Virginia Department of EducationCoordinators’ Academy

July 31 – August 1, 2012

Ensure children have fair, equal, and significant opportunity to obtain high-quality education; and

Reach, at a minimum, proficiency on challenging state standards and assessments.

2

The program focuses on promoting reform in high-poverty schools and ensuring student access to scientifically-based instructional strategies and challenging academic content.

3

The TA delivery model provides supplemental

assistance to targeted schools to assist eligible students

in meeting the state’s challenging academic

achievement standards.

ESEA, Section 1115

5

The school selects “eligible children” by identifying those who are “failing, or most at risk of failing, to meet the state’s challenging student academic achievement standards.”

Schools make the determination based on multiple, educationally related, objective criteria established by the school division and supplemented by the school.

Children who are economically disadvantaged, children with disabilities, migrant children, or limited English proficient children, are eligible for services under this part on the same basis as other children selected to receive services.

6

Certain groups of children are automatically eligible for services:◦Any child who participated in Head Start, Even Start, or Title I

preschool services at any time within the previous two years;◦Any child attending a community day program or living in a

state or local institution for neglected or delinquent children;◦Any student served in the previous two years under the

Migrant Education Program; and◦Any child who is homeless and attending any school served by

the school division.

ESEA, Section 1115 (b)(2)(A)(B)(C)(D)(E)

7

Schools with 40* percent or more poverty have the flexibility to use Title I, Part A, funds along with other federal, state, and local funds to upgrade the entire educational program in a school to improve the academic performance of all students, particularly the lowest achieving students.

* With the approval of Virginia’s ESEA Flexibility Request, schools identified as priority or focus may become schoolwide even if the school does not have a poverty percentage of 40 percent or more.

ESEA, Section 1114

8

The program builds upon whole school reform strategies, rather than add-on services.

School staff take responsibility for the success of each student.

The integration and coordination of efforts result in greater student success.

All federal, state, and local funds earmarked for a Title I schoolwide program delivery model may be combined to create whole school reform.

9

A school is not required to:

Identify specific students as eligible to participate in a schoolwide program; or

Demonstrate that the services provided within the school with Title I, Part A, funds are supplemental to services that would otherwise be provided.

10

To operate a schoolwide program, a school must: Conduct a comprehensive needs assessment of the entire school;Use data from the needs assessment to develop a comprehensive schoolwide plan in accordance with Section 1114(b) of the Elementary and Secondary Education Act of 1965 (ESEA) as amended by the No Child Left Behind Act of 2001 (NCLB); and Annually evaluate the schoolwide program’s effectiveness in terms of improving achievement and revise the plan as necessary.

11

1. Comprehensive Needs Assessment (CNA) of entire school

“A systematic effort to acquire an accuratethorough picture of strengths and weaknesses

of a school community, thus identifying the needs of the students in your school through a variety of information-gathering techniques” …. It informs and guides ALL program aspects.

12

Comprehensive needs assessment is…….not just finding the right students for the program;

it’s finding the right program for each of the students.

13

2. Reform strategies to enhance student achievement and meet state standards

14

3. Use of highly qualified teachers

15

4. High-quality and ongoing professional development for teachers, principals, and paraprofessionals

16

5. Strategies to attract high-quality, highly qualified teachers to high-need schools

6.Strategies to increase parental involvement in ESEA, Section 1118

17

7. Coordination of services in transition from preschool programs to elementary school programs

18

8. Measures to include teachers in decision-making as related to academic assessments

9. Activities designed, in a timely manner, to assist students experiencing academic difficulties

10. Coordination and integration of local, state, and federal funds

19

Under Section 1114(a)(2)(B) of the ESEA, a participating schoolwide school may use Title I, Part A, and other federal funds available to the school to supplement the amount of funds that would, in the absence of federal funds, otherwise be made available from nonfederal sources for that school (including funds needed to provide services required by law for children with disabilities and children with limited English proficiency).

