Schoolwide programs address the educational needs of children living in impoverished communities with comprehensive strategies for improving the whole school so every student achieves high levels of academic proficiency. Schoolwide programs have great latitude to determine how to organize their operations and allocate the multiple funding sources available to them. They do not have to identify particular children as eligible for services or separately track Federal dollars. Instead, schoolwide programs can use all allocated funds to increase the amount and quality of learning time.
For additional information about schoolwide programs see:
Deputy Assistant Secretary for Policy,
Office of Elementary and Secondary Education
This position serves as the Deputy Assistant Secretary for Policy and School Turnaround in the U.S. Department of Education’s Office of Elementary and Secondary Education. It leads the Office of School Turnaround, which administers the $4.5 billion School Improvement Grants program and coordinates the Department’s school turnaround efforts.
Carlas serves as the Group Leader at the U.S. Department of Education in the Office of Elementary and Secondary Education (OESE). Carlas is tasked with directing and providing oversight of the administration of the School Improvement Grants program in the Office of School Turnaround. Since 2007, he has helped to administer approximately $5 billion toward improving schools.
Before joining the U.S. Department of Education, Carlas was a Project Director for the National Association of State Boards of Education, where he worked with state policy makers in an effort to transform secondary education through policy development.
Carlas holds a Masters and Doctorate of Education from the Rossier School of Education at University of Southern California located in Los Angeles, California. He is also a graduate of Saint Louis University located in St. Louis, Missouri.
Michael serves as Special Assistant to the Assistant Secretary for Civil Rights in the U.S. Department of Education, where he helped develop the Office for Civil Rights’ new strategic plan and technical assistance strategy. He is currently detailed to the Office of School Turnaround, working on the office’s technical assistance and internal capacity initiatives, and is state contact to six states on their turnaround work. Prior to the Department, Michael worked as an organizer on the Presidential campaign of Barack Obama, first in Iowa and then in Virginia. Before that, he spent three years teaching middle school in the Harold Ickes Homes on Chicago’s South Side. There, he became committed to school turnaround efforts after his students dramatically increased their proficiency in reading and writing on state tests. He graduated from Duke University with a major in public policy, and did graduate work in education policy at the University of Illinois-Chicago.
Kimberly is a senior program officer and team lead in the Office of School Turnaround, where she is responsible for a state monitoring team and the technical assistance working group. She previously served as team lead for health, mental health, environmental health, and physical education programs in the Office of Safe and Drug-Free Schools, and led a variety of grant programs and projects related to school health and safety, including grants to integrate schools and mental health systems, a recognition program to identify effective models on college campuses, and a regional centers program that provided training and technical assistance to states and school districts. She also taught English in Japan and worked as a counselor for several community-based organizations serving disabled youth and adults. Kim has a BS in Rehabilitation Education from Penn State University and a MA in Human Resource Development from George Mason University, and lives in Virginia with her husband and teenage son.
Chuenee is a program officer and team lead in the Office of School Turnaround, where she is responsible for a state monitoring team and the peer-to-peer convenings. She has supported districts and states in the development and implementation of their educator evaluation systems as a program officer for the Teacher Incentive Fund Program. Prior to joining the Department, she worked for the Comprehensive Centers as a technical assistance provider for multiple states. She also worked for the Senate committee on Health, Education, Labor and Pensions. She has extensive experience in research and policy development and implementation related to teacher quality, early childhood, school improvement, special education. She holds a BA in Public Policy from Duke University and a MA in Education Policy from George Washington University.
Molly Scotch Budman
Molly serves as a program officer in the Office of School Turnaround, where she serves as state contact and works on internal capacity and monitoring/grantmaking initiatives. Molly previously served as a reading specialist in Stamford, Connecticut, at a school that received a School Improvement Grant. She also taught high school English in Manchester, New Hampshire. As an undergraduate at Vanderbilt University, Molly majored in secondary education and English and developed an interest in transforming high school students into passionate readers, thinkers, and writers. She also holds a master’s degree as a reading specialist from Teachers College at Columbia University. She is delighted to be working with the OST team!
