1. New Directors Meeting September 11, 2012 Office of Federal Programs West Virginia Department of Education

2. AGENDA 7:45 a.m.Registration and Continental Breakfast 8:30 a.m.Welcome and Introductions 8:45 a.m.High Quality Standards Federal Programs’ Purposes Resources 10:15 a.m.Break 10:30 a.m.Major Program Components 11:30 a.m.Lunch 12:30 p.m.Major Program Components – continued 2:00 p.m.Break 2:15 p.m.Private Schools Monitoring

4. ESEA Flexibility Request Three Principles Three Principles –College-and Career-Ready Expectations for all Students –State-Developed Differentiated Recognition, Accountability and Support –Supporting Effective Instruction and Leadership

5. WV Standards for High Quality Schools Positive Climate and Cohesive Culture Positive Climate and Cohesive Culture School Leadership School Leadership Standards-focused Curriculum, Instruction and Assessments Standards-focused Curriculum, Instruction and Assessments Student Support Services and Family Community Connections Student Support Services and Family Community Connections Educator Growth and Development Educator Growth and Development Efficient and Effective Management Efficient and Effective Management Continuous Improvement Continuous Improvement

6. Intent of Federal Programs

7. Purpose of Title I Provide supplemental educational services, staffing and materials Provide supplemental educational services, staffing and materials Ensure children have fair, equal, and significant opportunity to obtain high quality education. Ensure children have fair, equal, and significant opportunity to obtain high quality education. Ensure children reach, at minimum, proficiency on challenging state standards & assessments (reading, mathematics, and readiness). Ensure children reach, at minimum, proficiency on challenging state standards & assessments (reading, mathematics, and readiness).

8. Purpose of Title II Increasing (core) academic achievement by improving teacher and principal effectiveness Increasing the number of HQ teachers and principals Increasing the number of HQ teachers and principals Recruit Recruit Retain Retain Retrain Retrain Providing teachers and principals with high quality professional development Providing teachers and principals with high quality professional development

9. Purpose of RLIS (Title VI) Providing financial assistance to rural districts to assist them in meeting their state's definition of adequate yearly progress (AYP).  Funding must first be targeted at schools identified for improvement.  Must show evidence that funds were used to target the issues causing them to be identified

10. Purpose of RLIS (Title VI) May be used for the purpose of:  Title I  Title II Part A  Title II Part D  Title III  Title IV Part A (Safe & Drug Free Schools)  Title IV Part B (21 st Century Community Learning Centers)  Part A Title V (State Grants of Innovative Programs)

11. Purpose of Title III Ensure LEP students attain English Proficiency, achieve at high academic levels in English. Ensure LEP students attain English Proficiency, achieve at high academic levels in English. Help LEP students meet the same challenging State Academic Content and student academic achievement standards as all other students. Help LEP students meet the same challenging State Academic Content and student academic achievement standards as all other students.

12. Supplemental Opportunities ESEA provides federal dollars to help supplement educational opportunities for children who live in high poverty areas who are most at risk of failing to meet state’s challenging achievement standards.

13. How Do We Know What to Do? Level of Authority Level of Authority –Statute (ESEA - NCLB) –Regulations including EDGAR (CFR) –Non-regulatory guidance –Policy letters USED web: www.ed.gov USED web: www.ed.govwww.ed.gov Federal Register http://www.gpoaccess.gov/fr/ Federal Register http://www.gpoaccess.gov/fr/ http://www.gpoaccess.gov/fr/

14. Title I Resources WVDE Title I Website http://wvde.state.wv.us/titlei WVDE Title I Website http://wvde.state.wv.us/titlei http://wvde.state.wv.us/titlei Non-Regulatory Guidance Non-Regulatory Guidance http://www2.ed.gov/policy/elsec/guid/designingswpguid.doc http://www2.ed.gov/programs/titleiparta/parentinvguid.pdf The New Title I: The Changing Landscape of Accountability (Cowan and Edwards) The New Title I: The Changing Landscape of Accountability (Cowan and Edwards)

15. Title II and RLIS Resources Title II and RLIS Website https://sites.google.com/a/wvde.k12. wv.us/title-ii/ https://sites.google.com/a/wvde.k12. wv.us/title-ii/ https://sites.google.com/a/wvde.k12. wv.us/title-ii/ https://sites.google.com/a/wvde.k12. wv.us/title-ii/