A schoolwide school must, in the absence of any federal funds, receive sufficient resources from state and local sources to operate its regular educational program for all students.

20

A school division provides a literacy coach in each of its non-Title I schools but not in its Title I schoolwide schools, instead expecting those schools to use their Title I funds for literacy coaches.

A school division does not provide to a schoolwide school sufficient nonfederal funds to provide a free appropriate public education to students with disabilities, as required by law, and instead relies on Title I, Part A, funds to meet this requirement.

21

A school division does not provide a schoolwide school with sufficient non-federal funds to operate the basic education program that it must provide to all its students, and instead relies on Title I, Part A, and other federal funds to help meet this responsibility.

22

A school division may exclude from its compliance with the supplement, not supplant (and comparability) requirements, supplemental state or local funds expended in any school for programs that meet the intent and purposes of Title I, Part A.

34 CFR Subtitle B Subpart B Section 200.79 of the Title I regulations defines what constitutes a program that meets the intents and purposes of Title I, Part A.http://ecfr.gpoaccess.gov/cgi/t/text/text-idx?c=ecfr&sid=1f43efcb0b3592f7f004d06e4bd2c1f9&rgn=div5&view=text&node=34:1.2.2.1.1&idno=34

23

Needs assessment creates an

an ongoing process.

Needs Assessment

Program Implementation

Evaluation

Revisions

Action Plan

24

Designing Schoolwide Programs Non-regulatory Guidance, March 2006: www.ed.gov/policy/elsec/guid/designingswpguid.doc

Title I Schoolwide Plan Peer Review Rating Rubrichttp://www.doe.virginia.gov/federal_programs/esea/title1/part_a/index.shtml

25

Title I, Part A, private school participation is governed by ESEA, Section 1120.

Title I statute: http://www2.ed.gov/policy/elsec/leg/esea02/pg2.html

Title I private school guidance: http://www.ed.gov/programs/titleiparta/psguidance.doc

27

Virginia is a bypass state. Bypass is a means by which USED directly provides Title I,

Part A, equitable services to private school students and teachers through a third-party provider. (ESEA, Section 1120(e)(1-3))

Services are offered through the bypass to private schools in 14 school divisions.

The remaining 118 school divisions must provide equitable Title I, Part A, services to eligible students in interested private schools.

28

29

Goal is to design and implement a program that will provide equitable services and meet the needs of eligible private school students and/or teachers.

Must consult with private school officials prior to division making any decisions that affect the opportunities of private school students or teachers to participate in programs.

Must discuss funds reserved at the division level, if applicable, for professional development, parental involvement, and special divisionwide instructional programs.

30

Consultation process is the responsibility of the school division that is responsible for providing equitable services.

The division is responsible for designing and implementing Title I programs for its resident children who attend private schools, even those attending private schools located in other divisions.

31

Public schools must maintain a written affirmation of consultation signed by an official of each participating private school on a yearly basis.

(ESEA, Section 1120)

If private schools desire direct Title I, Part A, services, the school division should contact the Virginia Department of Education’s Title I office for guidance in meeting requirements.(ESEA, Section 1120(b)(1))

32

Parent involvement is the engaged participation of parents of Title I students

in a consistent, organized, and meaningful way in the consultation, planning, implementing, and

evaluating of programs and activities to increase student achievement.

ESEA, Section 1118

34

Local school divisions receiving Title I, Part A, funds must:

Develop a jointly agreed upon written policy which establishes the division’s expectations for parental involvement; and

Ensure that each participating school develop a written policy that describes the means for carrying out the division’s policy.

(The HOW)

Title I

Parent

Policy

35

Local school divisions receiving Title I, Part A, funds must:

Convene an annual meeting; and

Conduct an annual evaluation of parental involvement policy.

36

Provide parents with: information about the programs; a description and explanation of the curriculum; forms of academic assessment; andopportunities for regular meetings to discuss the education of their children.

