Title I Directors Academy: Part VI - Serving Pre-K Children with Title I Funding

1. Title I Directors Academy: Part VI - Serving Pre-K Children with Title I Funding 2015 GCEL, Inc. Conference March 2-4, 2015 Savannah Marriott Riverfront

2. Presenter Bobby Trawick School Improvement – Federal Programs Title I Education Program Specialist Georgia Department of Education btrawick@doe.k12.ga.us (229) 246-1976 2

3. SCHOOL IMPROVEMENT & DISTRICT EFFECTIVENESS

4. Pre-K and Title I Any Title l LEA or school may use Title l funds to operate, in whole or part, a preschool program consistent with Title l requirements (ESEA section 112(b)(1)(k)). A Title l LEA makes a determination as to whether to use its Title l funds to operate a preschool program based on the needs of its eligible students and the most effective use of those funds. The use of Title l funds for a preschool program is a local decision.

5. What does a preschool program mean for the purposes of Title I? • For the purpose of Title I, a preschool program is a preschool program for which an LEA or school uses funds, in whole or part, to improve cognitive, health and social-emotional outcomes for eligible children below the grade at which an LEA provides a free public elementary education (ESEA section 115(b)(1)A(ii); 34 C.F.R. 77.1). • In some states, elementary education begins at first grade; in others, it begins at kindergarten or before.

6. Who is considered a preschool-age child? A preschool-age child is one who is below the grade level and age at which the district provides elementary education.For the purposes of Title I, children from birth to the age that the district provides a free public elementary education may receive preschool services.

7. What is the purpose of a Title I preschool program? • Title I preschool programs provide young children with the early learning experiences that will enable them to meet academic standards throughout elementary and secondary school. • One of the purposes of Title I is to narrow and eventually eliminate the academic achievement gap between poor and disadvantaged elementary school children and their more well-to-do counterparts.

8. What are the characteristics of a high-quality preschool program? • In the pre-kindergarten years, research describes three key components of a high quality program for reading and academic success. These include a strong foundation in: • language development; • early literacy (phonological awareness, letter knowledge, written expression, book and print awareness, motivation to read); and • early mathematics (number and operations) (Lyon, 2003).

9. What are the characteristics of a high-quality preschool program? There are several other characteristics consistent among high-quality educational programs that have demonstrated significant positive outcomes on measures of children’s academic and social-emotional development. These are— • The program contains a clear statement of goals and philosophythat is comprehensive and addresses all areas of child development, including how the program will develop children’s cognitive, language, and early reading skills, the cornerstones of later school success.

10. What are the characteristics |of a high-quality preschool program? • Children are engaged in purposeful learning activities and play, and are taught by teachers who work from lesson and activity plans. • Instruction is guided by a coherent curriculum that includes meaningful content (such as science) and has a strong and systematic focus on cognitive skills, including the language, early reading, writing skills and math skills children need to develop before they enter kindergarten. • Instruction is always intentional, and frequently is direct and explicit. There is a balance between individual, small-group, and large-group activities.

11. What are the characteristics of a high-quality preschool program? • The classroom environment is one where children feel well cared for and safe. It also stimulates children’s cognitive growth and provides multiple and varied opportunities for language and literacy experiences. • Teachers frequently check children’s progress. Ongoing assessment allows teachers to tailor their instruction to the needs of individual children as well as identify children who may need special help. • The preschool staff regularly communicate with parents and caregivers so that caregivers are active participants in their children’s education.

12. What are the characteristics of a high-quality preschool program? • Services are sufficiently intensive to allow more time for children to benefit from cognitive experiences. Preschools that operate for a full day, on a year-round basis, or have provided children with two years of preschool, show better results than those that offer less intense services (Reynolds, 2000).

13. How can preschools effectively transition children from preschool to kindergarten? Some of the ways in which preschool programs can help ensure continuity in children’s learning are— • A schoolwide program school must assist preschool children in the transition from early learning programs, such as Title I preschool programs and must include a description in its schoolwide plan. • A school operating a targeted assistance plan program must coordinate with and support the school’s regular program which may include services to assist preschool in children in the transition to elementary school programs.

