TITLE I PROGRAM DIRECTORS TRAINING

1. TITLE I PROGRAM DIRECTORS TRAINING Developed by the Office of Supplemental Educational Programs

2. Goals and Objectives • To provide an overview of Title I requirements that must be implemented in schools and districts. • To enable the program director to implement Title I policies at the school and district level. • To provide technical assistance and support to the Title I program director(others) responsible for Title I program design and implementation.

3. Agenda Overview of Elementary and Secondary Education Act Intents and Purpose of Title I Eligibility Program Requirements Supplement vs. Supplant Serving Nonpublic School Students Professional Development Paraprofessionals Family and Community Engagement ESEA Flexibility Title I Fiscal Responsibilities

4. The Early Years – In the Classroom

5. Signing of the Elementary and Secondary Education Act (ESEA) of 1965 http://www.youtube.com/watch?v=QQzCV1UdPLc

6. Public Law 107-110 Section 1111-1127: Improving the Academic Achievement of the Disadvantaged Improving Basic Programs Operated by Local Education Agencies (LEA) provides supplemental funding to state and LEAs for resources to help schools with high concentrations of students from low-income families provide a high quality education that will enable all children to meet the state’s student performance standards. Title I, Part A: Intent and Purpose

7. Title I - A Brief History 1965 - Elementary and Secondary Education Act 1981 - Educational Consolidation and Improvement Act (Chapter 1) 1988 - Reauthorized – focus on accountability 1994 - Improving America’s Schools Act (Title I) 2001 - No Child Left Behind Act 2008 - New Rules – CFR 200 2010 – Secretary’s Blueprint for Reform 2011- ESEA Flexibility Waivers 2014- Renewal of ESEA Flexibility Waivers

8. Scope of Title I-Nationwide • Federal allocation of over $14 billion • Title I represents the largest federal elementary and secondary education program • Over 66,000 schools • Over 23 million students served *US Department of Ed-Data Express (http://eddataexpress.ed.gov/index.cfm)

9. Scope of Title I in New Jersey Allocation of $306,191,434 for 2014-2015 398,948 students served (9,122 nonpublic) in 2013-2014 Supplemented instructional programs in English Language Arts, Mathematics, Science, Social Studies and CTE Provided support services: guidance, medical, dental, eye care (Title I Schoolwide and Homeless)

10. DETERMINING TITLE I ELIGIBILITY

11. School Eligibility Eligible School Attendance Area (§1113) • The proportion of economically disadvantaged students in a school determines the amount of funds that may go to a school. • Any student enrolled in an eligible school may receive Title I services if they are low achieving. • Districts must distribute and account for all Title I funds. • Low-income nonpublic school students in served school attendance areas must receive an equitable share.

12. School Eligibility • Select poverty criteria: Free/Reduced Lunch, TANF, Medicaid, Composite, Feeder Method • Rank Schools: Based on the percentage (not number) of children from low-income families • Serve Schools • 75% rule • Poverty rate at/above district poverty rate • Grade-span grouping • Poverty rate below 35% • Per pupil expenditure calculated at 125% or 1.25 times the district per pupil amount • Poverty rate ≥ 35%

13. TITLE I PROGRAM DESIGN

14. Two Types of Title I Programs • Targeted Assistance: To improve teaching and learning to enable participating students to meet the challenging State performance standards all students are expected to master. OR • Schoolwide: “To improve academic achievement throughout a school so that all students, particularly the lowest-achieving students, demonstrate proficiency related to the State's academic standards . . .” Both programs must use effective methods and instructional strategies that are grounded in scientifically based research.

15. Targeted Assistance Programs (TAS) ESEA §1115 Title I funds are used only for services for eligible children who are failing or at risk of failing to meet state standards. Eight required program components Must identify student eligibility for services.

16. Targeted Assistance Programs (TAS) Establish entrance and exit criteria based on multiple, objective, and uniform criteriasuch as: • Assessment results, teacher recommendations, and parent recommendations • Children who have the greatest academic need receive Title I services • Districts must prioritize student selection to provide a meaningful program

17. Targeted Assistance Programs (TAS) Eight Essential Components (§1115) Assist students in reaching state standards Are based on effective means for improving student achievement Ensure appropriate planning Use instructional strategies effectively by minimizing pull-out and offering in-class support or extended day and summer programs Coordinate with and support regular education programs such as pupil services (counseling, mentoring) and transition programs Offer instruction by highly qualified staff Provide professional development Use strategies to increase parental involvement

18. Targeted Assistance Programs (TAS) Instructional and Programmatic Strategies • In-class support • Extended day/year programs • Summer programs • Transition programs • Coaches • Test prep classes • Specified professional development • Response to Intervention (RTI) – Levels 2 & 3 • Pull-out programming

