Title I, Part A Targeted Assistance 101 Field Services Unit Office of School Improvement Title I, Part A 101 Welcome. This PowerPoint is a brief overview of the Title I, Part A targeted assistance program and program requirements. Several tools have been created to support someone new to Title I. These tools are part of the handouts for this presentation. One is called Director’s Manual-Title I, Part A Program, the next is Title I, Part A fund explanation and the last is the Targeted Assistance Program Plan Rubric. Please print these documents before preceding with this presentation.

Improving Basic Programs Title I, Part A Improving Basic Programs Definition Designed to help disadvantaged children meet high academic standards; to help children who are failing or most at risk of failing to meet the district’s core academic curriculum standards What is Title I, Part A? It is a federally funded program – read definition. It is found as part of the Elementary and Secondary Education Act (ESEA) entitled No Child Left Behind, enacted in 2002.

Supplement vs. Supplant A State educational agency or local educational agency shall use Federal funds received under this part only to supplement the funds that would, in the absence of such Federal funds, be made available from non-Federal sources for the education of pupils participating in programs assisted under this part, and not to supplant such funds [Title I, Part A Section 1120 A (b)] One of the founding principles in Title I, Part A is supplement vs. supplant. Read slide.

Supplement, Not Supplant Definition of Supplanting Substituting or replacing funds from non-Federal sources (State/local) for existing or previously-existing instructional programs or non-instructional services Substituting or replacing funds from other Federal/State funds required by law for specific categories of students (e.g., Special Education) What does this mean? It means that federal funds, in this case Title I, Part A funds cannot take the place of district/general fund responsibilities or take the place of required programs i.e. special education.

Supplement, Not Supplant State/local funds must be used for all activities that are the district’s responsibility Read slide.

What is “District Responsibility”? Defined as the requirements for operating a school under State and local laws/policy. This includes categories such as, but not limited to: Basic education classroom teacher salaries Support personnel salaries Administrator salaries Basic classroom supplies and materials Operation and maintenance Contractual agreements with unions Transportation Read slide

Supplement vs. Supplant Supplementary Title I, Part A: Extends Learning Time for Eligible Students Title I, Part C: Services to Migrant Students Title II, Part A: Professional Development/Class Size Reduction Title III: Services to Limited English Proficient Students Section 31a: Direct Support or Direct Instruction to Eligible Students What are the supplementary services provided by these federal and state funds? Read slide.

Title I, Part A – Improving Basic Programs Operated by LEAs Allocation district/school based on poverty Definition of program – Targeted Assistance Eligibility of service based on academic need Next we will look at the process for allocation of Title I, Part A funds, the definition of Targeted Assistance and the process of determining eligibility in a Title I, Part A targeted assistance program.

Allocation District Allocation Process Allocation formula for Local Education Agencies (LEAs) based on counts of low-income children (2008 census poverty estimates for 2009-2010 allocations) Allocation formula for Public School Academies (PSAs) based on October 2008 equated free lunch counts Minimum of 10 low-income children based on the above criteria for district/academy to be eligible for allocation First is allocation to the district. Read Slide, Handout: Explanation of grant funding sources

Allocation District Allocation Process, continued Basic grants to districts/academies with more than 2% poverty Concentration grants to districts/academies with more than 15% poverty (4-year grandfather) Targeted grants to districts/academies with more than 5% poverty EFIG (Education, Finance Incentive Grants) to districts/academies with more than 5% poverty

School Selection and Allocation Ensures that Title I resources are provided to schools with highest concentrations of low-income children Ensures the district has some flexibility to determine where there is the greatest need for service Next is allocation to the school buildings by the Title I School Selection. Read slide

School Selection and Allocation If the district has an enrollment of less than 1,000 students or has only one school per grade span, it is not required to complete the entire Title I School Selection application The district decides the focus of the Title I, Part A program The TISS must be completed in MEGS by all districts. Districts who have less than 1000 students or do not have overlapping grade spans complete a two page TISS and have the option of determining where to focus their funds.

School Selection and Allocation If the district has an enrollment of more than 1,000 students and more than one school at a grade span or has schools with overlapping grade levels, the entire Title I School Selection application must be completed Service is focused on the highest poverty school(s) For districts that have to complete the long version there is a separate presentation On how to complete the Title I School Selection or TISS on this same website.

Targeted Assistance Definition Targeted Assistance (TA) Only students identified as failing, or most at risk of failing, to meet the State’s challenging student performance standards Who is served in a Title I, Part A targeted assistance program? Read slide.

TA Needs Assessment (required component) Identify Eligible Children Four core academic areas Multiple, educationally-related criteria by: Grade level Content area Preschool-Grade 2 selected solely on the basis of teacher judgment, interviews with parents and developmentally-appropriate measures What do you do and what do you look for in a needs assessment to identify eligible children?

