A Principal’s Guide to Title I Requirements

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The Basics

• Signed into law in 1964 by President Johnson, next reauthorization 2007

• Allocations to district based on census data and expenditures, NOT on free and reduced percentages

• Two models: schoolwide OR targeted assistance

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Building Allocation• Districts receiving Title I funds must first deduct

set asides

• Balance is allocated to buildings based on rules– Buildings with over 75% poverty must be

served– Amount to building based on per pupil

amount, not total building expenditure– Buildings with higher poverty must be

allocated at least as much or more per pupil than a building with lower poverty

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Supplement vs. Supplant

Three presumptions of supplanting:

1. Service or supply was funded with other sources in prior year

2. Service is required by another state or federal program

3. Same service or supply provided with other resources to non-Title students

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Targeted Assistance ModelNCLB Section 1115

• Only option for buildings with less than 40% poverty

• 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!

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Schoolwide ProgramsNCLB Section 1114

• Option for buildings 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 building and year planning process

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Schoolwide Components

1. Comprehensive needs assessment

2. Reform strategies

3. Instruction by highly-qualified staff

4. Professional development activities

5. Strategies to attract highly-qualified teachers to high need schools

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Schoolwide Components (cont.)

6. Strategies to increase parental involvement

7. Transition plans (preschool, grade to grade)

8. Include teachers in assessment decisions

9. Describe strategies used for low-achieving students

10. Coordinate and integrate federal, state and local programs and services

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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 parent involvement plan and activities• Identify students not meeting state standards

and describe strategies used• Coordination with other programs• Annual evaluation

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Time and Effort RequirementsOMB Circular A87

• All federal programs require some type of time and effort reporting

• Multiple cost objective=monthly time report 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 building principal

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Schoolwide Program

Schoolwide ProgramTitle I, Part A (Disadvantaged)LAPBEALocal FundingTitle IV (Safe/Drug-Free)Title V (Innovative)

Cannot IncludeTransitional BilingualState SpEdReading FirstI-728State Highly Capable

RestrictedMigrantIndian EducationFederal Special Ed

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Parent NotificationsBeginning of the School Year

• Letters sent to parents prior to beginning of school:– Each parent in a Title I funded school has the right to

request qualifications of child(ren)’s teachers and instructional paraprofessionals (NCLB 1111)

– Adequate Yearly Progress (AYP) status and options if school did not make AYP (NCLB 1116)

• Transportation for public school choice (Step 1 on)• Supplemental educational services (Step 2 on)

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Additional Items to Distribute to Parents

• Parent-teacher-student compact• Building parent involvement plan• Schedule of required conferences • Date of meeting to describe Title I program

and communicate strategies; additional meetings may be scheduled

• Notification if child is taught by non highly- qualified teacher or para for more than 20 days

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Building Parent Involvement PlanNCLB Section 1118

• Parents, including Title I 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 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

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Principal Attestation(Certification of Highly-Qualified Staff)

• Must be signed by principal (NCLB 1119)

• Copies must be maintained

– At building receiving Title I funds

• Targeted Assistance

• Schoolwide Program

– At the district office

– Available to public on request

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Professional DevelopmentNCLB Section 1119

• Paraprofessionals and teachers have until the end of school year 05-06 to become highly qualified

• Ensure staff is highly qualified and complete attestation• Must align with the building school improvement plan

and be data-driven• Research-based and sustainable• Coordination with other federal and state programs

encouraged• Title I can pay for some professional development; check

with your Title I Director

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Professional Developmentfor Buildings Not Making AYP

• Buildings not making Adequate Yearly Progress for two years or more must set aside and spend at least an amount equal to 10% of their allocation for professional development

• Must address the needs of the identified groups of students

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56.260.2

64.268.1

72.176.1

80.184.1

88.192.0

100.0

35.6

41.4

47.3

53.1

59.0

64.9

70.7

76.6

82.4

88.3

100.0

52.2

96.0

29.7

94.1

0

10

20

30

40

50

60

70

80

90

100

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Pe

rce

nt

Me

eti

ng

Sta

nd

ard

Reading Mathematics

Increment of 4.0 needed

Increment of 5.9 needed

ORIGINAL GRADE 4 YEARLY TARGETS

AYP can be made if the percent meeting standard is below the yearly target either via safe harbor or when the standard error is included in the total.

(Increments are rounded)

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NEW GRADE 7 YEARLY TARGETS

30.1

47.6

65.1

82.5

100.0

0

20

30

40

50

60

70

80

90

100

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Per

cen

t M

eet

ing

Sta

nd

ard

Reading Mathematics

AYP can be made if the percent meeting standard is below the yearly target either via safe harbor or when the standard error is included in the total.

(Increments are rounded)

58.7

79.3

17.310

38.0

100.0

Mathematics

Reading

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NEW GRADE 10 YEARLY TARGETS

61.5

74.3

87.2

100.0

48.6

0

10

20

30

40

50

60

70

80

90

100

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Per

cen

t M

eeti

ng

Sta

nd

ard

Reading Mathematics

AYP can be made if the percent meeting standard is below the yearly target either via safe harbor or when the standard error is included in the total.

(Increments are rounded)

43.6

62.4

81.2

24.8

100.0

Mathematics

Reading

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Paraprofessional DutiesNCLB 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

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ParaprofessionalsDuties and Responsibilities

Title I paraprofessionals can perform non-instructional duties if:

– Other paras in building are performing for like period of time; and

– Small amount of work day (5%)-use caution; this can be a gray area

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Learning Assistance Program(LAP)

• State formula allocation based on poverty• 9-12 provision in the new law• Serves lowest performing students K-12• Parent involvement component• Can be combined into a schoolwide model but

can only serve students not meeting standard• Provides a variety of program services

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Students are identified for program services in the same manner as Title I, Part A

– Teacher recommendation

– Assessment information

– Other data

Learning Assistance Program(LAP) (cont.)

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Learning Assistance Program LAP (cont.)

• Does not have to be allocated based on poverty rank order like Title I, Part A but serves low achieving students

• Can be allocated to any public school but not private schools

• Student Learning Plans must be developed for students or groups of students receiving LAP assistance

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Questions

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• Please complete your evaluations

• Clock hour forms available