16. Title II and RLIS Resources Non Regulatory Guidance - Title II http://www2.ed.gov/programs/teacher qual/guidance.doc http://www2.ed.gov/programs/teacher qual/guidance.doc http://www2.ed.gov/programs/teacher qual/guidance.doc http://www2.ed.gov/programs/teacher qual/guidance.doc Non Regulatory Guidance – RLIS http://www2.ed.gov/policy/elsec/guid/ reap03guidance.doc http://www2.ed.gov/policy/elsec/guid/ reap03guidance.doc http://www2.ed.gov/policy/elsec/guid/ reap03guidance.doc http://www2.ed.gov/policy/elsec/guid/ reap03guidance.doc

17. Title III Resources U.S. Department of Education Title III U.S. Department of Education Title III –Part A http://www2.ed.gov/policy/elsec/leg/esea02/pg40.html http://www2.ed.gov/policy/elsec/leg/esea02/pg40.html –Subpart I http://www2.ed.gov/policy/elsec/leg/esea02/pg41.html http://www2.ed.gov/policy/elsec/leg/esea02/pg41.html –OELA http://www2.ed.gov/about/offices/list/oela/index.html http://www2.ed.gov/about/offices/list/oela/index.html WV Connections http://wvconnections.k12.wv.us/ WV Connections http://wvconnections.k12.wv.us/ http://wvconnections.k12.wv.us/ State Policy 2417 http://wvde.state.wv.us/policies/p2417.doc State Policy 2417 http://wvde.state.wv.us/policies/p2417.doc http://wvde.state.wv.us/policies/p2417.doc TransAct www.transact.com TransAct www.transact.com www.transact.com

18. Resource Scavenger Hunt Directions and materials can be found behind Tab 5 Directions and materials can be found behind Tab 5

19. Timelines for federal programs Title I Title I Title II, RLIS Title II, RLIS Title III Title III

20. Timeline of NCLB Funds 30,

21. Important Dates July 1 – Initial period of availability September 15 – Core plans due September 30 – End of initial period of availability for current funds and final obligation date for last year’s funds October 31 – Liquidation date for last year’s funds.

22. Major Program Components

23. Title I Program Components Highly Qualified and Effective Staff Highly Qualified and Effective Staff Professional Development Professional Development Parent Involvement Parent Involvement Extended Day/Year Extended Day/Year Transition activities Transition activities

24. Title I Program Models Targeted Assistance Targeted Assistance –Eligible Students –Targeted Resources Schoolwide Schoolwide –Needs Assessment –Schoolwide Plan

25. Targeted Assistance The term “targeted assistance” signifies that the services are provided to a select group of children - those identified as failing, or most at risk of failing, to meet the state’s academic achievement standards.

26. Schoolwide Model A Title I school is eligible to become a schoolwide program when the student poverty level is at or above 40 percent.

27. Title II Program Components Highly Qualified Teachers and Professionals Highly Qualified Teachers and Professionals Professional Development Professional Development Parental Involvement Parental Involvement

28. RLIS Components  Title I  Title II Part A  Title II Part D  Title III  Title IV Part A (Safe & Drug Free Schools)  Title IV Part B (21 st Century Community Learning Centers)  Part A Title V (State Grants of Innovative Programs)

29. Title III Program Components Fidelity in Implementing Programs for LEP Students Fidelity in Implementing Programs for LEP Students U.S. Department of Justice WV Inquiry U.S. Department of Justice WV Inquiry May 6, 2011 Joint Letter from U.S. Department of Justice and U.S. Department of Education May 6, 2011 Joint Letter from U.S. Department of Justice and U.S. Department of Education Commitment to Serve ALL students Commitment to Serve ALL students Building Responsive Programs Building Responsive Programs

30. Title III Program Components LEP students’ Enrollment Process/Identification LEP students’ Enrollment Process/Identification Parents’ Notification Letter Parents’ Notification Letter

31. Title III Program Components Guidelines for ESL instruction by Level Guidelines for ESL instruction by Level Level 1Level 2Level 3Level 4Level 5 How much? A minimal range of 30 – 60 minutes A minimal range of 30 -60 minutes Between 30 -60 minutes Monitor How often? 3-5 times a week 2-4 times a week 1-3 times a week Once a week 6 – 9 weeks

32. Title III Program Components West Virginia Test for English Language Learners (WESTELL) West Virginia Test for English Language Learners (WESTELL) WESTEST 2 WESTEST 2

33. Highly Qualified Staff

34. Title I All staff hired or transferred into Title I schools after the fall of 2002 must be highly qualified. All staff hired or transferred into Title I schools after the fall of 2002 must be highly qualified. Title I reading teachers require an elementary certification as well as a masters degree in reading. Title I reading teachers require an elementary certification as well as a masters degree in reading.

