Title I, Part A & ESSA What you need to know for 2017–18

1. Title I, Part A & ESSA What you need to know for 2017–18 ESSA Federal Program Director TrainingFriday, January 13 Paula MooreDirector, Title I/LAP/CPR

2. Title I, Part Aand ESSA • In this Presentation • Shift from NCLB to ESSA • LEA Plans and Assurances • Schoolwide Programing • Targeted Assistance Programing • LEA Plan • Ranking and Allocation • Set-Asides • Supplement, Not Supplant

3. Title I, Part A Shift In Philosophy • No Child Left Behind (NCLB) • To ensure that all children receive a high-quality education, and to close the achievement gap between children meeting the challenging state academic standards and those children who are not. • ELA, mathematics, scienceRemedial interventions. Every Student Succeeds Act (ESSA) To provide all children significant opportunity to receive a fair, equitable, and high quality education, and to close educational achievement gaps. Well-rounded education.Broader approach to accelerating academic skill development and access to challenging state standards.

4. Title I, Part ANew Definitions with ESSA • Well-rounded education–courses, activities, and programming in subjects such as English, reading or language arts, 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 (LEA), with the purpose of providing all students access to an enriched curriculum and educational experience. ESSA Section 8101(52)

5. Title I, Part ANew Definitions with ESSA Dual or concurrent enrollment program–program offered by a partnership between at least one institution of higher education and at least one LEA through which a secondary school student who has not graduated from high school with a regular high school diploma is able to enroll in one or more postsecondary courses and earn postsecondary credit that: • Is transferrable to the institutions of higher education in the partnership. • Applies toward completion of a degree or recognized educational credential as described in the higher education act of 1965. (20 U.S.C. 1001 et seq.) ESSA Section 8101(15)

6. ESSA LEA Title I, Part A Plan • Monitor students’ progress meeting challenging standards by: • Developing and implementing a well-rounded program of instruction to meet academic needs of all students. • Identifying students who may be at risk for academic failure. • Providing additional educational assistance to individual students the district/school determines needs help in meeting state academic standards. • Identifying and implementing instructional and other strategies intended to strengthen academic programs and improve school conditions for student learning. ESSA Section 1112

7. ESSA LEA Title I, Part A Plan • How the district will identify and address any disparities that result in low-income students and minority students being taught at higher rates than other students by ineffective, inexperienced, or out-of-field teachers. • How the district will carry out its responsibilities related to parent involvement practices that are based on the most current research, fosters achievement to high standards for all children and is geared toward lowering barriers to greater participation by parents in school planning and review. (1111)(d) ESSA Section 1112

8. ESSA LEA Title I, Part A Plan • Poverty criteria that will be used to select school attendance areas. • The nature of the schoolwide and targeted assistance programs and where appropriate, educational services for children in local neglected and delinquent programs. • Services provided to homeless children and youth. • Strategies to implement effective parent and family engagement practices. (1116) • How district will support, coordinate and integrate services with early childhood education programs–including plans for the transition to local elementary schools. ESSA Section 1112

9. ESSA LEA Title I, Part A Plan • How eligible students will be identified to receive Title I, Part A services under a targeted assistance program. • Facilitate effective transitions for students from middle grades to high school and high school to postsecondary education, through: • Coordination with institutions of higher education and other local partners; and • Increased student access to early college high school or dual or concurrent enrollment opportunities, or career counseling to identify student interests and skills. ESSA Section 1112

10. ESSA LEA Title I, Part A Plan • Support efforts to reduce the overuse of discipline practices that remove students from the classroom, which may include identifying and supporting schools with high rates of discipline, disaggregated by each of the subgroups. ESSA Section 1112 (WA State ahead here, with the passage of 1541 in 2016).

11. ESSA LEA Title I, Part A Plan • If determined appropriate by the district, how the district will support programs that coordinate and integrate: • Academic and CTE content through coordinated instructional strategies that may incorporate experiential learning and promote skills attainment important to in-demand occupations or industries in the state; and • Work-based learning opportunities that provide students in-depth interaction with industry professionals and, if appropriate, academic credit. ESSA Section 1112

12. ESSA LEA Title I, Part A Plan • Any other information on how the district proposes to use funds to meet Title I, Part A purposes and that the district determines appropriate to provide, which may include how the district will: • Assist schools in identifying and serving gifted and talented students; and • Assist schools in developing effective school library programs to provide students an opportunity to develop digital literacy skills and improve academic achievement. • ESSA Section 1112

