Title I, Part A Learning Assistance Program (LAP) New Directors’ Workshop

1. Title I, Part ALearning Assistance Program (LAP)New Directors’ Workshop ESD 113 - Olympia , Washington August 8, 2011

2. Agenda • Welcome and Introductions • What is Title I, Part A? • What are the Key Requirements and Issues? • Remaining ARRA Funds • What is LAP? • What Do You Need?

3. What is Title I, Part A?

4. The Early Years – The World

5. The Early Years – In the Classroom

6. 1965 – The Federal Level Sitting next to his first teacher, President Johnson signs the Elementary and Secondary Education Act of 1965 on April 11, 1965.

7. 2001 – ESEA reauthorized as No Child Left Behind • Passed with bi-partisan support with a goal of eliminating the achievement gap. • Focuses on: • Accountability • Flexibility and Local Control • Enhanced Parental Choice • What Works

8. Today – In the Classroom

9. Title I, Part A - A Brief History 1965 – Elementary and Secondary Education Act 1981 – Educational Consolidation and Improvement Act (Chapter 1) 1988 – Reauthorized – Focus on accountability 1994 – Reauthorized as Improving America’s School Act 2001 – Reauthorized as No Child Left Behind 2008 – 34 CFR 200 (Title I, Part A rules) most recently revised 2010 – Blueprint for Reform (ED proposal)

10. Purpose of Title I, Part A • Provides supplemental educational assistance. • Ensure children have fair, equal, and significant opportunity to obtain high quality education. • Reach, at minimum, proficiency on challenging state standards and assessments (reading, language arts, mathematics, and readiness).

11. Intent of Title I, Part A The intent is to help all children have the opportunity to obtain a high-quality education and reach proficiency on challenging state and academic standards and assessments.

12. Focus of Title I, Part A The program focuses on promoting reform in high-poverty schools and ensuring student access to scientifically-based instructional strategies and challenging academic content.

13. Title I, Part A ARRA • All ARRA funds must be obligated by September 30, 2011 (no carryover beyond that date). • Obligated funds must be liquidated (reimbursement requests submitted by November cut off). • Final liquidation by December 31, 2011. • Obligate = binding commitment (see 34 CFR 76.707) • Liquidate = final claim

14. Supplemental Opportunities Title I, Part A provides federal dollars to help supplementeducational opportunities for children who live in high-poverty areas who are most at risk of failing to meet state’s challenging achievement standards.

15. How It Works Title I, Part A distributes funds to schools based on the number of children from low-income families, rather than achievement scores.

16. How Do We Know What to Do? • Level of Authority • Statute (Elementary and Secondary Education Act (ESEA) currently authorized as – No Child Left Behind (NCLB)) • Regulations [Code of Federal Regulations (CFR), 34 CFR section 200, administrative requirements are included in Education Department General Administrative Regulations (EDGAR)] • Policy letters • Non-regulatory guidance (ED website: www.ed.gov) • Federal Register • Office of Management and Budget (OMB) Circulars A-8 (2 CFR 225) and A-133 • OSPI Bulletins and Memoranda

17. What Are Key Requirements and Issues?

18. Major Requirements • Program Models • Parent Engagement • Private School Requirements • Monitoring • Allocations, Set-Asides, and Fiscal Requirements • Federal to State to Districts to Schools • Set Asides • Adequate Yearly Progress (AYP)

19. Fiscal Components

20. Allocations • Census Data drives the allocation to the state and then to districts • Complex formula – Up to 4 grants (Basic, Concentration, Targeted, and Education Finance Incentive Grants (EFIG)) • Five year summary by district at http://www.k12.wa.us/SAFS/10budprp.asp

21. Formula Components • Basic Grants: • 10 formula children; and • Number must exceed 2% of the district’s 5-17 population. • Concentration Grants: • More than 6,500 formula children; or • 15% of district’s 5-17 population.

22. Formula Components • Targeted Grants: • At least 10 formula children; and • Number must be at least 5% of district’s 5-17 population. • Education Finance Incentive Grants: • Same as Targeted Grants.

23. Determining School Allocations • Rank order all buildings according to poverty percent. (Usually based on free and reduced priced lunch percentage.) • Must serve buildings over 75% poverty. • Then rank order and serve district wide or by grade span. • Can reach buildings down to 35% poverty. • If district average is lower than 35%, the district may reach buildings down to district or grade span average. However, the district must allocate at least 125% of the district per pupil amount to every building in the rank order. • Buildings with higher poverty must have a per pupil allocation of at least as much as one with lower poverty. • Districts with enrollment of less than 1,000 students or districts with only one building per grade span are not required to rank order their buildings.

