April 2009 TITLE I and SCHOOLWIDE PLANNING

2 What is Title I? Title I is federal legislation passed by Congress. The current version of the law, No Child Left Behind (NCLB), focuses on school improvement and accountability for academic achievement for students not meeting State standards.

3 NCLB Requirements Title I, which is part of the NCLB law, provides funds to help educators improve teaching and learning for students in economically disadvantaged communities. The four pillars of NCLB are: >Teacher Qualifications >Parent Involvement >Assessment and Accountability >Scientifically Based Research Curricular

4 Title I Funding Supplement, not Supplant Title I funding is allocated to support a supplemental program in the school. >must be used to provide additional instructional services. These funds may not be used to pay for basic instructional services. Title I resources are allocated to schools with a high percentage of children whose family income is at or below the poverty level. Disallowances if funding is used inappropriately.

5 Title I Funding Title I Schools are either: >Schoolwide Program School; or >Targeted Assistance Schools The use of Title I funding must be described in the school’s CEP

6 Title I Required Set Asides 10% of a school’s Title I allocation must be set aside for Professional Development. 5% of a schools Title I allocation must be set aside to ensure that all staff in the core subject areas become “highly qualified”. 1% of a school’s Title I allocation must be set aside to support parent involvement programs as described in the CEP. These set asides are MINIMUM amounts.

7 The Title I Child How do we determine student eligibility for Title I services? >Family income determines if a school will receive Title I funds. >When we identify students who will receive Title I services we do NOT consider family income. >Academic needs determine who will receive Title I services.

8 Title I Targeted Assistance Academic intervention services (AIS) for low performing and at-risk students only Program must be described in CEP & only serve most in need (target) students Funded teachers must be highly qualified. Maintain a list of participating students & account for funded staff assignments >Examples: additional reading teachers for AIS; add-on tutoring program; after school instruction Class size reduction and funding of an A.P. are not permitted

9 Title I Targeted Assistance Acceptable Uses >Additional AIS teachers >After school AIS program >Supplementary counseling >Professional development >Parental involvement

10 Title I Targeted Assistance Allowable Titles >Math/Literacy Coaches >Guidance Counselors >DC 37 Paras  translation/parent outreach only >Ed Paras >Teacher Per Diem >Per session supporting the Title I after school program  Guidance Counselor/Social Worker  Ed Para Bulk  Supervisor/principal  Teacher  School Secretary

11 SCHEDULING RULES FOR Title I Targeted Assistance Only charge partial positions to Title I Targeted Assistance as defined below:.20 = one (1) day/week.40 = two (2) days/week.50 = 2-1/2 days/week.60 = three (3) days/week.80 = four (4) days/week The percentage correlates with the actual service to be provided. Schedule small remaining balances in OTPS – supplies, not percentages for personnel that do not reflect actual service.

12 Title I SWP Schoolwide instructional improvement for all students: special focus on needs of academically at risk. Reform must be described in the CEP. Class size reduction is permitted, but must result in enriched (not same) instructional strategies. All teachers of core subject areas in an SWP school are considered Title I and must be fully qualified. In SWP Schools up to.5 of one or more APs that are supervising P/D and/or AIS can be charged to Title I.

13 A Comparison of Schoolwide Programs and Targeted Assistance >Student Eligibility >Scope of program >Preferred Instructional Approach >Use of Funds >Identification of Participating Students See FY 2009’s Invitation to Participate in a SWP Planning Initiative Memo

14 CEP & Description of Title I SWPCEP & Description of Title I Targeted Assistance Consultation with School Leadership Team Modifications made to CEP in response to identification and needs of specific sub-groups within 3 months of identification by SED School’s teacher mentoring program All paras hired after 1/08/02 have met specified requirementsTitle I funded paras hired after 1/08/02 have met specified requirements Principals evaluation of all paras hired prior to 1/08/02Principals evaluation of all Title I funded paras hired prior to 1/08/02 Copy of attestation form signed by Principal to annually verify certification requirements for all teachers and paras Copy of attestation from signed by Principal to annually verify certification requirements for all Title I funded teachers and paras Certification of all teachers of core academic subjectsCertification of Title I funded staff and their program cards For split-funded staff: time & effort records to demonstrate the required commitment to the Title I program Galaxy data to support set-aside requirements for PD & Parent Involvement T I School-Parental Involvement PolicyT I School-Parental Involvement Policy & T I School-Parent Compact Parent Notification Letters w/tear off School eligibility lists - AIS Services: ELA, Math, Science, Social Studies Student Participation lists for Title I Services Progress records maintained re: all students receiving Title I services All Title I funded ACTIVITIES and EXPENDITURES Reduced class size allowed.5 of one of more AP supervising Title I program allowed School Aides for parent outreach, translations, conflict resolution SchoolWideTargeted Assistance

15 Coordination of Resources > Goal of a Schoolwide Program: to effectively integrate all of the resources available to the school to help all students meet challenging state and local standards > Schoolwide Program: provides flexibility in using dollars from different funding sources to support the school’s educational plan > Co-mingling of funds (e.g. FSF, C4E, etc.)