13. Title I, Part A District Assurances • Migratory children and formerly migratory children who are eligible to receive services under this part are selected to receive such services the same as other children. • Services to private school children are provided, where applicable. • Participate in NAEP in reading/mathematics. ESSA Section 1112(c)

14. Title I, Part A District Assurances, Cont’d • Coordinate and integrate services with other educational services for students to increase program effectiveness, eliminate duplication and reduce fragmentation of the instructional program. • Collaborate with the state or local child welfare agency to develop and implement written procedures governing how transportation to maintain children in foster care in their school of origin and funded for the duration of the time in foster care. • All teachers and paraprofessionals working in programs supported with Title I, Part A funds meet state certification and licensure requirements. ESSA Section 1112(c)

15. Title I, Part A District Assurances, Cont’d • And, if using funds to provide early childhood education services to low-income children below the age of compulsory school attendance, ensure that services comply with the performance standards* established under the Head Start Act. *ED has clarified that, consistent with Section 1112(c)(7)(b)(2), this refers to the education performance standards of the Head Start Act. ESSA Section 1112(c)

16. Teachers & Paraeducators in Title I, Part A Schools • Teachers • For the 2017–18 school year, districts must ensure that all teachers charged to Title I, Part A funds meet applicable state certification and licensure requirements. The requirements must be met before a teacher can be charged to the grant. A teacher charged to Title I, Part A may be out-of-field or out-of-endorsement for the 2017–18 school year, as long as the school board approved the placement (per WAC 181-82-110 or WAC 392-172A-002090). School board approval must be in place prior to the date the teacher was charged to Title I, Part A funds. • Paraeducators • Paraeducators must continue to meet the federal standards used under NCLB. More here: http://www.k12.wa.us/paraeducators/.

17. Pause and Reflect Consider the local plan requirements and assurances—is your LEA ready? Are there new components your district will need to implement? Who will you communicate and collaborate with to implement those components? Are there new flexibilities your LEA will consider?

18. Title I, Part A–Schoolwide Program Schoolwide programs under ESSA are more flexible than under NCLB. Eligible if school has over 40% poverty. Once a schoolwide, may stay schoolwide, even if poverty drops under 40%. Schoolwide program allows a school to consolidate funds to upgrade the entire educational program. Not required to identify specific students or individual services as supplemental. • Funds consolidated can be federal, state, and local.See Bulletin B054-12 for list. • New: Learning Assistance Program (LAP) funds can be included in the schoolwide. • State TBIP funds and State Special Education funds cannot. These are individual entitlement funds.

19. Title I, Part A–Schoolwide Program Every schoolwide program must have a comprehensive plan based on acomprehensive needs assessment that includes information on the academic achievement of children–particularly the needs of children who are failing to meet state standards–and any other factors as determined by the district. ESSA Section 1114

20. New Schoolwide Waiver ESSA allows OSPI to waive the 40 percent low-income student requirement for schoolwide programs. Schools are eligible to apply if they are a LAP or Targeted Assistance School in the 2016–17 school year. See Bulletin 58-16 for details. iGrants form package (FP) 795 to be released soon. A school only needs to apply once for the waiver. It may be revoked if substantial audit or CPR findings emerge.

21. Schoolwide Waiver Process • Complete Part 1 of iGrants FP 795 by Wednesday, February 15, 2017. Identify the schools and answer questions on behalf of each school. • OSPI will offer technical assistance to schools/LEAs seeking waiver. • Complete Part 2 of iGrants FP 795 by Friday, July 14, 2017, uploading the completed schoolwide plan for the 2017–18 school year. • OSPI staff will review the schoolwide plans using the CPR checklist to ensure the plans meet criteria.

22. Title I, Part A–Schoolwide Program Uses • Must provide opportunities for all children. • Methods and instructional strategies that strengthen the academic program in the school which may include programs, activities, and courses necessary to provide a well-rounded educationand may include: • Counseling, school-based mental health programs. • Post-secondary and workforce preparation including career and technical education. • Schoolwide tiered model to prevent and address problem behavior. ESSA Section 1114

23. Title I, Part A–Schoolwide Program Uses, Cont’d • Preschool programs. • Services may be delivered by non-profit or third party providers. • Dual Credit or concurrent enrollment at secondary schools that addresses needs of low-achieving or at risk of not meeting academic standards. Includes: teacher training, joint professional development, tuition, fees, books, materials, and for Title I, Part A only, this may include transportation. ESSA Section 1114

24. Title I, Part A–Targeted Assistance Program • Schools must identify students to be served. • Students are identified as failing or at risk of failing state standards through the use of multiple, educationally-related, objective criteria developed by the district. ESSA Section 1115

