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A Principals Guide to Title I, Part A and LAP Requirements.

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Presentation on theme: "A Principals Guide to Title I, Part A and LAP Requirements."— Presentation transcript:

1 A Principals Guide to Title I, Part A and LAP Requirements

2 2 The Basics Signed into law in 1964 by President Johnson, next reauthorization was to have been 2007; will be?? Waivers have been approved for Allocations to district based on census data and expenditures, NOT on free and reduced percentages Two models: schoolwide OR targeted assistance

3 3 School Allocations Districts receiving Title I, Part A funds must first deduct set asides Balance is allocated to schools based on rules –Schools with over 75% poverty must be served –Amount to school based on per pupil amount, not total school expenditure –Schools with higher poverty must be allocated at least as much or more per pupil than a school with lower poverty

4 4 Supplement vs. Supplant Three presumptions of supplanting for targeted assistance schools and districts: 1.Service or supply was funded with other sources in prior year 2.Service is required by another state or federal program 3.Same service or supply provided with other resources to non-Title I, Part A or Part C students

5 For Title I, Part A schoolwide schools: –Use federal funds only to supplement the amount funds which would be made available from non-federal sources –Must provide all state and local funds to which the school is entitled –Generally, this means showing at school used at least as much in state and local funding as prior year 5 Supplement vs. Supplant

6 6 Targeted Assistance Model ESEA Section 1115 Only option for schools with less than 40% poverty (exception for schools with graduation rate less than 60%) Serves only designated students based on rank order list Rank order list must include multiple assessments, teacher input, parent input, and may include other criteria Document!

7 7 Schoolwide Programs ESEA Section 1114 Option for schools with 40% or more poverty Can combine some, but not all programs Can reach any student needing services (no rank order, more fluid groupings) Must meet intent and purpose of programs Written plan must contain all 10 components and implement them Successful schoolwide model requires the commitment from entire school and generally a year planning process

8 Schoolwide Programs ESEA Section 1114 Schoolwide can mean two things –Everything in entire school and/or –One type of Title I, Part A reform process and delivery model Option for schools with over 40% poverty 8

9 9 Schoolwide Components 1.Comprehensive needs assessment 2.Reform strategies 3.Instruction by highly-qualified staff 4.Professional development activities 5.Strategies to attract highly-qualified teachers to high need schools

10 10 Schoolwide Components (cont.) 6.Strategies to increase parental involvement 7.Transition plans (preschool, grade-to-grade) 8.Include teachers in assessment decisions 9.Describe strategies used for low-achieving students 10.Coordinate and integrate federal, state and local programs and services

11 11 Elements Common to Both Targeted Assistance and Schoolwide Models Comprehensive needs assessment Research-based instructional strategies Instruction by highly-qualified staff Professional development plan Inclusion in the school improvement planning process Building/school parent involvement plan and activities Identify students not meeting state standards and describe strategies used Coordination with other programs Annual evaluation

12 12 Time and Effort Requirements OMB Circular A87; 2 CFR Section 225 All federal programs require some type of time and effort reporting Multiple cost objective=monthly time report must be signed by employee Single cost objective=semi-annual certification Schoolwide program is a single cost objective –Can be met with a semi-annual certification –May be signed by the school principal

13 13 Schoolwide Program Title I, Part A (Disadvantaged) BEA Local Funding Most ED programs Title II, Part A, Title III, etc. Local Levy Cannot Include State Transitional Bilingual State Special Ed State Highly Capable Restricted Migrant Indian Education Federal Special Ed LAP

14 14 Parent Notifications Beginning of the School Year Letters sent to parents prior to beginning of school: –Each parent in a Title I, Part A funded school has the right to request qualifications of child(ren)s teachers and instructional paraprofessionals (ESEA 1111) –Annual Measurable Objective (AMO) status and options if school did not meet AMOs

15 15 Additional Items to Distribute to Parents Parent-teacher-student compact Building/school parent involvement plan Schedule of required conferences Date of meeting to describe Title I, Part A program and communicate strategies; additional meetings may be scheduled Notification if child is taught by non highly- qualified teacher or paraprofessional for more than 20 days

16 16 Building Parent Involvement Plan ESEA Section 1118 Parents, including Title I, Part A parents, must be involved in designing and annually evaluating parent involvement policy and compacts Plan must address barriers to effective parent involvement and strategies to reduce Title I, Part A can pay for child care, transportation, and light refreshment for parent meetings Need to address the training of parents about academic achievement Coordination with other programs that have parent involvement requirements

17 17 Principal Attestation (Certification of Highly-Qualified Staff) Must be signed by principal (ESEA 1119) Copies must be maintained –At school receiving Title I, Part A funds Targeted Assistance Schoolwide Program –At the district office –Available to public on request

18 18 Professional Development ESEA Section 1119 Ensure staff is highly qualified and complete attestation Must align with the schools school improvement plan and be data-driven Research-based and sustainable Coordination with other federal and state programs encouraged Title I, Part A can pay for some professional development for Title I, Part A staff; check with your Title I, Part A Director

19 19 Paraprofessional Duties ESEA Section 1119 Teacher provides assessment, lesson plans, and modify instruction based on evaluation Paraprofessionals may instruct in small groups or tutor one-to-one if supervised by highly-qualified teacher in close proximity

20 20 Paraprofessionals Duties and Responsibilities Title I, Part A paraprofessionals can perform non-instructional duties if: –Other paraprofessionals in school are performing for like period of time; and –Small amount of work day (Rule of Thumb=5%) -use caution; this can be a gray area

21 21 Learning Assistance Program (LAP) State formula allocation Serves students in grades K-12 not meeting standard on assessment (state and district) Can be combined into a Title I, Part A schoolwide model but can only serve students not meeting grade level on state and district assessments Provides a variety of program services Extended learning opportunities grades 11 & 12

22 Learning Assistance Program (LAP) All students served must have a student learning plan containing four elements; –Goals –Roles of parent(s), teacher(s) and student –Communication –Evidence of review and adjustment 22

23 23 Learning Assistance Program LAP Does not have to be allocated to schools based on poverty rank order like Title I, Part A ; serves students not meeting assessment standard Can be allocated to any public school but not private schools

24 24 Questions

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