3738

Local school divisions receiving Title I, Part A, funds must:

Communicate a policy for promoting parental involvement in program implementation, school review, and development of improvement plans..

38

Division’s Written

Parent Policy Develop a written school-parent compact

that outlines the responsibilities of each party

for improved student academic achievement.

39

A division's written parent policy must describe how the division will:

1. Involve parents in the development of the policy1. Involve parents in the development of the policy ..

Calling AllParents

40

2. Provide support, coordination, and technical assistance 2. Provide support, coordination, and technical assistance to schools in the planning and implementation of to schools in the planning and implementation of effective parent activities that aim to improve student effective parent activities that aim to improve student achievement.achievement.

41

33. Build the capacity for strong parental involvement.. Build the capacity for strong parental involvement.

What are the “six capacities” forbuilding parent involvement?

42

1. Assist parents in understanding the state’s academic content standards, student academic achievement standards, and academic assessment;

2. Provide materials and training to help parents improve their children’s achievement, such as literacy training and using technology, to foster parent involvement;

3. Educate school personnel, with the assistance of parents, in the value and utility of contributions of parents, how to reach and communicate and work with parents;

43

4. Coordinate and integrate parent involvement programs and activities with other organizations such as Head Start, Parents as Teachers, etc.;

5. Ensure that information related to schools and parents programs, meetings, and other activities is sent to parents in a format and language that parents can understand; and

6. Provide reasonable support for parent involvement activities as parents may request.

44

A division's written parent policy must describe how the division will:

4. Coordinate and integrate parental involvement with other programs such as Head Start and Title III language instructional programs.

5. Conduct, with parents, an annual evaluation of the parent policy that includes: - Identifying barriers to greater parent participation; - Using the findings of the evaluation to design strategies for more effective parental involvement; and - Revising the parent policy, if necessary.

45

6. Involve parents in the activities of Title I schools.

46

The VDOE shall review the school division’s parent involvement policies and practices to determine if the policies and practices meet the requirements of the law. ESEA, Section 1118 (h)

Parent policies have been reviewed for all school divisions.

School divisions only need to send revised parent policies to VDOE when changes have been made.

47

Local school divisions must ensure that Title I schools: ◦Reserve at least one percent of the division’s total Title

I, Part A, allocation to carry out parental involvement activities for divisions receiving $500,000 or more; and

◦Set aside at least 95 percent of the reserved funds to be distributed to participating schools.

48

The School-Parent Compact describes:◦School’s responsibility to meet the state’s student academic

achievement standards; and◦Methods in which parents will be responsible for supporting their

children’s learning: monitoring attendance, homework completion, and television

watching; volunteering in their children’s classrooms; and participating, as appropriate, in decisions relating to the education

of their children and positive use of extracurricular time.

49

The School-Parent Compact addresses the importance of communication between teachers and parents on an ongoing basis through:

◦Parent/teacher conferences (discuss compact);◦Frequent reports to parents on children’s progress;◦Reasonable access to staff;◦Opportunities to volunteer/participate in children’s classes; and◦Observational classroom activities.

50

School divisions receiving Title I funds must notify all parents at the beginning of each school year that they may request and obtain information from the division about qualifications of staff instructing their children in Title I schools.

51

Parents may request information on: ◦Whether the teacher has met state qualifications and licensing

criteria for the grade levels and subject areas taught;◦Whether the teacher is teaching under emergency or other

provisional status;◦The baccalaureate degree major of the teacher and any other

graduate certification; and◦Whether their children are provided services by

paraprofessionals and, if so, their qualifications.

52

The local school division must ensure that Title I schools provide parents with information on the achievement level of their children on the statewide assessments as soon as is practicably possible after tests are taken. This notice is sent to all parents.

53

The local school division must ensure that Title I schools give timely notice to parents that their children have been assigned or have been taught for four or more consecutive weeks by a teacher who is not highly qualified. This notice is only sent to parents of affected students as needed.

