Title I/LAP New Directors’ Meeting

September 13, 2012 ESD 113
Title I/LAP New Directors’ Meeting

Topics Title I, Part A Program Program Models Private School Requirements Parent Engagement Requirements Fiscal Requirements WA Flexibility Waiver – Support for Priority, Focus, and Emerging Schools Learning Assistance Program (LAP)

Purpose of Title I, Part A Purpose is to increase the achievement of all students, particularly those who are disadvantaged Ensure all children have fair, equal, and significant opportunity to obtain high quality education Reach, at minimum, proficiency on challenging state standards & assessments (reading, mathematics, and readiness)

Focus of Title I, Part A The program focuses on promoting reform in high-poverty schools and ensuring student access to scientifically-based instructional strategies and challenging academic content.

Federal Funds Supplement State and Local Support Title I, Part A provides federal dollars to help supplementeducational opportunities for children who live in high poverty areas who are most at risk of failing to meet state’s challenging achievement standards. Funds flow to States then to Districts and finally to Title I schools.

Levels of Authority Statute [Elementary and Secondary Education Act (ESEA) currently authorized as – No Child Left Behind (NCLB)] Regulations [Code of Federal Regulations (CFR), 34 CFR section 200, administrative requirements are included in Education Department General Administrative Regulations (EDGAR)] Policy letters Non-regulatory guidance (ED website: www.ed.gov) Federal Register Office of Management and Budget (OMB) Circulars A-8 (2 CFR 225) and A-133 OSPI Bulletins and Memoranda

Title I, Part A Sections 1114 and 1115
Program Models

Title I, Part A: Two Program Models Targeted Assistance Model Provides supplemental services to “identified” children who are low-achieving or at risk of low achievement. Section 1115, Targeted Assistance Schoolwide Model Ensure all students, particularly those who are low-achieving, demonstrate proficient and advanced level in the state achievement standards. Section 1114, Schoolwide

Targeted Assistance Supplemental/additional assistance to core instruction for eligible students, particularly addressing the needs of low-achieving children and those students at risk of not meeting the state’s academic achievement standards: In-class supplemental model (Push-in) Pull-out class model Before school-after school Saturday school Extended school year Summer school

Targeted Assistance Eligibility The school selects “eligible children” from this larger pool of students by identifying those who are “failing, or most at risk of failing, to meet the state’s challenging student academic achievement standards.” The school makes the determination based on multiple, educational related, objective criteria established by the district and supplemented by the school. Selection is based entirely on low-achievement, not low income.

Targeted Assistance Program Criteria Comprehensive needs assessment. Ensure planning for low achieving students incorporated into current School Improvement Plan. Methods and strategies are based on scientifically-based research. Coordination and support to the general education program. Provide instruction by highly-qualified teachers and paraprofessionals. Provide opportunities for professional development. Strategies to increase parent involvement. Coordination of federal, state, and local services.

Targeted Assistance Program: Key Components The program must contain the following components: Improve achievement of participating children. Use effective instructional strategies that give primary consideration to extended-time strategies. Provide accelerated, high-quality curricula. Minimize the removal of children from the regular classroom during regular school hours. Coordinate with and support the general education population. Provide instruction by highly-qualified and trained professional staff. Implement strategies to increase parent involvement

Targeted Assistance model must ensure that …. Only teachers & paraprofessionals are funded directly by Title I, Part A (in whole or in part)who provide direct services to eligible students Only eligible students who receive services are counted (rank order list) as Title I, Part A students for reporting purposes All students eligible for Title I, Part A services receive services, even if a student is eligible for other program services

Title I, Part: Schoolwide Model The schoolwide program model is a comprehensive reform strategy designed to upgrade the entire reading and mathematics program for the Title I, Part A building. The primary goal of the schoolwide program is to ensure that all students, particularly those who are low-achieving, demonstrate proficient and advanced levels in the state academic achievement standards. To create schoolwide reform, the primary focus of the schoolwide program is to design and implement a well defined “schoolwide-system model”, of tiered/leveled additional interventions.