Phavy is a program officer within the Office of School Turnaround, where she serves as a state contact and contributes to several workgroups focused on the capacity building and sustainability of national school turnaround efforts. Prior to joining the Office of Elementary and Secondary Education, she served as a program specialist in the Office of Special Education and Rehabilitative Services of the U.S. Department of Education. She is a native of Pennsylvania where she earned her Bachelors in Politics and International Relations from Ursinus College, located in Collegeville. Phavy holds a Master of Education in Counseling and Development from George Mason University in Fairfax, VA. She has also completed post- graduate studies in Educational Leadership at The George Washington University. Phavy has worked for Fairfax County Public Schools, VA as an elementary special education teacher in a Title I school, as an admissions/school counselor for FCPS high school Career and Technical Education academies, and as a transition counselor for Northern Virginia Community College in partnership with FCPS where she assisted at-risk and first-generation students with the high school-to-college transition process. She enjoys traveling and has studied Art History in Florence, Italy, Santiago, Spain, and has most recently visited Cape Town, Durban, and Johannesburg, South Africa where she examined the educational system and a number of higher education institutions in post-apartheid South Africa. Phavy is dedicated to improving the American education system and is happy to be a part of the OST team.
Laticia is a program assistant in the Office of School Turnaround, where she works on internal capacity initiatives. Prior to joining OST, Laticia served as the assistant to the Deputy Assistant Secretary for Policy and School Turnaround. In that role, she scheduled meetings and travel and helped prepare documents for the Deputy Assistant Secretary’s speaking engagements. Previously, Laticia served as program assistant in the Student Achievement and School Accountability (SASA) office at the Department. She also worked as a legal instrument examiner at the United States Patent and Trademark Office, where she was responsible for reviewing patent and trademark documents. Laticia is excited to be working in OST and use her organizational and database skills to contribute to the team!
As a program officer with the Office of School Turnaround, Janine assists state educational agencies with their turnaround efforts and works on technical assistance and monitoring initiatives. She has also supported districts and states in the development and implementation of their educator evaluation systems as a program officer for the Teacher Incentive Fund Program. As a Master Educator with the District of Columbia Public Schools, Janine assessed the quality of classroom teachers’ instruction using the district’s Teaching and Learning Framework and provided tailored professional development to teachers based on their needs. She also volunteered with the Ministry of Education in Belize, where she conducted professional development workshops for educators. Prior to that, Janine taught middle school students with mild to moderate learning challenges in Oakland, California. She holds a Master’s Degree in Sociology and Education from Teacher’s College, Columbia University.
Christopher is on detail with the Office of School Turnaround from Federal Student Aid (FSA) at the U.S. Department of Education. While at FSA, Christopher managed projects related to implementing policy through the products students and schools use in applying for and processing student aid. Prior to joining the Department, Christopher co-developed a nonprofit that advocates for children in the court system because of parental abuse and neglect and spent several years working in and with the federal TRIO programs. Having been a TRIO student himself, he recognizes the valuable impact access to a quality education and advocacy can have for low-income students. Christopher holds a B.A. in Business Development and Leadership from Westminster College where he graduated with honors and served as the first openly gay president of the student body. He also holds a master’s degree from Brandeis University in Sustainable International Development where he received a fellowship to further his studies because of his interest in, and commitment to, addressing the effects of poverty in the United States through education and advocacy.
Sara is a program officer in the Office of School Turnaround, where she serves as a state contact and also works on technical assistance and internal capacity initiatives. Prior to joining the Department, Sara served in state government on policy development and implementation related to teacher and principal preparation, licensure, recruitment and retention, and evaluation. Previously, Sara taught 6th grade writing in Gary, Indiana, 7/8 grade reading, writing and social studies at a bilingual charter school in Phoenix, Arizona, and served as a special education teacher’s aide in Germantown, Wisconsin. As an undergraduate at the University of Wisconsin-Madison, Sara majored in international studies and journalism and studied abroad in Quito, Ecuador. She holds a Master in Teaching from Dominican University and a Master of Public Policy in Education from Vanderbilt University. She is thrilled to be working with the OST team to support states in implementing their ambitious plans to transform their lowest-performing schools.