24. Program Fiscal Issues—Big 4 • Maintenance of Effort Section 1120A(a) and 9521 of NCLB 34 CFR 299.5 • Comparability Section 1120A(c) and (d) 34 CFR 200.79 • Supplement vs. Supplant • Time and Effort Federal Office of Management and Budget’s Circular A-87, Cost Principles for State, Local, and Indian Tribal Governments, (codified as 2 CFR section 225)

25. Maintenance of Effort The district has maintained fiscal effort if either: • The combined fiscal effort per student; or • The aggregate (total of included) expenditures of the district were at least 90% of that district’s preceding year expenditures. School Apportionment and Financial Services (SAFS) computes this for each district each year based on information in the F-196. • Interactive worksheet at http://www.k12.wa.us/safs

26. Comparability • District provides documentation that state and local resources are comparable, by grade span, between schools receiving Title I, Part A funds and those which do not. • If all schools in a grade span receive Title I, Part A funds they are compared to each other. • Complete iGrant form package 361— • Due Date: October 31, 2011.

27. Supplement Not SupplantDistricts and Targeted Assistance Schools Presumptions of Supplanting • The district has used the Title I, Part A funds to provide services that the district was required to make available under federal, state or local law. • The district used Title I, Part A funds to provide services it provided with non-federal funds in the prior year(s). • The district has used Title I, Part A funds to provide services for participating children that it provided with non-federal funds for non-participating children. • Note: Third presumption applies to Title I, Part A and Title I, Part C only.

28. Supplement Not SupplantSchools Operating Schoolwide Programs • Must be able to show the school is receiving all state and local funding sources to which it is entitled.

29. Time and Effort • Time and effort reporting is required when any part of an individual’s salary is charged to a federal program. • Single cost objective → Semi annual certification. • Multiple cost objectives → Monthly time reports or Personnel Activity Reports (PARs). • OMB Circular A-87, Attachment B. • See on PowerPoint presentation of time and effort (CPR and Title I, Part A websites).

30. Time and Effort-Schoolwide Programs • Schoolwide plan must specify programs to be included (not all programs may be included). • A schoolwide program is a single cost objective. • If employee works 100% on programs combined → Semi-annual certification. • If employee works partially on programs combined and partly on those not combined → Monthly time report (PAR).

31. Title I, Part A Carryover • Intent to spend on students who generated the funds. • Limited to 15% for districts receiving over $50,000 allocation. • Waiver may be requested from OSPI no more than once every three years. • ARRA waiver from this requirement will not apply after this year.

32. Title I, Part A Program Models Targeted Assistance Model Schoolwide Model

33. Title I, Part A Program Models Targeted Assistance: Provides supplemental services to “identified” children who are low-achieving or at risk of low achievement. ESEA Section 1115, Targeted Assistance Schoolwide: Ensure all students, particularly those who are low-achieving, demonstrate proficient and advanced level in the state achievement standards. ESEA Section 1114, Schoolwide

34. Service Delivery Model • Supplemental/additional assistance to core instruction for eligible students, particularly addressing the needs of low-achieving children and those students at risk of not meeting the state’s academic achievement standards: • In-class supplemental model (Push-in) • Pull-out class model • Before school/after school • Saturday school • Extended school year • Summer school

35. Targeted Assistance Program Model • Program Focus - Supplemental assistance to core instruction in reading, language arts, and mathematics. • Supplemental services to identified children based on multiple, educational related, objective criteria established by the local educational agency and supplemented by the school (rank order list). • Based on comprehensive needs assessment. • Utilization of research-based strategies. • Focus on effective school and parent/community engagement. • Review program on an ongoing basis.

36. Eight Components ofTargeted Assistance Program The program model does not require a written plan, but must be based on the evidence of the eight components of targeted assistance program which are: • Comprehensive needs assessment. • Ensure planning for low achieving students incorporated into current School Improvement Plan. • Methods and strategies are based on scientifically-based research. • Coordination and support to the general education program. • Provide instruction by highly-qualified teachers and paraprofessionals. • Provide opportunities for professional development. • Strategies to increase parent involvement. • Coordination of federal, state, and local services.

37. Schoolwide Program Model A Title I, Part A school is eligible to become a schoolwide program when the student poverty level is at or above 40 percent: • A planning year is suggested prior to becoming a schoolwide program. • The plan must be developed in consultation with the district and its school support team, parents, and other technical assistance providers.

