Academies comprised a series of Title I-eligible initiatives totaling $52,194,084 which was aimed at enhancing the academic programs and provide unprecedented opportunities at DPS this summer for our students, parents, and school staff.

Program for Students $ 40,878,094
This summer program provides structured intervention at all grade levels for Title I eligible students by providing supplemental instruction to assist students in acquiring the skills needed to be successful at the next grade level. This program was designed to be the most comprehensive summer program ever provided to Detroit Public Schools students. The following expanded summer program provided academic interventions at all grade levels and ensure that every student that was falling behind has the opportunity to catch up and succeed. The expanded summer program includes the following:

1. Summer Learning Academy (SLA) will provide academic intervention for students in Grades 3, 5 and 8 who do not meet the Districts Promotion criteria with a focus on Reading, Math and Science. Students with performances levels of 3 or 4 on the MEAP are the target population. This program was augmented by the building level Summer Learning Communities programs, which are available to Grades l,2,4, 6 and 7
Cost-- $20,198,238.

2. Transition Academy will target 8th grade students with MEAP Performance Levels of 3 or 4, who are passing to the 9th grade and are in need of academic support
Cost-- $3,096,408.

3. Credit Recovery classes will be conducted for students who have taken and failed required classes. This summer program also will provide students with tutorial services to improve performance levels
Cost-- $4,868,761.

4. The 9th Grade Academy will be provided for students who have acquired the 45 hours necessary to become a freshman and need to acquire the knowledge and skills to successfully function at the loth Grade level. This program will also serve students who are at risk of dropping out of school through targeted retention efforts
Cost-- $4,112,047.

5. Technology for Carnegie Program will provide laptop carts containing 30 Dell wireless units to support the implementation of Carnegie Cognitive Tutor Algebra 1 program at 20 high schools
Cost- $820,595.

6. Community Use. Costs will include staff assignments based on extended hours for engineering and housekeeping services needed to support summer programs
Cost--- $665,485.

7. ACT Prep. This program is an intensive test preparation which includes a thorough review of all content on the ACT test for 11th and 12th graders. The program reinforces study skills, management skills and provides practice skills in a test like format
Cost-- $3,557,811.

8. Supplemental Educational Services (SES) Summer Program. Free tutoring services will be expanded beyond the standard school year. A summer SES initiative will allow for up to 1,875 SES-eligible students to receive tutoring services through July 27,2009
Cost-- $3,558,750.

Programs for Parents (Parent Involvement) $2,458,698
The following programs will be offered to parents of Title I eligible students:
1. Parent University will offer six training sessions for parents to enable them to support their child's learning of the core academic content through workshops and academic field trips
Cost-- $2,146,787.

2. Kindergarten Kaleidoscope Program will provide training and Ready for Kindergarten kits to parents of pre-schoolers transitioning to kindergarten to educate them on effective strategies to prepare their children to enter kindergarten.
Cost-- $311,911.

Programs for School Staff (Professional Development) $ 2,259,396
The following programs will be offered to support professional development for Title I eligible staff:
1. Role of Instructional Leader series will provide training on ways to implement improvements throughout the Title I schools
Cost--$233,769.

2. Differentiated Instruction Summer Academy training will provide training in all core curriculum areas
Cost--$465,000.

3. Research To Results training will be provided for teachers in High Priority Schools. Training will provide strategies to increase student achievement in Literacy, Math, Science and Social Studies
Cost--$164,918.

4. Technology for Administrators training will provide professional development on applications related to improving student achievement and effective use in classrooms.
Cost--$301,000.

5. Teachers As Leaders series will provide training to teachers at summer school sites on the administrative role and responsibilities and how it all works together with effective instruction
Cost--$447,084.

6. Counselors Creating Climate and Clusters of Support to Increase Student Achievement workshop series will provide training for counselors in areas such as transcript interpretation, data-driven planning, developing a mentoring relationship with students and programming for success
Cost-- $499,68 1.

7. Continuous Improvement series will provide training on the alignment of expectations grade-to-grade and expecting both high standards and high success rates at the same time
Cost--$43,225.

8. Professional Development series for principals and assistant principals will focus on the delivery of high quality instruction and strategies for having comprehensive, clear and accurate student outcome data to drive decision making
Cost--$88,244.

9. Participatory Learning Ages

6: Workshop series emphasizing direct instruction, hands-on experiences with people, objects, events and ideas for language and numeracy readiness
Cost--$16,475.

Activities for Restructured Schools $ 1,070,150
In an effort to change the culture and community of schools designated for Adequate Yearly Progress (AYP) Restructuring, a complete week of training that is well planned and structured is necessary. Summer professional development sessions will assist restructured schools with transitioning activities and schoolwide plan revisions for academic success. All staff will be submerged into professional development that will move their thinking and planning strengths to a new level. The training will include researched based strategies that will increase student achievement. The school climate issue will be addressed by training school staff, students and parents in the Restorative Practices methodology and training to assist in the building of culture and community in restructured schools.

Increased Preschool Supplement $5,527,746
The increased preschool supplement will provide services to an increased number of eligible Title I students. Students served are those identified as having the most need using educationally-related criteria such as teacher-developed tests and recommendations.