54

Annually review and verify that your division has an up-to-date divisionwide parental involvement policy.

Annually review and verify that each Title I, Part A, school has an up-to-date parental involvement policy.

Involve parents in the development of Title I, Part A, annual application for funding.

Involve parents in decisions on how to use required expenditures for parent involvement activities.

55

Convene an annual meeting to discuss the Title I program and Parent Compact.

Provide information to parents concerning SOL assessment results.

Provide materials and training to help parents to work with their children to improve their children's achievement, such as literacy training and using technology to foster parental involvement.

Provide reasonable support to parents (i.e. transportation, child care, translation services, etc.) during parental involvement activities and events.

56

U.S. Department of Education’s Parental Involvement: Title I, Part A, Non-regulatory Guidance, April 23, 2004

Appendix D: Sample Template for Division Parent Policy http://www2.ed.gov/programs/titleiparta/parentinvguid.pdf

Virginia Department of Education:http://www.doe.virginia.gov/federal_programs/esea/title1/part_a/index.shtml

57

At the school division level, the maintenance-of-effort provision requires that a division maintain its expenditures for public education from state and local funds from one year to the next. A division cannot reduce its own spending for public education and replace those funds with federal funds.

59

At the school building level, comparability requires a division to ensure that each Title I school receives its fair share of resources from state and local funds. A division may not “discriminate” (either intentionally or unintentionally) against its Title I schools when distributing resources funded from state and local sources simply because these schools receive federal funds.

60

At the individual student level, a division must, under the supplement, not supplant requirement, ensure that services to students participating in Title I receive from Part A funds that are additional to the regular services a division would otherwise provide to those students with funds from non-federal sources. Services from Title I resources cannot replace or supplant services that a division would ordinarily provide to all students.

61

 Targeted assistance schools: A school division may use Title I funds only to supplement

the level of funds that would, in the absence of Title I funds, be made available from non-federal sources for the education of students participating in Title I programs. In no case may Title I funds be used to supplant, i.e., take the place of funds from non-federal sources. To meet this requirement, a division is not required to provide Title I services using a particular instructional method, or in a particular instructional setting.

ESEA, Section 1120A(b)

62

• A school division may receive its full allocation of Title I, Part A, funds only if the state educational agency determines that the division has maintained fiscal effort with respect to state and local funds used to provide free public education.

• A school division has maintained fiscal effort if either –• the combined fiscal effort per student; or • the aggregate expenditures of the school division for the

preceding fiscal year was not less than 90 percent of the combined fiscal effort or aggregate expenditures for the second preceding fiscal year.

ESEA, Sections 1120A(a) and 9521

34 C.F.R. & 299.5

64

“Preceding fiscal year” is the federal fiscal year (FFY), or the 12 month federal fiscal period most commonly used in a state for official reporting purposes, prior to the beginning of the federal fiscal year in which funds are available. • For example, for FFY 2012 funds (available July 2012 for

the 2012-2013 school year), the preceding fiscal year is FFY 2011 (the 2011-2012 school year).

• The second preceding fiscal year is FFY 2010 (the 2010-2011 school year).

• Any reduction in expenditures during the school year 2011-2012 will only become a MOE issue for the ESEA funds allocated in July 2013.

65

Maintenance of effort examines state and local expenditures for free public education.

Expenditures included:• Expenditures for administration, instruction, attendance

and health service, pupil transportation services, operation and maintenance of plant, fixed charges, and new expenditures to cover deficits for food services and student body activities.

66

Expenditures excluded:• Expenditures for community services, capital

outlay, or debt service;• Supplemental expenses made as a result of a

presidentially declared disaster; or• Expenditures made from funds provided by the

federal government.

