American Recovery and Reinvestment Act of 2009 ARRA 2009-2010 ESEA Consolidated Application

1. American Recovery and Reinvestment Act of 2009 (ARRA)&2009-2010 ESEA Consolidated Application April 2009 � Part 1 Wisconsin Department of Public Instruction

2. Presentation Overview: The American Recovery and Reinvestment Act (ARRA) and Title I � Part ! Title I ESEA and ARRA Application and Reporting � Part 2

3. The American Recovery and Reinvestment Act (ARRA) and ESEA ARRA Education funds coming to Wisconsin Title I Part A: $148 million Title I School Improvement: $42 million Title II D: $9 million IDEA: $208 million McKinney-Vento homeless: $900 thousand ARRA funds are in addition to the regular federal allocations in these programs The American Recovery and Reinvestment Act (ARRA) was signed on February 17, 2009 and resulted in a significant increase in Federal education funding to states. A portion of the ARRA funding was allocated to increase categorical funds in Title I, II-D, IDEA and McKinney-Vento for the 2009-10 fiscal year. The American Recovery and Reinvestment Act (ARRA) was signed on February 17, 2009 and resulted in a significant increase in Federal education funding to states. A portion of the ARRA funding was allocated to increase categorical funds in Title I, II-D, IDEA and McKinney-Vento for the 2009-10 fiscal year.

4. In addition to increases in categorical aids that flow through the DPI, State Fiscal Stabilization Fund (SFSF) dollars are being allocated to public schools through the State Aids formula. State Fiscal Stabilization Funds (SFSF) were allocated to governors in order to support K-16 education initiatives. In Wisconsin the majority of those funds are being used to supplement the State Aids payments.State Fiscal Stabilization Funds (SFSF) were allocated to governors in order to support K-16 education initiatives. In Wisconsin the majority of those funds are being used to supplement the State Aids payments.

5. ESEA Consolidated Application Basic Application Title I-A: Improving Basic Programs Title I-C: Education of Migratory Children Title I-D, Subpart 2: Neglected & Delinquent Title II-A: Teacher & Principal Training & Recruiting Title II-D: Enhancing Education Through Technology Title III-A, Subpart 1: English Language Acquisition Title IV-A, Subpart 1: Safe & Drug-Free Schools & Communities American Reinvestment and Recovery Act (ARRA) Title I, Part A Title II, Part D ARRA funds awarded outside the ESEA Application Education for Homeless Youth � McKinney Vento IDEA Title I School Improvement Grants State Fiscal Stabilization Fund (SFSF) The ESEA Consolidated Application is the vehicle through which the categorical funds under No Child Left Behind are allocated to districts. The funds include Title I Parts A, C and D Title II Parts A and D Title III A Title IV A In 2009-10, districts will also use this application to access ARRA funding in Title I and Title II D. The Title I ARRA application is ready now. The DPI is awaiting further guidance on Title II D ARRA funds, which is expected this fall. At that time, the ESEA application will be revised. Districts will apply for all other ARRA funds in separate applications throughout the Spring and Summer of 2009The ESEA Consolidated Application is the vehicle through which the categorical funds under No Child Left Behind are allocated to districts. The funds include Title I Parts A, C and D Title II Parts A and D Title III A Title IV A In 2009-10, districts will also use this application to access ARRA funding in Title I and Title II D. The Title I ARRA application is ready now. The DPI is awaiting further guidance on Title II D ARRA funds, which is expected this fall. At that time, the ESEA application will be revised. Districts will apply for all other ARRA funds in separate applications throughout the Spring and Summer of 2009

6. Over $100 billion education investment Historic opportunity to stimulate economy and improve education Success depends on leadership, judgment, coordination, and communication Unprecedented Opportunity! ARRA funds are one-time dollars. They present educators with a significant opportunity to demonstrate how an influx of categorical funds may be used to improve achievement. ARRA funds are one-time dollars. They present educators with a significant opportunity to demonstrate how an influx of categorical funds may be used to improve achievement.

