AIU 3 Role Alike Meeting March 10, 2016 Title I A AIU 3 Role Alike Meeting March 10, 2016

Title I, Part A Largest federally funded education program Purpose: To help low achieving students achieve high academic standards Supplemental Educational Assistance Mainly in Reading & Math Two main models for servicing students: Targeted Assistance Program Schoolwide Programs

Instructional Programs Title I Uses of Funds Instructional Programs In Class Pull Out Extended Day Extended Year Pre-Kindergarten Summer Programs Online Learning Take Home Resources Tutoring Supporting Programs Professional Development Parent Involvement Materials/Supplies Technology

Targeted Assistance

Targeted Assistance Focus: Funding “targeted” to Identified Students and Identified Title I Teachers School identifies students and provides them with supplemental education services Title I dollars must benefit identified students ONLY

Who is a “Title I Student?” Students identified as failing or at risk of failing to meet state standards Criteria is set by LEA NOT based on poverty

How are students identified? Objective criteria established by the LEA Based on multiple measures Educationally related If Pre-K – Grade 2 Judgment of teacher Parent interviews Other developmentally appropriate means

Automatically eligible for Title I Head Start Migrant Neglected or Delinquent Homeless

TA Program Components Incorporate Title I program into existing school planning; supplemental to core instruction Use effective methods and instructional strategies based on scientifically-based research Extended learning time Before or after school Summer school Accelerated high-quality curriculum “Push in” - Minimize removing from classroom during regular hours

TA Program Components (cont.) Coordinate with regular ed. programs Use of highly effective teachers and paraprofessionals Provide Title I professional development Provide strategies to increase parent involvement Coordinate with other federal, state, and local services and programs Pull-out programs are discouraged If used, must be offered at times other than during core direct instruction

Allowable Use of Funds in a TA program Title I funds must be used to benefit identified Title I students Title I funds may NOT be used to benefit the general needs of students in a TA school as a whole, unless there is express authority to do so (DFP)

“Incidental Education” School may provide, on incidental basis, Title I services to children who have not been selected to participate. Only if: Designed to meet needs of Title I students and focused on those students Does not decrease the amount, duration, or quality of services for Title I students Does not increase cost Does not result in the exclusion of children who would otherwise receive Title I services

Beware of Supplanting Activities supported by Title I must be supplemental in nature, not taking the place of required activities Activities paid out of state and/or local funds previous year, cannot be paid for from Title I There are exceptions, check with your Regional Coordinator if unsure All students must receive core academic classes – Title I services are in addition to core classes for academically needy students Want to ask, What would happen in the absence of Title I funds? Would the district be able to pay the teacher to serve these students? If yes, then the Title I funds are truly supplemental

Record Keeping Records must be maintained to document that Title I funds are spent on activities and services only for Title I participating students. Invoices Payroll Time and Effort documentation

Title I Staff Certified Reading Specialist May implement remedial/diagnostic activities with Title I students if directed by certified Reading Specialist, but cannot diagnose or determine remedial plan without involvement of Reading Specialist Elementary K-6 Grades PreK-4 Grades 4-8 English 7-12 Communications 7-12

Title I Staff May participate in general professional development May assume limited duties that are assigned to similar personnel, as long as in same proportion of time Bus duty Recess/Playground duty Cafeteria duty Substitute/Covering classes

Title I-Paid Professional Development May include any teachers that serve Title I students at some point during the day May include all teachers as long as the focus is on addressing the needs of the Title I students LEA may pro-rate costs associated with PD for non-Title I staff through other funding sources

Schoolwide Programs

Schoolwide Program Basic Requirements Coordinate federal, state, and local resources and services to upgrade the entire educational program in the school Ensure all children meet core standards, especially those most at risk Building requirements: 40% poverty based on Free/Reduced Lunch Unless waiver is received Approved Schoolwide Plan

Identification of Students Schoolwide programs are not required to specifically identify eligible Title I students for targeted Title I services. All students are eligible to participate in all aspects of the schoolwide program. The statute requires the program to particularly address the needs of low achieving children and those at risk of not meeting the state student academic achievement standards.

SWP has three core elements: Comprehensive Needs Assessment Schoolwide Plan (either the School Level Plan and Addendum or Schoolwide template (only for undesignated and reward schools/charters) Annual Review of Effectiveness

Needs Assessment 5 Step Process: 1) Establishing SW planning team Organizes and oversees the needs assessment Leads staff in developing the SWP Oversees and conducts annual evaluation 2) Clarifying the vision for reform Discusses how their reformed school will look

Needs Assessment 3) Creating the school profile Serves as the starting point Will provide a picture of data driven description of the school’s students, staff, community demographics, programs, and mission 4) Identifying data sources Quantitative Qualitative Dropout rate Graduation rate 5) Analyzing data The team analyzes the data and the gaps between the current operating state and the established vision.

