1. SCHOOLWIDE –vs- TARGETED ASSISTANCE PAFPC Conference 2018
Maria Garcia
Regional Coordinator

2. What is a Schoolwide Program?
A schoolwide program is a comprehensive reform strategy designed to upgrade the entire educational program in a Title I school; its primary goal is to ensure that all students, particularly those who are low-achieving.
A schoolwide program is built upon schoolwide reform strategies rather than separate, add-on services.
ESSA places for emphasis on school climate, mental health of students and family involvement. Also supporting non instructional areas. ESSA removes fiscal barriers
The emphasis of a schoolwide program is on serving all students, improving all structures and combining all resources, to achieve a common goal – Improving Student Learning.

3. Schoolwide Flexibility
LEAs cannot be asked to:
Specifically identify eligible Title I students for targeted Title I services. All students are eligible to participate;
Identify individual cost and services as supplemental;
Provide services through a particular methodology or instructional setting.

4. Schoolwide Poverty Requirement
A school/charter may operate a schoolwide program if at least 40% of the children are from low income families unless:
The school/charter receives state approval. Schools/charters with less than 40% poverty must explain:
How a Schoolwide Program would best serve the needs of students in your school/charter and how it will improve academic achievement and/or other factors.

5. Schoolwide Program Plan
An eligible school/charter operating a schoolwide program must develop a comprehensive plan.
Schools that would like to go Schoolwide must develop a Schoolwide program plan during 1 year period unless:
The Local Educational Agency (LEA), not the State, determines in consultation with the school, that less time is needed to develop and implement the plan.

6. Schoolwide Plan Requirements
The plan must be developed with the involvement of parents and other members of the community to be served and individuals who will carry out such plan, including teachers, principals, other school leaders, paraprofessionals present in the school, administrators, to the extent feasible, if appropriate, specialized instructional support personnel, technical assistance providers, school staff, if the plan relates to a secondary school, students, and other individuals determined by the school.
Specific strategies to increase family and community stakeholder involvement, particularly among those who represent the most at-risk students, based upon results of the needs assessment have been identified and implemented.
Parents and community stakeholders who reflect the demographic composition of the school, including those who represent the most at-risk students, are included as decision makers in a broad spectrum of school decisions, including the development and monitoring of the Title I schoolwide plan.
The school vision and mission for student success are collaboratively developed based on the beliefs and values of the school community, including families and community stakeholders who represent the most at-risk students.
The Title I schoolwide plan, as well as all communication regarding its development, evaluation, and revision processes, are available in languages and formats accessible for every family and community stakeholder of the school.

7. Schoolwide Plan Requirements
The plan shall be available to the local educational agency, parents, and the public, and the information contained in such plan shall be in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand.

8. Schoolwide Plan Evaluation
The school/charter, with assistance from the LEA, will annually evaluate the implementation of, and results achieved by, the schoolwide program, using data to determine whether the schoolwide program has been effective in increasing the achievement of students in meeting the State’s academic standards, particularly for those students who had been furthest from achieving the standards.
School leadership, including families and community stakeholders, regularly monitors and adjusts implementation of the Title I schoolwide plan based on short- and long-term goals for student outcomes, as well as measures to evaluate high-quality implementation.
The monitoring and revising of the Title I schoolwide plan includes regular analysis of multiple types of data (i.e., student learning, demographic, process, perception) and necessary adjustments are made to increase student learning.
School leadership, including families and community stakeholders, and instructional staff regularly analyze interim and summative assessment data to evaluate instructional practices, determine patterns of student achievement, growth, and changes in growth gaps across classrooms, grade levels, and content areas.

9. Schoolwide Regular Monitoring and Plan Revision
The plan and its implementation shall be regularly monitored and revised as necessary based on student needs to ensure that all students are provided opportunities to meet the challenging State academic standards.
School leadership, including families and community stakeholders, regularly monitors and adjusts implementation of the Title I schoolwide plan based on short- and long-term goals for student outcomes, as well as measures to evaluate high-quality implementation.
The monitoring and revising of the Title I schoolwide plan includes regular analysis of multiple types of data (i.e., student learning, demographic, process, perception) and necessary adjustments are made to increase student learning.
School leadership, including families and community stakeholders, and instructional staff regularly analyze interim and summative assessment data to evaluate instructional practices, determine patterns of student achievement, growth, and changes in growth gaps across classrooms, grade levels, and content areas.
Revise the plan-based on the results of the evaluation, to ensure continuous improvement of students in the schoolwide program.

