Wisconsin Statewide Title I Network CESA #1 and the Wisconsin DPI Title I “Quick Start” Wisconsin Statewide Title I Network CESA #1 and the Wisconsin DPI Planning for the ESEA Application Introduction: Welcome, introduce the presenter(s) Parking Lot: introduce that it exists and how it will be used. Icebreaker idea: Ask participants to identify specific groups: Are you an administrator? ESEA Coordinator? Title I Coordinator? Title II Coordinator? Title III Coordinator? How many of you are all of the above? Bookkeeper or business manager? How long have you been involved in ESEA planning and completing the application? (1-3 years, 4-10 years, 11+ years).

Objectives Understand the application requirements. Understand how to use a variety of tools for planning. Clarify common questions asked by district ESEA Coordinators. Review objectives for the day

ESEA Application Requirements Key Elements for Planning Needs Assessment (#3) ESEA Programming Planning Template ESEA Staffing Worksheet (#10) Serving Eligible Private School Students (#15) Title I Target Area Survey ESEA Private School Consultation/ Collaborative Agreement Parental Involvement (#14) Planning Parent Involvement Activities for ESEA Application Coordination and Integration with Other Programs: (#4) ESEA Fiscal Coordination and Collaboration Program Plan Worksheet This is what we’re going to talk about today: To ensure we meet our objectives, this will be our framework for talking about the planning elements that should be done prior to inputting data into the ESEA application: Needs Assessment, Private School Consultation, parental involvement, and integration with other federal programs and initiatives. Please say: “These are the key pieces and we’ll be introducing them in more detail as the presentation continues along with templates you might use to complete the planning process.” These grant requirements are not new but take on a new emphasis in completing the new application.

ESEA Programming Planning Template: Needs Assessment Targeted Assistance and Schoolwide Programs each conduct universal needs assessment to identify program priorities. Individual student assessments should be done for Targeted Assistance programs; Schoolwide programs should still identify students who need additional support; Multiple assessments should be used to identify students’ needs. State assessment results Benchmark assessments Performance assessments End-of-course tests Best Practice Requirements Guidance Document #3: Needs Assessment ESEA Programming Planning Template Define what a needs assessment is (or isn’t)—beyond WCKE; multiple points throughout the school year; a variety of data. The district piece of assessment is important if you have multiple schools at multiple levels. Similar assessments must occur for private schools. In both Targeted Assistance and Schoolwide programs, a district’s RtI process is instrumental in identifying students with additional academic needs. In Schoolwide Programs, assessments are done on all kids, however assessments can still be done on students who are at high risk of not meeting academic standards or who are at risk of failing to provide further support either individually or in clusters. Completing the document is optional, however, these tasks must be completed prior to looking on the ESEA application. Let’s walk-through the ESEA Programming Planning Template.

ESEA Programming Planning Template: Multiple Sources of Assessment Data Teachers use current and ongoing student achievement data that describe student achievement Progress monitoring Teachers may need professional development to understand how to use assessment results to improve instruction. ESEA Programming Planning Template page 1 Less formal types of data- observation, performance assessments, traditional tests, etc.

ESEA Programming Planning Template: District Needs Assessment Review Data retreat documentation; Wisconsin RtI Center School-wide Implementation Review (SIR); Wisconsin PBIS – Team Implementation Checklist (TIC) District demographic data; Homeless data; Parent Involvement data; ESEA Programming Planning Template page 2

ESEA Programming Planning Template: Needs Assessment Data Collection School Improvement plan; High quality Professional Development; Building Level Needs Assessment SCHOOLWIDE; Building Level Needs Assessment TARGETED ASSISTANCE; ESEA Programming Planning Template- rest of document Facilitator provided time to teams to skim and scan the requirements for each section. Record the data that was collected. Record statements that reflect the results of the data analysis. Determine what action plan will fulfill the requirements of each section. Determine how you fund these requirements.

Discussion with the larger group will take place in 5 minutes. Good Questions! Why is it beneficial to conduct needs assessment in the spring? Who is involved in the needs assessment process? How are you using results for ESEA planning? Must you do it every year? Discussion with the larger group will take place in 5 minutes. In their small group have them discuss the questions. Have each group report out 1-2 key ideas from their small group discussion. Q1: With regard to “why is it beneficial to conduct a needs assessment in the spring?” It should be implied that students are just as likely to stay in the program as they are to exit. And Needs assessments should be driving the programming offered to students in the following fall semester. Q2: All stakeholders should be involved in the needs assessment process including parents. Also, consider having representatives from your professional development committees, RtI teams, other school leadership teams. Q3: There should be a connection between the results of the data from the needs assessment process and school/building school improvement goals (e.g., professional development, staffing, assessments, intervention). Bring all of the data together to make decisions. Q4: Yes, the needs assessment should be conduction annually.

