Title I Schoolwide Programs

1. MARIA GARCIA-MORALES REGIONAL COORDINATOR DIVISION OF FEDERAL PROGRAM mgarcia-mo@state.pa.us Title I Schoolwide Programs 42nd PAFPC Annual Conference April 3 - 6, 2011Seven Springs ResortChampion, PA

2. 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 . . .

3. Title I. Part A

4. 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

5. 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

6. Two - Title I Program Models Schoolwide -vs- Targeted Assistance

7. 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

8. 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

9. 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

10. 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.

11. Schoolwide Program

12. 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.

13. 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.

14. SWP has Three Core Elements: • Comprehensive Needs Assessment • Comprehensive Plan • Annual Review of Effectiveness

15. 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

16. 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

17. 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.

18. 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

19. 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.)

20. 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.)

21. 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.

22. 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.

23. 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.)

24. 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?

25. Fiscal Requirements

26. Federal Funds that Can be Consolidated with Limitations Include: • Migrant • Educational needs of migratory students are met • Parents are involved • IndianEducation • Parent committee to develop Indian education programs approves the inclusion of funds (cont’d on next slide)

27. IDEA All Part B requirements must be satisfied May not exceed the amount received by LEA for the year Divided by the number of children with disabilities in the LEA AND multiplied by the number of children with disabilities participating in the SWP Competitive Grants Must carry out all the activities described in the application Federal Funds that Can be Consolidated with Limitations Include: (cont.)

28. Fiscal Flexibility Three Accounting Scenarios • Complete Consolidation of ALL Funds • Eligible services: Any Service or activity included in the SWP • Accounting: Consolidated funds lose their identity • Consolidation of Federal Funds ONLY • Eligible services: Cost must be educational and identified in the needs assessment and the SWP • Accounting: Lose their program identity. Must be tracked to an activity allowable under the SWP • No Consolidation of funds but use of Title I funds on a SW basis • Eligible services: Cost must be educational and identified in the needs assessment and the SWP • Accounting: Title I funds must be tracked separately

29. Fiscal Requirements • Each school must identify specific programs being consolidated and the amount they each contribute. • Schools must maintain records that the SWP addresses the Intent and Purpose of each of the programs • Each school must meet the supplement vs. supplant as it relates to SW (i.e. SW schools must receive all the state and local funds it would otherwise receive to operate its educational program in the absence of Title I Part A)

30. Time Distribution Complete Consolidation • Considered single cost objective • Required: Semi-Annual Certification Consolidation of Federal Funds ONLY • Staff working on Single cost objective, federal funded programs only requires Semi-Annual Certification • Staff working in multiple cost objectives, requires monthly PARs No Consolidation • Same as Consolidation of Federal Funds ONLY

31. Proportional Reporting: LEA • Proportional basis • Example: If 25% of combined funds are from Title I, then report 25% of expenditures as Title I expenditures • Not required to track to activity allowable under program – only show allowable under SWP plan

32. Proportional Reporting: LEA 32

33. Sequential Reporting • Use up funds in order based on source • State and local first; then Title I, Part A and other Federal funds • Show expenditures until funds are spent in entirety or until maximum carryover remains

34. Sequential Reporting

35. 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

36. Benefits of a Schoolwide Programs

37. 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

38. 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)

39. 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)

40. 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

41. 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.

42. 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

43. Title I funding will support the implementation of your Schoolwide Plan.

44. 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

45. Note: If additional copies of packet or PowerPoint Presentation are needed, please phone or email Reba at 717-783-6903 or rkansiewic@state.pa.us