7. Guiding Principles The Federal government has directed states to use all ARRA funds according to these guiding principles Guiding Principles The overall goal is to stimulate the economy in the short-term and invest wisely, using these funds to improve schools, raise achievement, drive reforms and produce better results for children and young people for the long-term health of our nation. Four principles guide the distribution and use of ARRA funds: Spend funds quickly to save and create jobs.� ARRA funds will be distributed quickly to States, local educational agencies (LEAs) and other entities in order to avert layoffs, create and save jobs and improve student achievement. States and LEAs in turn are urged to move rapidly to develop plans for using funds, consistent with the law�s reporting and accountability requirements, and to promptly begin spending funds to help drive the nation�s economic recovery. Ensure transparency, reporting and accountability.� To prevent fraud and abuse, support the most effective uses of ARRA funds, and accurately measure and track results, recipients must publicly report on how funds are used. Due to the unprecedented scope and importance of this investment, ARRA funds are subject to additional and more rigorous reporting requirements than normally apply to grant recipients. Invest one-time ARRA funds thoughtfully to minimize the �funding cliff.� ARRA represents a historic infusion of funds that is expected to be temporary. Depending on the program, these funds are available for only two to three years. These funds should be invested in ways that do not result in unsustainable continuing commitments after the funding expires. Improve student achievement through school improvement and reform. � These funds are to be used to close the achievement gap and help students from all backgrounds achieve high standards. The Federal government has directed states to use all ARRA funds according to these guiding principles Guiding Principles The overall goal is to stimulate the economy in the short-term and invest wisely, using these funds to improve schools, raise achievement, drive reforms and produce better results for children and young people for the long-term health of our nation. Four principles guide the distribution and use of ARRA funds: Spend funds quickly to save and create jobs.� ARRA funds will be distributed quickly to States, local educational agencies (LEAs) and other entities in order to avert layoffs, create and save jobs and improve student achievement. States and LEAs in turn are urged to move rapidly to develop plans for using funds, consistent with the law�s reporting and accountability requirements, and to promptly begin spending funds to help drive the nation�s economic recovery. Ensure transparency, reporting and accountability.� To prevent fraud and abuse, support the most effective uses of ARRA funds, and accurately measure and track results, recipients must publicly report on how funds are used. Due to the unprecedented scope and importance of this investment, ARRA funds are subject to additional and more rigorous reporting requirements than normally apply to grant recipients. Invest one-time ARRA funds thoughtfully to minimize the �funding cliff.� ARRA represents a historic infusion of funds that is expected to be temporary. Depending on the program, these funds are available for only two to three years. These funds should be invested in ways that do not result in unsustainable continuing commitments after the funding expires. Improve student achievement through school improvement and reform. � These funds are to be used to close the achievement gap and help students from all backgrounds achieve high standards.

8. Important Dates �ESEA and ARRA April 23, 2009 - ESEA Application will be available for data entry with district estimated allocation amounts available Submission allowed for Title I Basic � only after the final allocations are posted. DPI will announce by email. May 30, 2009- new transfers of funds between Titles must be submitted for 2008-2009 application. June 30, 2009- 2008-09 budget revisions due.

9. Important Dates �ESEA and ARRA July 10, 2009 � First ARRA Quarterly Report Due to USDOE. August 30, 2009 � ESEA Application due* *If your district wishes to use ARRA funding in the 2008-09 fiscal year, the ARRA application should be submitted for approval as soon as possible August 30, 2009- 2008-2009 End of Year Report due

10. Important Dates �ESEA and ARRA September 30, 2009 - Submission of ESEA final claims for 2008-09: Final carryover will be posted after final claims are received�approximately November 1, 2009. Submit regular claims, at least quarterly September 30, 2011 � Last date a district may claim ARRA funds. All remaining funds not claimed are lost.

11. ARRA Funds vs. Basic Title I What�s the Same? What�s Different? What�s more important than ever?

12. ARRA Funds vs. Basic Title I What�s the Same? Uses of Funds Funds must be used to improve student achievement in the highest poverty schools Parent involvement Consultation with private schools Fiscal parameters such as Comparability Supplement not supplant Title I ARRA funds are just like all other Title I funds. They must be used to improve the achievement of those students most at risk of not meeting state standards in the highest poverty schools in the district. An assessment of student and school needs drives the development of either a targeted assistance or schoolwide program design. Parents of children served must be involved in an evaluation of the effectiveness of the program. Private school children and parents are entitled to equitable participation. Comparability and supplement not supplant clauses apply to ARRA funding. Title I ARRA funds are just like all other Title I funds. They must be used to improve the achievement of those students most at risk of not meeting state standards in the highest poverty schools in the district. An assessment of student and school needs drives the development of either a targeted assistance or schoolwide program design. Parents of children served must be involved in an evaluation of the effectiveness of the program. Private school children and parents are entitled to equitable participation. Comparability and supplement not supplant clauses apply to ARRA funding.

