Presentation on theme: "Serving New Title I Schools April 15, 2009. Julie McCargar Executive Director, Office of Federal Programs Marjorie Douglas NCLB Regional Coordinator,"— Presentation transcript:
Serving New Title I Schools April 15, 2009
Julie McCargar Executive Director, Office of Federal Programs Marjorie Douglas NCLB Regional Coordinator, West TN Debbie Owens Associate Executive Director, Office of Federal Programs Rita Fentress Public School Choice/Supplemental Education Services Project Director
Agenda Overview of Title I Transitioning from a non-Title I school to a Title I school Questions Fiscal Aspects of Title I Schools Questions High Priority Title I Schools Questions
Audience Local Title I Directors Principals of Schools New to Title I Exemplary Educators We will archive this so you can share with your colleagues.
Title I ARRA Funds Remember to use these funds that you can defend to the public as they will be publicly reported and studied. Funds must be budgeted based on a schools needs as a consequence of its TSIP needs assessment.
Overview of Title I Dr. Julie McCargar Executive Director Office of Federal Programs
History of Title I Elementary and Secondary Education Act – 1965 Part of President Johnsons War on Poverty School-based program Started as a supplemental program that targeted certain students who were falling behind academically
Two Program Designs for Title I Schools Targeted Assistance Program Schoolwide School
Requirements for Both Schools Parent Involvement Policy and Parent/School Compacts Parent Notification Requirements –School Status –Non-Highly Qualified Teachers Annual Parent Meeting –Share schools progress –Share schools Title I plan (TSIP)
Personnel All core subject teachers must be highly qualified in all schools Only paraprofessionals in Title I schools or programs need to be highly qualified Parent notification required in Title I schools after 4 consecutive weeks when a child has been taught by a non-HQ teacher
Highly Qualified Paraprofessionals Paraprofessionals must be highly qualified if they provide instructional services (qualifications at og/fpguidance.shtml ) og/fpguidance.shtml Paraprofessionals must work with a highly qualified teacher May need to transfer staff to other schools if paraprofessionals arent HQ
Transitioning From NON-TITLE I Schools to TITLE I Schools Marjorie Douglas
Two types of Title I Programs Schoolwide Targeted Assistance
Eligibility for a Schoolwide program Minimum of 40% of the students must be from low-income families
Poverty Calculation Free and Reduced Lunch Count Feeder pattern concept may be used for middle schools and high schools- This concept allows the LEA to use the poverty rate of feeder schools to determine whether a school meets the 40% poverty threshold to operate a schoolwide program.
Essential differences between schoolwide (SW) and targeted assistance (TA) programs?
Schoolwide A schoolwide school uses all available resources (State, local, and federal) to upgrade the entire educational program; its primary goal is to ensure that all students, particularly those who are low- achieving, demonstrate proficient and advanced levels of achievement on State academic achievement standards.
Schoolwide Cont. In a schoolwide school individual students are not identified as Title I participants. No distinctions are made between staff paid with Title I funds and staff paid from other funding sources.
Schoolwide Staff In a schoolwide school all school staff are expected to direct their efforts toward upgrading the entire educational program and improving the achievement of all students, particularly those who are low achieving.
Targeted Assistance A targeted assistance program employs staff paid with Title I funds to serve only those students who have been identified as being most at-risk of not meeting the States challenging standards. Multiple measures of student academic achievement are used to determine which students are eligible to participate in the program.
Targeted Assistance Cont In a targeted assistance program services to eligible students may be provided through one or more of the following compliance models: in class, add-on, pullout, or replacement.
Research Findings Schoolwide or targeted assistance? Effective schools research points to the value of implementing comprehensive improvement strategies throughout an entire school as a way of improving outcomes for individual students.
All Students Can Learn Research findings reinforce the fact that all students, including the lowest performing students, in high-poverty schools can master challenging academic content and complex problem solving skills when resources, practices, and procedures are coordinated across an entire school.
School Improvement Plan Components All Title I schools (schoolwide and targeted assistance) must have a current school improvement plan which includes required components. The existing School Improvement Planning team may be utilized to review/ update the School Improvement Plan (SIP) and add Title I required components not currently found in the SIP.
