Dr. Ernestine ScottDirector of Federal Programs

1. Understand expectations for planning, implementing and evaluating effective Title I programing at the school level.

2. Explore strategies and procedures to ensure compliance to federal an state regulations and guidance.

3. Reflect on how to use Title I resources to support and increase student achievement.

Session Outcomes

Title I Overview

Federal Updates

Fiscal Requirements◦ School allocations◦ Allowability◦ Schoolwide & Targeted programs

Overview of Shared Expectations

Title I Overview

Program compliance

Student Achievement Data

Highly qualified staff

Time and effort certification

Attestation

PURPOSE OF TITLE I

Increase high expectations for all students

Implement effective educational programs

Provide high quality professional development

Coordinate services with community partners and agencies

Parental Involvement

Increased Accountability

ESEA Reauthorization

Two bills approved in respective chambers:

House: H.R. 5 –Student Success

Act of 2015

Senate: S. 1177 – Every Child

Achieves Act of 2015

Issues for debate in committee:

•Governance – federal, SEA, Governor?

•Assessment – same as NCLB or flexible?

•Accountability for school improvement

•Title I funding formula and portability

•Parent opt-out

ESEA Flexibility Plan – 2015 Renewal

Virginia Plan is approved

through 2018-2019

Changes: •Revision to

focus school exit criteria

•Replacement of Student Growth Percentiles with Value Tables

ESEA Flexibility Plan –Annual Measurable Objectives (AMOs)

MATHEMATICS AMOs (Percent Passing) Year 1 AMO Year 2 AMO Year 3

AMOYear 4 AMO Year 5 AMO Year 6

AMOGap Points

Closed

Accountability Year 2012-2013 2013-2014 2014-2015

2015-2016 2016-2017 2017-2018

Assessment Year 2011-2012 2012-2013 2013-2014

2014-2015 2015-2016 2016-2017

All Students 61 64 66 68 70 73 12

Gap Group 1 (Combined)

47 52 57 63 68

73

26

Gap Group 2 (Black) 45 51 56 62 67 28

Gap Group 3 (Hispanic) 52 56 60 65 69 21

Students with Disabilities

33 41 49 57 65 40

English Language Learners

39 46 53 59 66 34

Economically Disadvantaged

47 52 57 63 68 26

White 68 69 70 71 72 5

AMOs Remain the Same

READING AMOs (Percent Passing) Year 1 AMO Year 2

AMOYear 3 AMO Year 4 AMO Year 5

AMOYear 6 AMO

Gap Points Closed

Accountability Year 2012-2013 2013-2014

2014-2015 2015-2016 2016-2017 2017-2018

Assessment Year 2011-2012 2012-2013

2013-2014 2014-2015 2015-2016 2016-2017

All Students 85 66 69 72 75 78 12

Gap Group 1 (Combined)

76 52 59 65 72

78

26

Gap Group 2 (Black) 76 49 57 64 71 29

Gap Group 3 (Hispanic) 80 53 60 66 72 25

Students with Disabilities

59 30 42 54 66 48

English Language Learners

76 44 52 61 69 34

Economically Disadvantaged

76 52 59 65 72 26

Whit 90 74 75 76 77 4

ESEA Flexibility Plan – AMOs

AMOs Remain the Same

A subgroup can meet an AMO by achieving a pass

rate:

• In the current year equal to or higher than the current year’s target;

• Using a three-year average equal to or higher than the current year’s target; or

• That reduces the failure rate 10% or more as compared to the prior year.

ESEA Flexibility Plan – Meeting AMOs

Continuous Improvement (CI) Provision

Subgroups with a higher Year 1 AMO target than the Year 6 target that:

Then…

Receive a status of Yes – CI.

Meet the Year 1 AMO target

Make continuous improvement

Maintain Progress (MP) Provision “No Backslide”

Subgroups that performed higher in the prior year than the current year’s AMO target and:

Or…

Meet or exceed the prior year’s pass rate

Stay within five percent of the prior year’s pass rate

Receive a status of Yes –MP.

ESEA Flexibility Plan – School Status

• Preliminary reports for 2015-2016 available in the Single Sign-On for Web Systems (SSWS) in the Federal Annual Measurable Objectives (FAMO) application

• Schools designated as:• Met All Federal AMOs; or• Met All Federal AMOs – HE*; or • Did Not Meet All Federal AMOs

* All subgroups meet the AMOs and at least one subgroup meets the continuous improvement or maintain progress provision (known as the Higher Expectations as approved in the 2014 ESEA Flexibility Plan Submission)

ESEA Flexibility Plan –Focus School Exit Criteria Amendment

A focus school may exit the status after two years if: The proficiency gap group(s)for which the

school was originally identified meet(s) the AMOs for two consecutive years; and

The school no longer falls into the bottom 10 percent of Title I schools for the subsequent school year based on proficiency gap points.

