Title I :Part AProgram Requirements

PAFPC ConferenceApril 13-16, 2008

Hershey Lodge and Convention Center 

Presented By:Maria Garcia-Moralesmgarcia-mo@state.pa.us

Regional CoordinatorDivision of Federal Programs

OUTLINE

Allocations Program Design

Schoolwide Targeted Assistance Program

Parental Involvement Qualifications for Teachers and

Paraprofessionals Scientifically Based Research Equitable Services to Private School Students

TITLE IIMPROVING ACADEMIC ACHIEVEMENT FOR THE DISADVANTAGED

* Part A – Basic Program* Part B – Reading First, Early Reading, Even Start* Part C – Migratory Children* Part D – Neglected and Delinquent* Part E – National Assessment of Title I* Part F – Comprehensive School Reform* Part G – AP Programs* Part H – Drop Out Prevention• Part I – General Provisions

TITLE I ALLOCATION COMPONENTS

Basic Grants Basic Concentration Targeted EFIG

Neglected Programs Delinquent Programs Academic Achievement-Every two years School Improvement-Separate Application

TITLE I ALLOCATIONS TO LEA’S Eligibility:

Census poverty=2% or more & 10 formula children

Targeted Funds for Census Poverty=5% or more Concentration Grants for Census Poverty=15% or

more USDE Calculates PDE Adjusts for Administration, School

Improvement & Charter Schools

USE OF TITLE I FUNDS

Supplemental Educational Assistance Targeted Assistance Schoolwide Programs Public and Non-Public Programs

TITLE I USE OF FUNDS

Instructional Programs

In class Pull out Extended Day Prekindergarten Summer programs Online Learning Take Home Resources Tutoring

Supporting Programs Professional

Development Parent Involvement Materials/Supplies Technology School Choice Supplemental

Educational Services

DISTRIBUTION OF FUNDS

Title I funds can only be used in “eligible school attendance area”.

It means the geographic area of a particular school in which the children served by the school they reside.

POVERTY MEASURES

There are 5 measures of poverty that Local Educational Agencies( LEA’s) may use to identify children from low income families.

1- Census data. 2- # of children eligible for free and reduced lunch. 3- # of children in families receiving assistance under

Temporary Assistance for Needy Families or TANF. 4- #number of children eligible to receive Medicaid. 5- A composite of the above measures.

POVERTY MEASURES

LEA’s must use the same measure of poverty with respect to all school attendance area for the purpose of:

Identifying eligible school attendance area. Determining the rank of each area. Determining the allocation for each school.

Title I requires that an LEA rank all of its schools attendance areas in order of poverty from highest to lowest.

Ex.School Name %age of Low Income RankingWilson Elem. 44% 1Southwest Elem. 42% 2Wilson MS 38% 3

STRICT RANKING AND SERVING REQUIREMENTS

RANKING SCHOOLS

Highest % Low Income

$$ Allocated for Every Low Income Student

Rank Ordering of Building by:District

Grade Span Average

ALLOCATION TO SCHOOLS

LEA’s rank and serve their schools based on percentage of low income children

Allocations themselves based on each school’s number of low income children

LEA’s have some discretion in determining the amount of the per pupil allocation LEA’s not required to allocate the same per

pupil allocation Must allocate a higher per pupil to schools with

higher concentration of poverty

DETERMINING ELIGIBLE BUILDINGS

Must serve any buildings with more than 75% low income regardless of grade span.

Standard Eligibility Rules:

District Average Grade Span Average 35% Rule

SPECIAL RULE/EXCEPTION

LEA’s with a total enrollment less than 1000 or single attendance area are exempt from selection of schools requirements (Ex. Charter schools).

Grandfather Clause Makes a building eligible is it was eligible in the

previous year using a standard method. Used when no other eligibility method can be

used. Can not be used in consecutive years.

SPECIAL RULE/EXCEPTION Ed Flex Waiver

Eligible School Attendance Area When the school was served the previous year

(grandfather or received a waiver) and the District would like to continue servicing but school is no longer eligible.

District must complete an Ex Flex waiver application

Waiver must be approved prior to school starting services.

Waivers are good for one year, must reapply every year.

Link to information on Ed Flex waiver found at Division of Federal Programs link.

Two Models:

Schoolwide and

Targeted Assistance Program

SCHOOLWIDE

School Wide Programs Buildings with 40% or more low income.

Building may choose to stay TA if over 40% low income School Based decision making.

Schoolwide team. Schoolwide plan.

Flexibility in use of Title I funds. All professionals in a Schoolwide building must

be “highly qualified”. Grandfathering: Once a Schoolwide, always a

Schoolwide.

SCHOOLWIDE-FISCAL

Schoolwide schools are allowed to combine federal, state and local funds to upgrade the entire educational program.

Must meet the intents and purposes of the programs.

SCHOOLWIDE AND

SUPPLEMENT NOT SUPPLANT

Supplanting in a Schoolwide program is purely a fiscal analysis not programmatic.

A schoolwide program may use Title I funds only to supplement the amount of funds that would, in the absence of Title I, have been made available from non federal sources for the school

Schoolwide program is not required to demonstrate that any particular service supplements the services regularly provided at that school as long as overall the level of service is proportionally higher than would be the case without the federal money.

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 statue requires to particularly address the needs of low achieving children and those at risk of not meeting the state student academic achievement standards.

SCHOOLWIDE

Schoolwide programs must be based on three core elements:

1) Comprehensive Needs Assessment2) Comprehensive Plan3) Evaluation

TARGETED ASSISTANCE PROGRAM Any building with less than 40% low income.

