ESEA Odyssey Summer 2015 Title I-A Back to Basics

Purpose of Today’s Session Participants will learn the basics of Title I-A programs including information about different program models and the advantages and disadvantages of both.

Agenda Introductions & Background Program DesignFiscal BasicsParaprofessionals Parental Involvement Private Schools MonitoringQuestions?

ESEA – What do you need to know Background of law Reauthorization of ESEA? Following the money?

Title I-A Basics Purpose of Title I-A Provide supplemental service to students at risk of failing academic standards Title I, Part A is a state-administered program Process USED grants funds to state based on statutory formulas State grants funds to LEAs based on statutory formula LEA allocates funds to schools based on ranking and serving

... Now what does that look like? We want to be Title I-A!

Program Design (Two Models to Choose From) Targeted Assistance Schools (TAS) Schoolwide Programs (SWP)

Targeted Assistance Schools (TAS)

Identify Must identify students who are at risk of not meeting state standards Identification is NOT based on poverty Funding Must ensure Title I-A funds are solely used to benefit identified students Program Design Can only serve those identified students

How to identify Title I-A students Students eligible: Multiple measures Educationally related Objective criteria If preschool- grade 2, Judgment of teacher Interviews with parents Other developmentally appropriate measures

Components of a TAS Plan Targeting Criteria Process to identify students that are at risk of not meeting achievement standards Progress Monitoring Plan for ongoing monitoring of targeted Title I-A students during the year Program Design Effective instructional strategies based on research Extended learning time Accelerated, high-quality curriculum Minimal pull from class Highly Qualified Teachers & Paras All teachers & paras paid with Title I-A funds need to be highly qualified Professional Development May include any teachers that serve Title I-A students at some point during the day. Coordination & Integration Integrate with other federal, state and local services and programs Assist the transition of students from and to other programs Parental involvement Strategies to increase Title I-A parent involvement in support of their student’s academic achievement Evaluation & Review of Plan Process to annually review the effectiveness of the plan to be sure progress is being made

TAS Program Design  Historically, pull-out programs have been (and still are) used  Double/triple dosing  Currently, more focus on extended learning time  Extended school year  Before- and after-school programs  Summer school

Incidental Inclusion  School may provide, on an incidental basis, services to children who have not been selected to participate  Incidental services may only be provided if:  Designed to meet the needs of Title I-A students and focused on those students  Does not decrease the amount, duration, or quality of service for the identified students  Does not increase the costs  Does not result in the exclusion of children who would otherwise receive Title I-A services

Record Keeping Current, written TAS plan Expenditure reports that document funds spent only on participating students Time and effort

Schoolwide Programs (SWP)

Schoolwide Programs  Purpose is to upgrade the entire educational program of the school  Prerequisites  40% poverty*  One-year planning process * Priority and Focus Schools may not need to meet the 40% poverty threshold to go schoolwide OR apply for an EdFlex Schoolwide Poverty Threshold waiver

Schoolwide Programs (SWP)  Enable all students to meet academic standards  Not required to show supplemental services to identified students  Must provide core instruction from general funds

SWP Ten Components Comprehensive needs assessment Identify research-based reform strategies Student assessment of progress Timely student assistance Professional development Highly qualified staff Retain and recruit Parental involvement Transitions and collaboration Annual evaluation Fiscal coordination

SWP Record Keeping SWP plan Plans need to be in Indistar by Fall 2016 Annual evaluation of progress Time and effort

Title I-A Fiscal Considerations

Expenditures All expenditures must be for : Educational purposes Reasonable and necessary to carry out the program Two types of expenditures District level Building level Targeted Assistance program Schoolwide program

Four things to ask before you spend Questions to ask With which fund source is this being paid? Is it allowable? Has it been approved in the budget narrative? Is it supplemental or a supplant?

Supplement Not Supplant  Supplemental  Using Title I-A funds to provide services in addition to those provided from non-Title I-A sources  Supplant   Using Title I-A funds for materials and/or services that are paid with general funds elsewhere or that are mandated by the state to provide

Supplement Not Supplant When in doubt, ask this: “What would happen in the absence of Title I-A funds?