13. General rule: A district may not use Title I, Part A funds for activities that it would have carried out in the absence of Title I, Part A funds. Supplement, Not Supplant The �supplement, not supplant� requirement ensures that children participating in Title I programs receive their fair share of services from state and local funds. It applies to both state and local educational agencies, and requires that federal funds received under Title I are used only to supplement, or add to, the amount of funds available from state and local sources. The state and districts cannot use these federal funds to supplant , or take the place of, funds that would have been spent on Title I students if Title I funds were not available. Activities and services that are determined to be supplanting are not allowable under Title I. It is especially important to understand this requirement as it relates to the American Recovery and Reinvestment Act (ARRA) funds. First of all, the supplement, not supplant provision applies to the ARRA funds. No changes have been made to this requirement. Districts that have more than 5% census percent poverty or more will receive additional Title I, Part A ARRA funds. Given this large, one-time increase in federal funding, districts must consider the supplement, not supplant provision as they think about how they will use the funds wisely to strengthen education, drive reforms, and improve results for students from early learning through post-secondary educationThe �supplement, not supplant� requirement ensures that children participating in Title I programs receive their fair share of services from state and local funds. It applies to both state and local educational agencies, and requires that federal funds received under Title I are used only to supplement, or add to, the amount of funds available from state and local sources. The state and districts cannot use these federal funds to supplant , or take the place of, funds that would have been spent on Title I students if Title I funds were not available. Activities and services that are determined to be supplanting are not allowable under Title I. It is especially important to understand this requirement as it relates to the American Recovery and Reinvestment Act (ARRA) funds. First of all, the supplement, not supplant provision applies to the ARRA funds. No changes have been made to this requirement. Districts that have more than 5% census percent poverty or more will receive additional Title I, Part A ARRA funds. Given this large, one-time increase in federal funding, districts must consider the supplement, not supplant provision as they think about how they will use the funds wisely to strengthen education, drive reforms, and improve results for students from early learning through post-secondary education

14. Ask the following questions: Does the district use Title I funds to provide services that the district is required to make available under state, local or other federal law? Does the district use Title I funds to provide services that it provided in the prior year with non-federal funds? Does the district use Title I funds to provide services for children participating in a Title I program or in a Title I school that it provides with non-federal funds to children in non-Title I schools? Supplement, Not Supplant When planning for the use of the ARRA funds, consider the following questions to determine if your district is at risk of supplanting: Does the district use Title I funds to provide services that the districts is required to make available under state, local or other federal law? Does the district use Title I funds to provide services that it provided in the prior year with non-federal funds? Does the district use Title I funds to provide services for children participating in a Title I program or in a Title I school that it provides with non-federal funds to children in non-Title I schools? When planning for the use of the ARRA funds, consider the following questions to determine if your district is at risk of supplanting: Does the district use Title I funds to provide services that the districts is required to make available under state, local or other federal law? Does the district use Title I funds to provide services that it provided in the prior year with non-federal funds? Does the district use Title I funds to provide services for children participating in a Title I program or in a Title I school that it provides with non-federal funds to children in non-Title I schools?

15. If you answer �yes� to any of these questions, your district is at risk of supplanting. Supplement, Not Supplant If you answer �yes� to any of these questions, you are at risk of supplanting. If you answer �yes� to any of these questions, you are at risk of supplanting.

16. However� If the district has documentation that it would not have been able to provide the services with state or local funds had the Title I funds been unavailable, a district can overcome a presumption of supplanting. Supplement, Not Supplant However, a district may be able to rebut the presumption of supplanting if it is able to provide evidence that it would not have been able to provide the services in question if federal funds were not available. There are several conditions under which a district may overcome the presumption of supplanting. These conditions, as well as some examples, follow. However, a district may be able to rebut the presumption of supplanting if it is able to provide evidence that it would not have been able to provide the services in question if federal funds were not available. There are several conditions under which a district may overcome the presumption of supplanting. These conditions, as well as some examples, follow.