10. Schoolwide Four Components
Comprehensive Needs Assessment
Schoolwide Reform Strategies
Coordination and Integration of Services
Comingling of Funds (optional)
Comprehensive needs assessment
ItThe needs assessment is the best way to identify what the school needs, then determine how Title I funds can be use to add value to:
Avademic, Behavior and Systems/Processes
Includes a variety of data, including performance (e.g., local and state student assessment data) and non-performance student data (e.g., student attendance), and process data about the schools system (e.g., diagnostic review) and perception data, gathered from several sources.
Includes detailed analysis of performance and non-performance data for each student subgroup identified in 1111(c)(2) of ESSA (economically disadvantaged students, students from major racial and ethnic groups, children with disabilities, and English learners).
Examines student, teacher, school and community strengths and needs.
School leadership, in collaboration with families and community stakeholders, identifies a manageable number of priorities, at the right level of magnitude and aligned with the needs assessment, for school improvement.
Evidence shows that the school’s Title I schoolwide plan and cycle of continuous improvement has improved outcomes for all students, particularly those most at-risk.
must be based on academic achievement information about all students in the school.
Use methods and instructional strategies that strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education; and
Address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging State academic standards.
All programs should be aligned to the Schoolwide goals.

11. New Schoolwide Flexibility and Innovation under ESSA
Counseling and mental health programs
Mentoring programs
Access to advanced coursework
Student behavior supports
Credit recovery
Incorporate the concept of well-rounded education

12. Schoolwide Four Components Comingling of Funds- Optional
Schools/charters may combine funds from federal, state, and local sources to implement the school’s comprehensive plan to upgrade the entire educational program.

13. Schoolwide Four Components Comingling of Funds- Optional (cont.)
3 Accounting Scenarios
Complete consolidation
All funds
2. Consolidation of federal funds ONLY
3. No consolidation of funds but use of Title I funds on a SW basis

14. Schoolwide Benefits of Schoolwide
Flexibility
Coordination and Integration
Accountability
Unified Goals

15. Schoolwide Time and Effort Requirements
Semi-Annual (Blanket) Certification 2 options:
List all the teachers and paraprofessionals in the school.
The form states that all their time and effort is to support the schoolwide goals and objectives. Principal signs the form.
List all teachers and instructional paraprofessionals who are paid with Title I funds.

16. How to Start the Process of Becoming Schoolwide
Complete and send “Intent to plan form” found in DFP webpage.
All schools/charters utilize the Comprehensive Planning web application to complete a School Level Plan/School Improvement Plan in its entirety.

17. Title I Schoolwide Plan Due Dates
The due date for Title I Schoolwide Plans will be September 1, 2018.
Priority/Focus schools must have their School Improvement Plans (Title I Schoolwide Plans) submitted by June 30, 2018.
For any Priority/Focus school that may be moving from a targeted program to a schoolwide program, the date for submission can be delayed until September 1, 2018, with approval from the Office of Federal Programs.

18. Training and Resources
Title I Schoolwide Plan Webinar
This webinar will cover the requirements of the Title I Schoolwide Plan, best practices for developing an effective Action Plan and reviewing the submission process.
May 24, 10:00 am

19. Contact Information
For content related questions, please reach out to your Regional Coordinator
For web application questions/technical troubles, please contact the PA Planning Helpdesk
Selecting “Help” in the web application and clicking “Submit a help ticket”.

20. What is a Targeted Assistance Program?
Improve teaching and learning to enable targeted students to meet challenging state academic standards which may include resources necessary to provide a well rounded education.

21. Targeted Assistance School Program
Targeted Assistance Schools must:
Determine which students will be served
Based on objective criteria established by the LEA and supplemented by the school.
Serve identified children

22. Targeted Assistance Eligible Children
Children not older than 21
Children identified as “failing, or most at risk of failing”
Students served in the previous two years under the Migrant Program
Any child who participated in Head Start within the previous two years.
Any child a community day program or living in a neglected or delinquent institution.
Any child who is homeless

23. Targeted Assistance Program
Selection for services is based entirely in low achieving, not low income.
If a millionaire’s child should happen to attend a Title I school and suffer reading difficulties, student would generally be eligible for Title I Services on the same basis as any other child.

