Presentation on theme: "Title I, Part A Learning Assistance Program (LAP) New Directors Workshop ESD 113 - Olympia, Washington August 8, 2011."— Presentation transcript:
Title I, Part A Learning Assistance Program (LAP) New Directors Workshop ESD Olympia, Washington August 8, 2011
Welcome and Introductions Welcome and Introductions What is Title I, Part A? What is Title I, Part A? What are the Key Requirements and Issues? What are the Key Requirements and Issues? Remaining ARRA Funds Remaining ARRA Funds What is LAP? What is LAP? What Do You Need? What Do You Need? Agenda
What is Title I, Part A?
The Early Years – The World
The Early Years – In the Classroom
1965 – The Federal Level Sitting next to his first teacher, President Johnson signs the Elementary and Secondary Education Act of 1965 on April 11, 1965.
2001 – ESEA reauthorized as No Child Left Behind Passed with bi-partisan support with a goal of eliminating the achievement gap. Focuses on: Accountability Flexibility and Local Control Enhanced Parental Choice What Works
Today – In the Classroom
Title I, Part A - A Brief History 1965 – Elementary and Secondary Education Act 1981 – Educational Consolidation and Improvement Act (Chapter 1) 1988 – Reauthorized – Focus on accountability 1994 – Reauthorized as Improving Americas School Act 2001 – Reauthorized as No Child Left Behind 2008 – 34 CFR 200 (Title I, Part A rules) most recently revised 2010 – Blueprint for Reform (ED proposal)
Purpose of Title I, Part A Provides supplemental educational assistance. Ensure children have fair, equal, and significant opportunity to obtain high quality education. Reach, at minimum, proficiency on challenging state standards and assessments (reading, language arts, mathematics, and readiness).
Intent of Title I, Part A The intent is to help all children have the opportunity to obtain a high-quality education and reach proficiency on challenging state and academic standards and assessments.
Focus of Title I, Part A The program focuses on promoting reform in high-poverty schools and ensuring student access to scientifically-based instructional strategies and challenging academic content.
Title I, Part A ARRA All ARRA funds must be obligated by September 30, 2011 (no carryover beyond that date). Obligated funds must be liquidated (reimbursement requests submitted by November cut off). Final liquidation by December 31, Obligate = binding commitment (see 34 CFR ) Liquidate = final claim
Supplemental Opportunities Title I, Part A provides federal dollars to help supplement educational opportunities for children who live in high-poverty areas who are most at risk of failing to meet states challenging achievement standards.
How It Works Title I, Part A distributes funds to schools based on the number of children from low-income families, rather than achievement scores.
How Do We Know What to Do? Level of Authority Statute (Elementary and Secondary Education Act (ESEA) currently authorized as – No Child Left Behind (NCLB)) Regulations [Code of Federal Regulations (CFR), 34 CFR section 200, administrative requirements are included in Education Department General Administrative Regulations (EDGAR)] Policy letters Non-regulatory guidance (ED website: Federal Register Office of Management and Budget (OMB) Circulars A-8 (2 CFR 225) and A-133 OSPI Bulletins and Memoranda
What Are Key Requirements and Issues?
Major Requirements Program Models Parent Engagement Private School Requirements Monitoring Allocations, Set-Asides, and Fiscal Requirements Federal to State to Districts to Schools Set Asides Adequate Yearly Progress (AYP)
Allocations Census Data drives the allocation to the state and then to districts Complex formula – Up to 4 grants (Basic, Concentration, Targeted, and Education Finance Incentive Grants (EFIG)) Five year summary by district at
Formula Components Basic Grants: 10 formula children; and Number must exceed 2% of the districts 5-17 population. Concentration Grants: More than 6,500 formula children; or 15% of districts 5-17 population.
Formula Components Targeted Grants: At least 10 formula children; and Number must be at least 5% of districts 5-17 population. Education Finance Incentive Grants: Same as Targeted Grants.
Determining School Allocations Rank order all buildings according to poverty percent. (Usually based on free and reduced priced lunch percentage.) Must serve buildings over 75% poverty. Then rank order and serve district wide or by grade span. Can reach buildings down to 35% poverty. If district average is lower than 35%, the district may reach buildings down to district or grade span average. However, the district must allocate at least 125% of the district per pupil amount to every building in the rank order. Buildings with higher poverty must have a per pupil allocation of at least as much as one with lower poverty. Districts with enrollment of less than 1,000 students or districts with only one building per grade span are not required to rank order their buildings.