Eligible children:

Children not older than 21.

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 a community day program or living in a neglected or delinquent institution.

Any child who is homeless

TARGETED ASSISTANCE PROGRAM

Selection for services is based entirely in low achieving, not low income. If a millionaire’s child should happen to attend a Title I

school and suffer reading difficulties ,he or she would generally would be eligible for Title I services on the same basis as any other child.

Funds receive for targeted assistance may not be used to supplant services required by law.

Title I may be used to coordinate and supplement services otherwise required for such students.

STUDENTS SELECTED BASED ON LEA CRITERIA

Pre K-2 Teacher

Recommendation Developmentally

Appropriate Assessment Parent Recommendation

Grades 3-12 Student Performing

Below Proficient Attendance/Suspension Retention Report Card Grades Other: Anecdotal

Records, Teacher Recommendations

SUPPLEMENT NOT SUPPLANTTARGETED 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.

SUPPLEMENT NOT SUPPLANT

It is presumed that supplanting has occurred: If the LEA uses funds to provide services that the

LEA was required to make available under other federal, state, or local laws;

If the LEA uses federal funds to provide services that the LEA provided with nonfederal funds in the prior year; or

If the state used Title I funds to provide services for participating children that the state or the LEA provide with nonfederal funds for non participating children.

TIME DISTRIBUTION REQUIREMENTS

LEA’s must maintain appropriate documentation supporting employees salaries and wages.

LEA’s must maintain records showing the time and effort an employee spent on a particular activity (time distribution).

Employees on multiple cost objectives must maintain Personnel Activity Reports.

Parent Involvement requirements

and Title I

PARENT INVOLVEMENTSTATE DISTRICT SCHOOL

Collect/disseminate effective parental involvement techniques.

Reserve 1% of Title I funds for parental involvement (if allocation greater than $500,000).

Develop school/parent compacts, parent involvement policy

Review district’s parent involvement policies and practices.

Jointly with parents write a parent involvement policy.

Accessibility for LEP parents and parents of disabled students

Annually review parent involvement plan to determine it’s effectiveness in increasing the academic quality of the schools.

PARENTAL INVOLVEMENTReporting Parent’s right to

knowLimited English Proficient & “Opt Out”

Annual Report Cards and school review.

Professional qualifications of children’s classroom teachers.

Parents may “opt out” of language instruction programs.

Information for parents must be detailed and understandable.

When a child is taught for more than 4 weeks by a teacher who is NOT highly qualified.

Detailed info to parents for children selected for participation.

Child’s level of achievement on state

assessments.At each level of school improvement, corrective action, restructuring.

HIGHLY QUALIFIED TEACHERS

All teachers must be highly qualified 2005-2006 school year.

Definition: Bachelors Degree Certified in Content Area No Emergency Certification

Rural Exception

HIGHLY QUALIFIED PARAPROFESSIONAL

Associate’s Degree 2 years of College (48 credits) Local Assessment Exemptions:

Parent Involvement ESL/Bilingual

SCIENTIFICALLY BASED RESEARCH

Definition Research that applies rigorous,systematic,and

objective procedures; Employs a systematic and empirical methodology; Involves rigorous data analyses that test hypothesis

and justify the general conclusions ‘ Produces results that are valid across evaluators and

multiple observations; and Has been accepted by a peer-reviewed journal or a

comparable review. Website http://www.whatworksclearinghouse.org/

SBR AND TITLE I

Schoolwide and Targeted Assistance Programs School Improvement Plans Technical Assistance Professional Development Instructional Strategies All above must apply “Scientifically Based Research”

ED FLEX WAIVER

The Superintendent may apply for a federal waiver, if the waiver will enable the school district to:

improve its instructional program

Or operate in a more effective, efficient economical

manner. 

ED FLEX WAIVER

PDE has authority to waive certain requirements:

Most used waivers: Schoolwide – If falls under the 40% poverty. Eligible School Attendance Area.

Three primary fiscal requirements:

Maintenance of EffortComparabilitySupplement Not Supplant

FISCAL REQUIREMENTS

Maintenance of Effort Requires LEAS’s to demonstrate that the level of the state

and local funding remains relatively constant from year to year.

State must determine that the LEA did not fall below 90% of the fiscal effort in the preceding fiscal year.

If the LEA fails to meet the 90% mark the state must reduce the amount of funds allocated under Title I program.

Waiver If determined if LEA did not meet mark due to exceptional

or uncontrollable circumstances

FISCAL REQUIREMENTS

Supplement not supplant The supplement not sully provision requires that federal

funds be use to augment the regular education program, and not substitute for funds or services that would otherwise be provided during the time period in question.

FISCAL REQUIREMENTS

Comparability of Service Comparability requires that LEA’s be able to document

that the services provided with state and local funds in Title I schools are compatible to those provided in non Title I schools in the LEA.

Title I Services to

Private School Students

EQUITABLE SERVICE TO STUDENTS

Services are equitable if the District: Addresses and assesses the specific needs of

eligible private school children. Meets the “equal expenditure” requirements in

the regulations; and Provides private school students with an

opportunity to participate that is equitable to the opportunity provided to public school children.

CONSULTATION

Size and scope of equitable services to be provided.

Proportion to district’s fund allocated to private school students

Method or sources of poverty data used to derive about the delivery of services to eligible private school students.

How and when districts will make decisions about the delivery of services to eligible private school students.

How children’s needs will be identified.

What services will be offered.

How, where, and by whom services will be provided.

How services will be academically assessed and how the results of that assessment will be used to improve those services.

QUESTIONS