Step One: Readiness to Benefit - Schoolwide-Systematic Reform Based Model Eligible if at least 40 percent of resident children are from low-income families Upgrade entire program/Reading and Math Clarify the vision of reform/A clear focus Discuss with staff shared vision Analyze ten-components of schoolwide plan

Step Two: Develop Comprehensive Needs Assessment Develop a comprehensiveneeds assessment for the entire building: Modify schoolwide needs based on annual evaluation and review of program Determine where the building is now and where it wants to be when its vision is realized Collect, sort, analyze data Reading, mathematics, language arts, and science Set priorities and concerns Identify strengths and weaknesses

Schoolwide Plan: Ten Components Comprehensive needs assessment Schoolwidereform strategies Instruction by high-qualified staff Professional development activities Attract high-quality, highly qualified teachers Strategies to increase parent involvement Transition Include teachers in assessment decisions Strategies for additional assistance to students experiencing difficulties Coordinate and integrate federal, state and local services

Step Three: Schoolwide Comprehensive Plan Build Schoolwide comprehensive component plan to identify reform strategies: Create a tiered/leveled model of additional intervention Identify proven researched-based strategies, designed to facilitate reform and improvement Accept a collective responsibility for reaching and teaching all students Tie all components to needs assessment (including which programs to be combined in the schoolwide program) Set measurable goals that define an action plan for reform Includes matrix of programs combined, amount combined and how their intent and purpose of each combined program are met in the schoolwide plan and program

Step Four: Implementation of Plan Implementthe plan Ongoing review of action plans Review effectiveness of systematic-intervention model Keep documentation of implementation Modify and make adjustments, as needed, during the year Evaluate, evaluate, evaluate…

Schoolwide Program Cannot Include Transitional Bilingual State Special Education State Highly Capable Other State Programs which are limited only to certain students (not available to all students in the building) I Title I, Part A Schoolwide Program Title I, Part A (Disadvantaged) Title II, Part A (Professional Development) BEA (Basic Education) Local Funding, Levy, District, etc. Title III, (Immigrant) Restricted Most ED Programs Migrant Indian Education Federal Special Education LAP

Purpose/Benefit of Consolidation of Funds To help schoolwide school effectively design and implement a comprehensive plan to upgrade the entire educational program in the school based on needs identified in the needs assessment When combining BEA funds, instructional staff become schoolwide staff Instructional staff are part of an additional tiered-model of interventions Use of all available resources to meet needs Flexibility in use of resources

Title I, Part A Section 1118
Parent Involvement

District Set-Asides for Parent Involvement Districts receiving $500,000 or more in Title I, Part A funds must set aside, at minimum, 1% for parent involvement purposes, including promotion of parent literacy and developing parenting skills. 95% of the district set-sides must be allocated to Title I buildings for building-level parent involvement (Cell A1, Page 4). Districts < $500,000 must also provide parent involvement opportunities at the district and building levels (Cell 5, Page 4-optional). [NCLB Section 1118(a)(3), Parent Involvement Guidance C-14]

Title I Parent Involvement District Parent Involvement Policy Each district will have a Title I, Part A Parent involvement policy School Parent Involvement Policy (Plan) Each school must have its own policy/plan **If the district and/or school has a parental involvement policy and/or plan that applies to all parents, it may be amended to meet the requirements of Title I.

Title I Parent Involvement Components of Title I District Policy -Page 4, Question 14 of Title I application A written document. Jointly developed and agreed upon with parents. Describes elements of parent involvement activities that will be implemented at Title I schools. Distributed to all parents of participating students. *Sample district parent involvement policy and procedures 4130/4130P - Title I page on OSPI website: http://www.k12.wa.us/TitleI/TitleI/Guidance.aspx **Bulletin 67-11 – Includes both district and building parent policy requirements (side-by-side)

Title I Parent Involvement Components of School Policy/Plan Page 4, Question 16 of Title I application Written policy (plan). Agreed upon by parents. Describes the means for carrying out parent involvement activities at the building level. Distributed to parents, and the local community, in a format and language, to the extent practicable, that parents can understand. Provide timely information about programs. Involve parents in an on-going, timely planning, review, and improvement of the school parental involvement policy and the joint development of the schoolwide program plan. Include a description and explanation of the curriculum in use at the school, the forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet.

Shared Responsibility for Student Academic Achievement In addition to the school parent involvement policy/plan requirements (see Bulletin 67-11), each Title I school must also develop and distribute the following: School-Parent Compact: Each Title I school shall jointly develop with parents, for all children served, a school-parent compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the state’s high standards.