14. Transition from Preschool to Kindergarten • In its local Title I plan, an LEA must describe how it will coordinate and integrate services it provides under Title I with other educational services including plans for the transition of children to elementary school programs.

15. What achievement standards apply to preschool programs receiving Title I funds? A district that uses Title I funds to provide early childhood development services to low-income children below the age of compulsory school attendance must ensure that those services comply at a minimum with the achievement standards established under section 641A(a) of the Head Start Act. [Section 1112(c)(1)(G), ESEA.] The specific Head Start standards applicable to Title I preschool programs are in regulations at 45 CFR 1304.21─Education and Early Childhood at: http://www.headstartinfo.org/pdf/1304.pdf.

16. What achievement standards apply to preschool programs receiving Title I funds? If an SEA has preschool achievement standards that are different from and enhance the Head Start achievement standards, districts should use those SEA achievement standards in addition to the Head Start standards. Title I preschool programs must coordinate its program with other preschool programs such as Head Start, IDEA-funded preschool programs, Child Care, State funded preschool, or other community-based early learning programs for at-risk children.

17. How may preschool programs be funded under Title I? There are several ways in which preschool programs may be funded under Title I. For example— • School-operated Title I preschool program: A Title I school may use all or a portion of its Title I funds to operate a preschool program for eligible children. • District-operated Title I preschool program: An LEA may reserve a portion of funds off the top of its Title I allocation to operate a preschool program for children in the district as a whole or in a portion of the district.

18. How may preschool programs be funded under Title I? Coordinating with other school programs: An LEA may use Title I Funds to coordinate with and support eligible children enrolled in other preschool programs such as Head Start. If Title I funds are used in whole or part to operate a preschool program, all Title I requirements apply to the program.

19. How may preschool programs be funded under Title I? A district may not use Title I, Part A funds to implement a districtwide preschool program to benefit all preschool students in the district unless all the schools in the district are Title I schools operating schoolwide programs.

20. How may preschool programs be funded under Title I? • An LEA selects specific Title I school attendance areas in which to provide preschool programs with Title I, Part A funds.  If the LEA does not select all its Title I school attendance areas, it should select Title I areas on the basis of objective criteria—e.g., school attendance areas with the highest poverty or school attendance areas with the lowest achievement.  All preschool children residing in the attendance area of a school operating a schoolwide program are eligible; preschool children residing in the attendance area of a school operating a targeted assistance program who are identified as at risk of failing to meet the State’s academic achievement standards based on developmentally appropriate measures, teacher judgment, and interviews with parents are eligible.

21. May an LEA use SIG (1003g) funds to operate a preschool program? • Yes, an LEA may include as part of its intervention model, strategies, such as implementing a high-quality preschool program that is designed to improve school readiness for high-need children. The high quality preschool program must be carried out in accordance with the LEA’s SIG application.

22. How can a Title l preschool program benefit from the Race to the Top Program? A state that receives funding through the Race to the Top program is charged with improving early learning programs by integrating and aligning resources for early learning across state agencies. Race to the Top grantees will serve as models and share best practices from which all states can benefit.

23. Where may Title I preschool services be provided? Preschool services may be provided at any location that other Title I services may be provided, including public school buildings, public libraries, community centers, privately owned facilities (including facilities owned by faith-based organizations (FBOs)), the child's home and other appropriate settings.

24. Eligible children for participation in a Title I-supported preschool program in a SWP program? A preschool that is part of a Title I school operating a schoolwide program is not required to identify particular children as eligible to participate in the Title I preschool. Rather, all children in the attendance area of that school are eligible for preschool services. [Section 1114(a)(2), ESEA.]