ESEA Flexibility Plan –Focus School Exit Criteria

Federal Request: Add one progress measure

Virginia Response: The school has made academic progress by

decreasing the overall proficiency gap points at the end of the second year of identification; and

The school no longer falls into the bottom 10 percent of Title I schools for the subsequent school year based on proficiency gap points.

2015 Teacher Equity Plan

ESEA required all students to be taught by highly qualified teachers by 2006.

States were required to create plans to ensure that students from low-income families and students of color are not taught at higher rates than other students by underqualified, inexperienced, or out-of-field teachers.

Historical Background

2015 Teacher Equity Plan

Since 2006, Virginia school divisions have reduced the gap of highly qualified teachers between high-poverty and low poverty…

Elementary schools by 1.3%

Secondary schools by 3.3%

Encouraging Progress since 2006

1.9% to .6%

4.6% to 1.3%

Talk with Colleagues

1. Discuss how are your Title I, Part A funds being used to support student achievement?

2. How is data used to revise your Schoolwide or Targeted Assistance plan?

3. What are the top three priorities that can be supported by Title I funds at your school?

Black StudentsNot of Hispanic origin

Students with DisabilitiesEnglish language learnersEconomically Disadvantaged

Hispanic Studentsof one or more races

Meet 95% test participation rate for reading and math

Meet AMO targets in reading and math or reduce failure rate by 10%

High schools must meet the federal graduation indicator (FGI)

Must reduce proficiency gaps by 50% over next six years for all students, all proficiency groups and all subgroups

Each group may also meet AMO on the three year average

Meeting Virginia AMOs

Implementing a Schoolwide Title I Program

Eligibility◦ School must have at least 40% poverty

Requirements◦ Schoolwide Plan and annual updatesNeeds assessment Goals and Objectives for student achievement

Due October 15, 2015

1. Comprehensive Needs Assessment2. Reform Strategies3. Instruction by highly qualified staff4. Professional Development5. Strategies to recruit highly qualified personnel6. Parental Involvement7. Transition from Early Childhood Program8. Decision Making9. Additional Assistance10. Coordination and Integration

Core Elements of a Schoolwide Program

Eligibility Services are only provided to eligible lowperforming students Identified low performing students based

on SOL scores, bi-weekly assessments, teacher recommendation, etc.

Student list must be submitted to the Title I office by September 15, 2015

Targeted Assistance Students who are not identified should not

receive services Instructional interventions should be

monitored Compliance requirements apply

VDOE will identify 5% of the Title I schools based on lowest reading and math performance on the “all students” group (Total of 36 schools)◦ Federal graduation rates of 60% or less◦ Support will include meaningful intervention to

improve the academic achievement of students◦ Schools will work with a Lead Turnaround Partner to

assist with intervention and report using Indistar◦ Exit criteria based on meeting AMOs for “all students”

for two consecutive years◦ High schools will have a 10% reduction in students not

earning a standard or advanced diploma in a 4-year period

Priority Schools

VDOE will identify 10% of Title I schools based on low proficiency gap group performance in reading and math (Total of 72 schools)◦ Focus schools will identify and implement

interventions that will increase achievement of low performing students◦ Support will also include support from a VDOE

selected Coach to assist with intervention◦ Schools will be required to use Indistar◦ Exit criteria will be based on meeting the

proficiency gap group identified meeting the AMOs for two consecutive years

Focus Schools

High Performing and high progress schools will be identified and recognized as schools under the:

Virginia Index of Performance (VIP) Incentives Program

National and State Title I Distinguish Schools Program

The Blue Ribbon Schools Program

Reward Schools

Schools Not Identified

Schools not identified as Priority or Focus schools and did not meet AMOs for a subgroup must develop and implement a School Improvement Plan to increase academic performance of that subgroup

Instructional Support •Instructional Specialists•Teachers and Instructional Assistants

•Coaches•Tutors

Supplemental Services•Extended Day Programs•Training•School Improvement and Reform Initiatives

•Parental Involvement

Title I Services

Say Something

List several strategies that have been successful at your school to involve parents. How were they coordinated? Were Title I funds used, if so how?

