1. MEGA Title I and the ACIP Logan Searcy and Beth Joseph

2. Title I, Part A Provides Supplemental Federal funds to ensure all students have fair, equal, and significant opportunities to obtain a high-quality education and reach at minimum proficiency on challenging state academic achievement standards and state academic assessments. Focused on improving the academic achievement of low-achieving students in schools with high concentrations of children from low-income families and is governed by statuary and regulatory requirements of Title I, Part A of ESEA.

3. Fast Facts on Title I Was initiated in 1965 as part of the War on Poverty. Serves more than 23 million students nationwide. Serves students Pre-K through 12 th grade. Is the single largest pre-college Federal education program with over $14 billion allocated in recent years. In 2010-2011 school year, there were 66,646 schools receiving Title I funds, 48,900 of which operated schoolwide programs. 3

4. Two Types of Title I Programs Targeted Assistance Supplemental education services to eligible students with the greatest need. A school with poverty percentage of 35% or more Schoolwide Comprehensive program designed to upgrade the entire educational program in order to improve achievement of the lowest-achieving students. A school with poverty percentage of 40% or more 4

5. A Targeted Assistance Program Identifies students experiencing academic difficulties and provides additional instructional assistance to help them meet challenging achievement standards. Uses multiple criteria established by the LEA, serves students in a rank order, and provides the process for their return to regular class support when goals have been met.

6. Targeted Assistance, continued: Supplement Not Supplant Funds received under this part may not be used to provide services that are otherwise required by law to be made available to children…but may be used to coordinate or supplement such services. All fund expenditures must be based on needs assessments and supported by strategies that have been researched and proven effective.

7. Supplement not Supplant Always ask…. What does the state provide? What does the LEA provide? Are the programs/staff a state or LEA requirement? How have programs/staff been funded in the past? What other fund sources can meet the need? Include information in eGAP grant relationships

8. Targeted Assistance Electronic Continuous Improvement Plan (ACIP) Committee: Committee participates Completes needs assessment Determines eligibility Selects methods and instructional strategies that are scientifically based research (SBR) Coordinates with the regular classroom program Provides instruction by highly qualified teachers Provides opportunities for professional development Provides strategies to increase parental involvement Evaluates student achievement and summarizes at the end of the year

9. Planning Based on needs, develop goals and objectives that are… S - specific M – measurable (the measureable part in ASSIST is your objective) A - attainable R - related to student achievement T - time bound

10. Identify effective strategies to meet goals. Develop action steps that provide DETAILED information regarding planned uses of funds. Include realistic baseline data as part of performance measures (“From…to…”). Consider having Goals that reflect the Turnaround Principles Planning contd.

13. We will engage learners through high quality aligned college and career ready standards, instruction, and assessments in all content areas. 98% of all students will demonstrate a proficiency that shows that they have mastered the standards in Mathematics by May 25, 2016 as measured by ACT Aspire. 98% of all students will demonstrate a proficiency that shows they have mastered the standards in reading by May 25, 2016, as measured by ACT Aspire. Implement College and Career Ready Standards (Math) Implement Research- Based Practices for Continuous Improvement Goal Objectives Strategies ActivityActivity Type Begin Date End Date Resource Assigned Source of Fundin g Staff Responsibilities Higher Order Questioning Direct Instruction 8/15/20155/25/2016$0N/A Teachers Identify at-risk students and schedule time to target their intervention needs Academic Support 8/1/20155/30/2016$0N/A Teachers and Counselors Professional Development for Effective Interactive Word Walls Professional Learning 8/1/20155/30/2016$200Title IPrincipals and Teachers

14. Learners Turnaround Principle-Effective Instruction Academic Goal: Our teachers will engage the learners through high quality aligned college and career ready standards, instruction, and assessments for all content areas. Objectives Turnaround Principle-Effective Instruction 98% of all students will demonstrate a proficiency that shows that they have mastered the standards through the use of research- based instruction in Mathematics by May 25, 2016 as measured by ACT Aspire. 98% of students with disabilities will demonstrate a proficiency that shows they have mastered the standards through the use of research-based instruction in Mathematics by May, 2016 as measured by ACT Aspire. 98% of students who are homeless, English learners or immigrants will demonstrate a proficiency that shows they have mastered the standards through the use of research-based instruction in Mathematics by May, 2016 as measured by ACT Aspire..

15. Support Systems Turnaround Principle- School Climate and Culture Goal and Objectives Organizational Goal-We will identify barriers to teaching and learning and align support systems to address barriers. Objectives: Demonstrate a behavior that ensures that the school is implementing the guidance and counseling plan by 11/08/2016 as measured by the number of student discipline referrals. Demonstrate a behavior that ensures that the school has a climate conducive to learning with a culture of high expectations by 9/12/2016 as measured by the increase in student achievement. Turnaround Principle- Effective Family and Community Engagement Demonstrate a behavior that ensures that the school has a system in place to increase community engagement as measured by stakeholder survey results.

