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

2. 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

3. 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

4. Targeted Assistance

5. 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

6. 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

7. 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

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

9. 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

10. 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

11. 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)

12. “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

13. 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

14. 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

15. 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

16. 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

17. 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

18. Schoolwide Programs

19. 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

20. 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.

21. 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

22. 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

23. 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.

24. 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

25. 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

26. 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.

27. 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)

28. 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.

29. General Requirements

30. 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.)

31. 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

32. 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

33. 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

34. 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

35. 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

36. 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

37. 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

38. 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

39. 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)]

40. 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

41. 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

42. 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

43. 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

44. 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

45. FISCAL

46. 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)

47. 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’

48. 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!

49. Final Expenditure Reports
New for
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)

50. 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.

51. 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

52. 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

53. 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 ( ) project application (in eGrants
Or… LEA can:
1) Contact Administrative Technician in DFP
2) Provide Technician with project number & amount to be carried over

54. 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.

55. Title I Carryover Waiver Allowable one time every 3-Year-waiver cycle:
Funds 3-year-cycle
Requested in Application
CURRENT 3-YEAR CYCLE

56. 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

57. Questions?