What strategies are used at your school that align Title I resources (teachers, $$$) to data and instructional priorities?

Instructional Assistant Assists the classroom teacher to provide

instruction Should not be used as regular substitute

teacherMust be Highly QualifiedMay work with students in a classroom or

computer lab setting Is supervised by the teacher

Title I Staff

ALL Teachers –must meet state licensure requirements Schoolwide programs - All core area content teachers Targeted Assisted Schools – Teachers paid with Title I

fundsALL Paraprofessionals /Instructional Assistants Must have two years of college or equivalent, Associate

Degree, or pass the Para-Pro Assessment Highly qualified requirements are the same for

Schoolwide and Targeted assisted schools

Highly Qualified Staff

Why complete Attestation forms?◦ Required for compliance◦ Provides verification of work in federally funded

program◦ Distributed twice a year Fall (December) Spring (May)

Staff time and effort accountability Documentation is important

Attestation Forms

REQUIREMENTS: Parental Involvement Policy School level PolicyDistrict level Policy

Home and School Compact Send out by September 21, 2015

Annual MeetingMay be Scheduled as Back to School night Must include Title I overview on the Agenda,

supplemental and remediation programs

Notification LettersRight to know (September 21, 2015)Child taught by a non-Highly Qualified teacher

Participation in decision making Involve in School Planning and Student ActivitiesPromote Communication Between School and Home

District Parental Involvement Policy

Richmond Public Schools’ Parental Involvement Policy is located on the school board’s website Section 8.43

The Division and School Parent Policy should be reviewed and updated annually

The updated 2015-2016 School Parent Policy is due September 30, 2015

Remember to include parents in developing or reviewing the parent policy

Post in school where parents can view the policy and /or put on school web site

• Parent University- district & school-based activities◦ Plan school parent involvement activities for school year ◦ Submit dates to Title I Office by September 30, 2014

• Office of Family and Community Engagement

• Parent Newsletter

Budget for school allocation

Supplement not supplant

Parental involvement

Ongoing accounting of funds

Audit documentation

School-level Fiscal Responsibilities

Title I Part –A Allocations Level funding numbers for allocation and staff

FTEs Allocation will change when state gives final

allocation amount for 2015-2016

Title I School Budgets Review monthly Align Spending with Schoolwide Plan Spend 50-60% of school funds by December 31st

Title I Part–A Budget

Use of Funds - Purchases Follow correct Procurement procedures Title I guidance –Is it allowable? No keying at school level – all keying is done at

central office – Important Submit on correct forms Provide appropriate supporting documentation Additional Title I positions require approval and

depend on availability of funds

Title I Part – A Budget

Use data to drive staff training decisions Who, what , why, where, cost How many teachers are you sending to conference or training Is it cost effective Staff is expected to use and share training received

Plan Ahead Submit appropriate paper work to Title I office Use state travel guidelines for lodging and meals Attach support documents (Registration forms) Follow up two weeks prior to travel

THINK 45 DAYS minimum to submit paperwork

Title I Part – A Budget - Professional Development

Process

Submit correct financial paperwork to Title I office Include Authorized signature (Principal or designee) Attach appropriate documentation (receipts, etc.)Types of Reimbursements Travel funds (airline, mileage, meals, lodging) Personal funds must meet compliance guidelines Title I funds cannot be used to reimburse Student

Activity accounts

Reimbursements

Use funds to supplement instructional support to improve student achievement

How can I make use Title I funding to impact long-term and short-term goals?

Appropriate documentation is expected

Ask- Is this allowable under Title I Part-A

Remember start with the end in mind

Title I Budget

Technology Smart Boards Projectors Document, Digital cameras Assistive technology

Instructional Materials School Improvement Initiatives Coaches or tutors Professional Development

Use of Title I Funds:

Say Something

What are your professional development priorities?

How do you use tutors to assist students performing below grade level?