16 Approaches to Schoolwide Programs Title I legislation redirects educational policy from compliance with the federal requirements to an emphasis on local flexibility, with accountability, to improve teaching and learning for all students by: > Structural/Programming > Instructional Strategies > Professional Development > Parent Involvement

17 SWP Planning Process How do you become Schoolwide? Invitation to submit an application to the schoolwide planning initiative Eligible schools >All Title I TAS schools are eligible to apply to become SWP; >except for schools in Staten Island. In Staten Island, a school's poverty count must be at least 40% in order to apply to become SWP Application >Leadership consensus >Staff vote >Parent vote Due dates

18 So… Why Are We in Such A Hurry? Timeline for SWP > Compressed application period > Proposals due April 30, 2009 > A well developed CEP and viable SLT are the foundation for your proposal

19 What Do We Do Now??? Conversation > Let’s talk to each other and determine what’s best for our children > Let’s think about our vision for the best instructional program for our children > What flexibility of resources (time, money, people) do we need? > Let’s vote on planning to apply for SWP > Let’s plan together to make our dream a reality through SWP…

20 So… How Do You Decide To Become SWP… Establish consensus at school level among constituent groups to proceed with participation in Schoolwide Programs Planning process > Principal > UFT Chapter chair > PA/PAC/PTA president THEN…

21 Let’s Make It Official…How Do We Conduct A Vote to Be A SWP School? Determination of Voluntary Participation by School Staff >Formal closed vote---60% for school staff (School staff: all teachers, paraprofessional, and DC 37 employees) >Voting Closed Vote – aka UFT ballot >Only 60% those who vote that day >UFT rep tallies the votes

22 Parental Engagement Process Parents are an integral part of the school’s Title I instructional reform initiative. Vote By Parents >A majority vote of approval by parents who vote at a well publicized open meeting organized by the PA/PTA President

23 Making SWP A Reality: Collaboration Is The Key >Successful Schoolwide Programs depend on effective school-based planning >The Title I law requires a Schoolwide Program plan to be developed with the involvement of the community to be served and the individuals who will carry out the plan  Teachers  Principal  Other Staff  Parents

24 Role of the SLT SWP Sub Committee The Schoolwide Program planning team, will be a subcommittee of the SLT >Reporting back >Making recommendations >Guiding discussion >Coordinating the decision making process about participation in this initiative.

25 The Application… It Looks Long! Where Do We Start? Let’s Look At the Application Attachment B Signature Page Schoolwide Programs Team Chair >PA/PTA president >UFT Chapter Leader >Principal >Student (HS required, middle school optional) School Leadership Team Membership

26 Question 1: School Description Copy and paste from your CEP! Describe the: >Student population >Demographics >Organization >important strengths and needs >Major initiatives

27 Question 2: Collaborative Experiences >SLT Monthly meetings >PA/PTA meetings >Parent Coordinator meetings >Grade Level meetings >Grant applications with partners >Grant implementation >Teaming (IS/HS) >Thematic programs >PD Buddy teachers >Peer mentors >Inter-visitations >Climate – collaboration between parents/ school >CBO partnerships

28 Question 3 Current Whole School Reform Initiatives Check off >Schools under Registration Review (SURR) >Title I Restructured >Middle School Improvement Grant >Small Learning Communities >Middle School Model B____ Model C____ >Other

29 Question 4: Needs Assessment What activities do you plan to conduct this spring to determine the needs of your school to enable you to design an effective educational program? Consider the review and analysis of multiple sources of data that supports development of your CEP Needs Assessment: >Student Achievement Data >School Report Card >School Quality Review >Parent and Teacher Surveys >Focused Instructional Walkthroughs >School and teacher assessments

30 Question 5a: Communication with School Community >Meetings (faculty, PTA) >State Technical Assistance Staff >PTA and Parent Coordinator’s meeting >School Website >School Newsletters >Letters/agendas >UFT meetings

31 Question 5b: Ensure Ongoing Communication with Staff and Parents >SWP Sub committee reports to SLT >Faculty meeting >UFT meeting >Letters/agendas >PA/PTA

32 Question 6: Determination of Voluntary Participation >Describe process and procedures >Include Documentation  Attendance sheets  Agendas  Minutes  Newsletters  Meeting Notifications  Bulletin Board notice  Website postings

33 Question 7: Shared Decision–Making How will your team make decisions? >Reflect your School Leadership Team’s Bylaws >Include all constituent groups (Parents, Administrators, Teachers, Paraprofessionals, DC 37 staff, student for high school)

34 Questions 8: Feedback and Approval How will your plan be shared for approval to the constituencies that your team represents? >Oral or written presentations >Mailings

35 Question 9: Technical Assistance Planning Activities >Regional School Support Center >Office of School Improvement and Restructuring >Integrated Service Center >Children First Network

36 Question 10: Planning Activities

37 Congratulations- You’re On Your Way to SWP! SWP enables schools to move away from fragmented programs by developing and implementing a single, coherent instructional plan for the whole school If you have any questions please contact your: >Senior School/District Improvement Liaison >Senior Grants Officer >School Support Team Liaison >CFN Staff

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