Parent Notification Requirements Building and District Parent Involvement Policies [NCLB Section 1118(a)(2) and (b)(1), Parent Involvement Guidance, C-3 and C–4 (district), and D-1 (school)] Compact [NCLB Section 1118(d)], Parent Involvement Guidance D-8] Annual Report Cards [NCLB Section 1111(h)(1) and (2), Parent Involvement Guidance, B-5 (State) and C-7 (District)] Individual Student Assessment [NCLB Section 1111(h)(6)(B)(i), Parent Involvement Guidance, D-10] Progress Review [NCLB Section 1116(a)(1)(C), (c)(1)(B) and (c)(6), Parent Involvement Guidance, B-7 (State) and C-20 (District)] Annual Measurable Objectives (AMO): (Focused, Priority, or Emerging) [Flexibility waiver]

Title I , Part A Section 1120
Private Schools

Title I, Part A: Private School Participation If a Title I, Part A program is available to public schoolstudents, teachers and parents, then equitable, educational services are available to eligible private school students, teachers and parents. ESEA, NCLB Section 1120 – Participation of Students Enrolled in Private Schools 34 CFR 200.62-67

Private School Participation: Eligibility Eligible Private School State approved Not-for-profit Completed the OSPI Intent to Participate process See OSPI Bulletin 087-11 for detailed information

Private School Participation: Eligibility Eligible Private School Students - [34 CFR 200.62] Reside in the participating Title I, Part A public school attendance area, and Selected on the same basis as “targeted assistance” students – academic need. Eligible Private School Teachers and Parents Teachers and parents of private school students who receive Title I services.

Consultation Process: Requirements Consultation with eligible private schools mustoccur before the school district makes any decision that affects the services of eligible private school children, teachers and parents. Timely and meaningful. Completed on an annual basis, and continue throughout the year. Documented by the school district: sign in sheets, agenda, written affirmation. Complaint Process available to private school officials if not in agreement with school district about services

Consultation Process: Meaningful Identify the design and development of equitable services specific to the private school students’ needs. Method or sources of data used to determine number of eligible children – allocation and educational services What services will be offered – how, where and by whom How services will be academically assessed How assessment results will be used to improve services Size and scope of equitable services How the district will make decisions about delivery of services Proportion of funds that is allocated for services

Private School Participation: Funding Funding Private school allocation for services is determined by the number of low-income private school students residing in the geographic attendance area of the public school selected to be served under Title I, Part A. Student Selection for Services Reside in the participating Title I, Part A public school attendance area, and Selected on the same basis as “targeted assistance” students – academic need

Title I, Part A - Form Package 201- Page 7 Please enter the information for: St. Michael School

Private School Participation: Basic Rules of Service Delivery All services are provided by and under the control and supervision of the public school district. Services for private school children must begin at the same time as services for public school children. [Non-Regulatory Guidance B39 & B40]

Private School Participation: Basic Rules of Service Delivery (continued) The school district maintains control of all materials, supplies, equipment, and property acquired with Title I funds for the benefit of eligible private school students. [34 CFR 200.67] Key word is services.No public funds are distributed to private schools, only services and materials. [Non-Regulatory Guidance B-28]

Title I, Part A
Allocations and Set-Asides

Title I, Part A District Allocations Up to 4 Grants, based on formulas Basic Concentration Targeted Education Finance Incentive Grants (EFIG) Based on counts of students Poverty data from Census, not F & R lunch

Allocations to Schools Based on poverty of school, generally use free and reduced lunch percentage Follow ranking and allocation rules Higher poverty school must have higher per pupil expenditure (PPE) than lower poverty school Over 75% poverty school must be served After 75% schools served, choose either grade span or district average Can reach down to poverty average or 35%, whichever is lower If serve a school with less than 35% poverty must use 125% rule (see application)

Special Rules If district enrollment is less than 1000 students, ranking and allocation rules need not be followed, so long as a viable program is offered If a school was both eligible and served in the prior year an otherwise ineligible school may be served for one additional year (waiver rule)

Title I Set-Asides Set-asides are amounts used at district level before allocating funds to schools; some are required, others are optional. Required Set Asides Parent involvement—1% of allocation required if receive >$500,000, otherwise must do but no minimum Homeless—amount needed to provide equitable services especially to homeless students not attending schools with Title I, Part A programs Neglected—amount needed to serve students in neglected facilities Private schools In district—equitable share for students, teacher and parents Out of district—equitable share for students Priority, Focus and Emerging schools—Up to 20% of allocation Optional set asides Administration, must include indirect costs taken on budget Summer school, extended day, other instructional programs Preschool On going professional development Additional parent involvement Incentives and rewards Other