25. Title I, Part A–Targeted Assistance Program Uses • Serve participating students by using resources which may include programs, activities, and academic courses to provide a well-rounded education. • Services may include methods and instructional strategies to strengthen the academic program of the school, such as extended learning time, early intervening services, and schoolwide tiered model of behavior problems. ESSA Section 1115

26. Title I, Part A–Targeted Assistance Program Uses, Cont’d • Secondary schools may use funds to provide dual or concurrent enrollment program services that address the needs of low-achieving or at risk of not meeting academic standards. • Includes: teacher training, joint professional development, tuition, fees, books, materials, and for Title I, A only, this may include transportation. ESSA Section 1115

27. Title I, Part A–Targeted Assistance Program Uses, Cont’d • Targeted assistance services are coordinated with other services and programs. • Comprehensive services may be provided if otherwise not available to eligible children (health, nutrition, and other social services) IF specific criteria is met by the school. • Services may be delivered by nonprofit or for-profit external providers. ESSA Section 1115

28. Pause and Reflect What are the advantages and disadvantages of converting your eligible schools to a schoolwide program? How might your LEA use the Title I, Part A dual credit opportunities?

29. Ranking and Allocation • Priority Group: Must serve any school that exceeds 75% poverty, whether elementary, middle, or high school. • Schools in the Priority Group must be ranked by the per pupil allocation must be in order of poverty, without regard to grade span. • Exception for small districts. Those with less than 1,000 enrolled children are automatically waived from this requirement. • After Priority Group ranked, then LEA may rank the remaining schools. May do grade span groupings. ESSA Section 1113

30. New High Schools and Priority Ranking and Allocation • ESSA now includes language allowing a district to include high schools with poverty of 50% or higher in the priority group. • Cannot pick and choose: If it applies to one high school above 50%, all high schools above 50% must be included. ESSA Section 1113

31. Two Examples of Priority Group Ranking

32. Pause and Reflect What are the advantages and disadvantages of prioritizing high school over elementary school? Is this an option your district may consider?

33. New Set-Asides: Equitable Services Done First • An LEA must determine the amount of funds available for providing equitable services prior to any expenditures or transfers of funds. This includes all reservations previously taken “off the top” of an LEA’s Title I, Part A allocation, including reservations for administration, parental involvement, and district-wide initiatives. • (For more see Equitable Services & ESSA Presentation) • From Non-Regulatory Guidance: Fiscal Changes and Equitable Services Requirements Under ESEA, As Amended by ESSA. November 21, O-1: May an LEA reserve funds off the top of its Title I, Part A allocation before it allocates funds for equitable services?

34. Parent & Family Engagement Set-Aside ESSA Section 1116

35. Parent & Family Engagement (PFE) Set-Aside • District decision how to prioritize funds among the Title I, Part A schools. The amount does not need to be the same for each school. • Use of PFE funds needs to align with the PFE policy at the LEA or the school. • Carryover: Funding retains its character. School allocation stays with school if not spent. • Translation Services: PFE set-asides may be used for translation services, but the services need to be bolted to engaging with families and communities. Not used for civil rights requirements (i.e., to translate vital school documents.)

36. Mandatory Set-Asides: Homeless OSPI will continue to require LEAs complete a needs assessment demonstrating how the LEA determined the amount of the homeless Title I, Part A set-aside. This will be collected in the annual Title I, Part A application (iGrants FP 201). Reminder: The homeless set-aside is not limited to homeless Title I, Part A students. May be used to support homeless students at non-Title I, Part A schools. May also include non-academic supports. Includes transportation. Optional: Title I, Part A funds may be used to support the LEA’s homeless liaison. Carryover: May release at end of the year if LEA clearly documents why the set-aside not fully used.

37. Mandatory Set-Asides: Local Neglected & Delinquent • LEAs are to set-aside funds for students enrolled in local institutions for neglected and delinquent children. Carryover: May release at the end of the year if LEA clearly documents why the set-aside not fully used.

38. Services For Students Who Selected Public School Choice • Consistent with ESEA Section 1116(b)(13), OSPI will require LEAs to permit a student who previously transferred to another public school under NCLB to remain in that school until the child has completed the highest grade in that school. • School districts agreed to this requirement as a condition of the 2016–17 Title I, Part A application. • OSPI will include an optional transportation set-aside to allow for this provision. • Carryover: May release at the end of the year if LEA clearly documents why the set-aside not fully used.