Christina is a program officer in the Office of School Turnaround where she serves as a state contact and works on technical assistance and internal capacity initiatives. She also supports the School Turnaround AmeriCorps, School Turnaround Learning Community, and Peer to Peer initiatives. She previously worked on discretionary grants for high schools with a special interest in dropout prevention and recovery, rural education, and wrap-around supports to prepare students to graduate high school with clear pathways to college and career. Prior to joining the Department, Christina worked in the non-government sector on education policy and finance, program evaluation, professional development curriculum, and provided direct service to youth with severe emotional and behavior disorders, many of whom had experienced abuse and neglect. A Kentucky native, Christina has also worked, studied, and volunteered in seven different countries in Latin America, Europe, and the Caribbean, and enjoys volunteering with Atlas Corps and its cadre of international Fellows. Christina earned a M.Ed. in Education Administration and a M.S.W. with a focus on program planning, evaluation, policy, and community organizing from Boston University. She earned her B.A. in psychology with a minor in Spanish from the University of Kentucky.
Michael E. Wells, Ph.D.,
Michael is a senior program officer and Team Lead at the U.S. Department of Education’s Office of School Turnaround. He coordinates monitoring and support for the western states and Puerto Rico and leads the Office’s monitoring and grantmaking initiatives. Michael has worked in the fields of psychology and public education for over 30 years. He has had a private practice in psychotherapy, taught at the university level, and has administered school safety and student services programs at the local and federal level, as well as establishing and directing the operation of public alternative school programs. Michael received his undergraduate degree and doctorate in counseling and educational development from the University of North Carolina and his master’s degree in psychology from Western Michigan University. He is licensed as a psychologist and a professional counselor. He and wife Dianne have five sons and six grandchildren.
David serves as a program officer and the internal capacity workgroup leader at the Office of School Turnaround. Prior to joining the Department, David was an elementary and middle school ESL teacher in Washington, DC where he also served as middle school staff coordinator. In college, he volunteered as a language tutor to foreign exchange students and also worked as a campus recruiter for Teach For America. An avid traveler, David has studied in Madrid, Spain and worked in Sydney, Australia for the Australian Minister for Defense. Originally from Louisville, Kentucky, David has a BA in Political Science and a BS in Social Studies Education from Boston University and a MA in Teaching English for Speakers of Other Languages from American University.
The Honorable Denise Juneau
Superintendent of Public Instruction
Montana Office of Public Instruction
PO Box 202501
Helena, MT 59620 – 2501
Dear Superintendent Juneau:
During the week on September 13-15, 2011, a team from the U.S. Department of Education (ED) reviewed the Montana Office of Public Instruction’s (OPI) administration of Title I, section 1003(g) (School Improvement Grant (SIG)) of the Elementary and Secondary Education Act of 1965 (ESEA) as amended. As part of its review, the ED team interviewed staff at the State educational agency (SEA) and two local education agencies (LEAs). The ED team also conducted site visits to two schools implementing the SIG intervention models, where they visited classes and interviewed school leadership, teachers, parents, and students. Enclosed you will find the monitoring report based upon this review.
In February 2011, ED began its first year of monitoring of the SIG program. The primary purpose of monitoring is to ensure that the SEA carries out the SIG program consistent with the final requirements. Additionally, ED is using its monitoring reviews to observe how LEAs and schools are implementing the selected intervention models and identify areas where technical assistance may be needed and to support effective program implementation.
In line with these aims, the enclosed monitoring report is organized into three sections. The Summary and Observations section describes the SIG implementation occurring in the schools and districts visited, initial indicators of success, and outstanding challenges relating to implementation. The Technical Assistance Recommendations section contains strategies and resources for addressing technical assistance needs identified during ED’s visit. Finally the Monitoring Findings section identifies any compliance issues within the six indicator areas reviewed and corrective actions that the SEA is required to take.
With regards to the Technical Assistance Recommendations provided, we encourage you to employ these strategies to further support the effective implementation of the SIG program. ED staff will continue to follow up with your staff to see how OPI is working to address these issues and make use of this technical assistance.
Please be aware that the observations reports, issues identified, and findings made in the enclosed report are based on written documentation or information provided to ED by the SEA, LEA, or school staff during interviews. They also reflect the status of compliance in Montana at the time and location of ED’s onsite review. The OPI may receive further communication from ED that will require it to address noncompliance occurring prior or subsequent to the onsite visit.