Carryover ESEA Section 1127 Up to 15% of prior year allocation May apply for waiver once every three years Use iGrant form package 200 Available December/January

Fiscal Requirements An district must: Maintain fiscal effort with state and local funds; Section 1120A(a) and 9521 of NCLB; 34 CFR 299.5 Provide services in its Title I schools with State and local funds that are comparableto services provided in its non-Title I schools; Section 1120A(c) and (d); 34 CFR 200.79; and Use Title I, Part A funds to supplement, not supplantnon-Federal funds. Section 1120A(b) and (d) of NCLB; 34 CFR 200.79

Maintenance of Effort The district has maintained fiscal effort if either… the combined fiscal effort (of district and state) per student or the aggregate (total of included) expenditures of the district and state for public education … were at 90% of that of the preceding year. This shows the district maintained its non-federal funding within 90% and is eligible to receive its full allocation of I-A funds. OSPI calculates based on information from the F-196.

Comparability An district must use state and local funds to provide services in Title I schools that, taken as a whole, are at district comparable to the services provided in schools that are not receiving Title I funds. If the district serves all of its schools with Title I funds, the district must use State and local funds to provide services that, taken as a whole, are substantially comparable in each Title I school.

Supplement Not Supplant Federal funds must be used to “supplement, not supplant” services, staff, programs, or materials that would otherwise be paid with state or local funds (and, in some cases, other federal funds). Ask: “What would have happened in the absence of federal funds?”

Supplement Not Supplant Presumptions of supplanting for districts and targeted assistance schools (may be rebutted in some instances) Title I funds are used to provide services that the district is required to make available under other federal, state or local laws. Title I funds are used to provide services provided with non-federal funds in the prior year(s). Title I funds are used to provide services for Title I children that it provided with non-federal funds for non-participating children.

Additional Fiscal Issues Grant Period (27 months) 12 months 12 month carryover 3 month close-out Allowable Expenses OMB Circular A-87, Cost Principles for State, Local and Indian Tribal Governments; codified as 2 CFR Section 225 Time and Effort Included in allowable cost principles (OMB Circular A-87)

Allowable Expenses All Costs Must Be (OMB Circular A-87, Attachment A): Allowable under grant requirements Necessary & reasonable to grant Allocable (proportionate to program) Legal under state and local law Then look to Specific Items of Cost (OMB Circular A-87, Attachment B)

Time and Effort Time and effort reporting is required when any part of an individual’s salary is charged to a federal program. Single cost objective → Semi annual certification. Signed by employee or first level supervisor Completed after the fact (dated) at least twice per year Multiple cost objectives → Monthly time reports or Personnel Activity Reports (PARs). Must be signed by employee after the fact (dated) each month and supported by schedule, calendar, etc.

Schoolwide Time and Effort Schoolwide plan must specify programs to be included (not all programs may be included). A schoolwide program is a single cost objective If employee works 100% on programs combined → Semi-annual certification. If employee works partially on programs combined and partly on those not combined → Monthly time report (PAR).

Title I, Part A
Flexibility Waivers &Use of Title I, Part A Funds

WHAT DOES ESEA FLEXIBILITY PROVIDE FOR STATES? Highlights: Flexibility to determine new ambitious and achievable annual targets for reading, mathematics, and graduation rates. Elimination of AYP determinations and associated sanctions for schools in improvement, including 20% set-aside of Title I, Part A funds for Public School Choice and Supplemental Education Services and 10% set-aside for professional development for schools. Elimination of associated sanctions for districts in improvement and the 10% set-aside for professional development for districts.

Accountability System Based on ESEA REQUEST Up to 2011-12 2012-13 and 2013-14 2014-15 and beyond AMO Calculations Annual targets intended to close proficiency gaps by half by 2017; uses 2011 as baseline and adds equal annual increments (1/6 of proficiency gap) to get to 2017 target; each subgroup, school, district, and state have unique annual targets. Calculations reported on Report Card No AYP sanctions based on identification of schools and districts “in improvement” Requires districts to set-aside up to 20% for Priority, Focus, and Emerging Schools AYP Determinations Sanctions for schools and districts “in improvement” Set-asides required for Public School Choice and Supplemental Education Services School Improvement Uses AYP calculations to identify schools and districts in a step of improvement (Title I) Uses PLA Methodology based on AYP calculations to generate list of Persistently Lowest Achieving Schools (PLASs) Washington State’s New Accountability System Used to identify Reward, Priority, Focus, and Emerging schools for Title I and non-Title I schools ESEA Request Accountability System Used to identify Reward, Priority, Focus, and Emerging schools SBE/OSPI Achievement Index Used to identify Award Schools

