1. Nevada Department of Education Developed for New Title I Coordinators September 2015 Presented by the Office Student and School Support http://www.doe.nv.gov Title I Orientation

2. Title I: 101 Title I Overview NDE website and resources Title I Requirements Nevada School Performance Framework Questions/Next Steps

3. Title I Overview The purpose of Title I is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and State academic assessments.

4. Resources Nevada Department of Education Website Title I Part A: Improving the Academic Achievement of the Disadvantaged Title I Part C: Migrant and Bilingual Education Title I Part D: Neglected, Delinquent and At- Risk Youth New Nevada Legislation Grant Applications 4

5. http://www.doe.nv.gov 5

6. Programs/Title I 6

7. Title I Homepage 7

8. Title I Part A 8

9. Onsite Monitoring 9

10. 10

11. Teacher Interview Questions 11

12. Title I Requirements District Consolidated Plan Fiscal requirements Maintenance of Effort Comparability Supplement, Not Supplant 12

13. District Consolidated Plan Local Education Agency (LEA) may receive a sub-grant under this part for any fiscal year only if such agency has on file with the State Education Agency (SEA), approved by the SEA, that is coordinated with other programs under this Act, IDEA, Carl D. Perkins Vocational and Technical Education Act, McKinney-Vento Homeless Assistance Act and other Acts, as appropriate. (eNote/ePage) NCLB Section 1112. Local Educational Agency Plans

14. Fiscal Requirements To ensure that funds made available under Title I, Part A of the ESEA are used to provide services that are in addition to the regular services normally provided by a LEA for participating children – 3 fiscal requirements related to the expenditure of regular State and local funds must be met by the LEA 14

15. 3 Fiscal Requirements 1.Maintain fiscal effort with State and local funds (MOE – Maintenance of Effort); 2.Provide services in its Title I schools with State and local funds that are at least comparable to services provided in its non- Title I schools (Comparability); and 3.Use Part A funds to supplement, not supplant regular non-Federal funds.

16. Maintenance of Effort At the school district level, the maintenance- of-effort provision requires that an LEA maintain its expenditures for public education from State and local funds from one year to the next. Thus, an LEA cannot reduce its own spending for public education and replace those funds with Federal funds.

17. MOE NDE Fiscal Office determines if LEAs meet MOE – There are 2 methods to determine if a district meets MOE – The most favorable method for the district is used Results are typically shared in late winter/early spring – If District does not meet MOE, then Title I funds are reduced by the exact proportion of funds it failed to maintain MOE

18. Comparability At the school building level, comparability requires an LEA to ensure that each Title I school receives its fair share of resources from State and local funds. In other words, an LEA may not “discriminate” (either intentionally or unintentionally) against its Title I schools when distributing resources funded from State and local sources simply because these schools receive Federal funds.

19. Comparability In December, Districts will receive an email from the State Title I Director reminding them of this requirement – 2 recommended methods for calculating MOE will be highlighted in email – Upload into eNOTE Districts must demonstrated Comparability each year – but NDE Fiscal Office will verify every other year

20. Comparability Exceptions Do not need to demonstrate Comparability if – Title I School has under 100 students; or – if there is only one school at each grade span – Letter indicating one of these exceptions must be uploaded into eNOTE.

21. Supplement, Not Supplant At the individual student level, an LEA must ensure that services to students participating in Title I receive from Part A funds are additional to the regular services an LEA would otherwise provide to those students with funds from non-Federal sources. That is, services from Title I resources cannot replace or supplant services that an LEA would ordinarily provide to all its students.

22. Supplement, Not Supplant An LEA may use Title I funds only to supplement and, to the extent practical, increase the level of funds that would, in the absence of Title I funds, be made available from non-Federal sources for the education of students participating in Title I programs. In no case may Title I funds be used to supplant – i.e., take the place of – funds from non-Federal sources. Title I Fiscal Issues Non-Regulatory Guidance May 2006

23. Updated Explanation of the Law Supplement, not supplant requirement in ESEA section 1120A(b) does not apply to a schoolwide program, and the school does not need to demonstrate the Title I funds are used only for activities that supplement those schools that would otherwise provide with non-Federal funds. 23

24. Equitable Distribution Title I schools must receive their equal portion of all non-Federal funds. Equitable distribution on non-Federal funds may be allocated in multiple ways including; Characteristics of students (e.g. low income, English Learners) or based on staffing and supplies (e.g. principal, teachers, librarian, materials). 24

25. Eligible Schools LEA may designate as eligible any school attendance area or school in which at least 35% of the children are from low-income families LEA may use funds in a school if the percentage of children from low-income families enrolled in the school is equal to or greater than the percentage of such children in the LEA NCLB Section 1113(b)(1)(A-B). Eligible School Attendance Areas

26. Title I: Rank Order Annually rank, without regard to grade spans, schools from highest to lowest according to the percentage of children from low-income families Schools that exceed 75% poverty must be served in rank order – Serve remaining eligible schools, either within each grade span grouping or within the LEA as a whole in rank order NCLB Section 1113. Eligible School Attendance Areas

27. Schoolwide Program Schools 40% poverty or higher A school-wide program shall use funds to supplement the amount of funds made available from non-Federal sources for the school Required school-wide components addressed in Title I page of School Performance Plan NCLB Section 1114. School-wide Programs