Source of Funds
Detroit Public Schools has projected that Title I funds in the amount of $52,194,084 will be available to support this initiative based on current projections of available funds from the current fiscal year as well as the previous fiscal year, providing a unique opportunity to augment our Title I programs at a time when these services are truly needed. Because this program only serves those students who are eligible for Title I funds, an effort is also underway to seek private foundation support to ensure that the full range of programming is available to all Detroit Public School students. The following table provides a summary of the resources being allocated through this plan and the full plan is attached for your review.

Summary of Plan to Re-Allocate Title I Part A funds
Amount
Use of Title I funds $ 52,194,084

Source of Funds
Unspent 2008-2009 Title I Part A funds
Unallocated carryover from 2007-2008
Total, Source of Funds

Net Available Resources $0


Additional detail with respect to how these funds will be used is provided below:
Redirection of Unspent Funds $ 44,115,854
Spending of Title I Part A funds lags spending plans to a considerable extent. Detroit Public Schools is aggressively accelerating our grant spending. At this point, however, it would be impossible and in some cases irresponsible to fulfill the plans as outlined in the original Consolidated Application because goods or services for which we have planned would not be available in time to support our current students during the regular school year. The proposal by DPS was aimed to preserve the required set aside funding amounts for Professional Development and Parent Involvement. However, the proposal required the Michigan Department of Education (MDE) to approve the reallocation of funds from the amounts set aside for the Choice and Supplemental Educational Services programs to general purpose Title I Uses, which is hereby requested pursuant to guidance issued by the MDE on March 16,2009. Pursuant to that guidance, the Detroit Public Schools has acted to benchmark and monitor Title I funds set aside for SES. DPS has also engaged in several efforts to maximize parental participation in the program. The District notified parents of the opportunities for transferring to other public schools or receiving SES through a mass mailing prior to the beginning of the school year and also included notifications of Choice and SES options on the District's website.

Students and their parents were provided opportunities to transfer their children to another school or to obtain SES through the following initiatives: (a) Notices regarding Choice transfer were distributed 8/01/08; SES notifications were sent to parents by 9/03/08; (b) Methods used to notify parents included mailings, while hard copies of the letter was also available at school offices, the central office and SES fairs; (c) enrollment forms were made available and accessible at the SES Provider Fairs, the SES Office, and school offices; and (d) DPS allowed for open enrollment throughout the school year. DPS will continue to engage in these kind of outreach efforts as we extend the SES program into the summer to ensure that these services are available to as many students as possible. This year, 257 students exercised the Choice option to transfer and approximately 8,443 students are currently receiving SES.

Carryforward of Prior Year Award $ 8,078,230
In FY 2008, the Detroit Public Schools exceeded the allowable Title I carryover threshold by $16,363,554 putting these funds at risk. Working with the Michigan Department of Education, expenses in the amount of $8,285,324 have been identified and are under review as allowable obligations under the identified criteria. The approval of the request would ensure that the remaining un-obligated balance of $8,078,230 is available to support the students of Detroit Public Schools, ensuring that DPS students receive the benefit of all Title I, Part A funds, as Bobb communicated to the State in a letter dated March 31, 2009.

Therefore with the above information and even the information below. Robert Bobb and DPS might have misused and abused Title 1 funds to fund summer academies that didn’t improve the quality of education in DPS considering the district hasn’t talked about any of the programs or lesson plans as well as results of the summer school academies. One would think if the summer school academies were a success than the district would use that as a marketing tool to attract more students and parents to the district. That is just it, the district didn’t use the money properly and the results will be shown if they actually release the information on what was taught and the grades of the students in summer school academies as well as how many students actually attended. Still even if the district doesn’t release that information, when the MEAP scores are given next spring than many within DPS academic office will see just how ineffective the summer school academies were and why many people were paid for educating our youth but weren’t really educating them but were rather babysitting them. This is what we are dealing and why the money that was from Title 1 to educate a select few of students was misused and abused.

Just look at what it was spent on and tell me how many students, parents, teachers and administrators actually benefitted as well as what actual professional development, student learning programs, and parental development materials were provided that will benefit the educational process. These are the questions that need to be asked considering that $52 million plus dollars was used to pay for quote unquote emergency summer school academies and only 11,000 more students than last year were involved in this year’s summer academies. It just doesn’t’ add up and it makes no sense as to how students were chosen to participate outside of not meeting MEAP standards. How was a student’s attendance factored into these decisions as well as GPA and were there any summer school attendance policies as well as how many attendance agents worked summer school to make sure students were in class and in school and not in the hallways or on the streets when they were suppose to be in school. These are the issues that bother me and why I believe that Title 1 funds were misused and abused by DPS yet again and the federal government will be back to Michigan but this time, DPS and the State will be in trouble.

2008-09 Title I Spending Plan Amendments-Summary
Source of Funds
Amount
Unspent 2008-2009 Title I Part A funds
$44,115,854
Unallocated carryover from 2007-2008
8,078,230
Total, Source of Funds
$52,194,084


Use of Funds
$52,194,084
Summer Program

Summer Learning Academy

Transition Academy
20, 198,238
9th Grade Success Academy
3,096,408
Credit Summer School (Credit Recovery)
4,112,047
Technology (Carnegie) to Support Program
4,868,761
Community Use
820,595
Subtotal, Summer Program
665,484

3,557,811
Parent Involvement
3,558,750
Parent Unversity
$40,878,094
Early Childhood Transition

Subtotal, Parent Involvement


2,146,787
Professional Development
311,911
Your Role as Instructional Leader
$2,458,698
Differentiated Instruction Academy

Research to Results

Technology for Administrators
233,769
Teachers as Leaders
465,000
Climates of Support Program
164,918
Continuous Improvement
301,000
Professional Development Series
447,084
Subtotal, Professional Development
499,681

43,225
ACT Preparation Program
88,244

16,475
Supplemental Educational Services
$ 2,259,396


Increased Preschool Supplement
5,527,746


Activities for (5) Reconstituted Schools
1,070,150


Total, Use of Funds
$52,194,084


Net Available Resources
$0


Source:
DPS Summer School Academies
http://www.detroit.k12.mi.us/admin/finance/manager/docs/2009.04.16_Emergency_Student_Achievement_Summer_School_Academies_Letter.pdf.