STATE Uniform Bar GOALS Under Old NCLB Requirements

SET AMBITIOUS BUT ACHIEVABLE ANNUAL MEASURABLE OBJECTIVED (AMOs)NEW Annual Measurable Objectives (Targets): Cut Proficiency Gap by Half by 2017Sample High School - 10th Grade Reading** Our goal for all Students remains 100% meeting standard! Proficiency Gap

Flexibility Schools are no longer identified as in improvement. Only Priority, Focus, and Emerging Schools are identified. All schools must write school improvement plans. [Chapter 180-16-220(2)(b)WAC] Only Priority, Focus, and Emerging Schools must send their Student and Success Action Plan (school improvement plan) to OSPI for review. Elimination of AYP determinations and associated sanctions for schools in improvement, including 20% set-aside of Title I, Part A funds for Public School Choice and Supplemental Education Services and 10% set-aside for professional development for schools. [See B-9 through B-10a. ESEA Flexibility Frequently Asked Questions]

REWARD SCHOOLS * The school cannot have significant gaps among subgroups, which means the school is not on the list of Focus Schools or the list of Emerging Schools.

PRIORITY, FOCUS, & EMERGING SCHOOLS

SAMPLE Notification -- Letter for Priority–Focus–Emerging Schools Dear Parent/Guardian: We hope this letter finds you enjoying the last few days of summer and preparing for another year of learning as your son/daughter returns to ______________ School. The purpose of this letter is to reaffirm our commitment to the success of ALL students and to inform you that we are still working to improve. During the summer, your school, _________________________________was identified as a (Priority, Focus, or Emerging) school based on an analysis of student achievement in relationship to how we compare with other schools in our state. This analysis, specifically identified that our________________ (sub group or all students) has/have not met our goals or expectations over the past three years (on state assessments in Reading and Mathematics OR with respect to graduation rates). To increase learning outcomes for all of our students, we are taking the following action steps over the course of the school year: Participate in a Needs Assessment to identify strengths and challenges in our school; the assessment will also include recommendations for improvement. Identify next steps we will take to improve learning outcomes for our students, by completing our “Student and School Success Action Plan”; the plan must be submitted to the Office of Superintendent of Public Instruction for review and approval. Implement our plan and examine a variety of data to ensure we are making progress. Engage parents/guardians and our school community in our improvement efforts. Attached is a brief description of the basis for the school’s identification as a (Priority, Focus, or Emerging) school. More details about the movement of our state, district, and school in pursuit of ongoing improvement for all our students can be found at http://www.k12.wa.us/ESEA/PublicNotice.aspx). We are committed to continued growth as we work together to support our most valuable resource, our children. Sincerely, A letter must be sent by September 14, 2012

Requirements for Priority, Focus, and Emerging Schools

PRIORITY, FOCUS, AND EMERGING SCHOOLS *Use findings from external Needs Assessment (NA) **Use findings from internal Needs Assessment (NA) ***If Emerging School is identified from Priority Schools list

Implement Turnaround Principles Provide strong leadership. Ensure that teachers are effective and able to improve instruction. Redesign the day or school year to provide additional time for student learning and teacher collaboration. Ensure instructional program is research-based, rigorous, and aligned with standards in order to meet the academic needs of all students. Use data to inform instruction and for continuous improvement and provide time for collaboration on the use of data. Improve school safety and discipline and other non-academic factors, such as students’ social, emotional, and health needs. Provide ongoing mechanisms for family and community engagement.