17. Condition #1: A district can demonstrate that there was a reduction in the amount of state and local funds available to pay for the activity. Possible evidence: budgetary documents, accounting ledgers, payroll documentation (including sources of salary funds), legislation and statutes showing reduced funding allocations from year to year. Supplement, Not Supplant Condition #1: A district can demonstrate that there was a reduction in the amount of state and local funds available to pay for the activity. Possible evidence includes budgetary documents, accounting ledgers, payroll documentation (including sources of salary funds), legislation and statutes showing reduced funding allocations from year to yearCondition #1: A district can demonstrate that there was a reduction in the amount of state and local funds available to pay for the activity. Possible evidence includes budgetary documents, accounting ledgers, payroll documentation (including sources of salary funds), legislation and statutes showing reduced funding allocations from year to year

18. Condition #2: A district makes the decision to eliminate the activity without taking into consideration the availability of Title I, Part A funds. Possible evidence: minutes from board meetings, internal memoranda, board resolutions and proposals, as well as other documentation explaining the LEA�s reasons for eliminating the position if it was to be supported with state and local funds Supplement, Not Supplant Condition #2: A district makes the decision to eliminate the activity without taking into consideration the availability of Title I, Part A funds. The district must have fiscal and programmatic records that confirm that the district would have eliminated the activity in the absence of Title I, Part A funds. These records, for example, might document the reduction in state or local funds. The documents might also explain what priorities changed to warrant a shift of state or local funds away from those priorities, and the reasons for choosing to eliminate state or local support for the priorities. Please note that such documentation must be contemporaneous with the LEA�s decision-making process. In other words, you may not go back and re-create documentation after an event or decision has been made. It is very difficult to rebut a presumption of supplanting after the fact. Possible evidence includes minutes from board meetings, internal memoranda, board resolutions and proposals, as well as other documentation explaining the LEA�s reasons for eliminating the position if it was to be supported with state and local funds Condition #2: A district makes the decision to eliminate the activity without taking into consideration the availability of Title I, Part A funds. The district must have fiscal and programmatic records that confirm that the district would have eliminated the activity in the absence of Title I, Part A funds. These records, for example, might document the reduction in state or local funds. The documents might also explain what priorities changed to warrant a shift of state or local funds away from those priorities, and the reasons for choosing to eliminate state or local support for the priorities. Please note that such documentation must be contemporaneous with the LEA�s decision-making process. In other words, you may not go back and re-create documentation after an event or decision has been made. It is very difficult to rebut a presumption of supplanting after the fact. Possible evidence includes minutes from board meetings, internal memoranda, board resolutions and proposals, as well as other documentation explaining the LEA�s reasons for eliminating the position if it was to be supported with state and local funds

19. Condition #3 (REQUIRED): The activity that is now paid with Title I, Part A funds is allowable under Title I, Part A, and consistent with all Title I fiscal and programmatic requirements. Possible evidence: program statutes detailing allowable uses of funds, descriptions of employee responsibilities, time distribution records, contracts, purchase orders and invoices, and other documentation detailing the procurement process Supplement, Not Supplant It is required that the activity that is paid with Title I, Part A funds is allowable under Title I, Part A, and consistent with all Title I fiscal and programmatic requirements. Possible evidence includes program statutes detailing allowable uses of funds, descriptions of employee responsibilities, time distribution records, contracts, purchase orders and invoices, and other documentation detailing the procurement process It is required that the activity that is paid with Title I, Part A funds is allowable under Title I, Part A, and consistent with all Title I fiscal and programmatic requirements. Possible evidence includes program statutes detailing allowable uses of funds, descriptions of employee responsibilities, time distribution records, contracts, purchase orders and invoices, and other documentation detailing the procurement process

20. Possible example: A reading support teacher who was formerly paid with state and local funds is in jeopardy of losing his job. The district has an official memo that states that the position is about to be cut at the end of the school year. The teacher is re-assigned using ARRA funds to provide supplemental services To Title I students in a targeted assistance school. Supplement, Not Supplant As a reminder, the documented evidence must be contemporaneous with the LEA�s decision-making process. A district may not go back and re-create documentation after an event or decision has been made. As a reminder, the documented evidence must be contemporaneous with the LEA�s decision-making process. A district may not go back and re-create documentation after an event or decision has been made.

21. Possible example: A district has minutes from a Board meeting that show the need to cut all Math Specialists. These positions had been paid with state and local funds. The district uses ARRA funds to restore the positions in Title I schools. The Math Specialists in Title I Targeted Assistance schools must be providing supplemental services to Title I eligible students only. Supplement, Not Supplant

22. Possible example: A school district facing budget reductions has submitted a board proposal to cut one reading support teacher from each elementary school. One elementary school that has just gone schoolwide decides to use ARRA funds to re-assign their Title I teacher to a reading coach position. Supplement, Not Supplant

23. ARRA Funds vs. Basic Title I What�s Different? Funding window Reporting and Transparency SIFI status of new Title I schools Possible waivers for Carryover limitations SIFI/DIFI set-asides Maintenance of Effort Caps on Administrative Costs Schoolwide planning process Certain aspects of Title I law are somewhat modified under ARRA.Certain aspects of Title I law are somewhat modified under ARRA.