Reference:
Title I — Improving The Academic Achievement Of The Disadvantaged

SEC. 101. IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED.
Title I of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6301 et seq.) is amended to read as follows:
TITLE I--IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED

SEC. 1001. STATEMENT OF PURPOSE.
The purpose of this title is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments. This purpose can be accomplished by —

(1) ensuring that high-quality academic assessments, accountability systems, teacher preparation and training, curriculum, and instructional materials are aligned with challenging State academic standards so that students, teachers, parents, and administrators can measure progress against common expectations for student academic achievement;

(2) meeting the educational needs of low-achieving children in our Nation's highest-poverty schools, limited English proficient children, migratory children, children with disabilities, Indian children, neglected or delinquent children, and young children in need of reading assistance;

(3) closing the achievement gap between high- and low-performing children, especially the achievement gaps between minority and nonminority students, and between disadvantaged children and their more advantaged peers;

(4) holding schools, local educational agencies, and States accountable for improving the academic achievement of all students, and identifying and turning around low-performing schools that have failed to provide a high-quality education to their students, while providing alternatives to students in such schools to enable the students to receive a high-quality education;

(5) distributing and targeting resources sufficiently to make a difference to local educational agencies and schools where needs are greatest;

(6) improving and strengthening accountability, teaching, and learning by using State assessment systems designed to ensure that students are meeting challenging State academic achievement and content standards and increasing achievement overall, but especially for the disadvantaged;

(7) providing greater decisionmaking authority and flexibility to schools and teachers in exchange for greater responsibility for student performance;

(8) providing children an enriched and accelerated educational program, including the use of schoolwide programs or additional services that increase the amount and quality of instructional time;

(9) promoting schoolwide reform and ensuring the access of children to effective, scientifically based instructional strategies and challenging academic content;

(10) significantly elevating the quality of instruction by providing staff in participating schools with substantial opportunities for professional development;

(11) coordinating services under all parts of this title with each other, with other educational services, and, to the extent feasible, with other agencies providing services to youth, children, and families; and

(12) affording parents substantial and meaningful opportunities to participate in the education of their children.

SEC. 1002. AUTHORIZATION OF APPROPRIATIONS.
(a) LOCAL EDUCATIONAL AGENCY GRANTS- For the purpose of carrying out part A, there are authorized to be appropriated —
(1) $13,500,000,000 for fiscal year 2002;
(2) $16,000,000,000 for fiscal year 2003;
(3) $18,500,000,000 for fiscal year 2004;
(4) $20,500,000,000 for fiscal year 2005;
(5) $22,750,000,000 for fiscal year 2006; and
(6) $25,000,000,000 for fiscal year 2007.

(b) READING FIRST-
(1) READING FIRST- For the purpose of carrying out subpart 1 of part B, there are authorized to be appropriated $900,000,000 for fiscal year 2002 and such sums as may be necessary for each of the 5 succeeding fiscal years.
(2) EARLY READING FIRST- For the purpose of carrying out subpart 2 of part B, there are authorized to be appropriated $75,000,000 for fiscal year 2002 and such sums as may be necessary for each of the 5 succeeding fiscal years.
(3) EVEN START- For the purpose of carrying out subpart 3 of part B, there are authorized to be appropriated $260,000,000 for fiscal year 2002 and such sums as may be necessary for each of the 5 succeeding fiscal years.
(4) IMPROVING LITERACY THROUGH SCHOOL LIBRARIES- For the purpose of carrying out subpart 4 of part B, there are authorized to be appropriated $250,000,000 for fiscal year 2002 and such sums as may be necessary for each of the 5 succeeding fiscal years.

(c) EDUCATION OF MIGRATORY CHILDREN- For the purpose of carrying out part C, there are authorized to be appropriated $410,000,000 for fiscal year 2002 and such sums as may be necessary for each of the 5 succeeding fiscal years.

(d) PREVENTION AND INTERVENTION PROGRAMS FOR YOUTH WHO ARE NEGLECTED, DELINQUENT, OR AT RISK- For the purpose of carrying out part D, there are authorized to be appropriated $50,000,000 for fiscal year 2002 and such sums as may be necessary for each of the 5 succeeding fiscal years.

(e) FEDERAL ACTIVITIES-
(1) SECTIONS 1501 AND 1502- For the purpose of carrying out sections 1501 and 1502, there are authorized to be appropriated such sums as may be necessary for fiscal year 2002 and each of the 5 succeeding fiscal years.

(2) SECTION 1504-
(A) IN GENERAL- For the purpose of carrying out section 1504, there are authorized to be appropriated such sums as may be necessary for fiscal year 2002 and for each of the 5 succeeding fiscal years.