Student Incentives ◦ Must include specific plans in Schoolwide Plan ◦ Food cannot be purchased for students – must use

food services or sponsor◦ Trinkets

Teacher Incentives ◦ No Gift Cards are allowable for anything

Stipends- under selected conditions

Use of Funds for Incentives

Conduct an inventory◦ what you have◦ what you need

Tag ALL equipment purchased with Title I funds

Order equipment that has been approved by Title I Director

Keep an Inventory of Title I equipment

Use of Funds for Equipment

Build partnerships

Stay aware of budget and balances

Be timely

Understand connections ◦ Between written plans and fiscal actions◦ Between award period and local budget

cycle

Major Areas of Compliance◦ Curriculum and Instruction◦ Student Assessment and Program Evaluation◦ Teacher Qualifications and Professional Development◦ Parent and Community Involvement◦ Fiscal Requirements◦ Recordkeeping

Title I Compliance

Keep School Compliance Files up to date Designate teacher to keep compliance folder up to date

with required documents Compliance folder will be reviewed by Title I staff

Review Compliance Checklist quarterly

Submit documents to Title I office as requested Attestation Forms Teacher Schedules and instructional assistants Schoolwide or Targeted Assistance Plans– October 15,

2015

Title I Compliance Expectations

Submit all staff to be set-up by Human Resources to the Title I office before they start working as a tutor or coach to avoid payroll problems or delays

Include name, social security number, job title and/or job code, rate of pay, days/ hours per week, # of weeks and budget code

Get prior approval from Title I Director to hire part time staff before submitting staff paperwork

Title I Compliance

Spend Title I funds early Try to spend 50-60% of funds by December 31st ,

2015

Submit all purchases to be keyed to the Title I office

Follow RPS procurement procedures for contracts and purchases

Check your budget printouts for budget balances monthly

Title I Compliance

Pay close attention to the amount budgeted for each line item to avoid exceeding that amount. (ex. Personnel, Materials and Supplies, Professional development, Travel)

Ensure hours worked by additional staff does not exceed amount budgeted.

Request Budget transfers when appropriate to avoid deficit spending

Title I Compliance

Use the appropriate forms to request line transfers

Submit all paperwork for travel to conference 30 days in advance

Purchases should be supported by objectives that are included in the Schoolwide or Targeted Assistance Plan

Title I Compliance

Make sure food or meal purchases are linked to a staff development, parent involvement activity or to a school improvement initiative

Provide a meal for staff development if the event covers a 4 hour period that includes a meal

Do not use funds to purchase food for students

Include parents in staff development and planning activities

Make sure conference hotels meet state

Title I Compliance

Allowable?

Reasonable?

Necessary?

Advisable?

• Not prohibited or required by other state or local regulations. • Supplemental to the basic education program• Necessary and reasonable for proper and efficient performance and implementation

• Not exceeding sensible limits; not exorbitant• Market cost for comparable goods

•To meet a clear and documented need•To carry out an approved program/activity or for the success of an approved/adopted initiative

•To increase access, improve quality, support students, etc.•Appropriate infrastructure in place to support the activity

•Aligned with current division initiatives, strategic direction, policies, etc.

•Sufficient time, personnel, funding to fully carry out the initiative

Shared accountability between schools and parents for high student achievement

Local development of parental involvement plans

Building parents' capacity for using effective practices to improve their own children's academic achievement

Parent notification of school and division performance on federal accountability measures

Parent notification of professional qualifications of teachers

As a condition of receiving Title I, Part A, funds, a school division must:

Develop a Title I School Parent Involvement Policy for each Title I school;

Develop a Title I Division Parent Involvement Policy;

Evaluate plans and activities annually; and Reserve one percent of the division’s Title I

allocation for parent involvement if the total award is $500,000 or greater.

• Surveys

• Focus groups

• State and local assessments

• Lesson plans and student work

• Curriculum and assessment materials

• Observation reports

• Student demographics

• School culture and climate

• Academic achievement

• College and career readiness

• Human capital/Instructional data

• Parent and community engagement

• School operations and management

Different Types of Data Different Sources of Data

Include multiple types of data from a variety of sources.

Are the data sets relevant to the area under study?

Do the data points selected give you differing perspectives or lenses through which you can answer key questions?

How does each of the data points (sources of data) help you answer key questions?

Did the Title I-funded programs and activities improve student performance? How do you know?

Are the activities and initiatives obtaining the intended results? How do you know?

How are “like” students performing that do not have the benefit of the Title I program?

Do achievement gaps exist? Are they shrinking?

DUE DATES: September 15, 2015– Targeted Assistance Student List September 21, 2015 – Parent Compact September 21, 2015 – Parent Notification letter September 30, 2015 – Parent Involvement Activities for

Parent University Calendar September 30, 2015– School Parent Policy October 15, 2015 - Schoolwide Plan December 31, 2015– Spent 50-60% Title I Part A Funds January 29, 2016 - Attestation form #1 May 13, 2016 – Attestation form #2