67

The Secretary may waive the maintenance of effort required for a state education agency or school division if it is determined that a waiver would be equitable due to the following:• Exceptional or uncontrollable circumstances such as

a natural disaster; or• A precipitous decline in the financial resources of

the state education agency or school division.

ESEA, Section 1125A(e)(3), 9521(c)

68

A state educational agency, school division, or state educational agency on behalf of its school divisions, may apply for a waiver of the Title I, Part A, maintenance of effort requirements.

A request must include the following information for each state educational agency or school division:• The school years being compared;• Relative state and local effort (education expenditures compared to

other types of state and local expenditures);• State and local expenditures data in the aggregate and per pupil;

and • State and local revenue.

69

Non-regulatory Guidance - Title I Fiscal Issues http://www.doe.virginia.gov/home_files/leaving/redirect.cfm?url=http://www.ed.gov/programs/titleiparta/fiscalguid.doc

Superintendent's Memo Number 271-10Maintenance of Effort Requirements and Review Process for Title I, Part A, and Individuals with Disabilities Education Act http://www.doe.virginia.gov/administrators/superintendents_memos/2010/271-10.shtml

70

Section 1127 of the ESEA allows school divisions to carry over up to 15 percent of their Title I, Part A, allocation for any fiscal year. School divisions must encumber 85 percent of each award year’s Title I, Part A, allocation by September 30 of the following year (within 15 months).

72

This section also allows eligible school divisions to apply for a waiver to exceed the 15 percent limitation once every three years. School divisions that wish to apply for a waiver must submit the request in writing by September 30 of the year following the award year to:

Department of EducationOffice of Program Administration and Accountability

P.O. Box 2120Richmond, Virginia 23218

73

Encumber at least 85 percent of Title I, Part A, funds by September 30, 2013.

Encumber the remaining funds for that fiscal year by September 30, 2014.

Unencumbered funds may be reallocated to other school divisions.

74

Federal

FYSY Funds

Affected by Waiver

“Once in three years” waiver granted to VDOE?

May VDOE grant divisions a carryover waiver?

2009 2009-10 Yes Yes*

2010 2010-11 Yes*

2011 2011-12 No

2012 2012-13 No

2013 2013-14 Yes

* Assumes division needs 2nd or 3rd carryover waiver because of influx of ARRA funds.

76

Section 1126(c) of ESEA mandates that the state educational agency (SEA) have procedures for the reallocation of Title I, Part A, funds that have not been expended within the allotted 15-month period of each program year.

Superintendent’s Memorandum Number 099-12Title I, Part A, Carryover Provisions and Reallocation Procedures under the No Child Left Behind Act of 2001

76

Comparability requires the school division to document that services provided with state and local funds in Title I schools are comparable to those provided in non-Title I schools.

ESEA, Section 1120(A)

78

Virginia uses the following criteria to determine comparability:

Exclude schools with fewer than 100 students.

Exclude excess state and local cost (as determined by the

school division) for services to children with limited

English proficiency and for services to children with

disabilities. Compare Title I schools to non-Title I schools by grade span.• Use student/instructional staff ratio.

ESEA, Section 1120(A)

79

Determine the full-time equivalent (FTE) of staff paid with local and state funds assigned to each school listed.

Exclude custodial staff, cafeteria staff, nurses, clerical staff, and volunteers.

Include state and locally-funded personnel at the building who provide direct instruction: instructional staff (teachers); music, art, and physical education teachers; guidance counselors; speech therapists; librarians; and instructional aides. ESEA, Section 1120(A)

80

School social workers and psychologists may also be included because they provide services that

support instruction.

The inclusion/exclusion of positions must be applied consistently across the division.

ESEA, Section 1120(A)

81

Annually school divisions are requested to complete the Comparability Report.

The report is a Web application in the Single Sign On Web System (SSWS) labeled Comparability Report.

Divisions will be notified by Superintendent’s Memo when the application opens and date that it must be completed. ◦The window cannot open until the fall student record

collection is complete because data from that report is pre-populated in the Comparability Report.