(B) SPECIAL RULE- Of the funds appropriated pursuant to subparagraph (A), not more than 30 percent may be used for teachers associated with students participating in the programs described in subsections (a)(1), (b)(1), and (c)(1).

(f) COMPREHENSIVE SCHOOL REFORM- For the purpose of carrying out part F, there are authorized to be appropriated such sums as may be necessary for fiscal year 2002 and each of the 5 succeeding fiscal years.

(g) ADVANCED PLACEMENT- For the purposes of carrying out part G, there are authorized to be appropriated such sums for fiscal year 2002 and each 5 succeeding fiscal year.

(h) SCHOOL DROPOUT PREVENTION- For the purpose of carrying out part H, there are authorized to be appropriated $125,000,000 for fiscal year 2002 and such sums as may be necessary for each of the 5 succeeding fiscal years, of which —
(1) up to 10 percent shall be available to carry out subpart 1 of part H for each fiscal year; and

(2) the remainder shall be available to carry out subpart 2 of part H for each fiscal year.

(i) SCHOOL IMPROVEMENT- For the purpose of carrying out section 1003(g), there are authorized to be appropriated $500,000,000 for fiscal year 2002 and such sums as may be necessary for each of the 5 succeeding fiscal years.

SEC. 1003. SCHOOL IMPROVEMENT.
(a) STATE RESERVATIONS- Each State shall reserve 2 percent of the amount the State receives under subpart 2 of part A for fiscal years 2002 and 2003, and 4 percent of the amount received under such subpart for fiscal years 2004 through 2007, to carry out subsection (b) and to carry out the State's responsibilities under sections 1116 and 1117, including carrying out the State educational agency's statewide system of technical assistance and support for local educational agencies.

(b) USES- Of the amount reserved under subsection (a) for any fiscal year, the State educational agency —
(1) shall allocate not less than 95 percent of that amount directly to local educational agencies for schools identified for school improvement, corrective action, and restructuring, for activities under section 1116(b); or

(2) may, with the approval of the local educational agency, directly provide for these activities or arrange for their provision through other entities such as school support teams or educational service agencies.

(c) PRIORITY- The State educational agency, in allocating funds to local educational agencies under this section, shall give priority to local educational agencies that —
(1) serve the lowest-achieving schools;

(2) demonstrate the greatest need for such funds; and

(3) demonstrate the strongest commitment to ensuring that such funds are used to enable the lowest-achieving schools to meet the progress goals in school improvement plans under section 1116 (b)(3)(A)(v).

(d) UNUSED FUNDS- If, after consultation with local educational agencies in the State, the State educational agency determines that the amount of funds reserved to carry out subsection (b) is greater than the amount needed to provide the assistance described in that subsection, the State educational agency shall allocate the excess amount to local educational agencies in accordance with —
(1) the relative allocations the State educational agency made to those agencies for that fiscal year under subpart 2 of part A; or

(2) section 1126(c).

(e) SPECIAL RULE- Notwithstanding any other provision of this section, the amount of funds reserved by the State educational agency under subsection (a) in any fiscal year shall not decrease the amount of funds each local educational agency receives under subpart 2 below the amount received by such local educational agency under such subpart for the preceding fiscal year.

(f) REPORTING- The State educational agency shall make publicly available a list of those schools that have received funds or services pursuant to subsection (b) and the percentage of students from each school from families with incomes below the poverty line.

(g) ASSISTANCE FOR LOCAL SCHOOL IMPROVEMENT-
(1) PROGRAM AUTHORIZED- The Secretary shall award grants to States to enable the States to provide subgrants to local educational agencies for the purpose of providing assistance for school improvement consistent with section 1116.

(2) STATE ALLOTMENTS- Such grants shall be allotted among States, the Bureau of Indian Affairs, and the outlying areas, in proportion to the funds received by the States, the Bureau of Indian Affairs, and the outlying areas, respectively, for the fiscal year under parts A, C, and D of this title. The Secretary shall expeditiously allot a portion of such funds to States for the purpose of assisting local educational agencies and schools that were in school improvement status on the date preceding the date of enactment of the No Child Left Behind Act of 2001.

(3) REALLOCATIONS- If a State does not receive funds under this subsection, the Secretary shall reallocate such funds to other States in the same proportion funds are allocated under paragraph (2).

(4) STATE APPLICATIONS- Each State educational agency that desires to receive funds under this subsection shall submit an application to the Secretary at such time, and containing such information, as the Secretary shall reasonably require, except that such requirement shall be waived if a State educational agency submitted such information as part of its State plan under this part. Each State application shall describe how the State educational agency will allocate such funds in order to assist the State educational agency and local educational agencies in complying with school improvement, corrective action, and restructuring requirements of section 1116.

(5) LOCAL EDUCATIONAL AGENCY GRANTS- A grant to a local educational agency under this subsection shall be —
(A) of sufficient size and scope to support the activities required under sections 1116 and 1117, but not less than $50,000 and not more than $500,000 for each participating school;

(B) integrated with other funds awarded by the State under this Act; and

(C) renewable for two additional 1-year periods if schools are meeting the goals in their school improvement plans developed under section 1116.

(6) PRIORITY- The State, in awarding such grants, shall give priority to local educational agencies with the lowest-achieving schools that demonstrate —
(A) the greatest need for such funds; and

(B) the strongest commitment to ensuring that such funds are used to provide adequate resources to enable the lowest-achieving schools to meet the goals under school and local educational agency improvement, corrective action, and restructuring plans under section 1116.