25. Eligible children for participation in a Title I supported preschool program in a TA school? To be eligible to attend a Title I preschool program in a targeted assistance school, preschool-age children ─ like school-age children ─ must be failing or most at risk of failing to meet the state’s challenging student academic achievement standards as determined by multiple, educationally related, objective criteria established by the district and supplemented by the school. With respect to preschool children, this determination must be made on the basis of criteria such as teacher judgment, interviews with parents, and developmentally appropriate measures of child development. Georgia received a finding during the federal monitoring January 2012 on multiple selection criteria. [Section 1115(b), ESEA.]

26. Eligible children for participation in a Title I-supported preschool program in a TA school? The use of family income to determine eligibility for Title I preschool is allowable, especially for the purposes of prioritizing when there are not sufficient Title I resources to serve all preschool age children with other educational needs, but children should not be identified for Title I preschool solely on the basis of family income.

27. Eligible children for participation in a Title I-supported preschool program in a TA school? In addition, children who participated in Head Start, received services under Part C of Title I (migrant education) or a Title I preschool at any during the two preceding years, homeless children, and children in institutions for neglected or delinquent children are automatically eligible for Title I preschool and to continue into Title I Programs. [Section1115(b)(2), ESEA.] However, migrant children who did not receive Title I, Part C services during the prior two years and children with disabilities become eligible under the same guidelines as all other children.

28. Student Selection in a Districtwide Program Use targeted assistance eligibility rules when a Title I preschool program encompasses all of a district’s attendance areas. In other words, you cannot use Title I finds to benefit all preschool children in the district unless all your district schools have schoolwide programs.

29. Student Selection in a Targeted Districtwide Program When Title I funds a preschool program serving just parts of the district, eligibility is based on the type of Title I programs that are run within the identified attendance zones. For example, if an attendance zone feeds into a Title I school with a schoolwide program, then all preschool children would be eligible.. However, if the zone is for a targeted assistance school, then those identified as most at-risk of failing would be eligible.

30. May an LEA or school use Title I funds to identify eligible preschool children? Generally, it is the responsibility of a district and school to use information it already has available to identify at-risk children. However, if a district has no existing assessment data for preschool children, Title I funds may be used for identifying these children. Given that Georgia has had lottery funded preschool (Pre-K) programs for a number of years, it would be difficult to rebut the presumption of supplanting if a district were to use Title I funds to identify eligible preschool children.

31. What is a districtwide Title I preschool program? • The district as a whole: An LEA may serve preschool children who reside throughout the LEA and whom the LEA identifies as eligible because they are at risk of failing to meet the state’s academic achievement standards when they reach school age based on multiple, educationally related criteria, such as developmentally appropriate measures of child development, teacher judgment , and interviews with parents.

32. What is a districtwide Title I preschool program? • A portion of the district: An LEA may serve preschool children who reside in specific Title I school attendance areas. If, for example, an LEA does not have sufficient funds to operate a preschool program as a whole, the LEA may decide to serve only eligible children who reside in Title I participating school attendance areas.

33. What are the required qualifications for teachers working in Title I preschools? Well-trained teachers are important to the quality of early childhood education programs and the successful development and learning of young children. Preschool teachers working in Title I preschool programs, in states that consider preschool as part of public elementary education, must meet the applicable Title I teacher qualification requirements. Preschool in Georgia is not considered a part of public elementary education.

34. What are the required qualifications for paraprofessionals working in Title I preschool programs? In Title I preschool programs in targeted assistance schools— • all paraprofessionals paid with Title I funds must have earned a secondary school diploma or its recognized equivalent; and • any paraprofessional paid with Title I funds and hired after January 8, 2002, must have • completed at least two years of study at an institution of higher education; • obtained an associate’s or higher degree; or

35. What are the required qualifications for paraprofessionals working in Title I preschool programs? • met a rigorous standard of quality, and demonstrate ─ through a formal State or local academic assessment ─ knowledge of, and the ability to assistin instructing, reading readiness, writing readiness, and mathematics readiness. All paraprofessionals paid with Title I funds and hired by a district must meet these requirements by January 8, 2006.

36. What are the required qualifications for paraprofessionals working in Title I preschool programs? In Title I preschool programs in schoolwide program schools, all paraprofessionals must meet the requirements listed in the previous slide, regardless of how their salary is funded. Paraprofessionals who only serve as translators or who conduct parental involvement activities must have a secondary school diploma or its equivalent, but do not have to meet these additional requirements.

