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Title I funding

Title I funding. a quick primer in how title I funds are allocated in tps. Statement of assurances. Title I resources deployed to have the greatest possible positive impact for students and provide services/resources district would not be able to afford otherwise

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Title I funding

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  1. Title I funding a quick primer in how title I funds are allocated in tps

  2. Statement of assurances Title I resources deployed to have the greatest possible positive impact for students and provide services/resources district would not be able to afford otherwise District staff is knowledgeable about rules, regulations, requirements, and assurances of grant Grant is submitted annually and reviewed by CSDE District submits an annual Compliance and Evaluation report to CSDE This is an overview presentation, as no specific issues were identified to be addressed in detail Please keep track of questions that arise, if any-Q&A at the end of the presentation

  3. Background of Title I Dates back to the Elementary and Secondary Education Act (ESEA) of 1965 Provides supplemental federal funding for school districts with a high percentage of students from low- income families Funds are distributed to states who then distribute to local educational agencies

  4. Title I programs • At least 40% of the students must come from low-income families to be eligible to be a Title I school-wide program • Vogel-Wetmore: 74% in 2010-11 • Forbes: 55% • Southwest: 59% • School-wide program: resources can be dispensed in a flexible manner • Targeted assistance: schools identify and “target” students who are failing or at risk of failing • Based on academic need not poverty • Other programs exist for • Migratory students • Neglected and abused students • Drop-out prevention • School improvement

  5. Key terms in Title I Supplement not supplant Adequate yearly progress Highly Qualified Parental involvement Comparability

  6. Increasingly restrictive guidelines • Supplement not supplant • Add to, not replace, the cost of existing programming • NCLB added: • Adequate yearly progress (AYP) • Definition of “Highly Qualified” teachers • Annual report cards • School choice • Supplemental Educational Services • Increased parental involvement (school compacts) • Services have to be provided for eligible public and non-public school sites who meet the criteria

  7. AYP

  8. Highly Qualified Applies to all teachers who teach core academic areas Must hold full state certification as a teacher Teachers should teach in their area(s) of certification By law, districts can only hire teachers who meet the definition of highly qualified in school-wide programs from 2005-06 on Teachers must receive high quality, job-embedded professional development Parents should be notified if the teacher is not highly qualified

  9. Staffing models Staff are selected with required certification for position Must meet NCLB Highly Qualified requirements Knowledge of school Collaboration and collegiality with faculty Support staff must work effectively with administration, other teachers, and students

  10. Parental Involvement Involvement defined as “regular, two-way, and meaningful communication” Parental “Right to Know”: teacher professional qualifications must be made available on request Parents must be informed if child will be taught by a teacher not HQ for four or more consecutive weeks Child’s CMT/CAPT scores must be available to parents District must have a Title I Policy http://www.torrington.org/uploaded/Central_Office/Policy/5000/5061_Comparability_of_Services_for_Title_I.pdf Schools must have a School-Parent Compact Schools should have an annual parent meeting

  11. Parental involvement • Opportunities for parental involvement in child’s education • Literacy and numeracy nights and workshops (see school calendars) • Communication tools • Parent-teacher-school compacts • LEA/district report cards http://www.torrington.org/page.cfm?p=50 • Parent portal https://powerschool.torrington.org/public/ , http://www.torrington.org/page.cfm?p=849 • Reporting requirements • School report cards, including AYP http://www.torrington.org/page.cfm?p=846 • Parent advisory capacity • Forbes’ SGC: http://www.torrington.org/page.cfm?p=1530

  12. Comparability: Parallel structures District-wide salary schedule http://www.torrington.org/uploaded/Central_Office/HR/TEASalSched11-12.pdf Comparability in staff roles Common professional development experiences http://www.torrington.org/page.cfm?p=815 Provision of common curriculum and instructional materials http://www.torrington.org/page.cfm?p=98 Collaboration between literacy leaders Extended day programming for AYP at all schools

  13. Consistency across the district All elementary schools have an embedded literacy support team Literacy leaders from each school meet monthly to discuss curriculum, instruction, and assessment All five schools are served by a math consulting teacher Expectations for the common delivery of curriculum and instructional program K-5 All schools provided with same program materials (ELA: Good Habits, Great Readers; Math: Growing with Math programs)

  14. Grant budget Total 2011-12 award: $673, 274 Private school allocation, equitable services (St. Peter/St. Francis): $14,399 (2%) Professional development allocation: $65,888 (10%) ($30,000 for Purch Prof/Tech, $15,000 for salaries/subs, $20, 888 for PD supplies) Parental involvement: $6700 (1%) (translation services) Salaries: $584,874 (87%) 8 reading positions, summer literacy planning, extended day program

  15. Spending requirements ESEA, Title I ranking and allocating funds determines amount of fund for non-public schools based on per-poverty child Professional development: at least 10% Parental involvement: at least 1% Comparability: provide services that comparable to services provided in non-Title I schools All purchase requests for PD, supplies, etc. placed through Central Office and distributed proportionally to schools based on size of staff

  16. Staffing expenses • Forbes • 3 Literacy Support teachers • $49,620 • $82,455 • $82,455* (retiring 2012) • 1 Reading/Language Arts Specialist • $77,145 • Vogel Wetmore • 3 Literacy Support teachers • $67,618 • $47,500 • $77,145 • 1 Reading/Language Arts Specialist • $77,145 Literacy support staff may be paid from grant or general budget. Reduction of grant would result in reduction of positions.

  17. Professional development expenses • Registrations for conferences and workshops • Connecticut Reading Association • Education Connection • SERC • National Council of Teachers of Mathematics • Presentation, lesson modeling and debriefing by Dr. Nancy Boyles, SCSU ($14,000 for 6 days job-embedded consulting) • Purchase of teacher training materials • Getting Ready for the Common Core Standards ($400) • Math Work Stations materials • Mastering Basic Math Facts Series ($2000) • Continuum of Literacy Learning Series ($1000)

  18. Q&A This presentation will be posted on the district website under “Educational Services” http://www.torrington.org/page.cfm?p=97

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