Program Fiscal IssuesBig 4 Maintenance of Effort Section 1120A(a) and 9521 of NCLB 34 CFR Comparability Section 1120A(c) and (d) 34 CFR Supplement vs. Supplant Time and Effort Federal Office of Management and Budgets Circular A-87, Cost Principles for State, Local, and Indian Tribal Governments, (codified as 2 CFR section 225)
Maintenance of Effort The district has maintained fiscal effort if either: The combined fiscal effort per student; or The aggregate (total of included) expenditures of the district were at least 90% of that districts preceding year expenditures. School Apportionment and Financial Services (SAFS) computes this for each district each year based on information in the F-196. Interactive worksheet at
Comparability District provides documentation that state and local resources are comparable, by grade span, between schools receiving Title I, Part A funds and those which do not. If all schools in a grade span receive Title I, Part A funds they are compared to each other. Complete iGrant form package 361 Due Date: October 31, 2011.
Supplement Not Supplant Districts and Targeted Assistance Schools Presumptions of Supplanting The district has used the Title I, Part A funds to provide services that the district was required to make available under federal, state or local law. The district used Title I, Part A funds to provide services it provided with non-federal funds in the prior year(s). The district has used Title I, Part A funds to provide services for participating children that it provided with non-federal funds for non-participating children. Note: Third presumption applies to Title I, Part A and Title I, Part C only.
Supplement Not Supplant Schools Operating Schoolwide Programs Must be able to show the school is receiving all state and local funding sources to which it is entitled.
Time and Effort Time and effort reporting is required when any part of an individuals salary is charged to a federal program. Single cost objective Semi annual certification. Multiple cost objectives Monthly time reports or Personnel Activity Reports (PARs). OMB Circular A-87, Attachment B. See on PowerPoint presentation of time and effort (CPR and Title I, Part A websites).
Time and Effort-Schoolwide Programs Schoolwide plan must specify programs to be included (not all programs may be included). A schoolwide program is a single cost objective. If employee works 100% on programs combined Semi-annual certification. If employee works partially on programs combined and partly on those not combined Monthly time report (PAR).
Title I, Part A Carryover Intent to spend on students who generated the funds. Limited to 15% for districts receiving over $50,000 allocation. Waiver may be requested from OSPI no more than once every three years. ARRA waiver from this requirement will not apply after this year.
Title I, Part A Program Models Targeted Assistance Model Schoolwide Model
Title I, Part A Program Models Targeted Assistance: Provides supplemental services to identified children who are low-achieving or at risk of low achievement. ESEA Section 1115, Targeted Assistance Schoolwide: Ensure all students, particularly those who are low- achieving, demonstrate proficient and advanced level in the state achievement standards. ESEA Section 1114, Schoolwide
Service Delivery Model Supplemental/additional assistance to core instruction for eligible students, particularly addressing the needs of low-achieving children and those students at risk of not meeting the states academic achievement standards: In-class supplemental model (Push-in) Pull-out class model Before school/after school Saturday school Extended school year Summer school
Targeted Assistance Program Model Program Focus - Supplemental assistance to core instruction in reading, language arts, and mathematics. Supplemental services to identified children based on multiple, educational related, objective criteria established by the local educational agency and supplemented by the school (rank order list). Based on comprehensive needs assessment. Utilization of research-based strategies. Focus on effective school and parent/community engagement. Review program on an ongoing basis.
Eight Components of Targeted Assistance Program The program model does not require a written plan, but must be based on the evidence of the eight components of targeted assistance program which are: 1.Comprehensive needs assessment. 2.Ensure planning for low achieving students incorporated into current School Improvement Plan. 3.Methods and strategies are based on scientifically-based research. 4.Coordination and support to the general education program. 5.Provide instruction by highly-qualified teachers and paraprofessionals. 6.Provide opportunities for professional development. 7.Strategies to increase parent involvement. 8.Coordination of federal, state, and local services.
Schoolwide Program Model A Title I, Part A school is eligible to become a schoolwide program when the student poverty level is at or above 40 percent: A planning year is suggested prior to becoming a schoolwide program. The plan must be developed in consultation with the district and its school support team, parents, and other technical assistance providers.