82

Non-regulatory Guidance, Title I Fiscal Issues: Maintenance of Effort, Comparability, Supplement Not

Supplant, Carryover, Consolidating Funds In Schoolwide Programs, and Grantback Requirements

http://www.ed.gov/programs/titleiparta/fiscalguid.doc

Guidance, Funds under Title I, Part A, of the Elementary and Secondary Education Act of 1965 under the American Recovery and Reinvestment Act of 2009 (ARRA)

http://www2.ed.gov/policy/gen/leg/recovery/programs.html

83

Any school with a poverty level of 75 percent and above must be served regardless of grade span.

After that, a division may elect to serve eligible schools by grade span or by considering all schools as a whole.

Rank schools by poverty and serve:◦ Any school at 35 percent and above from highest poverty

down; or◦ Any school in a selected grade span from highest poverty down

to either the grade span average or division average; or◦ Any school, regardless of grade span, from highest poverty

down to the division average. A division may designate as eligible any school attendance

area or school in which at least 35 percent of the children are from low-income families, i.e., the "35 percent rule”.

ESEA Section 1113(a)(4)

ESEA Section 1113 (b)(1)(A)

85

The school division/school must be able to demonstrate that Title I, Part A, funds have been used for the specific purpose of serving those students who are identified as being in greatest need of Title I, Part A, assistance based on the school division’s and school’s Title I, Part A, student selection criteria.

86

Documentation from federal programs monitoring (FPM): Title I, Part A, participant list Student selection criteria List of staff paid with Title I, Part A, funds and accompanying

documentation including: ◦ job descriptions; ◦ time on task; ◦ students served; ◦ description of Title I, Part A, funded activities; and ◦ description of activities that are required for all students.

School division interviews

87

A school may consolidate its Title I, Part A, and other federal, state and local funds to upgrade its entire educational program and implement its comprehensive plan. However, the following apply:◦Each school must identify the specific programs that are

included in its schoolwide program and the amount each program contributes to the consolidation; and

◦Maintain records that demonstrate that its schoolwide program addresses the intent and purposes of each of the federal programs whose funds are being consolidated to support the schoolwide program.

88

Question: Can Title I, Part A, funds in a schoolwide program school be used for basic operational expenses such as building maintenance and repairs, landscaping, and custodial services?

Answer: Title I, Part A, funds (as well as consolidated federal funds) must be used to address the educational needs of a school identified by the needs assessment and articulated in the comprehensive plan. [Section 1114(a)(1)] Accordingly, they may not be used for non-educational activities such as building maintenance and repairs, landscaping, and custodial services.

89

To determine compliance with the supplement, not supplant requirement, a state must determine what services a school division would have provided in the absence of Title I funds to students in Title I schools. ◦Any determination about supplanting is very case specific, and

it is difficult to provide general guidelines without examining the details of a situation.

◦Because Title I funds are available, the state would use a set of presumptions—that is, predictions—of what the school division would have provided in the absence of the Title I funds based on its behavior in other situations.

90

In the following instances, it is presumed that supplantinghas occurred if the school division used Title I funds toprovide services: 1. That the division was required to make available under

federal, state, or local law.2. That the division provided with non-federal funds in the prior

year(s). 3. For children participating in a Title I program that the division

provided with non-federal funds to children not participating in Title I.

91

These presumptions are rebuttable if the division can demonstrate that it would not have provided the services in question with non-federal funds had the federal Title I funds not been available. ◦ For example, in the second situation, a division could provide

programmatic and fiscal documents showing that the teaching position paid for in the previous year with state and local funds was eliminated in the current year because of state and local budget cuts.

◦ The division would need to ensure that it had contemporaneous records to confirm: There was in fact a reduced amount or lack of state and local

funds available to pay for this position. The division made the decision to eliminate the position without

taking into consideration the availability of federal funding, along with the reasons for that decision, e.g., school board minutes.