The ED team would like to thank the OPI staff responsible for the SIG program for the assistance provided prior to and during the review in gathering materials and providing access to information in a timely manner
We look forward to working further with your staff to address the issues contained in this report and to improve the quality of the SIG program in Montana.
Carlas L. McCauley, Ed.D.
U.S. Department of Education
Office of Elementary and Secondary Education/
Office of School Turnaround
400 Maryland Ave, SW, 3W222
Washington, DC 20202
cc: BJ Granbery, Division Administrator and Title I Director
Mandy Smoker-Broaddus, SIG School Transformation Director
Monitoring the implementation of Federal programs and the use of Federal program funds is an essential function of the U.S. Department of Education (ED). The SIG program, authorized under section 1003(g) of the Elementary and Secondary Education Act (ESEA) of 1965, as amended, provides grants to SEAs that States use to make competitive sub-grants to local educational agencies (LEAs) that demonstrate the greatest need for the funds and the strongest commitment to use the funds to provide adequate resources in order to raise substantially the achievement of students in their lowest-performing schools. Under the final requirements published in the Federal Register in October 2010, SIG funds are to be focused on each State‟s “Tier I,” “Tier II,” and “Tier III” schools.
ED uses monitoring indicators to determine the fidelity of implementation of Federal programs and activities administered by SEAs. The SIG monitoring procedures and protocols concentrate on the following indicator areas: application process, technical assistance, monitoring process, fiscal responsibilities, data collection, and implementation.
Monitoring Plan for School Improvement Grants (SIG) October 1, 2013 to September 30, 2014.
This guide, published by the Department’s Office of Elementary and Secondary Education, provides information for youth and young adults experiencing homelessness who are interested in pursuing higher education. The guide includes information and resources related applying to college, paying for college, and succeeding in college.
This technical assistance product clarifies permissions and restrictions under FERPA for LEAs disclosing aggregate data and individual student information to HUD’s Continuum of Care grantees and organizations operating Homeless Management Information Systems, including spotlights on 3 communities who have partially integrated their data systems.
Reports to Congress
The McKinney-Vento Homeless Assistance Act requires the U.S. Department of Education to provide periodic reports to Congress about the implementation of the Education for Homeless Children and Youths (EHCY) grant program.
The National Center for Homeless Education (NCHE) is a technical assistance center funded by the U.S. Department of Education. Housed at the University of North Carolina at Greensboro, NCHE supports the implementation of the Education for Homeless Children and Youth (EHCY) grant program by providing technical assistance to EHCY grantees and other stakeholders. NCHE provides a toll-free helpline, a comprehensive website, virtual and in-person trainings, and informational resources. NCHE’s website is available at https://nche.ed.gov/.
Topical Index of Resources: NCHE provides a comprehensive set of resources related to the education of children and youth experiencing homelessness. Access these resources, organized by topic, at https://nche.ed.gov/topics/.
State-level Data & Contact Information: NCHE maintains State-specific webpages to provide an overview of each State’s EHCY program (including performance data and contact information for EHCY State Coordinators). Learn more about your State’s EHCY program at https://nche.ed.gov/data/.
McKinney-Vento Public Awareness Materials: NCHE offers resources (including posters, brochures, and other educational materials) to school districts, community organizations, and other stakeholders designed to educate children and families about their rights under the McKinney-Vento Homeless Assistance Act. Peruse NCHE’s public awareness materials—some of which are available free of charge—at https://nchehelpline.org/.
Federal Agencies Serving Homeless Children and Youth
This independent Federal agency coordinates across 19 Federal agencies to prevent and end homelessness. Goals include ending unaccompanied youth and family homelessness through coordination across Federal agencies and their State and local grantees and stakeholders.
HHS administers programs that target runaway and homeless youth or prioritize homeless children and adults for services. Several of them use ED’s definition of homelessness and coordinate with State and local educational agencies in serving children, youth and families experiencing homelessness.
HUD administers the Federal government’s largest homeless assistance programs, including the Youth Homelessness Demonstration Program, with which it collaborates with ED in providing technical assistance to grantees. Searching on HUD’s resource website under both education and the Continuum of Care program should lead you to several products produced or reviewed collaboratively with ED.
