No Child Left Behind (NCLB) Title Programs Deer Park Independent Deer Park Independent School District School District

Goals for Our Deer Park ISD Goals for focus on the following elements: An increase in collaboration for the benefit of students An adherence to the mandates of the Title Programs A maintenance of documentation that supports the implementation of effective programs and strategies High Achievement of Students Collaboration and Design of Effective Strategies Appropriate Documentation for Use of Federal Funds

What are the Title Programs in our District? Title IA: Improving Academic Achievement of the Disadvantaged Title IIA: Teacher/Principal Training Title IIIA: English Language Acquisition

Title I, Part A Improving the Academic Achievement of the Disadvantaged The purpose of this grant is to support the academic achievement of at-risk students. Title I funds can only be used on desig- nated Title I campuses. Contact: Donna Yost

How Does a Campus Qualify for the Title I Program? A campus qualifies for Title I status if at least 35% of the students who reside in the campus attendance area participate in the Free/Reduced Meal Program.

Two Types of Title I Campuses: Targeted-Assisted - At least 35% of the students participate in the Free/Reduced Meal Program Schoolwide – At least 40% of the students participate in the Free/Reduced Meal Program

Major Difference Between Targeted- Assisted and Schoolwide Campuses: In a Targeted-Assisted Program, the funding can only be used on those students who are identified as “at-risk.” Detailed records on expenditures must be maintained per student group. In a Schoolwide Program, all students on that campus are considered to be “at risk,” therefore, the funding can be used for all students on that campus.

DPISD Campuses that have qualified for Federal Title I Funding: Bonnette Junior High Carpenter Elementary Dabbs Elementary Deepwater Elementary Deepwater Junior High Early Childhood Center Parkwood Elementary San Jacinto Elementary At this time, all of our Title I Campuses are designated “schoolwide.”

Limitations on Expenditures Title I Campuses receive extra money to assure that the needs of “at risk” students are met. Title I, Part A funds must be used to “Supplement, not Supplant” funds which would ordinarily be provided by the district for all students. The expenditure of these funds must follow federal guidelines. Title I regulations require that all stakeholders, including administrators, teachers, and parents participate in developing the campus budget and that the budget is based on needs identified by the campus needs assessment.

Allowable Expenditures might be…. Unallowable Expenditures might be… Leveled Books or Manipulatives Sports Equipment Teacher/Teacher Aide Salaries Laminators Teacher Training for Balanced Literacy Chucky Cheese Field Trip Extra Duty Pay for Tutorials

Needs Assessment Written Comprehensive Needs Assessment – Campus Level, then District Level – MUST BE COMPLETED IN THE SPRING Priorities based on program evaluation data: discipline data, graduation rates, dropout rates, retention rates, parent/staff/student survey results, PBMAS results, STAAR/TELPAS/AMAO results, other local data sources Title I regulations require that all stakeholders, including administrators, teachers, and parents participate in developing the Need Assessment.

District/Campus Planning Use the Comprehensive Needs Assessment Data to Develop: Campus and District Improvement Plans Campus and District Parental Involvement Policies School-Parent Compact Program and Budget Decisions District will consult with Private, Non-Profit Schools within district boundaries. The planning documents are to be approved by the appropriate stakeholders in the spring. This process can be coordinated across local, state, and federal program requirements.

Program Requirements Ten (10) components of a schoolwide program: 1)Comprehensive Needs Assessment 2)Schoolwide Reform Strategies that use Effective Methods and Instructional Strategies, that are based on scientifically-based research and include strategies to address needs of all children, especially at-risk; programs which include counseling, pupil and mentoring services which provide information on college and career choices 3)Instruction by Highly-Qualified (HQ) Teachers 4)Provide High Quality and ongoing Professional Development 5)Strategies to attract Highly-Qualified Teachers

Program Requirements Continued 6)Strategies to increase parental involvement 7)Plans for transition from early childhood programs to local elementary school programs 8)Include teachers in decision-making regarding the results of academic assessments to improve student achievement 9)Provide effective, timely, remedial instruction 10)Coordination between federal, state, and local services and programs

Consolidated Federal Application The application is to be discussed and approved by the appropriate stakeholders at a meeting in late May or early June. The application abstract for each of the Title programs must reflect the priorities developed in the campus plans. The application is completed and submitted to the Texas Education Agency (TEA) by June 30, in order to continue expending funds for summer activities, including salaries. The Notice of Grant Award (NOGA) is the document which reflects the TEA’s approval of the district plan for expenditures and program objectives. The NOGA also notifies the district of the amounts approved for each of the Title programs.

How Does the District Determine the Distribution of Title I Funds to Each School/Campus? The TEA allocates funds to the district based on a number of factors, including Children’s Health Insurance Program, Free/Reduced Meal Program, Medicaid, and other indicators of poverty. The district uses the Free/Reduced Meals count to allocate funds to the campuses, because this is the most uniform measure available to a school district. The share of Title I funding for each school is calculated by dividing the amount of Title I funds available by the total number of low income students residing in the district to determine the per pupil allocation. The total entitlement for each campus is then determined by multiplying the per pupil allocation by the number of eligible students.

How are Funds for Other Title Programs Allocated? Funds derived from Title IIA and Title IIIA are available for use as needed on all campuses in the District.

School-Parent Partnership Program Implementation involves cooperative efforts between parents and the schools. Schools are bound by the federal guidelines to implement the activities which are set forth in the consolidated federal application.

Parent Involvement Parents must sign the Parent-School Compact. Parents must be informed and involved in all the planning processes. Schools must document parent conferences, planning sessions, meetings, workshops, program evaluations, and any other types of parent involvement.

Parent Involvement Continued Proof of invitation—how and to whom sent Sign-In Sheets with roles of attendees—parent, teacher, principal, etc. Agendas Minutes of the Meeting(s) All documents must be titled and dated at the top. All parent communication must be in an easily understandable language and format.

Compliance Reports The compliance reports provide a check of what was actually done compared to what the district/campus(es) indicated they were going to do on the consolidated federal application. These compliance reports are due in the summer after the school year is completed. If the district has not complied, either in performance or submissions, the district could be placed into an intervention through the Performance-Based Monitoring Analysis System (PMBAS). This is not a good thing!! If the reports are late, the district will miss all ICR indicators, which will place the district into a serious stage of PBMAS intervention by TEA.

Title IIA Teacher and Principal Training and Recruitment (TPTR) The purpose of this grant is to improve teacher and administrator quality. These funds may also be used to reduce class size. Contact: Donna Yost

Title IIIA English Language Acquisition This grant provides funds for goods and services to support the English Language Learner. These funds are used for services not provided by the state mandated bilingual program. Contact: Patricia DeLaCruz

JUST DO THE RIGHT THING!! Corey Green, NCLB Programs, TEA