(7) ALLOCATION- A State educational agency that receives a grant under this subsection shall allocate at least 95 percent of the grant funds directly to local educational agencies for schools identified for school improvement, corrective action, or restructuring to carry out activities under section 1116(b), or may, with the approval of the local educational agency, directly provide for these activities or arrange for their provision through other entities such as school support teams or educational service agencies.

(8) ADMINISTRATIVE COSTS- A State educational agency that receives a grant award under this subsection may reserve not more than 5 percent of such grant funds for administration, evaluation, and technical assistance expenses.

(9) LOCAL AWARDS- Each local educational agency that applies for assistance under this subsection shall describe how it will provide the lowest-achieving schools the resources necessary to meet goals under school and local educational agency improvement, corrective action, and restructuring plans under section 1116.

SEC. 1004. STATE ADMINISTRATION.
(a) IN GENERAL- Except as provided in subsection (b), to carry out administrative duties assigned under parts A, C, and D of this title, each State may reserve the greater of —
(1) 1 percent of the amounts received under such parts; or

(2) $400,000 ($50,000 in the case of each outlying area).

(b) EXCEPTION- If the sum of the amounts appropriated for parts A, C, and D of this title is equal to or greater than $14,000,000,000, then the reservation described in subsection (a)(1) shall not exceed 1 percent of the amount the State would receive, if $14,000,000,000 were allocated among the States for parts A, C, and D of this title.

No comments:

Jay-Z - History



(Jay-Z - History)Jay-Z - History with Lyrics

LYRICS : [Chorus: Cee-lo]
Now that all the smoke is gone
(Lighter)
And the battle's finally won
(Gimme a lighter)
Victory (Lighters up) is finally ours
(Lighters up)
History, so long, so long
So long, so long

[Verse 1: Jay-Z]
In search of victory, she keeps eluding me
If only we could be together momentarily
We can make love and make history
Why won't you visit me? until she visit me
I'll be stuck with her sister, her name is defeat
She gives me agony, so much agony
She brings me so much pain, so much misery
Like missing your last shot and falling to your knees
As the crowd screams for the other team
I practice so hard for this moment, victory don't leave
I know what this means, I'm stuck in this routine
Whole new different day, same old thing
All I got is dreams, nobody else can see
Nobody else believes, nobody else but me
Where are you victory? I need you desperately
Not just for the moment, to make history

[Chorus: Cee-lo]
Now that all the smoke is gone
(Lighters)
And the battle's finally won
(Lighters)
Victory is finally ours
(Yeah)
History (yeah), so long, so long
So long, so long

[Verse 2: Jay-Z]
So now I'm flirting with death, hustling like a G
While victory wasn't watching took chances repeatedly
As a teenage boy before acne, before I got proactiv I couldn't face she
I just threw on my hoodie and headed to the street
That's where I met success, we'd live together shortly
Now success is like lust, she's good to the touch
She's good for the moment but she's never enough
Everybody's had her, she's nothing like V
But success is all I got unfortunately
But I'm burning down the block hoppin' in and out of V
But something tells me that there's much more to see
Before I get killed because I can't get robbed
So before me success and death ménage
I gotta get lost, I gotta find V
We gotta be together to make history

[Chorus: Cee-lo]
Now that all the smoke is gone
(Lighters. Up.)
And the battle's finally won
(Lighter. Up.)
Victory is finally ours
(Lighters. Up.)
History, so long, so long
So long, so long

[Verse 3: Jay-Z]
Now victory is mine, it tastes so sweet
She's my trophy wife, you're coming with me
We'll have a baby who stutters repeatedly
We'll name him history, he'll repeat after me
He's my legacy, son of my hard work
Future of my past, he'll explain who I be
Rank me amongst the greats, either 1, 2, or 3
If I ain't number one then I failed you victory
Ain't in it for the fame that dies within weeks
Ain't in it for the money, can't take it when you leave
I wanna be remembered long after you grieve
Long after I'm gone, long after I breathe
I leave all I am in the hands of history
That's my last will and testimony
This is much more than a song, it's a baby shower
I've been waiting for this hour, history you ours


[Chorus: Cee-lo (2x)]
Now that all the smoke is gone
And the battle's finally won
Victory is finally ours
History, so long, so long
So long, so long



Man in the Mirror--By Michael Jackson

Michael Jackson - Man in the mirror

I'm gonna make a change,
for once im my life
It's gonna feel real good,
gonna make a diference
Gonna make it right...

As I, turn up the collar on
my favorite winter coat
This wind is blowing my mind
I see the kids in the streets,
with not enought to eat
Who am I to be blind?
Pretending not to see their needs

A summer disregard,a broken bottle top
And a one man soul
They follow each other on the wind ya' know
'Cause they got nowhere to go
That's why I want you to know

I'm starting with the man in the mirror
I'm asking him to change his ways
And no message could have been any clearer
If you wanna make the world a better place
(If you wanna make the world a better place)
Take a look at yourself, and then make a change
(Take a look at yourself, and then make a change)
(Na na na, na na na, na na, na nah)

I've been a victim of a selfish kind of love
It's time that I realize
That there are some with no home, not a nickel to loan
Could it be really me, pretending that they're not alone?