Schoolwide Plan Schools may use: School Improvement Plan found within the District Comprehensive Plan (for Priority/Focus Schools) or the School Level Plan (for Reward/Undesignated Schools) plus Schoolwide Addendum OR Schoolwide Template available on PDE website(for Reward/Undesignated Schools) First Schoolwide Plan must be approved by DFP – subsequent plans updated annually and held at school level

Schoolwide Plan Components Comprehensive Needs Assessment Schoolwide Reform Strategies Instruction by Highly-Qualified Staff High-quality and On-going Professional Development High-quality teachers to high need schools Parent Involvement Transition of Preschool Students Teacher Input to Assessment Decisions Effective, Timely and Additional Assistance to Students Having Difficulty Mastering Proficient or Advanced Levels of PA Core Standards Budget Coordinated with Regular Program

Allowable Use of Funds in a SWP Funds must be spent in accordance with the Schoolwide Plan If in the budget, must be in the plan Must meet “intents and purposes” of the Schoolwide Plan School not required to identify particular children – all students considered Title I No requirement to provide supplemental services, but supplemental resources must be provided with funds.

Supplement vs. Supplant in a SWP Use Title I funds only to supplement the amount of funds that would, in the absence of federal funds, be made available from non-federal sources for the school Supplanting is determined fiscally, not programmatically (as long as funding is used to address Schoolwide Plan)

Time Distribution Semi-Annual Certification The principal will list all teachers and paraprofessionals that work in the schoolwide school and state that all time and effort is to support schoolwide goals and objectives.

General Requirements

Title I Reading Teacher Requirements Certified Reading Specialist, or Certified teacher K-6 PreK – 4 4-8 English 7-12 Communications 7-12 (May implement remedial/diagnostic activities if directed by a certified Reading Specialist. May NOT diagnose or determine the remedial plan of action without the involvement of a certified Reading Specialist.)

Instructional Paraprofessionals Must be Highly Qualified: Targeted Assistance – All paraprofessionals paid with Title I funding Schoolwide Program – All paraprofessionals Highly Qualified Requirements: High school diploma (or GED), and Associate’s Degree Or Two years of college Rigorous formal state or local assessment

Title I Parent Involvement Required: LEA Parent Involvement Plan, updated annually School Parent Involvement Plan, update annually Parent/School Compact, updated annually Annual Title I Parent Meeting Parent Notifications: Right-To-Know Letter – Teacher Qualifications (annually) Right-To-Know Letter – Non-Highly Qualified Teacher (as needed) Priority/Focus school status LEAs receiving over $500,000 (Title I) must set aside 1% for Parent Engagement 95% of the 1% must be spent at the building level and with the approval of the parents

Title I Parent Meeting Explanation of Title I and how implemented in school – include descriptions of: Student curricula Student assessments Proficiency Levels Seek parent input on: Planning, review and improvement in Title I program Parent Involvement policies Parent/School Compact

Additional Parent Requirements Program Information How to monitor child’s progress How to work with teachers to improve achievement Parent Training and Materials, i.e. Promoting family literacy How to use technology Parenting skills Train teachers, pupil services personnel and principals with the assistance of parents Value and utility of parent contributions How to reach out to and communicate with parents How to work with parents as equal partners How to implement and coordinate parent programs Parents provide input on LEA professional development Surveys, professional development team

Additional Parent Requirements Coordinate parent involvement programs with Head Start and other preschool programs Ensure that all parent communications are in a language that is understandable to parents Transact.com Keep translated document on hand for monitoring

Title I Parent/School Compacts Describe school’s responsibility to provide high-quality curriculum Describe importance of communication, i.e. Parent-Teacher Conferences Frequent reports Reasonable access to staff Volunteering in child’s classes Describe Parent Responsibilities, i.e. Monitoring homework Television time Attendance

Title I and Homeless Students Who is Homeless? A. individuals who lack a fixed, regular, and adequate nighttime residence… B. Includes Sharing the housing of other persons Living in motels, hotels, or camping grounds Living in emergency or transitional shelters Abandoned in hospitals Awaiting foster care Nighttime residence not ordinarily used as a regular sleeping accommodation Living in cars, parks, public spaces, abandoned buildings substandard housing, bus or train stations Migratory children Unaccompanied homeless youth

Homeless Students Automatic Eligibility Homeless are automatically eligible for Title I, whether or not they attend a Title I school This acknowledges that the experience of homelessness puts children at risk Title I is used only after all other funds have been exhausted

Mandatory Reservation of Funds According to Title I, Part A, LEAs must reserve (or set aside) such funds as are necessary to provide comparable services to homeless children who are not attending Title I schools. [20 USC6313(c)(3)]

