Elementary and Secondary Education Act Presenter: Paul Coleman District Accountability Advisory Committee Falcon D49 September 27, 2016

ESEA 1965: ESEA provides first substantial aid for local schools. Part of President Johnson’s “War on Poverty” 1981: Education Consolidation and Improvement Act (ECIA) block grants many programs. Renames “Title I” as “Chapter 1”. Part of President Reagan’s budget cuts for education.

ESEA (Cont.) 1988: Amendments to ECIA introduce accountability into Chapter 1 programs. 1994: President Clinton signs into law the Improving America’s Schools Act (IASA) that broadens the accountability under Chapter 1 (now renamed Title I).

ESEA (Cont.) 2002: No Child Left Behind Act (NCLB) signed into law by President George W. Bush. Establishes minimum qualifications for teachers and paraprofessionals and sets goal of all children achieving at state-defined proficient level by 2013-2014.

ESEA (Cont.) 2011: President Barack Obama uses statutory waiver authority to eliminate much of the NCLB school improvement apparatus in exchange for states adopting “college- and career-ready standards”, focusing more resources on the lowest-performing schools, and implementing a teacher and principal evaluation system employing student achievement growth.

ESEA (Cont.) 2015: President Barack Obama signs the Every Student Succeeds Act (ESSA) into law. This creates a more flexible approach to student testing and school accountability once again making states responsible for fixing under-performing schools. ESSA also limits the US Department of Ed.’s oversight role.

Programs Under ESSA Title I Part A: Improving Basic Programs Operated by State and Local Educational Agencies Part B: State Assessment Grants Part C: Education of Migratory Children Part D: Children and Youth Who Are Neglected, Delinquent, or at-risk. Part E: Flexibility for Equitable Per-Pupil Funding

Programs Under ESSA Title II: Preparing, Training, and Recruiting High-Quality Teacher, Principals, or Other School Leaders Title III: Language Instruction for English Learners and Immigrant Students

Programs Under ESSA Title IV: 21st Century Schools Part A: Student Support and Academic Enrichment Grants Part B: 21st Century Community Learning Centers Part C: Expanding Opportunity Through Quality Charter Schools Part D: Magnet School Assistance Part E: Family Engagement in Education Programs Part F: National Activities

Programs Under ESSA Title V: State Innovation and Local Flexibility Title VI: Indian, Native Hawaiian, and Alaska Native Education Title VII: Impact Aid Title VIII: General Provisions Title IX: Education for the Homeless and Other Laws

ESEA in D49 2016-2017 Preliminary Allocations: Title I, Part A: $1,129,245 Title II, Part A: $117,087 Title III, Part A: $68,515 Title III Immigrant: $3,954 Total: $1,318,801

Title I, Part A Title I is a federal formula grant School districts get Title I funds based on the number of school age children at or below the poverty level within the districts boundaries As of October 1, 2015: D49 has 22,965 students 8,297 receive free or reduced lunch The poverty index for the district is 36.13%

How Do Schools Get To Be Title I? D49 uses the “Grade Span Grouping + District Wide Percentage” method to fund schools This means that schools at all levels (E, M and H) are eligible for Title I funds, if their free/reduced lunch percentage is higher than 36.13% (the district’s total free/reduced lunch percentage) All D49 schools are rank ordered by percent of f/r lunch. Schools must be served in order of f/r % until the funds run out. For 2016-2017, D49 serves all schools above 40% free/reduced lunch. They are: GOAL Academy – 69.56% Evans International Elementary – 50.54% Horizon Middle School – 46.85% Odyssey Elementary School – 44.30% Falcon Elementary School of Technology – 42.76%

Title I Program Types In a Schoolwide program, Title I funds may be used to upgrade the entire education program for all students In a Targeted Assistance program, eligible students are assessed and given extra learning opportunities based on need.

Uses of Funds – School Level Over 90% of Title I funds are directed to support students and families Must supplement, not supplant state and local funds To increase reading and math achievement Hiring additional teachers, instructional coaches and paraprofessionals Paying for tutoring for students who need extra support Supplemental materials and supplies for above Staff development opportunities for teachers and principals

Uses of Funds – School Level Promote parent and family engagement in schools 1% of allocation must be used for family engagement activities

Uses of Funds – District Level Program Administration – 7% of funds Coordinator, Title Program Compliance Specialist, Title Programs Parent and Family Engagement TOSA Additional support for Homeless Additional Professional Learning for teachers and principals Transportation for Summer Programs

Opportunities for Parent Involvement Title I School-Parent Compacts Title I Parent Involvement Policy PTA/PTSA/PTO School Accountability Committee Parent/Teacher Conferences Family activity nights

Parent Engagement TOSA New position this year. Position created based on principal input for assistance with parent and family engagement Supports Title I schools with all aspects of parent engagement

Parent Engagement TOSA Acts a liaison between Title I schools and families Provides assistance to Title I principals in planning and facilitating Title I parent engagement events Provides support to families needing assistance, particularly homeless families

Title II, Part A The purpose of Title II Part A of the ESEA is to increase student achievement by improving teacher and principal quality. This includes: increasing the number of Highly effective teachers in classrooms, improving skills of principals and assistant principals in schools, and increasing the effectiveness of teachers and principals.

Title II Requirements Each district must develop a professional development plan that addresses the needs of teachers and principals Must ensure that poor and minority children are not taught at higher rates than other children by inexperienced, unqualified, or out-of-field teachers

District Uses of Funds Provide professional learning activities for teachers and principals. Instructional coach training Instructional Leadership New Teacher Support Instructional Technology Provide funds for the recruitment of hard to fill positions

Title III, Part A The Purpose of Title III is to help ensure that children who are limited English proficient, including immigrant children and youth, attain English proficiency, develop high levels of academic attainment in English, and meet the same challenging State academic content and student academic achievement standards as all children are expected to meet.

District Use of Funds Adult ESL classes Interpreting/Translation Services Supplemental materials for classrooms Assessments for English Language Proficiency Professional Learning Activities for ELD teachers Love and Logic Training for parents of ELLs. Technology

Title III Immigrant Set Aside Designed to support school districts that have experienced a significant increase in immigrant students over the past two years.

Requirements Districts must submit a plan describing how they will serve immigrant children and youth. Immigrant children are: Age 3 through 21 Were not born in the U.S., and Have not attended U.S. schools for more than three full academic years.

District Use of Funds Tutoring services for identified immigrant students

Please send any feedback to Paul Coleman at pcoleman@d49.org Questions? Please send any feedback to Paul Coleman at pcoleman@d49.org