10 Schoolwide Components 1.A comprehensive needs assessment of the entire school using data analysis of NCLB subgroups. 2.Schoolwide reform strategies with emphasis on improved achievement of the lowest achieving students; 3.Instruction by highly qualified staff as addressed in NCLB; 4.Highly quality and ongoing professional development activities; 5.Strategies to attract highly qualified teachers to high needs schools; 6.Strategies to increase effective parental involvement;
10 SIP SW Components, Cont 7.Plans for assisting preschool children from early childhood programs to elementary school programs; 8.Measures to include teachers in assessment decisions regarding the use of assessment in improving student performance and instructional programs; 9. Strategies for providing timely additional assistance to students experiencing difficulties mastering standards; and 10.Coordination and integration of federal, state, and local services and programs.
Legal Requirements Reference See requirements in Comprehensive Monitoring Document
Must every school spend an entire year planning before implementing a schoolwide program? An exception to this general rule may be made if the LEA determines In consultation with your NCLB Consultant that the school needs less time to develop and implement its schoolwide program.
School Improvement Plan Tennessees school improvement planning process requires planning to be a continuous activity for all schools. Effective programs incorporate planning into a continuous cycle of improvement.
Adjust SIP All schools (Title I and non-Title I) in Tennessee are required to regularly monitor and adjust their plans using updated school profile information, a reassessment of needs, and the results of formative and summative assessments.
Resources Your assigned NCLB Consultant NCLB Act of 2001 Title I Regulations
Resources (continued) USDOE Guidance Documents: -Local Educational Agency Identification and Selection of School Attendance Areas and Schools and Allocation of Title I Funds to those Areas and Schools (August, 2003) -Targeted Assistance Schools (April, 1996) -Designing Schoolwide Programs (March, 2006) Note- Be sure to review Appendix VIII: Finalizing the Schoolwide Plan- A Rubric for Monitoring and Evaluation.
Fiscal Aspects of Title I Schools Debra E. Owens, Ph.D.
Fiscal Aspects of Title I Schools Supplement not Supplant Personnel Documentation Supplies and Equipment Incentives Comparability District Set-Asides
Supplement Not Supplant Can not use federal funds to pay for services, staff, programs, or materials that would otherwise be paid with state or local funds. Always ask: What would have happened in the absence of federal funds?
Presume Supplanting 3 Situations: Used federal funds to provide services the LEA is required to make available under other federal, state, or local laws. Used federal funds to provide services the LEA provided with state or local funds in the prior year. Used Title I, Part A funds to provide the same services to Title I students that the LEA or SEA provides with state or local funds to nonparticipating students.
Documentation to Avoid Supplanting Presumption Document: 1) Fiscal or programmatic documentation to confirm that, without fed funds, staff or other services would have been eliminated 2) State or local legislative action 3) Budget histories and information
Documentation Cont. MUST SHOW Actual reduction in state or local funds Decision to eliminate service/position was made without regard to availability of federal funds (including reason decision was made)
Documentation Cont. HAVE copies of board meeting minutes that show position/program is eliminated. The reason decision was made (not because federal funds can pick them up). Must eliminate staff positions or service. Afterwards LEA can reinstate positions or program.
Personnel Documentation Certifications of Employment from 7/1 to 12/ 31 and 1/1 to 6/30 (SW and TA) Principal Attestation for Title I Schools (SW and TA) Staff in TA schools must only serve TA students Multi-funded personnel must fill out PARs form to account for federal Title programs (like Title IA and IIA)
Purchasing of Equipment & Supplies 4 Federal Cost Principles Necessary- to improve academic achievement & part of school plan Reasonable-cost, bids Allocable-used for activities intended by funds Legal-no prohibited items
Use of Equipment After Termination of Federal Funds EDGAR (c)(1) & (2) *Can use equipment as long as needed even if no more fed funds. *Make equipment available to others with current or prior fed funding if it doesnt interfere with original use.