16. Strategies Implement Pre-K-Career Readiness Plan Implement College and Career Ready Standards Align Fiscal Resources Implement Guidance and Counseling Plan Implement Student and School Culture Program Implement Community Based Support and Intervention System Develop / Implement Teacher Effectiveness Plan Develop/Implement Leader Effectiveness Plan Develop /Implement Professional Learning and Support Implement Research Based Best Practices for Continuous Improvement Implement Learning Supports Implement Turnaround Principles Other

17. Schoolwide Programs 17 A Schoolwide Program: Maximizes flexibility in using Federal funds. Serves as a vehicle for whole-school reform with focus on improving achievement of lowest-achieving students. Allows for easier leveraging of non-Federal and Federal funds to work together to improve educational performance of the entire school. Addresses student needs through a schoolwide plan based on a comprehensive needs assessment.

18. 3 Components of Schoolwide Programs 1. Comprehensive needs assessment of entire school 2. Comprehensive schoolwide plan 3. Annual evaluation, with revisions as necessary 18

19. Importance of the Needs Assessment Title I, Part A funds may be used for any activity that supports the needs of students, particularly the lowest-achieving students, in the school that are identified through a comprehensive needs assessment and included in the schoolwide plan. 19

20. How To Do A “Needs Assessment” Work in collaboration with school faculties and other LEA stakeholders to: Identify the needs of the school. Lead discussions on how funds can be effectively leveraged to meet the needs in the best possible way.

21. Schoolwide ACIP Committee participation in process – (Improvement Plan Stakeholder Involvement) Comprehensive needs assessment – (Survey results, Stakeholder Feedback Diagnostic, Data Performance results) Schoolwide reform strategies identified – (Goal Builder, Schoolwide Diagnostic) Methods and instructional strategies that are scientifically research-based (SBR) - (Goal Builder, Schoolwide Diagnostic) Instruction by highly qualified teachers - (Goal Builder, Schoolwide Diagnostic)

22. CIP committee must include: Parents Other appropriate Community Members Teachers Principals Administrators Other appropriate school staff Students (secondary school) Sec. 1114 (B) (ii) Committee Members

25. High-quality and ongoing professional development and training - (Goal Builder, Schoolwide Diagnostic) Strategies to attract highly qualified teachers to high needs schools - (Goal Builder, Schoolwide Diagnostic) Mentoring assistance by veteran effective teachers - (Goal Builder, Schoolwide Diagnostic) Provides strategies to increase parental involvement – (Strategies to Increase Parental Involvement Diagnostic) Evaluates student achievement and summarizes at the end of the year – (Schoolwide Diagnostic) Description of the use of financial resources – (Coordination of Resources-Comprehensive Budget) Schoolwide ACIP cont.

26. Asking the Right Questions Will the proposed use of funds: Drive results for students who are failing, or most at risk of failing, to meet State academic achievement standards? Increase educators’ long-term capacity to improve results for Title I students? Accelerate reform and advance SEA, LEA, or participating Title I school improvement objectives and reform goals? Foster continuous improvement and include approaches to measure and track implementation and results and create feedback loops to modify or discontinue strategies that evidence indicates are ineffective in improving achievement of Title I students? 26

27. Key Requirements Supplement not Supplant. Federal funds must supplement, and not supplant, non-Federal funds. Supplement not supplant applies differently in different programs; within Title I, it applies differently in a schoolwide vs. a targeted assistance school. Necessary and Reasonable. Federal funds must support activities that are necessary and reasonable to accomplish the federal program’s purpose. 27

28. A WORD OF CAUTION… The examples in this presentation illustrate ways that Title I funds may be used by SEAs and LEAs to support key areas of reform in a schoolwide program. Because they are merely examples, however, they do not take into account the specific context in which these funds would be used at the State or local levels. Thus, an SEA, LEA or school should ensure that such use is consistent with relevant programmatic requirements. 28

29. Use of Funds 29 Local Education Agencies May Provide for Low-Achieving Students by: Preparing them to participate successfully in advanced coursework aligned with CCR standards. Providing intensive summer programs to prepare them to take advanced classes. Provide educators with professional development, and materials and supplies, to implement the schoolwide plan. Hire outside data experts to work with the staff of Title I schools Hire mathematics and reading coaches

30. Use of Funds Title I schoolwide schools may: Increase participation of low-achieving students in advanced coursework. Provide intensive summer school classes for low-achieving students, including high school students to prepare them for the rigor of taking advanced courses. Provide afterschool tutoring. Develop and use formative and interim assessments to track progress of low-achieving students and train teachers in their use. Purchase or develop supplemental instructional materials aimed at improving achievement of low-achieving students, including Student with Disabilities and English Learners. 30

31. Use of Funds Title I schoolwide schools may: Conduct needs assessments Upgrade the curriculum for the entire school Implement an early warning system to identify low-achieving students or students at risk of dropping out Extend the school day or school year Reorganize class schedules to increase teacher planning time Revamp the school’s discipline process to improve achievement of low-achieving students Hire additional teachers to serve Title I students Hire specialist to coach teachers in how to better serve low- achieving students 31

32. Use of Funds Title I schoolwide schools may: Reorganize classes to promote personalized learning for low- achieving students Implement career academies to assist low-performing students prepare for college and careers Implement school safety programs to improve the achievement of low-achieving students Provide professional development to ensure effective teachers and leaders to serve low-achieving students Engage in activities to improve school climate designed to improve the achievement of low-achieving students 32

33. Points to Remember: Identified as a needs on the LEA Comprehensive Needs Assessment (CIP Needs Assessment) Based on a decision of the LEA Advisory Committee (School Level Advisory Committee) Must be SRB and Supplemental Included in the LEA Title I Plan and eGAP System Plan (CIP Plan) Evaluation