Schoolwide Program Focus Program Focus - Supplemental assistance to core instruction in reading, language arts, and mathematics. Accountability for results Upgrade the entire educational program Utilization of research–based practices Effective school and parent/community engagement Review annually effectiveness of program
Developing the Schoolwide Plan A detailed planning process that is based on research on effective school reform and planning: Create a school profile, a data driven description of the schools staff, community, programs, and mission, as well as student achievement data trends over time. Identify strengths and improvement areas, using objective data and input from staff and community. Identify highest priorities and determine which should be tackled first. Identify effective strategies for achieving the needed changes. Create an evaluation plan.
The Ten Required Components of a Schoolwide Plan 1.Comprehensive Needs Assessment. 2.Schoolwide Reform Strategies. 3.Instruction by high-qualified staff. 4.Professional development activities. 5.Attract high-quality, highly qualified teachers. 6.Strategies to increase parent involvement. 7.Transition. 8.Include teachers in assessment decisions. 9.Strategies for additional assistance to students experiencing difficulties. 10.Coordinate and integrate Federal, state and local services.
District Set-Asides for Parent Involvement Districts receiving $500,000 or more in Title I, Part A funds must set-aside, at minimum, 1% for parent involvement purposes, including promotion of parent literacy and developing parenting skills. 95% of the district set-aside must be allocated to Title I, Part A buildings for building-level parent involvement. Districts receiving less than $500,000 must also provide parent involvement opportunities at the district and building levels. ESEA Section 1118(a)(3), Parent Involvement Guidance C-14
Title I, Part A Parent Involvement District Parent Involvement Policy is: A written document. Jointly developed and agreed upon with parents. Distributed to all parents of participating students. WSSDA Policy #4130 contains all required components See policies on the OSPI, Title I, Part A, CPR website: ** If the district already has a parent policy, it may be amended to meet Title I, Part A requirements.
Title I Parent Involvement Building-Parent Involvement Policy (Plan) is: Written policy (plan). Agreed upon by parents. Describes the means for carrying out parent involvement activities at the building level. Distributed to parents, and the local community, in a format and language, to the extent practicable, that parents can understand. ** If the school has a parental involvement policy that applies to all parents, it may be amended to meet the requirements of Title I, Part A.
Shared Responsibility for High Student Academic Achievement Compact: Each Title I school shall jointly develop with parents, for all children served, a school-parent compact that outlines: How parents, the entire school staff, and students will share the responsibility for improved student academic achievement and; The means by which the school and parents will build and develop a partnership to help children achieve the states high standards.
Title I, Part A Parent Involvement Samples which include all required components of both the district policy and building policy/plan are available on the OSPIs website at Bulletin provides: District and building Title I, Part A parent involvement requirements. District and school(s) requirements and responsibilities for building capacity for parent involvement. District and building side-by-side required policy components (Attachment A).
Parent Notification Requirements Public School Choice-ESEA Section 1116(b)(6), Parent Involvement Guidance C-21 Supplemental Educational Services-ESEA Section 1116(e)(2), Parent Involvement Guidance C-22 Building and District Parent Involvement Policies-ESEA Section 1118(a)(2) and (b)(1), Parent Involvement Guidance, C-3 and C–4 (district), and D-1 (school) Compact-[ESEA Section 1118(d)], Parent Involvement Guidance D-8
Parent Notification Requirements Annual Report Card-ESEA Section 1111(h)(1) and (2), Parent Involvement Guidance, B-5 (State) and C-7 (District) Individual Student Assessment-ESEA Section 1111(h)(6)(B)(i), Parent Involvement Guidance, D-10 Progress Review-ESEA Section 1116(a)(1)(C), (c)(1)(B) and (c)(6), Parent Involvement Guidance, B-7 (State) and C-20 (District) School Improvement (AYP, Corrective Action, Restructuring)-ESEA Section 1116(b)(6), 7(E), and 8(C), 34 CFR (5), Parent Involvement Guidance, C-21, C-22, and C-23
Private Schools ESEA Section 1120Participation of Students Enrolled in Private Schools 34 CFR Section
Private School Participation Title I, Part A If the Title I, Part A program is available to the public school district students and teachers, then the equitable services are to be made available for eligible students, their families, and teachers at private schools choosing to participate in the program. Funds are generated if a student lives in a participating attendance area and is low income.
