understanding title i targeted assistance programs & schoolwide programs presented by: illinois...

Understanding Title ITargeted Assistance

Programs &

Schoolwide Programs

Understanding Title ITargeted Assistance

Programs &

Schoolwide Programs

Presented by:Illinois State Board of Illinois State Board of

Education Education

Division of Grants & Programs

Dana Kinley, Principal Consultant

Illinois Association of Title I Illinois Association of Title I DirectorsDirectors

Annual Fall Conference

September 29 – 30, 2009

Springfield, Illinois

www.isbe.net/grants/html/title1.htm

Understanding Title I ProgramsUnderstanding Title I Programs

The No Child Left Behind Act (NCLB) of 2001 authorizes two distinct program structures under Title I, Part A:

1. Targeted Assistance School Programs - - DefaultDefault

2. Schoolwide Programs – Conditions Conditions RequiredRequired 2

Program DefinitionsProgram DefinitionsTargeted Assistance School Program

(TASP)

A TASP is a school that receives Title I, Part A funds, yet is ineligible or has chosen not to operate a SWP, and provides supplemental educational services to eligible children identified as having the greatest need for special assistance

Schoolwide Program

(SWP)

A SWP is a comprehensive reform model used to upgrade the entire educational program in a Title I school, and it has the primary goal of ensuring that all students, particularly those who are low-achieving, demonstrate at least proficient levels of achievement of the Illinois Learning Standards

3

Presentation Objectives:Presentation Objectives:

1. Explain the similarities and differences between targeted assistance school programs and schoolwide programs

2. Explain the requirements to implement a schoolwide program

3. Explain the process to become a schoolwide program

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4. Explain continuation requirements for operating a schoolwide program

5. Explain the benefits of operating a schoolwide program

6. Explain the role of the Illinois State Board of Education (ISBE) regarding schoolwide plans

Presentation Objectives . . . ContPresentation Objectives . . . Cont

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7. Provide supporting resources

8. Answer questions

Presentation Objectives . . . ContPresentation Objectives . . . Cont

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Program SimilaritiesProgram Similarities

Targeted Assistance Program Schoolwide Program

Goals of TASP and SWP goals are the same:

to improve teaching and learning

to enable participating students to meet the Illinois Learning Standards

Objective #1:

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Program Similarities . . . ContProgram Similarities . . . ContTargeted Assistance Program Schoolwide Program

Must be eligible to receive Title I, Part A funds

Must use scientifically proven effective methods and instructional strategies

Must coordinate with and support the regular education program

Objective #1:

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Program SimilaritiesProgram Similarities . . . ContProgram SimilaritiesProgram Similarities . . . Cont

Must provide instruction by highly-qualified teachers

Must implement strategies to increase parental involvement

Must be used to supplement educational services and not supplant

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Objective #1:


Program SimilaritiesProgram Similarities . . . Cont.:Program SimilaritiesProgram Similarities . . . Cont.:

May provide services to children who are: not older than age 21 who are entitled to a free public education through grade 12, and/ornot yet at a grade level where the local educational agency (LEA) provides free public education

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Objective #1:


Program SimilaritiesProgram Similarities

Targeted Assistance Program

Although Title I, Part A funds may not be used to

provide services that are otherwise provided by law for

homeless children, neglected and delinquent youth,

children with disabilities, children of migrant families,

children who are limited English proficient, funds can be

used to coordinate or supplement such services

Schoolwide Program

Objective #1:

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Program DifferencesProgram Differences

Targeted Assistance Program

Staff use Title I funds to provide supplemental educational services only to a select group of children identified for failing, or most at risk for failing, to meet the Illinois Learning Standards

Schoolwide Program

Uses Title I funds to meet the needs of all students in the school. Individual students are not identified as eligible to participate

Objective #1:

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Program Differences . . . Cont.:Program Differences . . . Cont.:Targeted Assistance Program

Staff use multiple measures of student academic achievement to determine which students are eligible to participate in Title I program

Schoolwide Program

No requirement

Objective #1:

13


Children in preschool through grade 2 are assessed for eligibility using criteria such as

teacher judgmentinterviews with parentsdevelopmentally appropriate measures (subjective)

Schoolwide Program

No requirement

Objective #1:

14


Children in grades 3 – 12 are assessed for eligibility using multiple, educationally related, objective criteria established by the school district

Schoolwide Program

No requirement

Objective #1:

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Staff must equitably apply the same selection criteria to determine eligibility for participation to children who are/have:

economically disadvantaged disabilities migrant limited English proficiency

Schoolwide Program

No requirement

Objective #1:

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Staff must serve the following children by virtue of their status regardless of their performance against the eligibility criteria:

Homeless children attending any school in the districtChildren living in local institutions or attending day programs for neglected or delinquent youth

Schoolwide Program

Must serve within school population

Objective #1:

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Must serve children who, at any time in the 2 years preceding the year for which Title I services are available, participated in:

educational programs for migratory childrenHead Start, Even Start, Early Reading First, or in preschool services funded with Title I

Schoolwide Program

Must serve within school population

Objective #1:

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Title I funds may be used to employ staff who serve only those students who have been identified with multiple measures as eligible for participation by being the most at-risk of not meeting the Illinois Learning Standards

Schoolwide Program

No distinctions are made between staff members paid with Title I funds and staffers who are notAll school staff work toward upgrading the entire educational program and improving the achievement of all students, particularly those who are low achieving

Objective #1:

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Records must be maintained documenting that Title I funds are spent on activities and services for only eligible and participating students

Schoolwide Program

No requirement

Objective #1:

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Individual program funds are limited to the intent and purpose of each grant

Schoolwide Program

School may consolidate funds from Title I and other federal education program funds and resources administered by the U.S. Department of Education to improve the entire educational program of the school with the intended purpose of raising academic achievement for all students

Objective #1:

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Program Differences . . . ContProgram Differences . . . ContTargeted Assistance Program

Title I funds may be used for children under the age of six who reside in the school’s attendance area and are selected for participation on the basis of criteria such as teacher judgment, interviews with parents, and developmentally appropriate measures

Schoolwide Program

Consolidated funds may be used to pay for pre-kindergarten programs for all children under six years of age who reside in the school’s attendance area

Objective #1:

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Requirements to Implement a Schoolwide ProgramRequirements to Implement a Schoolwide Program

Each school, within the LEA, authorized

to operate with schoolwide authority

must have documentation to

demonstrate the following criteria have

been met prior to or upon initial prior to or upon initial

implementationimplementation: 23

Objective #2:

Requirements to Implement . . . ContRequirements to Implement . . . Cont

At least 40%40% of the students enrolled in the school, or residing in the attendance area served by the school, are from low-income families

The following are acceptable determinants of poverty: Current Income Eligibility Guidelines published by the U.S. Department of Agriculture for its National School National School Lunch and School Breakfast ProgramLunch and School Breakfast Program (i.e. Free & Reduced Lunch Count)

Temporary Assistance for Needy Families Temporary Assistance for Needy Families (TANF)

MedicaidMedicaid 24

Objective #2:

Requirements to Implement . . . ContRequirements to Implement . . . Cont

A one year planning period one year planning period is completed

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Objective #2:

Process to Become a Schoolwide Program Process to Become a Schoolwide Program

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Objective #3:

Communicate your intent to ISBE Communicate your intent to ISBE Begin the one year planning phase by completing the Schoolwide Programs section

and clicking on the appropriate radio buttons

Process to Become a Schoolwide Program Process to Become a Schoolwide Program

During the one year planning phase, a comprehensive comprehensive plan plan is developed in consultation with the LEA and the school support team or other technical assistance provider. The following individuals must be involved in the plan development:

Parents, Community members, Teachers, Principals, Administrators, and if appropriate, Pupil services personnel, Technical assistance providers, School staff, and Students (if the plan is for a secondary school)

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Objective #3:

Developing The Schoolwide The Schoolwide PlanPlan

Developing The Schoolwide The Schoolwide PlanPlan

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The The

Ten Ten

ComponentsComponents

Objective #3:

Component 1: Comprehensive Needs AssessmentComponent 1: Comprehensive Needs Assessment

A school planning to operate with schoolwide authority must conduct and write a comprehensive needs assessment that:

identifies the school’s strengths and challenges in key areas that affect student achievement,

reveals the priority areas on which the program will focus, and

guides the development of the comprehensive schoolwide plan

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Objective #3:

Component 2: Schoolwide Reform StrategiesComponent 2: Schoolwide Reform Strategies

A schoolwide plan must describe reform strategies that:

Provide opportunities for all children to accomplish the “meets” and “exceeds” levels of achievement on State assessments

Use effective methods and instructional strategies that are based on scientific research that: strengthens the core academic program core academic program in the school

increasesincreases the amount amount and qualityquality of learning time learning time (e.g. before- and after-school and summer

programs)

includes strategies for meeting the educational needs of historically underserved populationshistorically underserved populations30

Objective #3:

Component 2: Schoolwide Reform StrategiesComponent 2: Schoolwide Reform Strategies

Use strategies to address the needs of allall students in the

school with particular focus on particular focus on the needs of low-achieving low-achieving

childrenchildren and those at risk of not meeting standards that are

members of the target population members of the target population of any program that is

included in the SWP which may include:

counseling, mentoring, or other pupil services

college and career awareness and preparation

vocational and technical education programs 31

Objective #3:

Component 3: Instruction by Highly Qualified TeachersComponent 3: Instruction by Highly Qualified Teachers

A schoolwide plan must describe how

instruction will be provided by highly highly

qualified teachers qualified teachers to all students

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Objective #3:

Component 4: Professional DevelopmentComponent 4: Professional Development

A schoolwide plan must describe how high high

quality and ongoing professional development quality and ongoing professional development

will be provided to the following individuals:Teachers,

Principals, and

Paraprofessionals, and if appropriate,

Pupil services personnel,

Parents, and

Other staff33

Objective #3:

Component 5: Attracting Highly Qualified TeachersComponent 5: Attracting Highly Qualified Teachers

A schoolwide plan must describe strategies to

attract high-qualityattract high-quality, highly qualified teachers to highly qualified teachers to

high-need schoolshigh-need schools

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Objective #3:

Component 6: Parental InvolvementComponent 6: Parental Involvement

A schoolwide plan must describe strategies to

increase parental involvementparental involvement

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Objective #3:

Component 7: Preschool Transition (if applicable)

Component 7: Preschool Transition (if applicable)A schoolwide plan must describe how

assistance will be given to preschool children assistance will be given to preschool children

making the transition making the transition from early childhood

programs, such as Head start, Even Start,

Early Reading First, or pre-kindergarten to

local elementary school programs 36

Objective #3:

Component 8: Including Teachers in Decision MakingComponent 8: Including Teachers in Decision Making

A schoolwide plan must describe how teachers teachers

will be included in making decisionswill be included in making decisions regarding

the use of academic assessments in order to

provide information on, and to improve, the

achievement of individual students and the

overall instructional program 37

Objective #3:

Component 9: Effective, Timely, Additional Assistance

Component 9: Effective, Timely, Additional Assistance

A schoolwide plan must describe how students

who experience difficulty mastering the

proficient or advanced levels of academic

achievement standards will be provided provided

effective, timely, additional assistanceeffective, timely, additional assistance38

Objective #3:

Component 10: Coordination of Federal, State, and Local Programs

Component 10: Coordination of Federal, State, and Local Programs

A schoolwide plan must describe how school

personnel will coordinate and integrate Federal, coordinate and integrate Federal,

State, and local services State, and local services and programs, including

programs supported under the NCLB Act, violence

prevention programs, nutrition programs, housing

programs, Head Start, adult education, vocational

and technical education, and job training 39

Objective #3:

Process to Become a Schoolwide ProgramProcess to Become a Schoolwide Program

Write the Schoolwide PlanWrite the Schoolwide Plan

Describe how the school will implement the ten (10) required components

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Objective #3:


Package the Schoolwide PlanPackage the Schoolwide PlanDescribe how the school will use resources from other sources to implement the ten (10) required componentsInclude a list of State Educational Agency (i.e. Illinois State Board of Education) and LEA programs and other Federal programs that will be consolidated to support the SWP

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Objective #3:


Describe how the school will provide individual student academic assessment results in a language the parents can understand, including an interpretation of those results, to the parents of children who take the Illinois Standards Achievement Test (ISAT) or the Prairie State Achievement Examination (PSAE)

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Objective #3:

A Note to Grandfathered ProgramsA Note to Grandfathered Programs

Those schools that were authorized to

operate with schoolwide authority on the

day before the date of the enactment of

NCLB are required to amend their plans to

meet these criteria.

Objective #3:

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Get Local School Board of Education Get Local School Board of Education ApprovalApproval

When written, the schoolwide plan must be officially approved

by local board of education prior to implementation

By statute, only the local board of education has the authority

to approve schoolwide plans

ISBE staff can provide technical assistance for plan

development and implementation; however, they are not

required to approve schoolwide plans 44

Objective #3:

Continuation Requirements for Operating a Schoolwide ProgramContinuation Requirements for Operating a Schoolwide Program

Fulfill Program RequirementsFulfill Program Requirements

Schools operating with schoolwide authority must:

Maintain the intent and purpose of each of the Federal

programs that was consolidated in an effort to support the

SWP

Uphold requirements relating to health, safety, civil rights,

student and parental participation and involvement, services

to private school children, maintenance of effort, and

comparability of services45

Objective #4:


Schools operating with schoolwide authority must:Use Title I funds to supplement educational services and not supplantsupplement educational services and not supplant those

funds that would, in the absence of Title I funds, be made available from

non-Federal sources for the school. Funds that would normally flow to the

school from non-Federal sources must continue to be provided to the school

Conduct an annual evaluationannual evaluation of the implementation of, and results

achieved by, the SWP. This evaluation must determine whether the SWP

was effective in increasing the achievement of students in meeting the

Illinois Learning Standards, particularly those students who had been

furthest from achieving the standards 46

Objective #4:


Schools operating with schoolwide authority must:Review and revise the plan as necessary based on the results of the evaluation to ensure continuous improvement in student achievement

Although statute does not require schools to annually seek the local school board of education’s approval of the program evaluation and/or revised plan after the initial plan approval, a practical way of securing necessary documentation for future monitoring and auditing purposes is to submit the annual evaluation and/or revised plan for inclusion into the local board of education’s official record of regular meeting minutes. This action is not required by ISBE and is completely at the discretion of the local school district 47

Objective #4:



Make the plan available to the LEA, parents, and the general

public. To the extent practicable, the information contained in

the plan must be understandable to parents and other

constituents including publication in an understandable

language

Coordinate with Reading First, Early Reading First, Even

Start, Carl D. Perkins Vocational and Technical Education Act

of 1998, and the Head Start Act if appropriate 48

Objective #4:



Maintain Documentation related to three core

components:

1. Comprehensive needs assessment

2. Comprehensive schoolwide plan approved by local board of

education

3. Annual evaluation of program effectiveness 49

Objective #4:

Benefits of Operating a Schoolwide ProgramBenefits of Operating a Schoolwide Program

Greater flexibility is afforded to schools operating with

schoolwide authority. They have the flexibility to:

consolidate resources,

serve all students,

include all staff, and

redesign the school and its services for the intended

purpose of improving student achievement 50

Objective #5:


According to the U.S. Department of Education,

Designing Schoolwide Programs, Non-Regulatory

Guidance, March 2006, Appendix I – Eligibility/Poverty

Determinations, if a school’s poverty threshold falls

below 40% in any subsequent year after

implementation, it may continue to operate with

schoolwide authority 51

Objective #5:


SWPs can consolidate resources and use Title I, Part A

funds with fewer restrictions, as long as they engage in

reform strategies that increase the amount and quality

of learning time and provide a high-quality curriculum to

help all children meet the Illinois Learning Standards

The effort to accomplish this must be clearly articulated

in the comprehensive schoolwide plan 52

Objective #5:

An Example: Benefits of Operating a Schoolwide ProgramAn Example: Benefits of Operating a Schoolwide Program

The following is an example of the flexibility afforded to schools operating with schoolwide authority. Consider a SWP

funded under Title I, Part A that also receives professional development funds under Title II, Part A and

educational technology monies under Title II, Part D. This school could request via the NCLB Consolidated

Application to spend Title II, Part D funds under Attendance and Social Work Services (Function 2110) to pay

the salary (Object 100) of a school social worker. The school could also request to purchase computers under

Educational Media Services (Function 2220/Object 500) with Title II, Part A funds. In a TASP, these activities

are not approvable, but in a SWP, they are allowable expenditures. The following screenshot, taken from the

NCLB Consolidated Application, illustrates how this can happen. Notice the white and gray-filled budget cells.

In a targeted assistance school, only the white cells are open for allowable expenditures. The gray-filled cells

are blocked because they are not allowable costs. In a school operating with schoolwide authority, however,

both the white and gray-filled cells are accessible and reflect allowable expenditures. The blackened cells

across all budgets are blocked for all schools and cannot be opened for any reason.

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Objective #5:

54

15,000 15,000

1,000

Objective #5:

Illinois State Board of Education’s Role Illinois State Board of Education’s Role

Provides technical assistance,

Monitors for compliance,

Does not approve final schoolwide plans.

By statute, this official action is reserved

for the local school board of education55

Objective #6:

Supporting ResourcesSupporting Resources

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Objective #7:

www.isbe.net/grants/html/title1.htm

Supporting Resources Statute by Section

Supporting Resources Statute by Section

Section 1111 State Plans Section 1112 Local Educational Agency Plans

Section 1114 Schoolwide Programs

Section 1115 Targeted Assistance Programs Section 1116 Academic Assessment & LEA and School

Improvement Section 1117 School Support and Recognition Section 1118 Parental Involvement Section 1119 Qualifications for Teachers & Paraprofessionals

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www.ed.gov/policy/elsec/leg/esea02/index.html

Objective #7:

Contact InformationContact Information

Dana Kinley, Principal ConsultantIllinois State Board of EducationDivision of Grants and Programs

Springfield Office217.524.4832

[email protected]

Objective #7:

Questions & Closing Thoughts

Questions & Closing Thoughts

59

Objective #8:

understanding title i targeted assistance programs & schoolwide programs presented by: illinois...

Documents

standards schoolwide

entire educational program

distinct program structures

schoolwide programs

requirement objective

eligible children

objective criteria

standards objective