19. Schoolwide Program (SW) • Initial eligibility - minimum student poverty rate of 40% • Three Core Elements • Comprehensive Needs Assessment • Schoolwide Plan (articulates 10 require components) • Evaluation/Annual Review

20. Schoolwide Programs (SW)Comprehensive Needs Assessment • Includes the input of all stakeholder groups • Teachers, administrators, families, community members, students (if appropriate) and technical assistance providers • Ongoing process that is summarized in the schoolwide plan • Foundation for the use of Title I funds • Expenditures not supported by comprehensive needs assessment are not “necessary and reasonable.” ESEA§1114(b)(1)(A)

21. Schoolwide Programs (SW) Comprehensive Needs Assessment Data-Driven Decision Making Purpose: Enables schools to identify strengths and weaknesses, in order to specify priority needs and plan activities to help improve student achievement and meet state academic standards. The following can be used: • State assessments • District commercial tests and other data • Teacher tests and observations • Surveys and stakeholder input

22. Schoolwide Programs (SW) Comprehensive Needs Assessment Priority Problems The problems selected by the district require an adequate description that identifies the following: • The target population • The causes of the problem • The identification of the data source • The analysis of the data, areas to be measured • The measurement tool • The specific school targets

23. Schoolwide Programs 10 Required Components

24. Schoolwide Plan Annual requirement Submitted with district’s Consolidated Application “Non-categorized“schoolwide programs complete a Title I Schoolwide Plan “Priority/Focus”schoolwide programs complete a School Improvement Plan (SIP)

25. Schoolwide PlanStakeholder Engagement Developed with the involvement of parents and other members; Provide all students in the school the opportunity to meet the state’s proficient and advanced levels of student academic achievement; Use effective methods and instructional strategies that are grounded in scientifically based research; and Strengthen the core academic program in the school. ESEA §1114(b)(2)(B)(ii)

26. Schoolwide PlanReform Strategies Provide all students in the school the opportunity to meet the state’s proficient and advanced levels of student academic achievement Use effective methods and instructional strategies that are grounded in scientifically based research Strengthen the core academic program in the school ESEA§1114(b)(I)(B)

27. Schoolwide PlanReform Strategies Increase the amount and quality of learning time (i.e., extended school year, before and after school programs, and summer programs). Provide an enriched and accelerated curriculum. Meet the educational needs of historically underserved populations. Include strategies to address the needs of ALL children in the school (particularly, the needs of low-achieving students).

28. Schoolwide PlansFamily and Community Engagement Schoolwide plans must contain strategies to involve families and the community in assisting children to do well in school Families and communities must be involved in the planning, implementation, and evaluation of the schoolwide program ESEA§1114(b)(1)(F)

29. Schoolwide ProgramsEvaluation/Annual Review Schoolwide programs must— Annually evaluate the implementation of, and results achieved using data from the State's annual assessments and other indicators of academic achievement; Determine whether the schoolwide program has been effective in increasing the achievement of students in meeting the State's academic standards, especially the lowest achieving students; and Revise the plan, as necessary, based on the results of the evaluation, to ensure continuous improvement of students in the schoolwide program. 34 CFR § 200.26 (c)

30. SUPPLEMENT NOT SUPPLANT

31. Supplement Not SupplantESEA §1120A (b) (1)) Schoolwide Programs Schoolwide Programs: Programs and services do not have to be supplemental; Title I funds used to support the program must be supplemental. • District cannot reduce schools’ state/local funding based on an increased Title I allocation. • State/local funding to schools must be sufficient to support the school’s basic educational program. • Documentation that schools have enough state/local funds to fully operate without federal funds. • District must be able isolate the state/local funds needed for schools in current year and prior years.

32. Supplement Not Supplant Targeted Assistance Programs Presumption of Supplanting The district used the Title I funds to provide services that the district was required to make available under federal, state, or local law. The district used Title I funds to provide services it provided with state/local funds in the prior year(s). The district used Title I funds to provide services for Title I students that it provided with state/local funds for non-Title I students.

33. Supplement Not Supplant Targeted Assistance Program Scenarios District has 3 elementary schools. Schools A and B are Title I-funded TAS schools. School C is not a Title I school. The district wants to pay the salaries of basic skills teachers in School A and B with Title I funds and pay the salaries of basic skills teachers in School C with local funds. Is this allowable? NO! This is supplanting.

34. Supplement Not Supplant Targeted Assistance Program Scenarios A district with a TAS runs an afterschool program for Title I students. With Title I funds, it wants to pay the salary of the Title I teacher, instructional materials for the students in this afterschool program, and iPads for the students to use as part of the program. Are all of these uses allowable? YES! All of these costs are supplemental and used for Title I teachers/students only.