Eligible Private School Students Private school students are eligible when they: Reside in a participating attendance area of the school district, and; Are academically at risk, selected on the same criteria as public school students in targeted assistance programsrank order. 34 CFR
Eligible Private School Students ( continued ) services Key word is services. No public funds are distributed to private schools, only services and materials. Non-Regulatory Guidance B-28 Services for private school children must begin at the same time as services for public school children. Non-Regulatory Guidance B38 & B40
Consultation Consultation between the public school and private schools, during the design and development of the programs, must: Be timely and meaningful. Take place on an annual basis and be documented by the district (sign in sheets, agenda, written affirmation). Continue throughout the year to ensure the needs of private school students are being met. Occur before the school district makes any decision that affects the opportunities of eligible private school children, teachers, and other educational personnel to participate.
Adequate Yearly Progress (AYP) School Improvement
Adequate Yearly Progress (AYP) ESEA Section 1003 School Improvement CFR Standards and Assessments CFR – AYP ESEA Section 1116 Academic Assessment and District and School improvement CFR – – District and School Improvement
School Improvement Plan Continue: Public School Choice Continue: Public School Choice Supplemental Continue: Public School Choice Supplemental Services Public School Choice Supplemental Services Corrective Action Plan for Alternative Governance AYP Step Implement Plan For Alternative Governance Step 5 12 AYP AYP TIMELINE FOR SCHOOLS (Consequences apply only to schools receiving Title I funds) Sanctions are a District Responsibility Identified for School Improvement WASL/MSP Results WASL/MSP Results
School Improvement – Step 1 If a school does not make AYP for two consecutive years, the school is identified for school improvement. The following must be implemented for Title I, Part A schools: Develop or revise school improvement plan with district assistance within three months of notification. The plan must then be reviewed by the district within 45 days. Set aside 10% of building allocation for professional development. Must notify parents of the availability of Public School Choice (PSC) 14 days before the beginning of school. Offer transportation for public school choice.
What is Public School Choice? Section 1116 (b)(1)(E) Public school choice allows parents or guardians to transfer their students out of low-performing schools into schools that are making AYP. District must provide transportation to other schools in the district which are not in improvement. If no district schools are available/eligible as alternatives, other districts may be contacted for viable options.
Required Information to Parents Explain what the school and district are doing to address the problems of low performing students. Inform of the childs eligibility. Identify school options. Inform parents that services are free. Explain students eligibility. Explain how the district will notify parents about enrollment and start dates. Provide district/school contact.
School Improvement - Step 2-5 If a Title I, Part A school moves into Step 2-5 of school improvement. The school must: Develop/Review the School Improvement Plan: Step 2 – Review/modify plan with district assistance. Step 3 – Review/develop Corrective Action Plan. Step 4 – Develop Restructuring Plan to implement in following year. Step 5 – Review/implement Restructuring Plan Continue to offer transportation for public school choice and Supplemental Educational Services (SES). Continue to set aside 10% of building allocation for professional development of principal and teachers.
Supplemental Educational Services ESEA Section 1116 (e)(12)(C) Supplemental educational services (SES) provide additional academic assistance for low-income students who are attending Title I, Part A schools that have not met AYP criteria. Do not rank by academic need unless there is not enough funds in the 20% set aside to meet all requests.
Responsibilities of the District-SES Notify parents about the availability of services at least annually at the beginning of the school year. Help parents choose a provider, if requested. Determine which students should receive services if not all students can be served. Enter into an agreement with the provider selected by a parent. Assist OSPI in identifying potential providers. Provide OSPI with information needed to monitor the quality and effectiveness of the services. Protect the privacy of students who receive SES. Section 1116(e)(2)(A-D )
AYP TIMELINE FOR DISTRICTS (Consequences apply only to districts receiving Title I funds) State Responsibility District Improvement Plan District Improvement Plan State Offers Technical Assistance and MAY take Corrective Action State MUST Take Corrective Action Step AYP Identified for District Improvement WASL/MSP Results WASL/MSP Results 63
Parent Notification District and School Improvement Non-Regulatory Guidance B-6 An explanation of what identification means and how their childs school compares to other schools served by the district and SEA in terms of the academic achievement of its students. The reasons for identification, such as one or more subgroups not meeting academic proficiency targets. An explanation of what the school, district, and state are doing to support the schools. An explanation of how parents can be involved in addressing the academic issues that led to identification. An explanation of the parents option to transfer their child to another school in the district or to access SES.