28. Targeted Assistance Schools 35% poverty or higher Use funds only for eligible children, identified as having the greatest need for special assistance. Eligible population: children not older than 21 (grade 12) and who are not yet at grade level. – Not at grade level based on multiple, educationally related, objective criteria established by the LEA and supplemented by the school. NCLB Section 1115. Targeted Assistance Schools

29. School Performance Plan School Performance Plans (SPP) – State (all schools) and Federal Requirement – SPP template satisfies federal School-wide Plan requirements

30. Annual Title I Meeting Schools must conduct meetings annually with parents to provide them with information and background on the school’s Title I program – flexible meeting times, transportation, child care or home visits, as applicable

31. Parent Involvement Parent Involvement Policies (PIP) – All schools & districts receiving Title I funds must jointly develop or revise PIP with parents – Recommend PIPs are revised annually Parent Compacts – Educational Involvement Accords - state requirement that may also fulfill the federal parent compact requirement – Review/revise with parents annually *Samples have been provided in eNote

32. Parent Notifications A variety of Parent Notifications are required (as applicable) as part of Title I: – School Status – e.g., Star Classification – Parents Right to Know-qualifications of teachers, paraprofessional – Taught by Non-Highly Qualified staff (e.g., long- term substitutes)

33. Highly Qualified Teachers – each LEA shall ensure that all teachers teaching in a program supported with funds under this part are highly qualified Paraprofessionals – each LEA shall ensure that all paraprofessionals working in a program supported with funds under this part shall have – – Completed at least 48 units from an accredited university; – Obtained an AA degree or higher; or – Pass a rigorous test (ETS Parapro Test – 460 passing score)

34. Time & Effort Reporting School districts are required to maintain auditable "time and effort" documentation that show how each Title I employee spent his or her compensated time – Written, after-the fact (not estimated or budgeted) documentation of how the time was spent – Prepared by any Title I staff with salary charged (1) directly to a federal award, (2) directly to multiple federal awards, or (3) directly to any combination of a federal award and other federal, state or local fund sources Semi-Annual Certification & Split-funded Reports

35. School Budgets It is recommended that schools keep close track of Title I expenditures Sample budget forms can be found in the Title I School Resource Guide on the website You must keep track of all Title I equipment which will be reported in ePage and eNote

36. Allowable Title I Expenses Schools may use Title I funds for the following examples of allowable expenses: – Staff – Parent Involvement Activities – Pre-K Programs – Before & Afterschool Programs – Instructional support and professional development

37. eNote ePage 37

38. ePAGE Electronic grants management system for federal grants Brief overview of ePAGE components – Set Aside Page – Per Pupil Amount PPA – School Eligibility

39. ePage Funding Application 39

40. Set Aside page 40

41. Per Pupil Amount 41

42. School Eligibility 42

43. eNOTE On-line Monitoring System – Desk Top monitoring 3 out of 4 years – On-site monitoring once every 4 years

44. eNote Monitoring System 44

45. Nevada School Performance Framework The Nevada Educational Performance System requires the NDE to use Nevada’s School Performance Framework NSPF for classifying school performance using such measures as student proficiency, student growth data, and gap reduction data. Under this system, each school’s designation is based on a 5-star classification system.

46. Star Classification 5-Star School – A 5-Star School is among the highest performing schools in Nevada in student proficiency and /or student growth on the State assessments. 4-Star School – A 4-Star School is among the higher performing schools in Nevada in student proficiency and /or student growth on the State assessments. 46

47. Star Classification 3-Star School – A 3-Star School has some areas of success as well as some areas that need improvement relative to student proficiency and student growth on the State assessments. 2-Star School – A 2-Star School is a school that has room for improvement in whole school proficiency and growth. 1-Star School – A 1-Star School is a school that has room for substantial improvement in whole school proficiency and growth 47

48. Reward Schools Reward schools are among the highest performing schools in Nevada in student proficiency and /or student growth on the State assessments. 48

49. Reward Schools High Preforming schools are recognized for being among the top 5% of schools in student achievement on the State assessments during the previous year. High Progress schools are recognized for being among the top 5% of schools in student growth on the State assessments over multiple years. Exemplary schools are recognized for being among the top 5% in both student achievement and high student growth on the State assessments over multiple years. 49

50. Focus Schools A Focus School at the elementary or middle school-level: Has substantial room for improvement in the area of student achievement with the specific sub-groups such as students with disabilities, English Learners, and low- income students. Is a Title I school that is among the lowest performing schools statewide based on the NSPF index points for the sub-groups calculations for Adequate Growth Percentiles (AGP) in Reading and Math. 50

51. Focus Schools A Focus School at the High School Level: Is a Title I school that has substantial room for improved proficiency and graduation rates with specific focus on students with disabilities, English Learners, and/or low-income students. Are among the lowest performing high schools based on the NSPF index points for the “Sub-groups” (EL, IEP, FRL) calculations for graduation and proficiency in reading and mathematics. 51

52. Priority Schools A Priority School is a Title I-served school that has room for substantial improvement in whole school proficiency and growth. Intensive district and community assistance will provide this school with support necessary for improvement. Identified Priority Schools are among the lowest- achieving Title I served schools based upon whole school proficiency and growth over a number of years. 52

53. QUESTIONS? Do not hesitate to contact us at any time Gayle Magee 775-687-9215 gmagee@doe.nv.gov Kristina Cote 775-687- 9185 kcote@doe.nv.gov Matt Smith 775-687- 9214 msmith@doe.nv.gov