A willow deeply scarred, somebody's broken heart
And a washed-out dream
(Washed-out dream)
They follow the pattern of the wind ya' see
'Cause they got no place to be
That's why I'm starting with me
(Starting with me!)

I'm starting with the man in the mirror
(Ooh!)
I'm asking him to change his ways
(Ooh!)
And no message could have been any clearer
If you wanna make the world a better place
(If you wanna make the world a better place)
Take a look at yourself, and then make a change
(Take a look at yourself, and then make a change)

I'm starting with the man in the mirror
(Ooh!)
I'm asking him to change his ways
(Change his ways - ooh!)
And no message could have been any clearer
If you wanna make the world a better place
Take a look at yourself and then make that..
(Take a look at yourself and then make that..)
CHANGE!

I'm starting with the man in the mirror
(Man in the mirror - Oh yeah!)
I'm asking him to change his ways
(Better change!)
No message could have been any clearer
(If you wanna make the world a better place)


Michael Jackson - Man in the mirror

A Change is Gonna Come by Sam Cook






It's been a long time coming but a change is surely going to come in America and the World! I am the Future of America and the World and that is the message that each of us must carry with us each and every day that we wake up on Earth! I am the Future! You are the Future! We are the Future of America and the World! That is way every election is important--primaries, special elections and general! So vote every year and hold our politicians accountable. Hold our political officials accountable by writing them, calling them and making sure they attend meetings that we the people have. "The Time for Change is not Now but Right Now!"

"EmPOWERment By Any Means Necessary" should be our anthem and should be our creed as we make the positive differences in America and the world that so many people beg for and hungry for year after year! A Change is Gonna Come, A Change is Gonna Come, that's what we must say as we say "God grants us the serenity to accept the things we cannot change, Courge to change the things we can, and the wisdom to know the difference" each morning before we go about the task of making a positive change in America and the world a reality.



Born In The U.S.A. - Bruce Springsteen


“When will people realize that we are Americans first and foremost, not Democrats or Liberals, not Republicans or Conservatives, not Independents or moderates. We are Americans. Stop putting a political party above America and stop putting any politican above America. America succeeds because of us the people holding our government responsible no matter the political party because the main two political parties are to blame for the condition America is in."—Hodari P.T. Brown

America with its flaws and all is a country I am proud to have been born in. America is not perfect but my love for it is perfect. That’s why all Americans must realize that we are all Americans. In fact we are Americans first and foremost. We are not Democrats or Republicans. We are Americans.

We are not Muslims, Christians or Jews. We are Americans. Too many times we recognize our differences with others rather than appreciating our similarities which are, we are Americans. We are Americans first and foremost, no matter if we were born here or moved here legally. We are all Americans, here in this country to make not only our lives better but the lives of other Americans better so future Americans can enjoy the rights and freedoms that make us all Americans.

We are all Americans. We are one party united under God. We are Americans and this is the only political party that matters. We are Americans and this is our country so let’s make sure that we make America better than how we found it so future Americans can live prosperous and joyous lives. We are Americans and must not ever forget that.

America will prosper as long we make sure we are doing our part to make it prosper and that means we can’t put any political party or politician above America. Long live America forever and long live America’s service to the world. Together, America and the world will prosper for future generations to enjoy America and the world we live in.


Lift Every Voice and Sing


This video of the ' Negro National Anthem' was originally screened at the historic African-American Church Inaugural Ball in Washington, DC on January 18th, 2009. Many of the esteemed individuals featured in this video in attendance and we presented with the ' Keepers of the Flame' award for the monumental contributions to social justice.

This version of the song was performed by the Grace Baptist Church Cathedral Choir, conducted by Derrick James. The video was produced and donated by Ascender Communications, LLC (www.ascender-c.com) at the request of The Balm In Gilead, Inc.

If I Was President--Wyclef Jean




If I was President that is the people's anthem. We all have ideas of what we can do as President and through this website, we will fulfill our deam as a people!

Somethings Gotta Give--Big Boi ft Mary J Blige



Somethings Gotta Give people and it begins today for all us to make sure that something is us. We the people are sick and tired of suffering. Where is our piece of the Dream that so many people dead for so that we all could see today. This is our time people to change America and the world so that the Next Generation has a better future than the past we inherited.

This is our call to service. This isn't about one political candidate or one political figure. This is about us as people coming together to finally leave up to our potential and achieving the great feats that those before us have achieved. This is our moment to lead our nation and our world to greater heights.

Somethings gotta give people and it starts with us the people making it happen. We have to improve our education system in America. We have to rid the world of the HIV/AIDS epidemic. We have to go to the streets and lift a hand to another in order to decrease poverty in this world. We have to take a stand today and make sure that the future of America and the world is brighter than it has ever been.

Somethings Gotta Give and that is why we must "Remember Each One, Reach One and Teach One so America's future and the World's future continues to prosper."

John Legend - "If You're Out There"


If you're out there than you need to get started in helping to change America and the world. The world and America won't change until you get involved in making the changes you want to see in this world. If you're out there, than you must know that tomorrow started now and today started yesterday so you are behind in helping to the change. If you are tired of hatred, racism, poverty, war, and violence than the time to change it is now. If you want universal health care, world peace, democracy for every nation, equal rights, and happiness for all than you must get involved now to help the save world.