Complaint Procedures Citizen Complaint Procedures for Certain Categorical Programs See 34 CFR Section 299
CPR: Consolidated Program Review
Monitoring - Consolidated Program Review (CPR): Preparation: Monitoring indicators (checklist) States monitoring reports-findings Advance materials/documentation Conducting the visit: Districts OSPI Report & responses
Consolidated Program Review - Monitoring Schedule: Selected districts in ESDs 105, 112, and 113 will be reviewed during the 2011–12 school year, as well as the four largest school districts and selected focused reviews: CPR Review Timeline : 2011–12: Selected districts in ESDs 105, 112, and –13: Remaining districts in ESDs 105, 112, and –14: Districts in EDSs 123 and –15: Districts in ESDs 101 and –16: Districts in ESDs 121 and 171
CPR 2011–12 ESD Workshop Schedule: ESD Yakima, Washington October 4, :00 a.m.-12:00 p.m. ESD Tumwater, Washington October 5, :00 a.m.-12:00 p.m. ESD Vancouver, Washington October 6, :00 a.m.-12:00 p.m. ESDs 105/112/113 - Webinar/OSPI October 11, :00 p.m.-4:30 p.m.
Learning Assistance Program (LAP)
LAP is designed to: Promote the use of assessment data when developing programs for underachieving students. Guide school districts in providing the most effective and efficient practices when implementing supplemental instructional services to assist underachieving students. RCW 28.A
LAP Definitions Approved program - a program submitted to and approved by OSPI. Basic skill areas - reading, writing, and mathematics as well as readiness associated with these skills. Participating student - a student in kindergarten through grade 12 who scores below standard for his or her grade level on the state assessments and who is identified in the approved plan to receive services. Student Learning Plans are required for all LAP served students. Statewide assessments - one or more of the several basic skills assessments administered as part of the state assessment system, and assessments in the basic skills administered by the local school district. Underachieving students - students with the greatest academic deficits in basic skills as identified by the statewide assessments. RCW 28A
Expanded Learning Opportunities: Grades 11 and 12 Services can include, but are not limited to: Individual or small group instruction. Instruction in English language arts and/or mathematics needed by eligible students to pass all or part of the state assessments. Attendance in public high school or public alternative school classes or at a skill center. Inclusion in remediation programs, including summer school. Language development instruction for English language learners. Online curriculum and instructional support, including programs for credit retrieval for Grades 11 and 12 and preparatory classes for the state assessments. Reading improvement specialists available at the ESDs to serve 11 th, and 12 th grade educators through professional development. RCW 28A
LAP Funding Formula LAP Program is part of Basic Education. Program funding determined by using the prototypical school funding model. District allocations are determined using actual enrollment and October, 2010 poverty count as the basis for projecting each districts student units, number of classes, instructional hours, and number of certificated instructional staff under the prototypical model. District staff mix factor (from S-275) and average statewide salary are used to calculate the funding allocation using projected staffing and instructional hours. District staff mix factor may change during the school year and cause the allocation to change in affected months.
LAP Carryover Limited to 10% of LAP apportionment. No waivers. Excess is recovered into the general fund.
Resource Links OMB Circular A-87Allowable Costs (Codified as 2 CFR 225) OMB Circular A-102 Grants and Cooperative Agreements with State and Local Governments OMB Circular A-133Audit Requirements and the related Compliance Supplement 34 CFR 80Administrative Requirements 34 CFR 76Requirements for grants passed to districts through the state agency, OSPI idx?c=ecfr&tpl=/ecfrbrowse/Title34/34cfr76_main_02.tpl idx?c=ecfr&tpl=/ecfrbrowse/Title34/34cfr76_main_02.tpl
Title I, Part A/LAP Contacts Director, Gayle Pauley: Assistant to the Director, Deifi Stolz: Program Supervisors Larry Fazzari: Jody Hess: Mary Jo Johnson: Bill Paulson: Jamilyn Penn: John Pope: Reginald Reid: Petrea Stoddard: Administrative Support Julie Chace: Tony May: Kevan Saunders:
What would be most helpful to you ? Additional trainings for new directors Conference calls, audio conferences or webinars Networking with other directors Having a mentor Regional meetings Are there particular topics or issues of interest to you We want to provide technical assistance to meet your needs. Your input is greatly appreciated.
Keep the faith – Focus on the spirit, not the negatives, in the face of our challenges.