Incentives No student stipends are allowable Title I teacher performance incentives are allowable only at high priority schools Initial recruitment incentives are allowable at Title I schools
Comparability Remember that comparability still applies when adding staff to non-Title I versus Title I schools
District Set-Asides Homeless 1% for parental involvement if grant over $500,000 in total Title I funds Equitable Services for Private School Students 10% Professional Development for High Priority School Improvement status 20% for SES and PSC Optional: Pre-K or Extended Year Optional: District-wide activities-written description needed
USDOE Guidance Title I Fiscal Issues: MOE, Comparabilty, Supplement, Not Supplant, Carryover, Consolidating Funds in SW, Grantback Requirements, Feb Funds under Title I, Part A of the ESEA of 1965 under American Recovery and Reinvestment Act (ARRA), April 2009
High Priority Title I Schools Rita Fentress
High Priority Schools Title I vs. Non-Title I Schools –State law –NCLB Both are provided with specially trained Exemplary Educators (EEs) Focus on requirements for Title I High Priority Schools –Complicated –Monitored by NCLB staff –Receive Title I School Improvement Funds
Title I High Priority Schools Additional requirements for Title I Schools that become high priority based on their status. –10% reservation for professional development in High Priority Title I schools in School Improvement Years 1 and 2. Additional components for TSIP when Title I school is identified to reflect NCLB requirements. –Discuss with NCLB consultant
PUBLIC SCHOOL CHOICE The opportunity for ALL students enrolled in a High Priority Title I school identified for improvement, corrective action, or restructuring to transfer to another public school in the school district.
SUPPLEMENTAL EDUCATIONAL SERVICES The opportunity for low income students in High Priority Title I schools identified for School Improvement, Year 2, Corrective Action or Restructuring to receive free tutoring outside the school day. A district may choose to offer SES in High Priority Title I schools in the first year of improvement but must also offer Public School Choice.
Receiving Schools May include: Title I schools within the LEA that have not been identified as High Priority schools. Non-Title I schools within the LEA that have not been identified as High Priority schools. High Priority Non-Title I schools within the LEA that are identified for improvement. May not include: High Priority Title I schools in the LEA that have been identified for improvement, corrective action, or restructuring.
Parent Notification Written notice about the schools improvement status, the Public School Choice option and the possibility of eligibility for SES. No later than 14 days prior to the start of the school year. (Waiver possible 09) In an easily understood language and format.
Address the Schools Status 1.Explain what the High Priority designation means. 2. Explain how the school compares to other schools in the LEA or state. 3. Identify reasons for identification. 56
Address the Problem 4. Explain what the LEA or state is doing to address the problem. 5.Explain how parents can be involved in addressing the problem. 57
Describe Transfer Option 7.Provide information on the academic achievement of the receiving schools. 8.Explain the PSC application process. 58
Enrollment Information Provide specific enrollment information. Avoid creation of barriers. Provide ample time for decisions.
Additional Means of Notification Partner with outside group(s) to help inform parents of eligible students of the Public School Choice transfer option. Publicize in newspapers Air Television LEA website Radio Spots
FUNDING ISSUE$ How much must an LEA pay for SES? An amount equal to 20% of its Title I, Part A allocation, before any reservations on: 1.Choice-related transportation; 2.SES; or 3.A combination of 1 & 2
Supplemental Educational Services Supplemental Educational Services (SES) is additional academic instruction, outside the regular school day, designed to increase academic achievement of students in schools in need of improvement.
Eligible Students Low-income students who attend High Priority Title I schools in need of improvement. Eligible students are prioritized by greatest academic need if funds are limited.
The School Systems Role Provide a minimum of two enrollment windows throughout school year. Notify parents of options to receive SES, include an SES provider list. Help parents select a provider, if requested. Prioritize students for service if funds are not available to serve all who request. 64
OUTREACH TO PARENTS – A Letter Is Not Enough Partner with outside groups Provide minimum of two SES enrollment windows. Broadly disseminate SES information and sign up forms. Spend 1% of the required 20% reservation on parent outreach. 65
Access to Schools Ensure that SES providers are given access to school facilities to provide services, using fair, open objective access
Resources US Dept. of Education s.jhtmlhttp://www.ed.gov/nclb/choice/help/edpick s.jhtml Tennessee Dept. of Education e.shtmlhttp://tn.gov/education/fedprog/fpschlchoic e.shtml