You must believe in the change that you want to see and you must act on making that change a reality. If you're out there than say it aloud and show the rest of America and the world that you're out here to make a real positive change in the communities we stay in. If you're out there than get involved now. I'm calling every women and men to join me as we take back our country right here, right now. If you're out there than the future started yersterday and we are already late so we have lots of work to do but I know we can do it together as one.

YES WE CAN



Yes We Can accomplish anything that we set out to do! We don't need charismatic or inspirational leaders to believe in ourselves and to take responsiblity for our own faith, we just need each other. Yes We Can build a new America and a new world if each of us would take action now to make the changes that we want to see in the world. Yes We Can control government by holding our political officials accountable for their actions by calling them out when they don't pass legislation that supports the common good of all man and by voting in every election to ensure that we have people representing the people locally, state wide, nationally and in the world.

Yes We Can be great! Yes We Can be what we want to be! Yes We Can be glorious in not only America but the world! Yes We can put action behind our worlds and change the world starting right here, right now! Yes We Can as Republicans, Democrats and Independents become one as we freely think about our fellow men and women and make decisions that will be in the best interest of all people and not one single group.

Yes We Can be the change that we want to see in the world! Yes We Can show the world that the youth are ready to lead! Yes We Can put our egos, our social economic statuses, our religions, our educational statuses and our skin color to the side for the better good of the world! Yes We Can be Greater than we have ever been and help others be Greater than they have ever be!

YES WE CAN and YES WE WILL BE VICTORIOUS IN ALL THAT WE DO! YES WE CAN, no matter what others may say, we will be glorious! YES WE WILL and YES WE CAN! YES WE CAN!

YES WE CAN! YES WE CAN! YES WE CAN is what will be sung from every mountaintop, every riverbank, every household, every school yard, every factory, every sporting event, every college campus and even every place you can imagine in the world is where YES WE CAN, will be said and heard!

YES WE CAN!

Keep On Pushing - Curtis Mayfield & the Impressions


Wake Up People! No matter who is elected to any public office, we have to “Keep On Pushing” as a people to make sure they don’t leave us in a worst state than what they inherited. We as a people have to “Keep On Pushing” to make a difference in the lives of others. We have to have an “EmPOWERment By Any Means Necessary” attitude as we continue to push our agenda that we the people deserve and want better. We have to “Keep On Pushing” to bring about change in a positive way that will benefit all Americans no matter their age, their religion or skin color. We have to “Keep On Pushing” to bring about change that will improve our education system, improve our military, improve our national security, improve our healthcare system and improve our economy. We have to “Keep On Pushing” to bring about change that will leave America’s future in a better than how we found it and that will leave the world’s future in a better state than we imagined we could live it. We have to “Keep On Pushing” to make life better for our neighborhoods, our families and even our quote on quote enemies. We have to “Keep On Pushing” to inspire, to uplift and to guide those who need help spiritually, physically and mentally. We have to “Keep On Pushing ” so that our lives, our future generation’s lives and the lives of those who came before us does not die in vein.

“Keep on Pushing”

A War For Your Soul

A War For Your Soul-regular version from Erisai Films on Vimeo.


The moment has come for us as a nation of people to finally wake up and realize that our destiny and fate in society has rests on our shoulders. We cannot allow the forces of evil and darkness to drain us out. We have to continue to overcome all odds in order to make the future of our nation better and the future of future generations of Americans better. We have to continue to pray to our Lord and we have to continue to uplift each other in prayer as well as take action against those things that are trying to destroy us. We have to stand up once and for all and be the future that we want to be. Now is our time and we shall do together by any means necessary.

This video was created to inspire young African-Americans not to fall prey to some of the problems they face in society. The use of the voice "Master of Darkness" represents evil, which is where the blame of all problems should be placed, and not on any one group of people. This video should not to be used to divide people (Black & White), there are images of heroes that are white in this video, and there are images of Black & White coming together with the words of Dr. King in the background. Some of the images from the past can be unsettling, but they are used to show all Americans how far we have come, and how far we still have to go. This film is being strategically placed in school systems, churches and youth orgs around the country, in hope of helping a lost generation of kids that we as Americans have forgotten. As fellow Americans we must continue to love each other, and take that love and spread it to the rest of the world. **THIS VIDEO IS NOT FOR SALE & I AM NOT ACCEPTING DONATIONS FOR THE FILM, I ONLY WANT THE MESSAGE TO REACH AS MANY PEOPLE AS POSSIBLE WITHOUT ANY HIDDEN POLITICAL OR FINANCIAL AGENDA.
There was an error in this gadget

Sitting On the Dock of the Bay by Otis Redding



"The time for sitting is over! The time for action is now! The time for hope without action is hopeless! The time for change without a positive attitude is a change that we can't believe in! We need change that is positive of helping all people! Our time for action is now, our time for hope is now, our time for change is now and our time to believe that we can do whatever we set our minds to is not now but right now!"

STAR SPANGLED BANNER


The Star-Spangled Banner by Francis Scott Key

O say, can you see, by the dawn's early light,
What so proudly we hailed at the twilight's last gleaming?
Whose broad stripes and bright stars through the perilous fight,
O'er the ramparts we watched were so gallantly streaming;
And the rocket's red glare, the bombs bursting in air,
Gave proof through the night that our flag was still there;
O say, does that star-spangled banner yet wave
O'er the land of the free, and the home of the brave?