National Organizations with Resources on Homeless Children, Youth and Education
This November 2021 report provides a summary of demographic data collected by the McKinney-Vento Education for Homeless Children and Youth (EHCY) Program. The report includes an examination of data collected for the 2017-18, 2018-19, and 2019-20 school years. Information on the number of students experiencing homelessness, their primary nighttime residence, subgroups of students, and race/ethnicity of students experiencing homelessness is included. To view this report please see Student Homelessness in America: School Years 2017-19 to 2019-20.
To access data collected and published by the Department of Education, please see ED Data Express.
EDFacts File Specifications
The specific file specifications relevant to the collection and submission of homeless student data are FS 118, FS 170 and FS 194. In addition, homeless students are a category set in the following files: Title I, Part A participation (FS 037), dropout and graduate/completer counts (FS 032 and 040), participation and achievement on State assessments in reading/language arts, mathematics and science (FS 175, 178, 179, 185, 188, 189), graduation rates (FS 150 and 151), and chronic absenteeism (FS 195). To access all file specifications for all EDFacts data files, please see the following page. For more information about the Department’s EDFacts Initiative, which includes data collection for EHCY, please see the following page.
LEA Homeless Student Enrollment Flat and Long Files
Since the 2013-2014 School Year, the Department has released LEA-level homeless student enrollment data with privacy protections applied. The files and documentation are available at the following page.
OESE periodically assesses States’ efforts in implementing Federal grant programs. By completing periodic assessments of SEA grant administration across multiple OESE programs, including EHCY, OESE is able to gather accurate information about States’ compliance with statutory and regulatory requirements, as well as information about grant performance. OESE uses this information about State and local needs to provide high-quality, differentiated support to States.
Consolidated monitoring reports, monitoring protocols, and information about the consolidated monitoring process are available on the Office of School Support and Accountability’s (SSA) Performance Reports page. An SEA self-assessment tool and monitoring protocol for the EHCY program and other programs are also available on this . In searching for monitoring reports by State or program going back to 2007, please note that EHCY was included with reports for Title I, Parts A and D until 2014, only Title I, Part D in 2015, and only EHCY from 2016-2019.
The Office of Management and Budget’s (OMB) Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards (commonly called “Uniform Guidance”) was adopted by the Department in December 2014, 2 CFR Part 3474, and provides a government-wide framework for grants management and sets an authoritative set of rules and requirements for Federal awards that synthesizes and supersedes guidance from earlier OMB circulars. The Uniform Guidance addresses such issues as addresses time and effort certifications, indirect cost reimbursement, timely obligation of funds and carryover, financial management rules, program income, record retention, property/equipment/supplies inventory controls, procurement, monitoring, conflicts, travel policies, and allowable costs.
The Education Department of General Administrative Regulations (EDGAR), 34 CFR Parts 75, 76, and 77, are the federal regulations that govern all federal grants awarded by the U.S. Department of Education. EDGAR is read in conjunction with the authorizing statutes, program-specific regulations, the Uniform Guidance, and Federal Register documents, such as Notices Inviting Applications and Notices of Final Priorities.
Who May Apply: ONLY State Education Agencies (SEAs)
While only SEAs may apply and directly receive funds from the Department of Education, SEAs are, in turn, required to make formula subgrants to local educational agencies (LEAs).
To receive funds under ESEA formula grant programs, States are required, once per Congressional authorization of the statute, to submit program plans. Each program plan must address program requirements specified in the statute. Section 8303 of the ESEA, however, permits the Department to simplify application requirements and reduce the burden on States by establishing procedures for States to submit a single Consolidated State Plan that addresses multiple programs.
Distribution of formula grant funds to participating States, the District of Columbia, and Puerto Rico under the Education for Homeless Children and Youth program is proportionate to the distribution of funds under Section 1122 of the Elementary and Secondary Education Act of 1965, as amended (ESEA). The minimum grant that may be awarded to a State educational agency (SEA) in any given fiscal year is $150,000. The Bureau of Indian Affairs receives funds under a memorandum of agreement with the Department to serve children and youth experiencing homelessness and, attending schools administered by the Bureau. State educational agency must distribute not less than 75 percent of their allocation in subgrants to local educational agencies. States funded at the minimum level must distribute not less than 50 percent in subgrants to local educational agencies. States may reserve their remaining funds for State-level activities.