A Principal’s Guide to Title I, Part A and LAP Requirements

1. A Principal’s Guide to Title I, Part A and LAP Requirements

2. The Basics • Signed into law in 1964 by President Johnson, next reauthorization was to have been 2007; will be?? Waivers have been approved for 2012-13 • Allocations to district based on census data and expenditures, NOT on free and reduced percentages • Two models: schoolwide OR targeted assistance

3. School Allocations • Districts receiving Title I, Part A funds must first deduct set asides • Balance is allocated to schools based on rules • Schools with over 75% poverty must be served • Amount to school based on per pupil amount, not total school expenditure • Schools with higher poverty must be allocated at least as much or more per pupil than a school with lower poverty

4. Supplement vs. Supplant Three presumptions of supplanting for targeted assistance schools and districts: • Service or supply was funded with other sources in prior year • Service is required by another state or federal program • Same service or supply provided with other resources to non-Title I, Part A or Part C students

5. Supplement vs. Supplant • For Title I, Part A schoolwide schools: • Use federal funds only to supplement the amount funds which would be made available from non-federal sources • Must provide all state and local funds to which the school is entitled • Generally, this means showing at school used at least as much in state and local funding as prior year

6. Targeted Assistance ModelESEA Section 1115 • Only option for schools with less than 40% poverty (exception for schools with graduation rate less than 60%) • Serves only designated students based on rank order list • Rank order list must include multiple assessments, teacher input, parent input, and may include other criteria • Document!

7. Schoolwide ProgramsESEA Section 1114 • Option for schools with 40% or more poverty • Can combine some, but not all programs • Can reach any student needing services (no rank order, more fluid groupings) • Must meet intent and purpose of programs • Written plan must contain all 10 components and implement them • Successful schoolwide model requires the commitment from entire school and generally a year planning process

8. Schoolwide ProgramsESEA Section 1114 • “Schoolwide” can mean two things • Everything in entire school and/or • One type of Title I, Part A reform process and delivery model • Option for schools with over 40% poverty

9. Schoolwide Components • Comprehensive needs assessment • Reform strategies • Instruction by highly-qualified staff • Professional development activities • Strategies to attract highly-qualified teachers to high need schools

10. Schoolwide Components (cont.) • Strategies to increase parental involvement • Transition plans (preschool, grade-to-grade) • Include teachers in assessment decisions • Describe strategies used for low-achieving students • Coordinate and integrate federal, state and local programs and services

11. Elements Common to Both Targeted Assistance and Schoolwide Models • Comprehensive needs assessment • Research-based instructional strategies • Instruction by highly-qualified staff • Professional development plan • Inclusion in the school improvement planning process • Building/school parent involvement plan and activities • Identify students not meeting state standards and describe strategies used • Coordination with other programs • Annual evaluation

12. Time and Effort RequirementsOMB Circular A87; 2 CFR Section 225 • All federal programs require some type of time and effort reporting • Multiple cost objective=monthly time report must be signed by employee • Single cost objective=semi-annual certification • Schoolwide program is a single cost objective • Can be met with a semi-annual certification • May be signed by the school principal

13. Schoolwide Program Cannot Include State Transitional Bilingual State Special Ed State Highly Capable • Schoolwide Program • Title I, Part A (Disadvantaged) • BEA • Local Funding • Most ED programs • Title II, Part A, Title III, etc. • Local Levy Restricted Migrant Indian Education Federal Special Ed LAP

14. Parent NotificationsBeginning of the School Year • Letters sent to parents prior to beginning of school: • Each parent in a Title I, Part A funded school has the right to request qualifications of child(ren)’s teachers and instructional paraprofessionals (ESEA 1111) • Annual Measurable Objective (AMO) status and options if school did not meet AMOs

15. Additional Items to Distribute to Parents • Parent-teacher-student compact • Building/school parent involvement plan • Schedule of required conferences • Date of meeting to describe Title I, Part A program and communicate strategies; additional meetings may be scheduled • Notification if child is taught by non highly- qualified teacher or paraprofessional for more than 20 days

16. Building Parent Involvement PlanESEA Section 1118 • Parents, including Title I, Part A parents, must be involved in designing and annually evaluating parent involvement policy and compacts • Plan must address barriers to effective parent involvement and strategies to reduce • Title I, Part A can pay for child care, transportation, and light refreshment for parent meetings • Need to address the training of parents about academic achievement • Coordination with other programs that have parent involvement requirements

17. Principal Attestation(Certification of Highly-Qualified Staff) • Must be signed by principal (ESEA 1119) • Copies must be maintained • At school receiving Title I, Part A funds • Targeted Assistance • Schoolwide Program • At the district office • Available to public on request

18. Professional DevelopmentESEA Section 1119 • Ensure staff is highly qualified and complete attestation • Must align with the school’s school improvement plan and be data-driven • Research-based and sustainable • Coordination with other federal and state programs encouraged • Title I, Part A can pay for some professional development for Title I, Part A staff; check with your Title I, Part A Director

19. Paraprofessional DutiesESEA Section 1119 • Teacher provides assessment, lesson plans, and modify instruction based on evaluation • Paraprofessionals may instruct in small groups or tutor one-to-one if supervised by highly-qualified teacher in close proximity

20. ParaprofessionalsDuties and Responsibilities Title I, Part A paraprofessionals can perform non-instructional duties if: • Other paraprofessionals in school are performing for like period of time; and • Small amount of work day (Rule of Thumb=5%)-use caution; this can be a gray area

21. Learning Assistance Program(LAP) • State formula allocation • Serves students in grades K-12 not meeting standard on assessment (state and district) • Can be combined into a Title I, Part A schoolwide model but can only serve students not meeting grade level on state and district assessments • Provides a variety of program services • Extended learning opportunities grades 11 & 12

22. Learning Assistance Program(LAP) • All students served must have a student learning plan containing four elements; • Goals • Roles of parent(s), teacher(s) and student • Communication • Evidence of review and adjustment

23. Learning Assistance Program LAP • Does not have to be allocated to schools based on poverty rank order like Title I, Part A ; serves students not meeting assessment standard • Can be allocated to any public school but not private schools

24. Questions