District Level Set-asides Public and Private School Program Administration REQUIRED - services for all homeless students Also, provide academic support in non-Title I-A funded schools Homeless Student Services Extended day/Summer school Use only if multiple Title I-A buildings District-run programs

District Level Set-asides REQUIRED - 1% if the district allocation is over $500,000 95% goes back to the I-A buildings and 5% must remain at the district level Parent/Family Involvement District level only Professional Development If applicable Neglected Students Optional Other Authorized Programs

Building Level Targeting Rank and Serve Must serve schools with 75% or greater poverty Can rank by grade span and then poverty Can rank by poverty without regard to grade span

What are the rules? Paraprofessionals

Requirements for Paraprofessionals at Title I-A Schools Must be highly qualified Provides instructional support (not direct instruction) Under direct supervision of a highly qualified teacher Can assume an equitable share of non-Title duties (ie lunch duty, playground supervision, bus duty)

Parental Involvement

 Parent Involvement Set-aside  1% of the district Title I-A allocation if it is over $500,000  95% of that goes directly to the Title I-A schools for parent involvement activities and requirements  Remaining 5% pays for district-level parental involvement activities  Participating private schools receive an equitable share of these funds

Parental Involvement Requirements Annual meeting Review Title I-A programs Notify & inform Increase knowledge Build capacity

TITLE I-A ANNUAL MEETING Sample Presentation

Pre-Meeting Prep & Documentation Announcement Agenda Sign-Ins Compliance Documentation

Agenda  Information to be covered in the Annual Mtg  Inform parents of the school’s participation in Title I  Explain the Title I, Part A requirements  Explain the rights of parents to be involved in the Title I program Review district policy, school plan, & student-parent compact Review parent notifications  A description and explanation of the school’s curriculum  Information on the proficiency levels students are expected to meet.

Let’s begin!

Purpose of Today’s Meeting Provide information about our school’s Title I program for parents of students participating in the program.

Update on School’s Progress  Student Achievement Results  What does this mean?  (Are you a Priority & Focus school? What does that mean?)

Title IA Program  What is “Title I”?  Title I-A is United States Government’s largest education assistance program for schools.  Funds are used to provide programs to help children who are struggling in reading and math.  Extra help (in addition to what they learn during math and reading time in the classroom)  Funding provided under ESEA

Title I-A Program Components Design of Program Assessments & Monitoring Parent Involvement Annual Review

Design of our Program  Schoolwide or Targeted Assistance Program Schoolwide – all students Targeted – students identified for the program based on performance on assessments Discuss Targeting criteria  What does our program look like? Curriculum & Interventions Assessments & Proficiency levels Additional Supports as a Priority or Focus School (Items that are in italics are talking points)

Assessments & Monitoring  Assessments our school uses:  OAKS / SMARTER Balanced, Dibels, Star Reading/Math, etc  Notification of your child’s assessment results  OAKS: Annually, reports sent home or distributed at conferences  Other:  Progress monitoring process

Parent Involvement Requirements District Level Parent Involvement Policy (Insert link to policy here) School Level Parent Plan (Insert link to plan located on the school site) Title I School/Parent Compacts

Parent’s Rights under ESEA Right to request teacher qualifications Notification of non- highly qualified teacher for four or more weeks Request opportunities to meet regularly with staff for parent involvement Participate in decisions affecting your child Review school’s Title I-A plan and make suggestions Participate in school activities

Important Dates / Upcoming Events  Literacy Nights  Math Nights  Parent/Teacher Conferences  Advisory Council Meetings  Spring Title I-A Meeting (to review plan?)  Other

Annual Review & Evaluation Review plan Provide any clarifications Discuss plans for upcoming year Request feedback

Important Dates / Upcoming Events  Literacy Nights  Math Nights  Parent/Teacher Conferences  Advisory Council Meetings  Spring Title I-A Meeting (to review plan?)  Other

QUESTIONS Thank You for Coming!

What do you need to know? Private Schools

Title I-A and Private Schools Timely and meaningful consultation Build partnerships with private schools Targeted assistance program Funding students vs. serving students Equitable services and participation in instruction and set-asides

ODE is coming.. What should I do? Monitoring??

Monitoring of ESEA ODE monitors requirements/compliance of ESEA ODE provides technical assistance ODE works with districts to support programs What? Every 3-6 years for Title I-A, II-A, V-A, and X When? ODE reviews evidence previously collected, assurances and district submitted materials Visit districts How? Monitoring Checklist Resources?

Questions and Discussion

For More Information Melinda Bessner Russ Sweet =95http:// =95 Title I-A Resources