Targeted Assistance Eligibility (required component) Needs Assessment Consistent selection criteria used to identify students at each grade level in each content area (four core) Focus the program for the current year Head Start, Even Start, or Early Reading First Children – 2 years preceding Migrant Children Neglected/Delinquent Children Homeless The Needs Assessment can be thought of as a  two step process.  Step 1 uses achievement data from state and local assessments to identify eligible students.   This process identifies the specific students who are at risk of failing the core curriculum by grade level and content area. The criteria must be consistent across a grade but may be different for each grade level.  i.e. the achievement data and cut scores would be quite different to identify first graders for reading assistance from the achievement data and cut scores used for 4th graders. The eligible students are then rank ordered according to need. The purpose of the grade specific criteria and rank ordering is to prioritize services to reach the neediest students and provide a program of sufficient scope to make a difference in the achievement of the neediest students. Title I targeted assistance programs are focused on specific students with specific needs. Many students may be eligible but not necessarily served. In Step 2, programs without sufficient funds to service all the grade spans and the four core areas can use the Needs Assessment results to focus the funds on a specific grade span and need area as long as other funds are used to provide support for the other areas.  If no other funding sources are available the Title I program can still focus its funds but the program must provide a “safety net” , some form of  supplemental service, for students in the Title I school that are not within the focused grade or subject  but still eligible for services.  The handout “ Director’s Manual-Title I, Part A Program”  gives you examples of types of assessments and can help you think through this process. In step 1 you identified a pool of eligible students.  Each grade level must be made aware of the selection criteria used to identify the eligible students , develop their referral process using the same criteria and use the criteria with fidelity to refer students for services in the Title I,  Part A Targeted Program.  The criteria that causes the student to be eligible for the program is also the criteria to exit the program.  Remember since 1995 any student who is at risk of failing the core curriculum is eligible for services through out the year based upon the pre-established criteria  for referral set for each grade level. In addition to the students identified by the achievement focused needs assessment and the previously referenced  teacher referral for pre-school –grade 2  , children who have been  in Head Start, Even Start, or Early Reading First - 2 years preceding entering kdg.  and Migrant Children, Neglected/Delinquent Children, and Homeless are all automatically eligible for services .

TA Incorporated into School Improvement Planning (SIP) (required component) The TA program plan contains a description on how program planning for Title I, Part A students is incorporated into the existing School Improvement planning process or The TA program services are included with the SIP (interventions) to address the needs of eligible students You have criteria in place and have established the focus of the program. Now, you must plan the services you will provide to meet the needs of eligible students . Title I ,Part A requires site based decision making involving a team of stakeholders; Title I staff, teachers, and parents of Title I eligible students must be part of the team to plan the program ,its implementation and evaluation. The extent of the services provided depends upon your Title I , Part A budget. A detailed description of the program that you put in place must be included in your School Improvement plan. It may be a separate program description or it may be included as a strategy/intervention in your action plans or SIP template. If it is included as an intervention it must be clearly identified as a Title I intervention to meet the needs of students at risk of failing the specific subject.

Instructional Strategies (required component) A description of: Services delivered in each academic area of core curriculum Effective strategies for improving student achievement based on scientifically-based research on teaching and learning Multiple strategies used during in-class instruction in all academic areas Additional instructional time and/or opportunities given to identified students The Title I plan description in the SIP will include Instructional strategies for all four core areas, be scientifically based, include strategies all students will experience and include additional, supplemental, strategies targeted to identified students. The description of the program and /or supplemental strategies must be detailed enough so that anyone reading your plan would know what Title I services are available for eligible students.

Title I/Regular Education Coordination (required component) A description of ongoing coordination and integration between regular education and the TA program, including services for Limited English Proficiency, if applicable A description of the transition plan for preschool-age children, if applicable The School Improvement Plan must also include a description of how the Title I program coordinates its services with the regular program. Describe what is in place to allow or facilitate ongoing communication / coordination between classroom teachers and the Title I staff. If your program services Limited English Proficient students describe how their needs are integrated into the program. All elementary level Targeted Assistance programs must include a description of the transition plan for preschool age children into Kindergarten.. It should describe the process in place for communication between the school and Headstart or other pre-school programs ,and the parents of preschool children who will attend Kdg. in the fall. It should include programs or services in place to aid in the transition into kdg. The plan must be more than a once a year visitation to kindergarten.