92

An approved application must be in OMEGA before a school division will receive reimbursement.

Seek reimbursement monthly (encouraged).

Keep good records (i.e., invoices, payroll records).

93

Expenses including travel should be reasonable, allowable, and necessary.

Travel should be capped at the amount of the local education travel policy or state travel regulation whichever is less.

Requests should include clear justification to avoid rejection or delay by the finance office at the Department of Education.

94

For FY 2011, encumber at least 85 percent of Title I, Part A, funds by September 30, 2012.

For FY 2011, encumber the remaining funds for that fiscal year by September 30, 2013.

Unencumbered funds may be reallocated to other school divisions.

95

For FY 2009, a division must encumber all remaining funds by September 30, 2012. (Extended by waiver in January 2012.)

For FY 2010, all funds must be encumbered by September 30, 2012.

96

Less than full-time employees in Title I, Part A, must keep a record of their time.

Records should be based on an after-the-fact determination of time and not estimates (i.e., pre-determined schedules).

Employees should maintain these records in a timely manner in order to be accurate.

If actual time spent in Title I, Part A, is less than the application states, the state consolidated or individual application must be amended.

ESEA, Section 1119 (i)

97

Required:

◦Up to 20 percent may be set aside by the division if there are schools identified as Priority and/or Focus

◦One percent for Parent involvement if a school division allocation is $500,000 or greater

98

Allowable◦Administration ◦Salary differential◦Homeless [ESEA, Section 1113(c)(A)] ◦Teacher Quality – five percent to ensure that teachers who

are not highly qualified (HQ) become HQ [ESEA, Section 1119(l)]

◦Neglected and Delinquent [ESEA, Section 1113(c)(B)] ◦Additional authorized activities:

Preschool Summer school Intersession or afterschool programs Coordinated activities

99

Develop a school budget for each school based on its allocation.

Coordinate Title I, Part A, budget with the school board budget.

Reserve all funds that are not going to the schools.◦Sometimes reserved funds go to the schools but are not part

of the school’s allocation (i.e., preschool programs, parental involvement, salary differential).

◦Reserved funds going to the school should be considered for recordkeeping purposes.

Can you account for the location of all federal funds?

100

Office of Management and Budget Circular A-87  Cost Principles for State, Local, and Indian Tribal Governments

http://www.whitehouse.gov/omb/circulars_a087_2004

101

Thirty-six (36) schools meeting one or more of the criteria below will be identified as priority.

Criterion AoSchools receiving School Improvement Grant (SIG) funds

under Section 1003(g) of ESEA in federal fiscal year 2009 (Cohort I) or 2010 (Cohort II) and identified and served as a Tier I or Tier II school

Criterion BoTitle I high schools with a federal graduation indicator of 60

percent or less for two or more of the most recent consecutive years

103

Criterion C (See additional notes on next slide.)oTitle I schools based on the “all students” performance in

reading and/or mathematics.

Criterion DoTitle I schools failing to meet the 95 percent participation

rate in reading or mathematics for three consecutive years.

104

Criterion C note: This criterion will be applied as necessary to identify

as priority schools a number of schools that comprise an amount equal to five percent of the state’s Title I

schools. Schools in this category will be rank-ordered based on the sum of the difference(s) between the performance of the “all students” group in reading and mathematics compared to the respective federal AMO proficiency targets. Those schools with the largest gaps in

performance will be included in the priority school list, up to the number of schools needed to equal the five percent requirement.

105

Provide meaningful interventions designed to improve the academic achievement of students.

A school division with a school receiving SIG funds, such as a Tier I or II school currently implementing a transformation or restart model, will be expected to continue to implement the model according to the time- line approved in the SIG application.

106

School divisions with schools newly identified as priority will be required to hire a lead turnaround partner to assist with the interventions.

