Presentation is loading. Please wait.

Presentation is loading. Please wait.

Understanding Title I Targeted Assistance Programs & Schoolwide Programs Presented by: Illinois State Board of Education Division of Grants & Programs.

Similar presentations


Presentation on theme: "Understanding Title I Targeted Assistance Programs & Schoolwide Programs Presented by: Illinois State Board of Education Division of Grants & Programs."— Presentation transcript:

1 Understanding Title I Targeted Assistance Programs & Schoolwide Programs Presented by: Illinois State Board of Education Division of Grants & Programs Dana Kinley, Principal Consultant Illinois Association of Title I Directors Annual Fall Conference September 29 – 30, 2009 Springfield, Illinois

2 Understanding Title I Programs The No Child Left Behind Act (NCLB) of 2001 authorizes two distinct program structures under Title I, Part A: - Default 1.Targeted Assistance School Programs - Default Conditions Required 2.Schoolwide Programs – Conditions Required 2

3 Program Definitions Targeted Assistance School Program (TASP) A TASP is a school that receives Title I, Part A funds, yet is ineligible or has chosen not to operate a SWP, and provides supplemental educational services to eligible children identified as having the greatest need for special assistance Schoolwide Program (SWP) A SWP is a comprehensive reform model used to upgrade the entire educational program in a Title I school, and it has the primary goal of ensuring that all students, particularly those who are low-achieving, demonstrate at least proficient levels of achievement of the Illinois Learning Standards 3

4 Presentation Objectives: 1.Explain the similarities and differences between targeted assistance school programs and schoolwide programs 2.Explain the requirements to implement a schoolwide program 3.Explain the process to become a schoolwide program 4

5 4. Explain continuation requirements for operating a schoolwide program 5.Explain the benefits of operating a schoolwide program 6.Explain the role of the Illinois State Board of Education (ISBE) regarding schoolwide plans Presentation Objectives... Cont 5

6 7.Provide supporting resources 8.Answer questions Presentation Objectives... Cont 6

7 Program Similarities Targeted Assistance Program Schoolwide Program Goals of TASP and SWP goals are the same: to improve teaching and learning to enable participating students to meet the Illinois Learning Standards Objective #1: 7

8 Program Similarities... Cont Targeted Assistance Program Schoolwide Program Must be eligible to receive Title I, Part A funds Must use scientifically proven effective methods and instructional strategies Must coordinate with and support the regular education program Objective #1: 8

9 Program Similarities Program Similarities... Cont Must provide instruction by highly-qualified teachers Must implement strategies to increase parental involvement Must be used to supplement educational services and not supplant 9 Objective #1: Targeted Assistance ProgramSchoolwide Program

10 Program Similarities Program Similarities... Cont. : May provide services to children who are: not older than age 21 who are entitled to a free public education through grade 12, and/or not yet at a grade level where the local educational agency (LEA) provides free public education 10 Objective #1: Targeted Assistance ProgramSchoolwide Program

11 Program Similarities Targeted Assistance Program Although Title I, Part A funds may not be used to provide services that are otherwise provided by law for homeless children, neglected and delinquent youth, children with disabilities, children of migrant families, children who are limited English proficient, funds can be used to coordinate or supplement such services Schoolwide Program Objective #1: 11

12 Program Differences Targeted Assistance Program Staff use Title I funds to provide supplemental educational services only to a select group of children identified for failing, or most at risk for failing, to meet the Illinois Learning Standards Schoolwide Program Uses Title I funds to meet the needs of all students in the school. Individual students are not identified as eligible to participate Objective #1: 12

13 Program Differences... Cont. : Targeted Assistance Program Staff use multiple measures of student academic achievement to determine which students are eligible to participate in Title I program Schoolwide Program No requirement Objective #1: 13

14 Program Differences... Cont. : Targeted Assistance Program Children in preschool through grade 2 are assessed for eligibility using criteria such as teacher judgment interviews with parents developmentally appropriate measures (subjective) Schoolwide Program No requirement Objective #1: 14

15 Program Differences... Cont. : Targeted Assistance Program Children in grades 3 – 12 are assessed for eligibility using multiple, educationally related, objective criteria established by the school district Schoolwide Program No requirement Objective #1: 15

16 Program Differences... Cont. : Targeted Assistance Program Staff must equitably apply the same selection criteria to determine eligibility for participation to children who are/have: economically disadvantaged disabilities migrant limited English proficiency Schoolwide Program No requirement Objective #1: 16

