MARIA GARCIA-MORALES REGIONAL COORDINATOR DIVISION OF FEDERAL PROGRAM firstname.lastname@example.org Title I Schoolwide Programs
Presentation Overview • Brief Overview of Title I • Program Requirements • Program Components • Fiscal Requirements • Benefits of Schoolwide Programs • Guiding Principles and Practices of Effective Schoolwide Programs • New Roles/personnel changes • Next Step . . .
Title I 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 4
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 School Choice Supplemental Educational Services 5
Two - Title I Program Models Schoolwide -vs- Targeted Assistance
Targeted Assistance Any building with less than 40% low income Eligible students include: 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, Even Start, The Early Reading First, within the previous two years. Any child in a community day program or living in a neglected or delinquent institution Any child who is homeless
Targeted Assistance Program Selection for services is based entirely in low achieving, not low income Title I may be used to coordinate and supplement services Maintain documentation showingprogram expenditures to verify funds were used to meet statutory requirements for such programs & not to supplant non-federal resources
Students Selected Based on LEA Criteria Pre K-2 Teacher Recommendation Developmentally Appropriate Assessment Parent Recommendation Grades 3-12 Students Performing Below Proficient on local assessments (formative) Students Performing Below Proficient on previous year’s PSSA Attendance/Suspension Retention Report Card Grades Other: Anecdotal Records, Teacher Recommendations
Supplement not Supplant Targeted Assistance Program Requires that federal funds be used to augment the regular education program, not to substitute for funds or services that otherwise would be provided during the time period in question. It prohibits the use of federal funds to perform a service that would normally be paid for with state or local funds. Additional programmatic services must be provided to identified Title I students.
What is a Schoolwide Program? • A Schoolwide Program (SWP) 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 that are low achieving, demonstrate proficient and advanced levels of achievement on state academic standards.
SCHOOLWIDE 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.
SWP has Three Core Elements: • Comprehensive Needs Assessment • Comprehensive Plan • Annual Review of Effectiveness
Program Requirements • 40% poverty threshold (unless waived by PDE) • One year of planning prior to implementation (unless waived by PDE) • Annual evaluation of the program effectiveness • 10 implementation components
Ten Required Components of the Schoolwide Plan Component 1 - 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
Ten Required Components of the Schoolwide Plan (cont.) Component 1 - Needs Assessment (5 Step Process) (continued) 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.
Ten Required Components of the Schoolwide Plan (cont.) Component 2 - Schoolwide reform strategies that: Increase the amount & quality of learning time (extended year, before- and after-school) Address needs of all, but particularly low-achieving Component 3 - Instruction by “highly qualified” teachers HQ teachers in all core content areas All instructional paraprofessionals meeting NCLB requirements
Ten Required Components of the Schoolwide Plan (cont.) Component 4 - High Quality & Ongoing Professional Development PD must be aligned to achieving the goals of the SW program. PD must be extended to those who partner with teachers to support student achievement. Ten Required Components of the Schoolwide Plan (cont.)
Component 5 - Strategies to attract high quality teachers The SW plan must describe what strategies it will use to attract and retain HQ teachers. A statement that your district/charter only hires HQ is not sufficient in a SW plan. Ten Required Components of the Schoolwide Plan (cont.)
Ten Required Components of the Schoolwide Plan (cont.) Component 6- Parental Involvement • SW Plans must contain strategies to involve parents, especially in helping their children do well in school. • Must have at least 1 parent in the planning team. • Component 7- Transition from pre-school • SW programs are required to implement effective pre-school transitional programs in order to better prepare students for the kindergarten curriculum.
Ten Required Components of the Schoolwide Plan (cont.) Component 8- Include teachers in assessment decisions Provide Professional Development to teachers about multiple assessments Teachers should know, understand, and be able to use assessments on a regular basis to inform instruction. Component 9- Timely, effective additional assistance Plans must include regular assessments of all students and specific plans for what happens when a student is not achieving.
Component 10- Coordination and Integration Coordination and Integration of Federal, state and local funds, programs and services Ten Required Components of the Schoolwide Plan (cont.)
Annual Review • Regulations require that SW schools conduct an annual review of the SWP • Annual Review should answer two main questions: • Was the program implemented as the planning team intended? • Was there improvement in student achievement, particularly for the lowest-achieving students?