37. Who qualifies as a paraprofessional in a Title l Preschool program? A paraprofessional, for the purpose of meeting staff qualification requirements in a Title l preschool, means an individual who provides instructional support under the direct supervision of a qualified teacher. Instructional support may include: assisting in classroom management, conducting parent involvement activities, providing instructional support in a library or media center, acting as a translator, or providing instructional support services

38. Qualifying as a paraprofessional Continued as helping children practice reading readiness, writing readiness, and mathematics readiness skills taught by the teacher. Paraprofessional should not be providing direct instruction or introducing new content or skills. A paraprofessional does not include individual who have only non-instructional duties, such as providing personal care services or performing clerical duties.

39. What are the requirements for the supervision of paraprofessionals working in a Title l preschool program? Paraprofessionals must provide instructional support under the direct supervision of a teacher. A paraprofessional works under the direct supervision of a teacher if the teacher plans the activities that the paraprofessional carries out, evaluates the achievement of the students with whom the

40. Supervision of paraprofessionals Paraprofessional is working, and the para professional works in close and frequent proximity with the teacher. [Section 200.59, Title l final regulations, (December 2, 2002).] As a result, a Title l preschool program staffed by paraprofessionals is not permitted. A Title l preschool where a paraprofessional provides instructional support and the teacher visits the site once or twice a week but otherwise is not in the

41. Supervision of paraprofessionals classroom, or a program where a paraprofessional works with a group of students in another location while the teacher provides instruction to the rest of the class, would be inconsistent with the requirement that paraprofessionals work in close and frequent proximity to a teacher.

42. Professional Development for Teachers and Paraprofessionals not Paid with Title I funds • Under certain conditions, Title l funds may be used for professional development for non-Title l teachers and paraprofessionals working in programs with no Title l funds. • Example-Head Start teachers working in preschool program jointly funded by Title l and Head Start.

43. Professional Development • Title l funds may be used for professional development in a non-Title l preschool where the children are likely to be attending a Title l elementary school when they enter kindergarten, and if the purpose is to improve coordination between the preschool and the elementary and facilitate children’s transition from the non-Title l preschool to the Title l elementary school.

44. Do the parental involvement provisions in section 1118 of Title I apply to preschool programs? All provisions in section 1118 apply to Title I preschool program consistent with the type of preschool program being operated. For example, in the case of a district operating a preschool program, a school would not be required to include parents of preschool children in its school parental involvement policy. The LEA, however, would be required to include parents of preschool children in its parental involvement plan.

45. Do the parental involvement provisions in section 1118 of Title I apply to preschool programs? A school operating a preschool program would be required to include parents of preschool children in its parental involvement policy. With respect to other activities such as annual meeting requirement or providing training to parents, a school or LEA may include parents, as appropriate, in ongoing activities or provide separate activities for parents if their needs so warrant.

46. Parental Involvement • An LEA or a school operating a Title l preschool program must, to the extent feasible and appropriate, coordinate and integrate Title l parental involvement and family engagement strategies and activities with other parental involvement strategies under other programs such as Head Start, state preschool programs and IDEA programs.

47. Do the district and school’s written parental involvement policies apply to parents of children in Title I preschool programs? Yes, as applicable. For example, if a district operates a preschool program at the district level, the pertinent parental involvement provisions would be those applicable to the district.

48. Professional Development for Parents of Preschool Children • Must allow parents and families of participating children to participate in professional development activities that the LEA or school deem appropriate. • An LEA must describe in its Title I plan how it will provide professional development to principals and teachers and if appropriate, to other personnel including parents.

49. How can a Title l preschool program build capacity for significant parent engagement • Create systems for two way communication • Encourage parents to volunteer • Encourage parental involvement in decision making • Support adult and family literacy programs

50. Must Title I preschools meet the supplement-not-supplant requirement? Yes. [Section 1120A(b), ESEA.]