On the shore dimly seen through the mists of the deep,
Where the foe's haughty host in dread silence reposes,
What is that which the breeze, o'er the towering steep,
As it fitfully blows, now conceals, now discloses?
Now it catches the gleam of the morning's first beam,
In full glory reflected now shines on the stream;
'Tis the star-spangled banner; O long may it wave
O'er the land of the free, and the home of the brave!

And where is that band who so vauntingly swore
That the havoc of war and the battle's confusion
A home and a country should leave us no more?
Their blood has washed out their foul footsteps' pollution.
No refuge could save the hireling and slave,
From the terror of flight and the gloom of the grave;
And the star-spangled banner in triumph doth wave
O'er the land of the free, and the home of the brave!


O! thus be it ever, when freemen shall stand
Between their loved homes and the war's desolation!
Blest with victory and peace, may the heav'n-rescued land,
Praise the power that hath made and preserved us a nation.
Then conquer we must, for our cause it is just.
And this be our motto— "In God is our trust; "
And the star-spangled banner in triumph shall wave
O'er the land of the free, and the home of the brave.

Black President



Our Time is not now but Right Now! Our Time has finally come to change the world not now but Right Now! If you don't believe that we can change the world than watch as we do it by changing your mind into believing in us and what we can do! This is OUR TIME RIGHT HERE, RIGHT NOW!

FIGHT THE POWER



We got to FIGHT THE POWER! We can no longer sit on the sidelines and watch injustices take place. We can no longer sit by and allow our right to vote to become unexercised. We must FIGHT THE POWER for our past, present and future! We can no longer allow our rights to be oppressed and our voice to become drained by the powers at be. We must FIGHT THE POWER and show that we have a lot to say that needs to be heard by the mainstream media. We must FIGHT THE POWER and live up to our potential as dynamic, unbelievable and phenomenal people.


We must not believe the hype but we must become the hype. We are not Harriett Tubman, Marcus Garvey, MLK, Malcolm X, Booker T. Washington, Carter G. Woodson, W.E.B. DuBois, the Black Panther Party, SNCC, or any other activists but we are the fathers, mothers, sons, daughters, uncles, aunties, and relatives of those who came before us to pave the way for us to FIGHT THE POWER! We are not next Generation of leaders who will not be honored and praised until they die but that’s the fight we accept. We are not fighting the power for glory or fame but we are fighting the power for just causes that most men and women will not understand until years or decades later.


We are fighting for our sisters and brothers in Darfur, Georgia, Iraq, Iran, China and Mexico. We are speaking for those who are poor and have no food or water. We are fighting for those who are sick and dying. We are fighting for universal healthcare across the world and human rights for all people. We are fighting for rich and poor! We must FIGHT THE POWER no matter how hard and tough the road may be. We must FIGHT THE POWER for a better today and an even greater tomorrow!


FIGHT THE POWER!

PEOPLE GET READY


“People Get Ready” our time is coming! We have come too far to turn back now. Our train is coming and it is coming in waves. “People Get Ready”, we don’t need a ticket but we need faith and the Lord will help guide us as we take back America and the world. “People Get Ready” our moment is now and we are ready to see the change we want in America and the world. All we got to do is have faith, hope and prosperity. “People Get Ready” to face your fears. “People Get Ready” to face your demons and the challenges of yesterday because today and tomorrow we will conquer & be victorious. “People Get Ready” a change is coming and our actions will make sure that change is a real positive change that lasts forever.


“People Get Ready” because we have had enough of just talking but now is our time to show action. “People Get Ready” to take back America and the world. “People Get Ready” to take back our communities and to make our streets safer and schools better. “People Get Ready” to make all our dreams come true. “People Get Ready” to see a better present for everyone and a better future for future generations. “People Get Ready” to live up to your potential and to help others live up to their own potential. “People Get Ready” to move past hatred, bigotry, racism and sexism. “People Get Ready” to fulfill the dreams of those who came before us and those who will come after us.


“People Get Ready” as we make our actions speak louder than our words. “People Get Ready” to make words mean something again as we put action to back up our rhetoric. “People Get Ready” as we embark on a new journey that will re-write America’s history as well as the world’s history. “People Get Ready” as we make the lives of others better and the lives of future generations better. “People Get Ready” because all we need is faith, hope and action to make this world a better place. “People Get Ready” to make a difference. “People Get Ready” to fulfill the American dream. “People Get Ready" to live out the American Dream as our founding fathers wanted us to live it. “People Get Ready” because our time is now, our moment is now and our moment in time to change America & the world is not now but right now. “People Get Ready” because a change is coming!


Alicia]
(Let me tell you now)
People get ready, there's a train comin'
You don't need no baggage, you just get on board
All you need is faith to hear the diesels hummin'
You don't need no ticket, you just thank the lord

[Lyfe]
People get ready, for a train to Jordan
Picking up passengers coast to coast
Faith is the key, open the doors and board them
There's hope for all among those loved the most

[Alicia]
There ain't no room for the hopeless sinner
Who would hurt all man kind just to save his own (believe me now)
Have pity on those whose chances grow thinner
For there's no hiding place against the kingdoms throne

[Alicia & Lyfe]
So people get ready there's a train coming
You don't need no baggage, you just get on board
All you need is faith to hear the diesels humming,
You don't need no ticket, you just thank the lord


“PEOPLE GET READY!”

God Bless the U.S.A. by Lee Greenwood


Lee Greenwood-god bless the U.S.A