24. Funding window What�s Different? ARRA funds are �09 funds but they may be utilized between February 17, 2009 and September 30, 2011 Typically 09 funds would be available July 1 2009 to September 30, 2011. Congress added 5 additional months of availability for ARRA funds. This allows a district to use 09 funds this school year to support Title I activities. For example, some district may want to expand or start Title I summer school programs in June 2009 using ARRA funds. This is fundable and needs to be included in your 09 ARRA application. Typically 09 funds would be available July 1 2009 to September 30, 2011. Congress added 5 additional months of availability for ARRA funds. This allows a district to use 09 funds this school year to support Title I activities. For example, some district may want to expand or start Title I summer school programs in June 2009 using ARRA funds. This is fundable and needs to be included in your 09 ARRA application.

25. Reporting and Transparency What�s Different? Districts will be required to submit quarterly reports The reports will include : the total amount of funds received; the amount of funds received that were expended or obligated to projects or activities; a detailed list of all projects or activities for which recovery funds were expended or obligated, including�� the name of the project or activity;� a description of the project or activity;� an evaluation of the completion status of the projector activity� an estimate of the number of jobs created or retained All ARRA funds are going to be held to an unprecedented degree of transparency and accountability. This has resulted in new reporting requirements. The results of all reports will be posted on state and federal websites, so a district�s utilization of ARRA funds will be very public.All ARRA funds are going to be held to an unprecedented degree of transparency and accountability. This has resulted in new reporting requirements. The results of all reports will be posted on state and federal websites, so a district�s utilization of ARRA funds will be very public.

26. SIFI Status of New Title I Schools What�s Different? A school must miss AYP for two years as a Title I school before Federal sanctions are implemented. Schools that become a Title I Program for the first time do not have to implement sanctions. The DPI has recently received additional clarification from the USED about the SIFI status of new Title I schools. According to federal staff, a previously non-Title I school that becomes Title I this year does NOT have to implement sanctions under NCLB even if previous AYP Reports have indicated that the school is identified for improvement. The accountability �clock� starts in the first year a school becomes Title I.The DPI has recently received additional clarification from the USED about the SIFI status of new Title I schools. According to federal staff, a previously non-Title I school that becomes Title I this year does NOT have to implement sanctions under NCLB even if previous AYP Reports have indicated that the school is identified for improvement. The accountability �clock� starts in the first year a school becomes Title I.

27. Possible Waivers for ARRA What�s Different? Requests may be made more than once every three years to exceed 15% carryover limit May request to waive the required 10% set aside for DIFI and 20% for SIFI for ARRA allocation May request a waiver to include SFSF in maintenance of effort calculations There are new waiver opportunities under ARRA. Districts may carryover an excess of 15% of their ARRA allocation with a waiver, even if an excess carryover waiver was recently granted. However, there is no carryover beyond September 30, 2011. It�s extremely important to have a plan that fully utilizes ARRA funds. Districts Identified for Improvement have to reserve 10% of their allocation for PD. This may be waived for ARRA funds. Districts with Title I SIFI must reserve 20% of their allocation for choice and SES. This may be waived for ARRA funds. Maintenance of efforts requirements still apply to Title I receiving districts. This requires districts to support education with state and local dollars to at least 90% of the level it did in the preceding year. With a waiver, a district may count SFSF funds it receives through the state aid process as �state/local� dollars. DPI is still waiting for further guidance about how to request and grant waivers in these areas. Still waiting for further federal guidance on how to request and grant these waivers.There are new waiver opportunities under ARRA. Districts may carryover an excess of 15% of their ARRA allocation with a waiver, even if an excess carryover waiver was recently granted. However, there is no carryover beyond September 30, 2011. It�s extremely important to have a plan that fully utilizes ARRA funds. Districts Identified for Improvement have to reserve 10% of their allocation for PD. This may be waived for ARRA funds. Districts with Title I SIFI must reserve 20% of their allocation for choice and SES. This may be waived for ARRA funds. Maintenance of efforts requirements still apply to Title I receiving districts. This requires districts to support education with state and local dollars to at least 90% of the level it did in the preceding year. With a waiver, a district may count SFSF funds it receives through the state aid process as �state/local� dollars. DPI is still waiting for further guidance about how to request and grant waivers in these areas. Still waiting for further federal guidance on how to request and grant these waivers.