38. Schoolwide Program Focus Program Focus - Supplemental assistance to core instruction in reading , language arts, and mathematics. • Accountability for results • Upgrade the entire educational program • Utilization of research–based practices • Effective school and parent/community engagement • Review annually effectiveness of program

39. Developing the Schoolwide Plan A detailed planning process that is based on research on effective school reform and planning: • Create a “school profile,” a data driven description of the school’s staff, community, programs, and mission, as well as student achievement data trends over time. • Identify strengths and improvement areas, using objective data and input from staff and community. • Identify highest priorities and determine which should be tackled first. • Identify effective strategies for achieving the needed changes. • Create an evaluation plan.

40. The Ten Required Components of a Schoolwide Plan • Comprehensive Needs Assessment. • Schoolwide Reform Strategies. • Instruction by high-qualified staff. • Professional development activities. • Attract high-quality, highly qualified teachers. • Strategies to increase parent involvement. • Transition. • Include teachers in assessment decisions. • Strategies for additional assistance to students experiencing difficulties. • Coordinate and integrate Federal, state and local services.

41. Parent/Family Involvement NCLB Section 1118 – Parent Involvement

42. District Set-Asides for Parent Involvement • Districts receiving $500,000 or more in Title I, Part A funds must set-aside, at minimum, 1% for parent involvement purposes, including promotion of parent literacy and developing parenting skills. 95% of the district set-aside must be allocated to Title I, Part A buildings for building-level parent involvement. • Districts receiving less than $500,000 must also provide parent involvement opportunities at the district and building levels. ESEA Section 1118(a)(3), Parent Involvement Guidance C-14

43. Title I, Part A Parent Involvement District Parent Involvement Policy is: • A written document. • Jointly developed and agreed upon with parents. • Distributed to all parents of participating students. • WSSDA Policy #4130 contains all required components • See policies on the OSPI, Title I, Part A, CPR website: http://www.k12.wa.us/ConsolidatedReview/default.aspx ** If the district already has a parent policy, it may be amended to meet Title I, Part A requirements.

44. Title I Parent Involvement Building-Parent Involvement Policy (Plan) is: • Written policy (plan). • Agreed upon by parents. • Describes the means for carrying out parent involvement activities at the building level. • Distributed to parents, and the local community, in a format and language, to the extent practicable, that parents can understand. ** If the school has a parental involvement policy that applies to all parents, it may be amended to meet the requirements of Title I, Part A.

45. Shared Responsibility for High Student Academic Achievement Compact: Each Title I school shall jointly develop with parents, for all children served, a school-parent compact that outlines: • How parents, the entire school staff, and students will share the responsibility for improved student academic achievement and; • The means by which the school and parents will build and develop a partnership to help children achieve the state’s high standards.

46. Title I, Part A Parent Involvement Samples which include all required components of both the district policy and building policy/plan are available on the OSPI’s website at http://www.k12.wa.us/TitleI/TitleI/ParentsGuide.aspx. Bulletin 42-08 provides: • District and building Title I, Part A parent involvement requirements. • District and school(s) requirements and responsibilities for building capacity for parent involvement. • District and building side-by-side required policy components (Attachment A).

47. Parent Notification Requirements • Public School Choice-ESEA Section 1116(b)(6), Parent Involvement Guidance C-21 • Supplemental Educational Services-ESEASection 1116(e)(2), Parent Involvement Guidance C-22 • Building and District Parent Involvement Policies-ESEA Section 1118(a)(2) and (b)(1), Parent Involvement Guidance, C-3 and C–4 (district), and D-1 (school) • Compact-[ESEA Section 1118(d)], Parent Involvement Guidance D-8

48. Parent Notification Requirements • Annual Report Card-ESEA Section 1111(h)(1) and (2), Parent Involvement Guidance, B-5 (State) and C-7 (District) • Individual Student Assessment-ESEA Section 1111(h)(6)(B)(i), Parent Involvement Guidance, D-10 • Progress Review-ESEA Section 1116(a)(1)(C), (c)(1)(B) and (c)(6), Parent Involvement Guidance, B-7 (State) and C-20 (District) • School Improvement (AYP, Corrective Action, Restructuring)-ESEA Section 1116(b)(6), 7(E), and 8(C), 34 CFR 200.37(5), Parent Involvement Guidance, C-21, C-22, and C-23

49. Private Schools ESEA Section 1120—Participation of Students Enrolled in Private Schools 34 CFR Section 76.650-652

50. Private School Participation Title I, Part A • Ifthe Title I, Part A program is available to the public schooldistrict students and teachers, then the equitable services are to be made available for eligible students, their families, and teachers at private schools choosing to participate in the program. • Funds are generated if a student lives in a participating attendance area and is low income.