35. Reaching 100% HQTs Requires an effective HQT plan Requires an effective HQT plan Requires tracking progress toward HQT status Requires tracking progress toward HQT status Requires timely cleanup of HQT reports Requires timely cleanup of HQT reports Requires that the county and schools harvest positive culture and work environments Requires that the county and schools harvest positive culture and work environments

36. Implementing an Effective HQT Plan Implementing an Effective HQT Plan Must have a written HQ plan Recruiting Recruiting Retention Retention Retraining Retraining Communicate the plan Implement the plan

37. Title III High Qualified Staff ESL certification (monitoring document 2.8) ESL certification (monitoring document 2.8) –All teachers serving ESL students as highly qualified.

38. Professional Development

39. Title I One of the five program components at the school and LEA level One of the five program components at the school and LEA level Required annual training for staff on working with parents Required annual training for staff on working with parents Planning should coordinate with other programs to provide professional development (ESEA §1112(b)(1)(D)) Planning should coordinate with other programs to provide professional development (ESEA §1112(b)(1)(D))

40. Professional Development Title II requires that LEAs provide high quality professional development to core subject area teachers The issue is not tracking all professional development The issue is not tracking all professional development The challenge is being specific to NCLB definitions The challenge is being specific to NCLB definitions

41. High Quality Professional Development - NCLB Must be: Based on scientific research Based on scientific research Based on the needs of the school district Based on the needs of the school district Sustained and ongoing training(s) Sustained and ongoing training(s) Review collaboration is provided Review collaboration is provided

42. Core Subject Areas - NCLB English and reading or language arts English and reading or language arts mathematics mathematics science science foreign languages foreign languages civics and government, economics, history, geography civics and government, economics, history, geography arts (including music, dance, theatre, art, etc.) arts (including music, dance, theatre, art, etc.) special education (because they teach core subject area information to students) special education (because they teach core subject area information to students)

43. Title III Professional Development Professional Development (monitoring document 3.2): Professional Development (monitoring document 3.2): high quality, sustained, ongoing –School administrator/Principals –Content (classroom) Teachers (Toolkit Secondary page 9) –E-Learning Course Facilitating Instruction for English Language Learners Facilitating Instruction for English Language Learners –Registration for the session opens September 1 and closes October 1, 2011. The course session runs from October 5-November 22, 2011

44. Parent Involvement

45. Title I Parent Involvement One of the five program components at the school and LEA level One of the five program components at the school and LEA level District Parent Involvement Policy is: District Parent Involvement Policy is: A written document. A written document. Jointly developed and agreed upon with parents. Jointly developed and agreed upon with parents. Distributed to all parents of participating students. Distributed to all parents of participating students. **If the district already has a parent policy, it can be amended to meet Title I requirements. **If the district already has a parent policy, it can be amended to meet Title I requirements.

46. Title I Parent Involvement School-Parent Involvement Policy (Plan) is:  Written policy (plan).  Agreed upon by parents.  Describes the means for carrying out parent involvement activities at the building level.  Distributed to parents, and the local community, in a format and language, to the extent practicable, that parents can understand. **If the school has a parental involvement policy that applies to all parents, it may be amended to meet the requirements of Title I.

47. Title II Parent Involvement Parental Involvement is not limited to Title I schools alone Parental Involvement is not limited to Title I schools alone All LEAs must strive to ensure parents are involved in their child’s education All LEAs must strive to ensure parents are involved in their child’s education LEAs must solicit information from parents about their child’s educational experience LEAs must solicit information from parents about their child’s educational experience

48. Title II Parent Involvement LEAs must provide high quality professional development to principals, teachers and service personnel on improving parental involvement LEAs must provide high quality professional development to principals, teachers and service personnel on improving parental involvement

49. Title III Parent Involvement Parent Involvement (monitoring document 4.1 and 4.4): Parent Involvement (monitoring document 4.1 and 4.4): –Resource - If Your Child Speaks Two Languages http://wvconnections.k12.wv.us/terminol ogy.html http://wvconnections.k12.wv.us/terminol ogy.html http://wvconnections.k12.wv.us/terminol ogy.html –Parent outreach programs –News letters