PRIORITY, FOCUS, AND EMERGING SCHOOLS *Generated with support of Student & School Support Coach and external partners before Needs Assessment **Generated with support of Student & School Support Coach as part of Needs Assessment process

20% Set-aside – Title I, Part A Application iGrants Form Package 201 Page 4-Program Plan (Q. 10) If applicable, describe the actions the school district will take to assist any schools which have not met Annual Measurable Objectives (AMOs) regardless of whether they receive Title I, Part A funds. [Sec. 1112 (b)(1)(L)] (Q. 11) Are any schools in the district identified as Priority, Focus or Emerging? If yes, Districts complete the following: ---Identify number of schools identified as Priority, Focus or Emerging ---Amount of up to 20% reservation set-aside (Page 5, Cell B) Briefly describe: Why the amount set-aside is adequate to support schools identified as Priority, Focus or Emerging in their efforts to implement turnaround criteria, How the funds will be used to support these schools, and How the district will evaluate the effectiveness of the use of these funds on student academic achievements. ---------Date notification of schools identified as Priority, Focus, and/or Emerging was sent to the community. Page 5-Required Expenditures - Buildings in Improvement (Q.B) The district must reserve up to 20% of its Title I, Part A allocation to ensure their Priority, Focus and Emerging schools receive sufficient resources and support to implement meaningful interventions aligned with the school’s needs as articulated in the school’s improvement plan. [See B-10. ESEA Flexibility Frequently Asked Questions]

Use of Title I, Part A Funds Questions Question: In an ESEA flexibility State, if a student has transferred under the public school choice provisions of section 1116 of ESEA, may she stay at the school she attends until completion of the highest grade for the school? Answer: Yes. The student must be allowed to stay at the school as the ESEA flexibility waiver pertaining to public school choice did not waive this requirement. [See ESEA 11169b)(13), 34CFR 200.44(g), B-8 Public School Choice Non-Regulatory Guidance]

Use of Title I, Part A Funds Questions Question: May a District continue to use Title I, Part A funds to pay for the Public School Choice transportation of a student that had transferred in the previous years? Answer: Yes, as long as the District takes into consideration the other needs of its Title I program. [See ESEA 11169b)(13), 34CFR 200.44(g), B-8 Public School Choice Non-Regulatory Guidance]

Use of Title I, Part A Funds Questions May Title I, Part A funds be used to provide Supplemental Educational Services? A District may continue to provide SES as long as it is an activity identified in the Priority, Focus and Emerging school’s school improvement plan. OSPI is no longer required to select or monitor SES providers. Districts may contract directly with tutoring providers.

Flexibility Districts are no longer identified as in improvement. Eliminates the requirement to write a district improvement plan. Eliminates the 10% set-aside for professional development for districts.

Using Title I, Part A Funds for Professional Development Background ESEA requires a District identified for improvement to spend not less than 10% of its Title I allocation to “address the professional development needs of the instructional staff.” Change Districts may not use Title I professional development funds to support non-Title I staff. [See B-12a. ESEA Flexibility Frequently Asked Questions]

Flexibility What does the flexibility include with respect to rural districts? Permits districts that receive Small, Rural School Achievement Program or Rural and Low-Income School Program funds to use those funds for any purpose authorized under the applicable program regardless of AYP status. Removes the requirement that rural districts that had not made AYP be required to only use the funds for activities under 1116. [See B-14. ESEA Flexibility Frequently Asked Questions]

Flexibility A Priority and a Focus school may implement a schoolwide program with less than 40% poverty . Title I, Part A funds may then be used to implement interventions aligned with the turnaround principles, which would affect the entire educational program of the school in which they are implemented. [See C-28. ESEA Flexibility Frequently Asked Questions]

Title I, Part A Awards Due October 1, 2012 2012-13 Title I Distinguished Schools Memorandum No. 044-12M. Exceptional student performance for 2 or more consecutive years. Significantly closed the Achievement Gap between student groups. 2012-13 Academic Achievement Award Program Memorandum No. 044-12M. Met AMOs in all cells for the last year (2012) and AYP in all cells in 2009-10 and 2010-11.

Report Card – Prior to 2012-13

DRAFT for 2012-13 Report Card

Title I Eligible High School Section 1113 waiver allows a District to serve “out of rank order” a Title I eligible high school with graduation rate below 60 percent that has been identified as a Priority school. If a Priority school becomes a Title I school then Title I requirements apply to the school and an “equitable share” for private schools must be provided.

Waiver Impact on Ranking and Allocation

Using Title I, Part A Funds for all Students in a District Principle remains the same: Generally, Title I, Part A funds may not be used to conduct activities that benefit all students or teachers in an District, except when specifically authorized.

Use of Title I, Part A Funds Questions Scenario: A district turnaround specialist who worked with Title I schools in restructuring was originally supported with Title I, Part A funds. Because the District needed to use the full 20 percent of its Title I allocation to provide choice and SES in more Title I schools, the District switched his salary to local funds.