Instruction by Highly Qualified Staff (required component) An assurance statement that all Title I, Part A instructional paraprofessionals meet the No Child Left Behind (NCLB) requirements An assurance statement that all teachers are highly qualified NCLB requires all teachers to be highly qualified and all Title 1 INSTRUCTIONAL parapros to be highly qualified before they be employed in their respective jobs. As the slide states, make sure that within the Targeted Assistance School Improvement plan for this component that there is an assurance statement that (a) all Title 1 A paraprofessionals that provide INSTRUCTION to Title 1 eligible students meet the No Child Left Behind requirements for highly qualified, and (b) all teachers in the school meet the NCLB requirements for highly qualified. Consider also including in the plan a letter from central office assuring that all Title 1-A instructional paraprofessionals and all teachers are highly qualified. NOTE: if the school does have any teachers that do not meet the highly qualified requirements then include in this section of the TA Plan the name/s of any staff that are not highly qualified and the date that they will achieve highly qualified status per the plan on file at the district office.

High-Quality and Ongoing Professional Development (PD) (required component) TA plan describes opportunities for ongoing and sustained professional development (PD) for teachers, principals and paraprofessionals, including if appropriate, pupil services personnel, parents and other staff who work with the Title I, Part A eligible children in the TA program or in the regular education program or The Title I, Part A PD is embedded within a school improvement action plan format In order for the TA Plan to meet this requirement the specific professional development that is planned or has been provided to teachers, principals, paraprofessionals, pupil services personnel – if appropriate, parents of Title 1 students and other staff that work with Title 1 identified students must be articulated within the TA program plan or in the school improvement action plan and linked to the needs of Title 1 students or staff.

Parent Involvement (required component) Design, implementation and evaluation of TA program School-level parent involvement policy School-parent compact Requirements of Section 1118 of NCLB This section of the TA Plan requires quite a large amount of information which must be evidenced/articulated in the respective narrative regarding parent involvement. The information to be included must (1) clearly describe how parents were involved in the design, implementation and evaluation of the TA program plan and parent involvement activities, (2) describe how the parent involvement activities provided to staff and parents will be evaluated and used in decision-making, (3) describe how the school will provide individual academic assessment results in a language the parents can understand to include an interpretation of those results, to the parent of a child who participates in academic assessments required by State Plan Section 1111(b)(3). The plan must also contain a description of the activities outlined in Section 1118 (e) (1) – (5) and (14) and Section 1118 (f) of NCLB. One of the handouts that accompany this presentation is the language in Section 1118 of NCLB that is referenced here and on the slide. Continuing, the plan must also include a description of how the required Parent Compact (school-parent compact) was developed collaboratively and an assurance statement/evidence that the Parent Compact is addressed annually at an elementary-level Parent Teacher Conference. Finally, you must attach to or include in the TA Plan a copy of the school-parent compact as well as a copy of the school-level parent involvement policy and plan.

Coordination of Title I and Other Resources (required component) Description of coordination and integration of Federal, State and local programs Specific coordination of programs supported under NCLB in a manner applicable to the grade levels of the school: Violence prevention – Adult Education Nutrition – Housing Job training – Head Start Vocational and technical education Targeted Assistance Programs are required by NCLB legislation to coordinate and integrate Federal, State and local programs and services especially if the programs are supported under NCLB. The TA program plan must describe how the school coordinates and integrates Federal, State and local programs to support the needs of Title 1 students. Include evidence of what programs are coordinated by/with the school and how such programs are coordinated. Consider the list of programs noted on the slide and address any program that could reasonably be presumed to be a part of the particular grade levels of the TA school.

Ongoing Review of Eligible Student Progress (required component) Describes how progress of participating children is reviewed, on an ongoing basis, to revise the TA program to provide supplemental learning opportunities to enable such children to meet the State’s challenging student achievement standards Describes how using the above to revise the TA program to provide training for teachers to identify students who need additional assistance or training on how to implement student achievement standards in the classroom NCLB expects that the process the school uses to identify Title–eligible students will be ongoing such that students that are struggling to meet the State’s academic achievement standards are able to access supplemental learning opportunities on a timely basis or be dismissed when they attain the achievement standard. The process used by the school to identify students for Title 1 services must include an on-going review of the progress that Title 1 eligible students are making once they have been identified as eligible for services. The obtained results from the on-going assessments must be used to inform staff of continuing eligibility, the effectiveness of the prescribed services, whether or not teachers need training in how to identify students for services or to identify staff who need additional assistance or training on how to implement student achievement standards in the classroom.

Questions and Answers Contact your regional Office of School Improvement consultant: Region 1 . . . . . . . . . . . . . 517-373-4009 Region 2 . . . . . . . . . . . . . 517-373-0161 Region 3 . . . . . . . . . . . . . 517-373-6341 Region 4 . . . . . . . . . . . . . 517-373-4004 Region 5 . . . . . . . . . . . . . 517-373-4212