39. Optional Set-Aside: Professional Development (PD) • No longer mandatory that the LEA or the schools set-aside funding for PD. AYP Sanctions no longer apply in 2017–18. Now optional. • OSPI has inquired with the ED to see if LEAs may use their Title I, Part A PD for all district schools, or if this is limited to staff at Title I, Part A schools. Stay tuned. • Note: Expanded flexibility under ESSA, particularly with gifted education & dual credit. This is an area where your LEA may want to explore opportunities for PD, particularly for staff at Title I, Part A schools.

40. Optional Set-Aside: Priority and Focus Schools • 2017–18 is the last year for Priority and Focus Schools. Under ESSA, schools will be identified for comprehensive or targeted support. • ESSA allows a district to set-aside funds for schools identified for comprehensive or targeted support. Schools will not be identified in 2017–18. • OSPI is allowing the optional set-aside for priority and focus schools to continue in the 2017–18 school year.

41. Optional District Set-Asides • Early Learning/Preschool • Summer Programs • Strongly encourage you, particularly if you have carryover, to consider these two types of set-asides.

42. New Optional Set-Asides: Foster Care • Note: The LEA does not have to set-aside funding for foster care, but the LEA does need to meet the foster care requirements of ESSA. • Foster Care Q&A • Joint Section Prepared by Foster Care & Title I, Part A • http://www.k12.wa.us/FosterCare/pubdocs/FosterCareFAQ_WA%20State.pdf

43. Foster Care and Title I, Part A Eligibility • Are children and youth in foster care eligible for Title I, Part A services? What if they are succeeding in school? • Yes. All children and youth in foster care are categorically eligible for Title I, Part A services, whether or not they live in a Title I, Part A school attendance area or meet the academic standards required of other children for eligibility. • Foster Care Q&A, July 2016, Question 36

44. Foster Care and Title I, Part A Eligibility • If a student in foster care attends a school that does not receive Title I, Part A funds, how does the student receive services? • Districts setting aside funds for students in foster care may serve students in all buildings, regardless of whether the building receives a Title I, Part A allocation. • Foster Care Q&A, July 2016, Question 37

45. Foster Care and Title I, Part A Limitations • What are the limitations on use of Title I, Part A funds? • Title I, Part A states that funds cannot supplant other state or local funds. In other words, Title I, Part A funds cannot be used for services that are part of the core services provided by public schools, or services that schools are required to provide even in the absence of Title I, Part A funding. Title I, Part A funds may be used in similar ways to those funds used for McKinney-Vento eligible students. • Foster Care Q&A, July 2016, Question 38

46. Foster Care and Title I, Part A Limitations • What are the limitations on use of Title I, Part A funds? (cont’d) • The homeless set-aside must remain intact and cannot be reduced or repurposed to serve children in foster care. The set-aside for homeless students must be based on the needs of homeless students in the LEA, and any change in the amount of that set-aside must be justified only by changes in the needs of homeless students.Foster Care Q&A, July 2016, Question 38

47. Foster Care Liaison and Title I, Part A • Can Title I, Part A set-aside funds be used to fund Foster Care Liaisons? • Yes. An individual paid, in whole or in part, with Title I, Part A funds may serve as the Foster Care Liaison. Districts opting to use Title I, Part A funds for this purpose need to explain this in their Title I, Part A plan.Foster Care Q&A, July 2016, Question 40

48. Foster Care and Title I, Part A Services • What kind of services can Title I, Part A funds (including set-asides and other funds) pay for? • Title I, Part A funds, including those under the optional set-aside, can be used to serve students in foster care in both Title I, Part A and non-Title I, Part A schools. The services should support student success in school and should help students meet academic achievement standards. Districts opting to use Title I, Part A funds for this purpose need to provide a description in their Title I, Part A plan. • Foster Care Q&A, July 2016, Question 39

49. Foster Care and Title I, Part A Services • What kind of services can Title I, Part A funds (including set-asides and other funds) pay for? (Cont’d) • School district Foster Care Liaisons or other staff should contact the student’s case worker or foster parent as a first priority to meet that student’s non-academic needs. For example, the basic needs of students in foster care such as clothing, birth certificates, immunizations, and medical services are first and foremost the responsibility of CA. School districts may however, use Title I, Part A funds if other sources are not available. Foster Care Q&A, July 2016, Question 39.

50. Foster Care and Title I, Part A Services What kind of services can Title I, Part A funds (including set-asides and other funds) pay for? • Items of clothing, particularly if necessary to meet a school’s dress or uniform requirement. • Clothing and shoes necessary to participate in physical education classes. • Student fees that are necessary to participate in the general education program. • Personal school supplies such as backpacks and notebooks. • Birth certificates. • Foster Care Q&A, July 2016, Question 39