35. Supplement Not Supplant Targeted Assistance Program Scenarios • A school would like to send all its Math teachers to a Math Recovery PD program that provides a powerful mathematics intervention framework that gives teachers the unique techniques and assessment tools they need to help elementary children achieve lifetime results. Is this allowable? • NO! In a Targeted Assistance program, Title I funds for professional development must address the needs of Title I students only.

36. Supplement Not Supplant Targeted Assistance Program Scenarios A district is preparing for the implementation of PARCC testing. The district wants to upgrade the technology at each of its schools, and plans to purchase computers for Title I students with Title I funds. These computers will be properly inventoried, and tagged. Safeguards will be implemented to ensure non-Title I eligible students do not have access to these computers. The district will purchase additional computers for non-Title I students with state and local funds which will be housed in a computer lab for all students to use. Is this allowable? NO! This is Supplanting.

37. Supplement Not Supplant Targeted Assistance Program Scenarios The school wants to contract with a reading expert to provide onsite professional development on techniques and assessment tools to help low-achieving students achieve lifetime results. The school would like every teacher to participate in the professional development. Is this allowable? YES! The district may pay for a consultant/expert to come to the school to provide professional development that addresses the needs of its low-performing students.

38. Supplement Not Supplant Targeted Assistance Program Scenarios The school would like to purchase computer software with Title I funds to supplement its instructional program for Title I students. The school identified 60 students eligible for Title I services. However, the software can accommodate up to 100 users at no additional cost. The school plans to allow non-Title I students to use this software as well. Is this allowable? NO! In a Targeted Assistance program, Title I funds can only be used to benefit Title I students.

39. Supplement Not Supplant Targeted Assistance Program Scenarios A Title I school with a TAS program would like to install three SmartBoards in English language arts classes where the majority of students (about 70%) are Title I. Is this allowable? NO! Title I instructional equipment may benefit Title I students only.

40. Supplement Not Supplant Targeted Assistance Program Scenarios A Title I school with a TAS program would like to use Title I funds to hire a data analyst, a Math Coach and a Literacy Coach. Is this allowed? Possibly, but not advisable! The services of these staff would have to be limited to Title I students only. This is a high bar to meet in a Targeted Assistance Program, so it is advisable for the district to use state/local funds for these positions.

41. SERVING ELIGIBLE NONPUBLIC STUDENTS

42. Equitable Services ProvisionESEA §1120 Requires districts receiving Title Ifunds to provide services to: • Eligible nonpublic students • Teachers of eligible nonpublic school students • Families of eligible nonpublic school students

43. Equitable ServicesWhy? Census poverty data includes low-income families with nonpublic school children Census poverty data used to determine districts’Title I allocations Child Benefit Theory: Funds benefit child ONLY

44. Child Benefit Theory34 CFR § 200.66 Title I services benefits the “individual” child, NOT the entire school. Services are provided by the district, not the nonpublic school. Child Benefit Theory complies with interpretations of the First Amendment on the separation of church and state. Funds may nevergo to the nonpublic school!

45. Equitable Services ProvisionESEA §1120 • Step 1: Locating Resident Nonpublic Students • Step 2: Counting Nonpublic Students • Enrollment data, Income data • Step 3: Generating Nonpublic Allocation

46. Equitable Services ProvisionESEA §1120 Step 1: Locating Resident Nonpublic Students Resident nonpublic schools Bordering nonpublic schools Transportation Documents (Busing routes, Aid-in-Lieu)

47. Equitable Services ProvisionESEA §1120 Step 2: Counting Resident Nonpublic Students • Enrollment data: Match resident nonpublic students to their public school attendance area • Low-income data: Contact schools enrolling resident nonpublic students • Various methods: survey, extrapolation, proportionality

48. Equitable ServicesESEA §1120 Step 3: Generating Nonpublic Allocations Who: Nonpublic students who: 1) live in the attendance area of a Title I public school; and 2) come from low-income families How: District enters enrollment and low-income numbers into its annual, ESEA-NCLB Consolidated application How much: The same per-pupil amount as public schools students residing in the Title I attendance area

49. Equitable ServicesNonpublic Student Participation • Resides in the participating attendance area of the school district • Selected on the same basis as targeted assistance students. • The district consults with non-public school official(s) and establishes clearly defined entrance and exit criteria to meet the needs of eligible nonpublic school children using multiple, educationally related, objective criteria.

50. Equitable ServicesAllocating Funds District reserves off the top – • Districtwide Instructional Program • Parental Involvement • LEA Professional Development • Amount of funds is proportional to the number of nonpublic school children from low-income families residing in public school attendance areas.