Title I, Part A Targeted Assistance 101

1. Title I, Part A Targeted Assistance 101 Field Services Unit Office of School Improvement

2. Title I, Part A Improving Basic Programs Definition Designed to help disadvantaged children meet high academic standards; to help children who are failing or most at risk of failing to meet the district’s core academic curriculum standards

3. Supplement vs. Supplant A State educational agency or local educational agency shall use Federal funds received under this part only to supplement the funds that would, in the absence of such Federal funds, be made available from non-Federal sources for the education of pupils participating in programs assisted under this part, and not to supplant such funds [Title I, Part A Section 1120 A (b)]

4. Supplement, Not Supplant Definition of Supplanting • Substituting or replacing funds from non-Federal sources (State/local) for existing or previously-existing instructional programs or non-instructional services • Substituting or replacing funds from other Federal/State funds required by law for specific categories of students(e.g., Special Education)

5. Supplement, Not Supplant • State/local funds must be used for all activities that are the district’s responsibility

6. What is “District Responsibility”? Defined as the requirements for operating a school under State and local laws/policy. This includes categories such as, but not limited to: • Basic education classroom teacher salaries • Support personnel salaries • Administrator salaries • Basic classroom supplies and materials • Operation and maintenance • Contractual agreements with unions • Transportation

7. Supplement vs. Supplant • Supplementary • Title I, Part A: Extends Learning Time for Eligible Students • Title I, Part C: Services to Migrant Students • Title II, Part A: Professional Development/Class Size Reduction • Title III: Services to Limited English Proficient Students • Section 31a: Direct Support or Direct Instruction to Eligible Students

8. Title I, Part A – Improving Basic Programs Operated by LEAs • Allocation district/school based on poverty • Definition of program – Targeted Assistance • Eligibility of service based on academic need

9. Allocation District Allocation Process • Allocation formula for Local Education Agencies (LEAs) based on counts of low-income children (2008 census poverty estimates for 2009-2010 allocations) • Allocation formula for Public School Academies (PSAs) based on October 2008 equated free lunch counts • Minimum of 10 low-income children based on the above criteria for district/academy to be eligible for allocation

10. Allocation District Allocation Process, continued • Basic grants to districts/academies with more than 2% poverty • Concentration grants to districts/academies with more than 15% poverty(4-year grandfather) • Targeted grants to districts/academies with more than 5% poverty • EFIG (Education, Finance Incentive Grants) to districts/academies with more than 5% poverty

11. School Selection and Allocation • Ensures that Title I resources are provided to schools with highest concentrations of low-income children • Ensures the district has some flexibility to determine where there is the greatest need for service

12. School Selection and Allocation • If the district has an enrollment of less than 1,000 students or has only one school per grade span, it is not required to complete the entireTitle I School Selection application • The district decides the focus of the Title I, Part A program

13. School Selection and Allocation • If the district has an enrollment of more than 1,000 students and more than one school at a grade span or has schools with overlapping grade levels, the entireTitle I School Selection application must be completed • Service is focused on the highest poverty school(s)

14. Targeted Assistance Definition Targeted Assistance (TA) Only students identified as failing, or most at risk of failing, to meet the State’s challenging student performance standards

15. TA Needs Assessment (required component) Identify Eligible Children • Four core academic areas • Multiple, educationally-related criteria by: • Grade level • Content area • Preschool-Grade 2 selected solely on the basis of teacher judgment, interviews with parents and developmentally-appropriate measures

16. Targeted Assistance Eligibility (required component) • Needs Assessment • Consistent selection criteria used to identify students at each grade level in each content area (four core) • Focus the program for the current year • Head Start, Even Start, or Early Reading First Children – 2 years preceding • Migrant Children • Neglected/Delinquent Children • Homeless

17. TA Incorporated intoSchool Improvement Planning (SIP) (required component) The TA program plan contains a description on how program planning for Title I, Part A students is incorporated into the existing School Improvement planning process or The TA program services are included with the SIP (interventions) to address the needs of eligible students

18. Instructional Strategies (required component) A description of: • Services delivered in each academic area of core curriculum • Effective strategies for improving student achievement based on scientifically-based research on teaching and learning • Multiple strategies used during in-class instruction in all academic areas • Additional instructional time and/or opportunities given to identified students

19. Title I/Regular Education Coordination (required component) • A description of ongoing coordination and integration between regular education and the TA program, including services for Limited English Proficiency, if applicable • A description of the transition plan for preschool-age children, if applicable

20. Instruction by Highly Qualified Staff (required component) • An assurance statement that allTitle I, Part A instructional paraprofessionals meet the No Child Left Behind (NCLB) requirements • An assurance statement that all teachers are highly qualified

21. High-Quality and Ongoing Professional Development (PD) (required component) • TA plan describes opportunities for ongoing and sustained professional development (PD) for teachers, principals and paraprofessionals, including if appropriate, pupil services personnel, parents and other staff who work with the Title I, Part A eligible children in the TA program or in the regular education program or • The Title I, Part A PD is embedded within a school improvement action plan format

22. Parent Involvement (required component) • Design, implementation and evaluation of TA program • School-level parent involvement policy • School-parent compact • Requirements of Section 1118 of NCLB

23. Coordination of Title Iand Other Resources (required component) • Description of coordination and integration of Federal, State and local programs • Specific coordination of programs supported under NCLB in a manner applicable to the grade levels of the school: • Violence prevention – Adult Education • Nutrition – Housing • Job training – Head Start • Vocational and technical education

24. Ongoing Review ofEligible Student Progress (required component) • Describes how progress of participating children is reviewed, on an ongoing basis, to revise the TA program to provide supplemental learning opportunities to enable such children to meet the State’s challenging student achievement standards • Describes how using the above to revise the TA program to provide training for teachers to identify students who need additional assistance or training on how to implement student achievement standards in the classroom

25. Questions and Answers Contact your regional Office of School Improvement consultant: • Region 1 . . . . . . . . . . . . . 517-373-4009 • Region 2 . . . . . . . . . . . . . 517-373-0161 • Region 3 . . . . . . . . . . . . . 517-373-6341 • Region 4 . . . . . . . . . . . . . 517-373-4004 • Region 5 . . . . . . . . . . . . . 517-373-4212