Use of Title I, Part A Funds Questions Question: Now that some of the Title I schools are priority schools, may the District pay the specialist again with Title I funds as more of its Title I funds are now available to allocate to schools because of ESEA flexibility? Answer: Possibly. If the District turnaround specialist’s work was redesigned and that person was assigned to a Priority school, this would not violate the supplement not supplant requirement.

Requirements for Operating a Title I Program Remain Essentially the Same Examples of unchanged requirements: Operation of a schoolwide program or targeted assistance program Equitable services to private schools Fiscal requirements Parent involvement Calculation of graduation rate OSPI and district allocations Civil rights laws Cost principles in OMB Circular A-87 Supplement not supplant

Learning Assistance Program (LAP)

Learning Assistance Program (LAP) LAP is designed to: Promote the use of assessment data when developing programs for under achieving students. Guide school districts in providing the most effective and efficient practices when implementing supplemental instruction and services to assist underachieving students. RCW28.A.165.005

LAP Definitions Approved program means a program submitted to and approved by OSPI. Basic skill areas means reading, writing, and mathematics as well as readiness associated with these skills. Participating student means a student in kindergarten through grade 12 who scores below standard for his or her grade level on the state assessments and who is identified in the approved plan to receive services. Statewide assessments means one or more of the several basic skills assessments administered as part of the state assessment system, and assessments in the basic skills administered by the local school district. Underachieving students means students with the greatest academic deficits in basic skills as identified by the statewide assessments. RCW 28A.165.015

LAP Plan The school district plan shall include: (1) District and state level data on reading, writing, and mathematics. (2) Process used to identify the underachieving students to be served by the program. (3) How accelerated student learning plans are developed and implemented for participating students. Accelerated student learning plans shall include: Achievement goals. Roles of the student, parents, or guardians in the plan. Communication procedures regarding student accomplishment. Plan reviews and adjustments process.

Lap Plan (cont.) 4) How state level and classroom assessments are used to inform instruction. (5) How focused and intentional instructional strategies have been identified and implemented. (6) How highly qualified instructional staff are developed and supported in the program and in participating schools. (7) How other federal, state, district, and school resources are coordinated with school improvement plans and the districts strategic plan to support underachieving students. (8) How a program evaluation will be conducted to determine the direction the following school year. RWC 28A.165.025

Extended Learning Opportunities: Grades 11 and 12 The extended learning opportunities program is created for eligible eleventh and twelfth grade students who are not on track to meet local graduation requirements. Districts shall make available to students in grade twelve who have failed to meet one or more local graduation requirements the option of continuing enrollment in accordance with RCW 28A.225.160 RCW 28A.320.190

Extended Learning Opportunities Services can include, but are not limited to: Individual or small group instruction. Instruction in English language arts and/or mathematics needed by eligible students to pass all or part of the state assessments. Attendance in public high school or public alternative school classes or at a skill center. Inclusion in remediation programs, including summer school. Language development instruction for English language learners. Online curriculum and instructional support, including programs for credit retrieval for Grades 11 and 12 and preparatory classes for the state assessments. Reading improvement specialists available at the ESDs to serve 11th, and 12th grade educators through professional development. RCW 28A.320.190

OSPI Title I/LAP Staff Director, Gayle Pauley: Gayle.Pauley@k12.wa.us Assistant to the Director, Kevan Saunders: Kevan.Saunders@k12.wa.us Program Supervisors •Larry Fazzari: Larry.Fazzari@k12.wa.us •Mary Jo Johnson: MaryJo.Johnson@k12.wa.us •Jamilyn Penn: Jamilyn.Penn@k12.wa.us •John Pope: John.Pope@k12.wa.us •Reginald Reid: Reginald.Reid@k12.wa.us •Petrea Stoddard: Petrea.Stoddard@k12.wa.us Administrative Support •Julie Chace: Julie.Chace@k12.wa.us •Tony May: Tony.May@k12.wa.us

Resources U.S. Department of Education’s ESEA flexibility website (includes FAQs and approved requests): http://www.ed.gov/esea/flexibility U.S. Department of Education’s Title I Fiscal Guidance: http://www.ed.gov/programs/titleiparta/fiscalguid.doc U.S. Department of Education’s Title I Equitable Services to Private School Students: http://www.ed.gov/programs/titleiparta/psguidance.doc OSPI’s Flexibility Waiver http://www.k12.wa.us/ESEA/PublicNotice.aspx

Title I/LAP New Directors’ Meeting