Documentation • A school operating a SWP must retain the following documentation for five years: • Documentation related to the three core components: • Comprehensive Needs Assessment • Comprehensive Plan • Annual Review
Benefits of a Schoolwide Programs
Benefits of Schoolwide Programs • Flexibility • Must meet “intent and purpose” of program • Not required to identify particular children: all children • Coordination and Integration • Not required to provide supplemental services: can use all resources of the school • Accountability • Unified Goals
Guiding Principals and Practices of Effective Schoolwide Programs Numbers in parenthesis correlate with the Nine characteristics of High Performing Schools Redesign of organizational Infrastructure Use of meaningful planning process subject to continual review and monitoring of teaching and learning (6) Reform goals that are based on clear focus and shared vision by stakeholders (1) Reform strategies to accommodate a variety of approaches which reflect high standards and expectations (2) Effective school leadership which nurtures an instructional program conductive to student and teacher growth (3)
Guiding Principals and Practices of Effective Schoolwide Programs (cont.) Collaboration and communication across grade level that accommodates all students populations and community needs (4) Ongoing, focus professional development, based on the share vision and identified student needs (7) Investment of resources to support the emerging system that is supportive of a stimulating learning environment, aligned curriculum, instruction and assessment with standards (5 & 8) Sustainable high levels of communication with, and feedback from families and community members (9)
Going from Targeted Assistance to SchoolwidePersonnel Reorganization The school will do the needs assessment to determine the goals… The team should analyze how the Title I teachers can take a new role at the school to help you reach your schoolwide goals
Ideas for new roles Parent Involvement Coordinator Before and after school program teacher Summer school teacher Regular classroom teacher (reducing class size for all subjects or specifically to reduce a specific subject’s class size) Math/Reading coaches Assessment and/or Curriculum coordinator Instructional facilitator Family literacy coordinator Technology teacher Any position that will result in the school’s progress towards achieving the schoolwide goals.
Interested in Becoming a Schoolwide School? • First Steps: • Send an intent form to your regional coordinator to lock the start date for planning (Found in DFP’s website) • Is your building less than 40% poverty level? • Submit a waiver request and have it approved by PDE before starting the planning process. (Found in DFP’s website) • Required Application as of 2010-2011 • Getting Results or • SWP Template found in DFP’s website
Title I funding will support the implementation of your Schoolwide Plan.
U.S. DEPARTMENT OF EDUCATION www.ed.gov AN IDEA BOOK OF PLANNING: IMPLEMENTING SCHOOLWIDE PROGRAMS-VOLUME 1, AND PROFILES SUCCESSFUL PROGRAMS: IMPLEMENTING SCHOOLWIDE PROGRAMS VOLUME www.ed.gov/pubs/idea_planning WHAT WORKS CLEARINGHOUSE http://ies.ed.gov/ncee/wwc/ Resources
Note: If additional copies of packet or PowerPoint Presentation are needed, please phone or email Reba at 717-783-6903 or email@example.com
Schoolwide: Legal Resources Statute: Section 1114 Regulations: 34 CFR 200.25-200.29 Federal Register Notice, July 2, 2004 www.ed.gov/legislation/FedRegister/other/2004-3/070204a.html
Consolidation NEW: Non-Regulatory Guidance: “Title I Fiscal Issues,” February 2008 (replacing May 2006) www.ed.gov/programs/titleiparta/fiscalguid.doc Consolidating funds in schoolwide programs, MOE, SNS, Comparability, Grantbacks, and Carryover
Designing Schoolwide Programs Guidance: March 2006 www.ed.gov/policy/elsec/guid/designingswpguid.doc
What does it mean to consolidate funds? Treat funds like a “single pool of funds” Lose individual program identity School has one flexible pool of funds “Use to support any activity of the schoolwide program without regard to which program contributed the specific funds used for a particular activity”
What does it mean to consolidate funds? (cont.) LEA does not literally need to combine funds in a single account or pool with its own accounting code “Pool” is used “conceptually” IMPT: Identify in SWP PLAN: “consolidated” programs and the amounts consolidated from each!
What does it mean to consolidate funds? (cont.) EXAMPLE 1: literal consolidation (across district for all SWP schools) Consolidated schoolwide pool with its own accounting code The expenditures attributed to that code are charged on a proportional basis If Title I contributed 8%, then 8% of SWP expenses charged to Title I
What does it mean to consolidate funds? (cont.) EXAMPLE 2: (Single school model) No single accounting code for SWP For accounting purposes, LEA attributes expenditures back to specific program REGARDLESS of what services those funds support
What does it mean to consolidate funds? (cont.) EXAMPLE 2, cont. “Expenditures are allowable without regard to whether they support the program that generated the funds so long as they are incurred to support the schoolwide program plan”
What does it mean to consolidate funds? (cont.) EXAMPLE 2: Two options for distributing expenditures: 1. Proportion of revenues 2. Sequence charging Charge 100% of all employee and non-employee SWP expenditures first to state and local sources and then to Title I and other federal until these funds are spent in their entirety or until the maximum carryover amount is all that remains unexpended Problems with carryover
What about state accounting requirements? States require LEAs to identify expenditures by functional categories like salaries, travel, supplies, etc. “However, an LEA would not be required to track how much it spends on salaries back to a specific program included in the consolidated SW pool”
What programs CAN be consolidated? Federal, State, and Local BUT, the reality. . . . Only federal (if anything!)
What federal programs can be consolidated? Federal Register, July 2, 2004 All formula (non-competitive) Except Reading First Includes IDEA, up to cap (but not exempt from programmatic requirements) Total LEA allocation divided by LEA IEP enrollment multiplied by IEP enrollment in SWP Migrant; Indian Ed restrictions All discretionary (competitive) Still must comply with application Need not account separately for specific expenditures ED only (no School Lunch, Head Start)
“Intents and Purposes” A school that consolidates federal funds is not required to meet most of the statutory and regulatory requirements of the specific federal programs Not required to ID particular children or provide supplemental services Must meet “intents and purposes” of program