28. Administrative Cost Cap What�s Different? The regular Title I application has a built in cap of 10% for administrative costs No such cap will apply to ARRA funds Administrative costs must be reasonable and necessary to operate the Title I program The district may use more than 10% of its ARRA allocation for administrative costs such as indirect costs, coordination, data collection and reporting, etc. DPI consultants will review administrative budgets and may need to talk to district staff to ensure that these costs are reasonable and necessary.The district may use more than 10% of its ARRA allocation for administrative costs such as indirect costs, coordination, data collection and reporting, etc. DPI consultants will review administrative budgets and may need to talk to district staff to ensure that these costs are reasonable and necessary.

29. Schoolwide Planning Process What�s Different? In general, a school must plan for one year before becoming a schoolwide program Districts may ask the department to forgo that requirement if the district can document that a comparable planning process has all ready taken place PI-9551 must be submitted to DPI before designating a new schoolwide school in the ESEA application

30. ARRA Funds vs. Basic Title I What�s More Important Than Ever? Integrated planning for uses of available funds Demonstrating impact on achievement Thinking �big picture� to make significant, sustainable improvements with a one-time increase Title I and IDEA are two federal education programs that districts have long felt were under funded to meet the needs of students. This one time increase represents an opportunity to show what can be accomplished when adequate funding is available. A challenge is that these are categorical funds designed to meet the needs of a distinct group of students, and a subset of schools. While that can feel restrictive initially, it falls to us to look across the programs to coordinate funding to implement high leverage strategies. High leverage strategies are those which have the greatest impact on achievement in the shortest amount of time. What follows are some ideas your district may want to consider in terms of using Title I ARRA funding�Title I and IDEA are two federal education programs that districts have long felt were under funded to meet the needs of students. This one time increase represents an opportunity to show what can be accomplished when adequate funding is available. A challenge is that these are categorical funds designed to meet the needs of a distinct group of students, and a subset of schools. While that can feel restrictive initially, it falls to us to look across the programs to coordinate funding to implement high leverage strategies. High leverage strategies are those which have the greatest impact on achievement in the shortest amount of time. What follows are some ideas your district may want to consider in terms of using Title I ARRA funding�

31. Strategies to Consider Secretary of Education Arne Duncan has communicated four priorities for improving K-12 Education: Improving teacher effectiveness Rigorous standards and assessments to improve teaching and learning Improving achievement in low-performing schools Enhanced use of data to improve student learning and teacher performance Education Secretary Arne Duncan has 4 priorities for public education. These priorities are what will drive future competitive ARRA grants. States and districts that demonstrate a commitment to these priorities put themselves in a better position to compete for discretionary grants. Title I dollars can be used to further these priorities AND improve achievement. Here are some ideas:Education Secretary Arne Duncan has 4 priorities for public education. These priorities are what will drive future competitive ARRA grants. States and districts that demonstrate a commitment to these priorities put themselves in a better position to compete for discretionary grants. Title I dollars can be used to further these priorities AND improve achievement. Here are some ideas:

32. Improving Teacher Effectiveness Establish a system for identifying and training highly effective teachers to serve as instructional leaders in Title I schoolwide programs. Modify the school schedule to allow for collaboration among instructional staff.

33. Improving Teacher Effectiveness In a targeted assistance program, establish intensive, year long staff development for Title I teachers and any regular classroom who works with a Title I student on effective interventions for improving achievement in reading and mathematics.

34. Rigorous Standards and Assessments to Improve Teaching and Learning Implement a system of Response to Invention in schoolwide schools In a targeted assistance school, enhance Title I services in reading and mathematics to serve all eligible students in all grades.

35. Improving Achievement in Low-Performing Schools Establish supplemental educational support services for middle school students to ensure they enter high school on grade level in reading and mathematics Establish or expand after school tutoring programs Establish or expand summer school programs Online courseware (Any student in a schoolwide; only Title I students in targeted assistance)

36. Enhanced Use of Data to Improve Student Learning and Teacher Performance Create longitudinal data systems in Title I schoolwide schools Develop additional formative assessments to measure progress and needs of Title I students in targeted assistance schools

37. When deciding the best use of ARRA funds and regular entitlements, cross- district planning is essential Collaboration with Special Education staff is especially important

38. �Never doubt that a small group of thoughtful, committed individuals can change the world; indeed it's the only thing that ever has�. � Margaret Meade Thank You