School divisions will be required to implement all of the requirements of the USED turnaround principles.See page 61 of Virginia’s Approved ESEA Flexibility Request http://www.doe.virginia.gov/federal_programs/esea/va_esea_flexibility_application_5-31-12.pdf

107

Schools will exit according to criteria for which they were originally identified for; as follows:

Will exit at the conclusion of the implementation of the chosen three-year intervention model.

Will exit after full implementation of a three year intervention model and meeting federal AMOs for the “all students” for two consecutive years.

108

Excludes any schools identified as a priority school

Seventy-two (72), or ten percent of other Tile I schools identified as having the highest proficiency gaps in reading or mathematics or not meeting participation rate of 95 percent for three proficiency gap groups

110

See page 75-76 of Virginia’s Approved ESEA Flexibility Request :http://www.doe.virginia.gov/federal_programs/esea/va_esea_flexibility_application_5-31-12.pdf

111

Strategies that will increase student achievement in underperforming proficiency gap groups

The school division will be required to engage in a VDOE-assigned and state-approved contractor via a memorandum of understanding (MOU) with VDOE.

See pages 77-84 of Virginia’s Approved ESEA Flexibility Request for additional information.

 http://www.doe.virginia.gov/federal_programs/esea/va_esea_flexibility_application_5-31-12.pdf

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In order to exit a school will be expected to implement interventions for a minimum of two consecutive years.

A focus school will exit the focus school status if the proficiency gap group(s) from which the school was originally identified meet(s) the AMOs for two consecutive years.

The school no longer falls into the bottom 10 percent of Title I schools.

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Virginia Index of Performance (VIP)

Blue Ribbon Schools

National and State Title I Distinguished Schools

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A project of the National Title I Association, the Distinguished Schools program publicly recognizes each year qualifying Title I schools from each state for outstanding achievement in education.

Only two schools per state are selected in the following categories:

A school that has exceeded its annual measurable objectives for two or more years. (ESEA, Section 1117(b)(1)(B)(ii))

A school that has significantly closed the achievement gap between students. (ESEA, Section 1117(b)(1)(B)(ii))

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School has a poverty rate of at least 35 percent for the selected year;

School achieves a mean score at the 60th percentile for both English and mathematics;

School demonstrates high academic achievement for two or more consecutive years; and

School met or exceeded state standards of annual measurable objectives for at least two consecutive years.

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A Superintendent’s Memorandum will be issued in late August 2012 announcing the 2012 National Title I Distinguished Schools Recognition Program.

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With approval of Virginia’s ESEA flexibility request, school divisions may transfer up to 100 percent of funds received under the authorized programs among the programs and into Title I, Part A. (ESEA Section 6123)◦Currently Title II, Part A, Improving Teacher Quality is the

only funded program available for transferability.

Once the funds are transferred into Title I, Part A, they cannot be transferred out and are to be spent in accordance with Title I requirements.

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Avoiding common errors:1. Are applications dated with names of superintendent and

board chairman?

2. Does the budget summary reconcile with the detailed budget?

3. Are set-asides (reservations) clearly evident in the detailed budget?  (not lumped in together with other salaries, materials, etc.)

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4. Are preschool budgets clearly evident in the detailed budget?

5. Is there a zero balance left to reallocate on the allocation to schools page?  This is an issue for divisions with schools below 35 percent poverty.

6. Are the lines under each object code in the budget summary completed? (parent involvement, focus or priority schools, professional development, etc.)

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Title I Coordinator

Becky Marable, (804) 371-0044, rebecca.marable@doe.virginia.gov

Title I Specialists

Regions I , II, and VIII

Shady Clark, (804) 225-2901, shady.clark@doe.virginia.gov

Regions III and VII

Gabie Frazier, (804) 225-2907, gabie.frazier@doe.virginia.gov

Regions IV, V, and VI

Dr. Philip Iovino, (804) 371-2934, philip.iovino@doe.virginia.gov

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