24. Spending Options in Targeted Assistance Model
Providing eligible students with well rounded education,
Instructional supports,
Non-instructional supports,
Expanding learning time for eligible children,
Providing professional development,
Implementing strategies to increase the involvement of parents,
Providing dual and concurrent program services to eligible children at secondary schools.

25. Targeted Assistance Service Delivery Models
Pull -out model
Title I students are removed from the classroom and given supplementary remedial services
Incidental benefit-A school may provide, on an incidental basis, Title I services to children who have not been selected to participate in Title I
Push –in model
Providing additional services to Title I students in their regular classroom

26. Schoolwide and Targeted Staff Requirements
All teachers and instructional paraprofessionals must be appropriately state certified
Targeted Assistance
All teachers and instructional paraprofessionals working in the Title I program must be appropriately state certified.

27. Targeted Assistance Time and Effort Guidance
Semi-Annual
Certifications
Personnel Activity Report (PAR)
If an employee works in a single cost objective OR if an employee works in multiple cost objective AND their schedule doesn’t change
After the fact
Account for the total activity
Signed by employee OR supervisor
Every six months (at least twice a year
If an employee works on multiple cost objective AND their schedules varies week to week
After the fact
Account for total activity
Signed by employee
Prepared at least monthly and coincide with one or more pay periods

28. Schoolwide and Targeted Assistance
Targeted assistance and Schoolwide programs may include subjects defined by “well-rounded education.” 
“Well-rounded education’’ means courses, activities, and programming in subjects such as:
English, reading or language art writing, science, technology, engineering, mathematics, foreign languages, civics and government, economics, arts, history, geography, computer science, music, career and technical education, health, physical education, and any other subject, as determined by the State or local educational agency.

29. Schoolwide and Targeted Assistance
Three primary fiscal requirements:
Maintenance of Effort
Comparability
Supplement Not Supplant

30. Fiscal Requirements
Maintenance of Effort
Requires LEAS’s to demonstrate that the level of the state and local funding remains relatively constant from year to year.
State must determine that the LEA did not fall below 90% of the fiscal effort in the preceding fiscal year.
If the LEA fails to meet the 90% mark the state must reduce the amount of funds allocated under Title I program.
LEA is not subject to reductions for failing to maintain 90% effort for one year provided it has not failed to meet MOE for one or more of five immediately preceding fiscal years.
Calculate using total expenditures and per pupil
The amount of the reduction would be the lesser penalty of the two calculations
Affects final allocation
The combined fiscal effort per student or the aggregate expenditures of the LEA
from state and local funds
Collected from Annual Financial Report (AFR)
from preceding year must not be less than 90% of the second preceding year
LEAs are notified September/October
Letters sent USDE Secretary of Education may waive MOE if:
Exceptional or uncontrollable circumstances, such as a natural disaster; or
(NEW) a change in the organizational structure of the LEA; or
A precipitous decline in the financial resources of the LEA.
to Superintendent/CEO

31. Fiscal Requirements Comparability of Service
Comparability requires that LEA’s be able to document that the services provided with state and local funds in Title I schools are compatible to those provided in non Title I schools in the LEA.

32. Fiscal Requirements Supplement Not Supplant
LEAs must show methodology used to allocate State and local funds is the same as it would be in the absence of Title I funds.
Report on actual per pupil expenditures of local, state, and federal funds for LEAs and schools. All expenditures not just instructional.

33. Title I Supplement Not Supplant
Statutory language eliminated use of 3 presumptions of supplanting for Title I part A
An LEA used Title I funds to provide services that the LEA was required to make available under federal, state or local law.
An LEA used Title I funds to provide services that the LEA provided with nonfederal funds in the prior year.
An LEA used Title I funds to provide services for children participating in Title I program that the LEA provided with nonfederal funds to children not participating in Title I.
Only applies to Title I.
Title II, III, and IV supplanting rules stay the same.
USDE withdrew regulations in regards to the methodology (options) LEAs would use to be in compliance with the new Supplement not Supplant regulations.

34. Questions?