Suggestions for Services Before-school, after-school, and/or summer programs with an educational focus Outreach services to help identify homeless children and advise them of available school programming Basic needs such as school uniforms, school supplies, and health-related needs Counseling services Supplemental instruction Parental involvement programs Programs for highly mobile students Data collection Fees for AP, SAT/ACT testing, and Other services that are not ordinarily provided to permanently housed Title I students and are not available from other sources

Suggestions for Services Other allowable uses of Title I Homeless set aside: The cost of transporting students in temporary housing to and from their school of origin The salary for the homeless liaison even if that person has no Title I duties

Single Funded Employees Semiannual certifications: An employee working solely on a single Federal award/cost objective Must be prepared at least semi-annually Signed by employee or supervisor having first hand knowledge of work performed

Split Funded Employees Personnel Activity Reports: An employee working on multiple activities/cost objectives More than one Federal award A Federal award and a non-Federal award An indirect cost activity and a direct cost activity Two or more indirect activities that are allocated using different allocation bases An unallowable activity and a direct or indirect cost activity

Personnel Activity Report Must reflect an after the fact distribution of actual activity of the employee Account for the total activity for which each employee is compensated Be prepared at least monthly and coincide with one or more pay periods Be signed by the employee **With prior PDE approval, can be completed semi-annually if on a fixed schedule

FISCAL

Budget Revisions Recommended to wait until all funds are expended Necessary if.... Any function code “total” increased MORE than 20% compared to the last approved summary budget or….. A transfer of funds is to be made to a previously unbudgeted category Any changes to “Equipment” (700-Property)

Budget Revisions Make sure you are in the Amendment/FA Subproject must be in ‘Completed’ status If project status is ‘Closed,’ contact technician at DFP to change to ‘Completed’

Final Expenditure Reports Closing out your projects Complete when all funds have been spent Make sure you are in the Amendment/FA Project status must be Completed to create FER Refer to Step-by-step instructions which will be sent to you by your AT soon!

Final Expenditure Reports New for 2014-15 LEA staff person completing the FER must have the Authorized Sign-off role LEA’s eGrants User Administrator must assign this role Can be any user, business manager, federal programs coordinator (does not have to be CEO/Superintendent)

Final Expenditure Report CONFUSION This is the most confusing area of the FER. You may disregard the top part of the chart (Object Codes). If Function Code change is 20% or greater AND the change amount is (negative) you do NOT need a budget revision. If Function Code change is 20% or greater AND the change amount is increase you need a budget revision.

Carryover Project funds are available for up to a 15-month period: 2014/15 funds: 7/01/14 through 9/30/15 LEAs may carry over these funds for one year beyond the original year of funding: 2014/15 funds may be carried over until 9/30/16 Extra time to spend project funds, if needed

Carryover 2 different pots of money – NOT co-mingled 14/15 carryover funds are NOT added to the 15/16 funds ‘account’ Documented in budgets AND Final Expenditure Reports (FER) of original project year i.e. funds carried over from 14/15 stays on 14/15 budget and FER LEA should expend carryover funds BEFORE current year funds

Carryover Carryover is NOT automatic LEA must request carryover if entire program allocation will not be expended by project end date – Sept 30th If LEA does not draw down entire project balance in their October 10th Quarterly Report, then LEA must contact DFP to request carryover. “When” would LEA request carryover? Either at Amendment time or when completing following year’s (2015-16) project application (in eGrants Or… LEA can: 1) Contact Administrative Technician in DFP 2) Provide Technician with project number & amount to be carried over

Carryover Carryover section in eGrants: Will you be using funds from the previous year? Enter the allocation from the previous year. Enter the amount of carryover from the previous year. How will you use carryover? Redistributed or remain in home building System will calculate the Carryover Percentage NOTE: Title I carryover amount cannot exceed 15% of the previous year’s allocation without an approved waiver from the Division of Federal Programs on file.

Title I Carryover Waiver Allowable one time every 3-Year-waiver cycle: Funds 3-year-cycle Requested in Application 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 CURRENT 3-YEAR CYCLE

Carryover DFP may grant LEAs a waiver of this limitation once every 3-yr-waiver cycle LEA must request waiver from their Regional Coordinator in DFP LEAs with a Title I allocation of less than $50,000 do NOT need a carry over waiver Title I, A: LEAs with a Title I allocation of $50,000 or more may NOT carry over MORE than 15% of those funds. DFP may grant a “Waiver” of this limitation once every 3 years **(3-yr-waiver cycle)** LEA must request waiver from their Regional Coordinator in DFP Via formal Letter on school stationery, signed by Superintendent or CEO Reason must be reasonable & necessary

Questions?