50. Title I Parent Involvement http://www.csos.jhu.edu/P2000/nnps_model/school/sixtypes.htm

51. Extended Time Title I One of the five program components at the school and LEA level One of the five program components at the school and LEA level LEA should incorporate plans for extended day/year learning opportunities (ESEA §1112(b)(1)(Q) LEA should incorporate plans for extended day/year learning opportunities (ESEA §1112(b)(1)(Q)

52. Title III Extended Time Extended Day Extended Day Summer School Summer School

53. Private Schools Title I Title II Title III

54. Private Schools Title I

55. Private Schools - Title I Equitable services must be provided to eligible private school children, their families and teachers Equitable services must be provided to eligible private school children, their families and teachers LEA must after extensive consultation with private school officials develop and implement the Title I program for eligible private school students LEA must after extensive consultation with private school officials develop and implement the Title I program for eligible private school students Eligible attendance areas – LEA should take into consideration data on the number of children from low-income families who reside in each attendance area and attend private schools. Eligible attendance areas – LEA should take into consideration data on the number of children from low-income families who reside in each attendance area and attend private schools.

56. Private Schools - Title I Low-income public and private school students residing in Title I attendance areas generate a per- pupil allocation (PPA) Low-income public and private school students residing in Title I attendance areas generate a per- pupil allocation (PPA) PPA x number of low-income private school students residing in Title I attendance areas = instructional funds for the Title I program for eligible private school students PPA x number of low-income private school students residing in Title I attendance areas = instructional funds for the Title I program for eligible private school students Private school funds may be pooled* Private school funds may be pooled* *Under this option, services provided to eligible children in a particular private school are not dependent upon the amount of funds generated by low-income children in the school. *Under this option, services provided to eligible children in a particular private school are not dependent upon the amount of funds generated by low-income children in the school.

57. Private Schools - Title I Funds generated by low-income private school students who reside in Title I attendance areas are used only for instructional services to eligible private school students. Funds generated by low-income private school students who reside in Title I attendance areas are used only for instructional services to eligible private school students. Title I services must be supplemental and may not replace or supplant services that would, in the absence of Title I, be provided by private schools to participating private school children. Title I services must be supplemental and may not replace or supplant services that would, in the absence of Title I, be provided by private schools to participating private school children.

58. Private Schools - Title I Resources Sample Letter for Private School Consultation Sample Letter for Private School Consultation Non-regulatory Guidance for Private Schools Non-regulatory Guidance for Private Schools Private School Application Private School Application Private School Power Point Private School Power Point and more… and more… http://wvde.state.wv.us/titlei/private_schools.html

59. Title II Private Schools Timely and Meaningful Consultation Timely and Meaningful Consultation –Must occur before the annual strategic planning process begins –Must document consultation efforts –Must be informed of all PD Opportunities  Allocation  Calculated on a per-pupil basis

60. Title III Private School Timely and Meaningful Consultation Timely and Meaningful Consultation –How the LEP children's needs will be identified. –What services will be offered. –How, where and by whom the services will be provided. –How the services will be assessed and how the results of the assessment will be used to improve those services. –The amount of funds available for those services.

61. Monitoring Preparation Preparation –Monitoring Indicators http://wvde.state.wv.us/titlei/mon_lea.html –States’ Monitoring Reports-Findings –Advance Materials/Documentation –Online Document Storage Conducting the Visit Conducting the Visit –LEA –Schools Report & Responses Report & Responses

62. What Questions Remain? Title I Coordinators: Suzette Cook scook@access.k12.wv.us Kathy Hypes khypes@access.k12.wv.us Erin Sullivan esullivan@access.k12.wv.us Ryan Saxe rsaxe@access.k12.wv.us Title II Coordinator: Robert Mellace rmellace@access.k12.wv.us Title III Coordinator: Mami Itamochi mitamochi@access.k12.wv.us Robert Crawford, Assistant Director rcrawford@access.k12.wv.us Marsha Bailes, Assistant Director mcbailes@access.k12.wv.us Melanie Purkey, Executive Director Office of Federal Programs mpurkey@access.k12.wv.us

63. The Future

64. Keep the faith – Focus on the spirit, not the negatives, in the face of our challenges.