17 Program Differences... Cont. : Targeted Assistance Program Staff must serve the following children by virtue of their status regardless of their performance against the eligibility criteria: Homeless children attending any school in the district Children living in local institutions or attending day programs for neglected or delinquent youth Schoolwide Program Must serve within school population Objective #1: 17

18 Program Differences... Cont. : Targeted Assistance Program Must serve children who, at any time in the 2 years preceding the year for which Title I services are available, participated in: educational programs for migratory children Head Start, Even Start, Early Reading First, or in preschool services funded with Title I Schoolwide Program Must serve within school population Objective #1: 18

19 Program Differences... Cont. : Targeted Assistance Program Title I funds may be used to employ staff who serve only those students who have been identified with multiple measures as eligible for participation by being the most at-risk of not meeting the Illinois Learning Standards Schoolwide Program No distinctions are made between staff members paid with Title I funds and staffers who are not All school staff work toward upgrading the entire educational program and improving the achievement of all students, particularly those who are low achieving Objective #1: 19

20 Program Differences... Cont. : Targeted Assistance Program Records must be maintained documenting that Title I funds are spent on activities and services for only eligible and participating students Schoolwide Program No requirement Objective #1: 20

21 Program Differences... Cont. : Targeted Assistance Program Individual program funds are limited to the intent and purpose of each grant Schoolwide Program School may consolidate funds from Title I and other federal education program funds and resources administered by the U.S. Department of Education to improve the entire educational program of the school with the intended purpose of raising academic achievement for all students Objective #1: 21

22 Program Differences... Cont Targeted Assistance Program Title I funds may be used for children under the age of six who reside in the schools attendance area and are selected for participation on the basis of criteria such as teacher judgment, interviews with parents, and developmentally appropriate measures Schoolwide Program Consolidated funds may be used to pay for pre- kindergarten programs for all children under six years of age who reside in the schools attendance area Objective #1: 22

23 Requirements to Implement a Schoolwide Program prior to or upon initial implementation Each school, within the LEA, authorized to operate with schoolwide authority must have documentation to demonstrate the following criteria have been met prior to or upon initial implementation: 23 Objective #2:

24 Requirements to Implement... Cont 40% At least 40% of the students enrolled in the school, or residing in the attendance area served by the school, are from low-income families The following are acceptable determinants of poverty: National School Lunch and School Breakfast Program Current Income Eligibility Guidelines published by the U.S. Department of Agriculture for its National School Lunch and School Breakfast Program (i.e. Free & Reduced Lunch Count) Temporary Assistance for Needy Families Temporary Assistance for Needy Families (TANF)Medicaid 24 Objective #2:

25 Requirements to Implement... Cont one year planning period A one year planning period is completed 25 Objective #2:

26 Process to Become a Schoolwide Program 26 Objective #3: Communicate your intent to ISBE Begin the one year planning phase by completing the Schoolwide Programs section and clicking on the appropriate radio buttons

27 Process to Become a Schoolwide Program comprehensive plan During the one year planning phase, a comprehensive plan is developed in consultation with the LEA and the school support team or other technical assistance provider. The following individuals must be involved in the plan development: Parents, Community members, Teachers, Principals, Administrators, and if appropriate, Pupil services personnel, Technical assistance providers, School staff, and Students (if the plan is for a secondary school) 27 Objective #3:

28 The Schoolwide Plan Developing The Schoolwide Plan 28 TheTenComponents Objective #3:

29 Component 1: Comprehensive Needs Assessment A school planning to operate with schoolwide authority must conduct and write a comprehensive needs assessment that: identifies the schools strengths and challenges in key areas that affect student achievement, reveals the priority areas on which the program will focus, and guides the development of the comprehensive schoolwide plan 29 Objective #3:

30 Component 2: Schoolwide Reform Strategies A schoolwide plan must describe reform strategies that: Provide opportunities for all children to accomplish the meets and exceeds levels of achievement on State assessments Use effective methods and instructional strategies that are based on scientific research that: core academic program strengthens the core academic program in the school increasesamount qualitylearning time increases the amount and quality of learning time (e.g. before- and after-school and summer programs) historically underserved populations includes strategies for meeting the educational needs of historically underserved populations 30 Objective #3:

31 Component 2: Schoolwide Reform Strategies all particular focus on low-achieving children members of the target population Use strategies to address the needs of all students in the school with particular focus on the needs of low-achieving children and those at risk of not meeting standards that are members of the target population of any program that is included in the SWP which may include: counseling, mentoring, or other pupil services college and career awareness and preparation vocational and technical education programs 31 Objective #3:

32 Component 3: Instruction by Highly Qualified Teachers highly qualified teachers A schoolwide plan must describe how instruction will be provided by highly qualified teachers to all students 32 Objective #3:

33 Component 4: Professional Development high quality and ongoing professional development A schoolwide plan must describe how high quality and ongoing professional development will be provided to the following individuals: Teachers, Principals, and Paraprofessionals, and if appropriate, Pupil services personnel, Parents, and Other staff 33 Objective #3:

34 Component 5: Attracting Highly Qualified Teachers attract high-qualityhighly qualified teachers to high-need schools A schoolwide plan must describe strategies to attract high-quality, highly qualified teachers to high-need schools 34 Objective #3:

35 Component 6: Parental Involvement parental involvement A schoolwide plan must describe strategies to increase parental involvement 35 Objective #3:

36 Component 7: Preschool Transition (if applicable) assistance will be given to preschool children making the transition A schoolwide plan must describe how assistance will be given to preschool children making the transition from early childhood programs, such as Head start, Even Start, Early Reading First, or pre-kindergarten to local elementary school programs 36 Objective #3:

37 Component 8: Including Teachers in Decision Making teachers will be included in making decisions A schoolwide plan must describe how teachers will be included in making decisions regarding the use of academic assessments in order to provide information on, and to improve, the achievement of individual students and the overall instructional program 37 Objective #3:

38 Component 9: Effective, Timely, Additional Assistance provided effective, timely, additional assistance A schoolwide plan must describe how students who experience difficulty mastering the proficient or advanced levels of academic achievement standards will be provided effective, timely, additional assistance 38 Objective #3:

39 Component 10: Coordination of Federal, State, and Local Programs coordinate and integrate Federal, State, and local services A schoolwide plan must describe how school personnel will coordinate and integrate Federal, State, and local services and programs, including programs supported under the NCLB Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training 39 Objective #3:

40 Process to Become a Schoolwide Program Write the Schoolwide Plan Describe how the school will implement the ten (10) required components 40 Objective #3:

41 Process to Become a Schoolwide Program Package the Schoolwide Plan Describe how the school will use resources from other sources to implement the ten (10) required components Include a list of State Educational Agency (i.e. Illinois State Board of Education) and LEA programs and other Federal programs that will be consolidated to support the SWP 41 Objective #3:

42 Process to Become a Schoolwide Program Describe how the school will provide individual student academic assessment results in a language the parents can understand, including an interpretation of those results, to the parents of children who take the Illinois Standards Achievement Test (ISAT) or the Prairie State Achievement Examination (PSAE) 42 Objective #3:

43 A Note to Grandfathered Programs Those schools that were authorized to operate with schoolwide authority on the day before the date of the enactment of NCLB are required to amend their plans to meet these criteria. Objective #3: 43

44 Process to Become a Schoolwide Program Get Local School Board of Education Approval When written, the schoolwide plan must be officially approved by local board of education prior to implementation By statute, only the local board of education has the authority to approve schoolwide plans ISBE staff can provide technical assistance for plan development and implementation; however, they are not required to approve schoolwide plans 44 Objective #3:

45 Continuation Requirements for Operating a Schoolwide Program Fulfill Program Requirements Schools operating with schoolwide authority must: Maintain the intent and purpose of each of the Federal programs that was consolidated in an effort to support the SWP Uphold requirements relating to health, safety, civil rights, student and parental participation and involvement, services to private school children, maintenance of effort, and comparability of services 45 Objective #4:

46 Continuation Requirements for Operating a Schoolwide Program Schools operating with schoolwide authority must: supplement educational services and not supplant Use Title I funds to supplement educational services and not supplant those funds that would, in the absence of Title I funds, be made available from non-Federal sources for the school. Funds that would normally flow to the school from non-Federal sources must continue to be provided to the school annual evaluation Conduct an annual evaluation of the implementation of, and results achieved by, the SWP. This evaluation must determine whether the SWP was effective in increasing the achievement of students in meeting the Illinois Learning Standards, particularly those students who had been furthest from achieving the standards 46 Objective #4:

47 Continuation Requirements for Operating a Schoolwide Program Schools operating with schoolwide authority must: Review and revise the plan as necessary based on the results of the evaluation to ensure continuous improvement in student achievement Although statute does not require schools to annually seek the local school board of educations approval of the program evaluation and/or revised plan after the initial plan approval, a practical way of securing necessary documentation for future monitoring and auditing purposes is to submit the annual evaluation and/or revised plan for inclusion into the local board of educations official record of regular meeting minutes. This action is not required by ISBE and is completely at the discretion of the local school district 47 Objective #4:

48 Continuation Requirements for Operating a Schoolwide Program Schools operating with schoolwide authority must: Make the plan available to the LEA, parents, and the general public. To the extent practicable, the information contained in the plan must be understandable to parents and other constituents including publication in an understandable language Coordinate with Reading First, Early Reading First, Even Start, Carl D. Perkins Vocational and Technical Education Act of 1998, and the Head Start Act if appropriate 48 Objective #4:

49 Continuation Requirements for Operating a Schoolwide Program Schools operating with schoolwide authority must: Maintain Documentation related to three core components: 1.Comprehensive needs assessment 2.Comprehensive schoolwide plan approved by local board of education 3.Annual evaluation of program effectiveness 49 Objective #4:

50 Benefits of Operating a Schoolwide Program Greater flexibility is afforded to schools operating with schoolwide authority. They have the flexibility to: consolidate resources, serve all students, include all staff, and redesign the school and its services for the intended purpose of improving student achievement 50 Objective #5:

51 Benefits of Operating a Schoolwide Program According to the U.S. Department of Education, Designing Schoolwide Programs, Non-Regulatory Guidance, March 2006, Appendix I – Eligibility/Poverty Determinations, if a schools poverty threshold falls below 40% in any subsequent year after implementation, it may continue to operate with schoolwide authority 51 Objective #5:

52 Benefits of Operating a Schoolwide Program SWPs can consolidate resources and use Title I, Part A funds with fewer restrictions, as long as they engage in reform strategies that increase the amount and quality of learning time and provide a high-quality curriculum to help all children meet the Illinois Learning Standards The effort to accomplish this must be clearly articulated in the comprehensive schoolwide plan 52 Objective #5:

53 An Example: Benefits of Operating a Schoolwide Program The following is an example of the flexibility afforded to schools operating with schoolwide authority. Consider a SWP funded under Title I, Part A that also receives professional development funds under Title II, Part A and educational technology monies under Title II, Part D. This school could request via the NCLB Consolidated Application to spend Title II, Part D funds under Attendance and Social Work Services (Function 2110) to pay the salary (Object 100) of a school social worker. The school could also request to purchase computers under Educational Media Services (Function 2220/Object 500) with Title II, Part A funds. In a TASP, these activities are not approvable, but in a SWP, they are allowable expenditures. The following screenshot, taken from the NCLB Consolidated Application, illustrates how this can happen. Notice the white and gray-filled budget cells. In a targeted assistance school, only the white cells are open for allowable expenditures. The gray-filled cells are blocked because they are not allowable costs. In a school operating with schoolwide authority, however, both the white and gray-filled cells are accessible and reflect allowable expenditures. The blackened cells across all budgets are blocked for all schools and cannot be opened for any reason. 53 Objective #5:

54 54 15,000 1,000 Objective #5:

55 Illinois State Board of Educations Role Provides technical assistance, Monitors for compliance, Does not approve final schoolwide plans. By statute, this official action is reserved for the local school board of education 55 Objective #6:

56 Supporting Resources 56 Objective #7:

57 Supporting Resources Statute by Section Section 1111 State Plans Section 1112 Local Educational Agency Plans Section 1114 Schoolwide Programs Section 1115 Targeted Assistance Programs Section 1116 Academic Assessment & LEA and School Improvement Section 1117 School Support and Recognition Section 1118 Parental Involvement Section 1119 Qualifications for Teachers & Paraprofessionals 57 x.html Objective #7:

58 Contact Information Dana Kinley, Principal Consultant Illinois State Board of Education Division of Grants and Programs Springfield Office Objective #7:

59 Questions & Closing Thoughts 59 Objective #8:


Download ppt "Understanding Title I Targeted Assistance Programs & Schoolwide Programs Presented by: Illinois State Board of Education Division of Grants & Programs."

Similar presentations


Ads by Google