ESEA Staffing Worksheet Based on your needs assessment, consider staffing options: Employee name DPI Educator File Number (EFN) Position Assignment “Highly qualified” School assignment School-wide or Targeted Assistance % FTE Salary/Fringe Budget Code Guidance Document #10 ESEA Staffing Worksheet Highly-qualified requirements- teachers and paras must be HQ at time of hire in order to work with Title students

Private School Consultation Districts are required to provide eligible private school children, their teachers and families, with Title I services equitable to those provided to public school children. Timeline Description Spring Hold face-to-face planning sessions with the administrator of the private school to develop a plan for service. Discuss all the ESEA Titles in this consultation and fill out forms. Summer Allocate services to private schools Fall/Spring Implement any programmatic requirements: professional development, parent compacts, and delivery of supplemental services. Guidance Document #15- Private School Timeline ESEA Private School Consultation/ Collaborative Agreement In the spring: if a private school does not want to meet with the district, sending a certified letter to the school can be evidence that an attempt to establish services was made. Several reasonable attempts must be made and documented. In the summer: allocate funds to private schools; you don’t just hand a check over to the private school. The allocation is given to the public school and the public school does the purchasing and the inventory; give examples of resources.

Private School Title I Target Area Survey To determine projected enrollment for the 2012-2013 school year: Only include students ages 5 through 17 based on the January 2012 count. Check addresses to determine district of residence Title I Target Area Survey template

Private School Consultation It is the responsibility of the student’s home district to assure that students receive equitable Title I services, even in the case of the student attending a private school in another district. The public school district provides services to the private school eligible students that is comparable to the targeted assistance/schoolwide grade span of the Title I school. Important to note: If a student who resides in a schoolwide or targeted assistance attendance area of a public school district attends a private school (and is eligible for services) in another district, the two public school districts can work together to assure that students in the private school are served, with one district acting as the provider and the other acting as the purchaser. However the student is served, it is the responsibility of the student’s home district to assure that the student is receiving equitable Title I services. A question that often comes up --- serving private school students within the same grade span as the public school, even if the public school is only serving selected grades within the grade span. But one should also question why the public school is doing this, i.e. serving grades K-2 in a K-5 school. In that case, if approved, the public school cannot limit services to just K-2 in the private school and should offer services in cooperation with the private school for grades K-5 because that mirrors the targeted assistance/schoolwide grade span of the Title I school. If the Title I school is grades K-5 and the private school is grades K-8, services in the private school would be delivered to grades K-5 only.

Good Questions! Is it allowable to purchase materials for the private school instead of providing service if they are agreeable? What happens when the allocation for the private school is so small that we cannot provide service? Can we take transportation to the private school and cost of preparing for instruction out of the allocation to the private school? Simply providing instructional material and supplies to assist eligible private school children is not an option. Funds can be used to provide services such as counseling, staff development, parental involvement . No checks are directly written to the private school. The public school district serves as the fiscal agent and maintains the inventory of Title I purchased items. Non-instructional costs are ok.

Parent Involvement Parent Involvement is required by the Elementary and Secondary Education Act. Parent compacts and a district and school parent involvement policy is required. ESEA requires an annual evaluation of the district’s parent involvement. Parents, including those of private school students and homeless students, are to be a very active participant in the planning, student achievement and assessment activities. Districts and individual schools should review their parent involvement policy annually. Guidance Documents #14 Planning Parent Involvement Activities for the ESEA Application template Parents play an integral role in assisting their child’s learning and are encouraged to be actively involved in their child’s education at school; Parents are full partners in their child’s education and are included in decision making and on advisory committees to assist in the education of their child; Title I allows money to be reserved to fund parental involvement; districts with allocations above $500,000 requires that not less than 1% be reserved. If the allocation is less than $500,000 districts are still required to meaningfully involve parents.

Planning for Parent Involvement Activities Epstein’s Six Types of Parent Involvement Decision Making Parenting Communication Volunteering Learning at Home Collaborating School, Family, and Community Partnership: Your Handbook for Action, 3rd edition (2009) Show Epstein’s Book

Planning for Parent Involvement Activities Considering your data, what types of parental involvement activities will bring about the greatest gains in student achievement? Are there special populations that need to be addressed in order to improve student achievement and close gaps?

Good Question! Are we required to allocate funds for parental involvement when our allocation is barely enough to cover staffing needs? Title 1 allows money to be reserved to fund parental involvement. Allocations of $500,000 or more requires not less than 1% to be reserved to carry out activities including family literacy and parenting skills Less than $500,000 are required to meaningfully involve parents- no minimal dollar is required. Parents of Title I children must be involved in decisions regarding the expenditure of the funds reserved for parent involvement.

ESEA Fiscal Coordination and Collaboration Integration with federal, state and local programs and initiatives, including individuals responsible for those programs in the collaborative process is required. Take a comprehensive look at all the funding available in the given school year to achieve the district/school’s goals based on the needs assessment. Guidance document #4- Coordination and Integration with Other Programs ESEA Fiscal Coordination and Collaboration template

Title I Program Plan Worksheet You may use this document to match activities with the goal and performance indicator and identify the funding sources. These decisions are required as part of the planning process. Title 1 Program Plan Worksheet

Thank You! Questions? As a last activity, please let small groups have conversations about the planning process. Have each group report out 1-2 key ideas they discussed if time allows. *** Wrap up any loose ends related to “parking lot.”