New Guidance for Schoolwide Program Allowable Expenditures

New Guidance for Schoolwide

Program Allowable Expenditures

2014 Annual GCEL Conference February 26-26, 2014

Savannah, GA Riverfront Marriott

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PresentersKathy Pruett

Georgia Department of Education Title I Education Program Specialist

[email protected](706) 540-8959

Anthony ThreatGeorgia Department of EducationTitle I Education Program Specialist


Elizabeth ZippererGeorgia Professional Standards CommissionTitle II, Part A Education Program Specialist


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Presentation Overview• Provide participants with the most recent updates to

guidance related to maximizing the use of Title I funds in a schoolwide program

• Discuss how local educational agencies (LEAs) and schools can leverage federal and non-federal funds in a Title I schoolwide program efficiently and effectively

• Address uncertainties on the full extent of flexibility that Title I schoolwide programs have

• Provide examples of how IDEA, Title I, and Title II funds may be used to provide support for LEAs and schools in the areas of Accountability, Instruction, Leadership and Positive School Climate

Presentation OverviewAs you are aware, the ESEA Flexibility Waiver has required LEAs to move forward with:•Next-generation differentiated recognition•Accountability and support systems that recognize student growth and school progress•Aligning accountability determinations with support and capacity-building efforts•Providing for systemic and context-specific interventions that focus on the lowest-performing schools and schools with the largest achievement gaps

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Presentation Overview

• This presentation will highlight some ways in which LEAs can leverage federal funds to support reforms, particularly in Title I schoolwide programs.

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• In the State of Georgia more than 93 percent of Title I schools implement a Title I schoolwide program. And, in most instances LEAs and Title I schools already use some of the flexibilities available to schoolwide programs, however, in some instances these flexibilities are not being utilized to their full extent.

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• LEAs and schools often lose some of the opportunities to fully leverage their federal resources due to:– Uncertainty of LEA and schools about the full extent of

flexibility available in a Title I schoolwide program

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• To help address these uncertainties we will be assisting LEAs to identify examples of how IDEA, Title I and Title II funds may be used by LEAs and Title I schools to support key areas of reform in:• College and Career Ready Standards and Assessments• State Developed Differentiated Recognition• Accountability and Support• Effective Instruction and Leadership• Positive School Climate

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Maximizing Flexibility in the Administration of Federal Grants

• Selected federal programs this presentation will cover:– Title I, Part A – of the Elementary and Secondary

Education Act of 1965 (ESEA): supplemental federal funds to ensure Title I students have fair, equal, and significant opportunities to obtain a high-quality education and improve their achievement.

– Title II, Part A – of the ESEA: supplemental federal funds to increase academic achievement by improving teacher and principal quality.


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Selected federal programs this presentation will cover: (continued)

– IDEA – of the Individuals with Disabilities Education Act: supplemental federal funds to ensure all children with disabilities have a free appropriate public education, in the least restrictive environment, with access to the general curriculum to improve results and outcomes for all children with disabilities.

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• Title I Schoolwide Programs:– Represent a primary means to maximize flexibility in using

federal funds– Provide services as a vehicle to whole-school reform– Allow for easier leveraging of federal funds to work

together to improve educational performance of the entire school

– Address student needs through a schoolwide plan based on a comprehensive needs assessment


• Before we continue a few words of caution:– The examples provided in this presentation illustrate ways

that Title I, Title II, IDEA and other federal programs may be used by LEAs and Title I schools to support key areas of reform in a schoolwide program.

– These are merely examples and may not take into account the specific content in which these funds may be used at the local level.

– The sources of funds used in this presentation’s examples do not imply that other federal fund sources are not permissible in the proper context.

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Selected Requirements to Keep in Mind

• Title I funds may not be used for activities for non-Title I students except when there is a specific authorization in the law. All students in a schoolwide program school are Title I students.

• Federal funds must supplement and not supplant non-federal, and in some cases, federal funds. Supplement not supplant applies differently in different federal programs; within Title I, it applies differently in a schoolwide program versus a targeted assistance program.

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Important to Note for Title II

• Title II funds may not be used to:– Develop curriculum associated with implementing CCRPI

standards– Develop SLOs– Provide subject-specific professional development in non-

core areas– Simply raise educator awareness about a state-mandated

evaluation system. For example, Title II funds may not be used to pay for public relations activities or other awareness-raising activities that do not have a professional development component.

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Important to Note for Title II

Title II funds may not be used to: (continued)

–Purchase evaluation system-related data systems to manage linking teacher and student data–Purchase equipment, such as iPads, for school and district administrators to use in evaluating teachers –Pay non-highly qualified teachers or pay highly qualified teachers hired for any purpose other than class-size reduction

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Schoolwide Program Allowable Costs by Federal Program

• Depending on its needs a Title I, Part A schoolwide program could spend Title I monies to:– Upgrade the curriculum for the entire school: Limited to

the four content areas and supplemental to the required curriculum

– Implement an early warning system: Academic benchmarks

– Extend the school day or school year– Reorganize class schedules to increase teacher planning

time

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Title I, Part A: (continued)–Revamp the school’s discipline process: Must be supplemental and articulated as a need in the SWP and supported by data in the core academic areas–Hire additional teachers–Reorganize classes to promote personalized learning–Implement career academies: Must be supplemental and articulated as a need in the SWP and backed by data in the core academic areas–Implement School Safety programs: Must be supplemental and articulated as a need in the SWP and backed by data in the core academic areas

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• Depending on its annual prioritized needs a Title I, Part A schoolwide program could spend Title II, Part A monies to provide:– Training for evaluators as part of a teacher and leader

evaluation system– Incentives to attract highly qualified and effective teachers

to a low-performing school – High-quality training to increase and/or maintain the

effectiveness of core content teachers

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• Depending on its annual prioritized needs a Title I, Part A schoolwide program could spend Title II, Part A monies to provide:– Teacher mentoring from exemplary teachers and

administrators, induction, and support for new teachers and principals during their first three years

– Training to increase the effectiveness of superintendents and principals in their roles as managers and educational leaders

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• Depending on its needs a Title I, Part A schoolwide program could spend IDEA monies to:– Provide professional development on CCRPI instructional

strategies to teachers and related service providers of students with disabilities

– Provide training to teachers on how to use benchmark data to plan effective instructional strategies

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Sample Allowable Activities with Federal Funds

• Federal funds must support activities that are necessary and reasonable to accomplish the federal program’s purpose.

• Title I, Part A• Title II, Part A• IDEA

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Title I, Part A Activities

Components of an activity that supports the purpose of Title I, Part A:•Capability of connecting teachers around student data, curriculum and resources; •Increases access to quality course offerings for students;

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Examples of Allowable Activities with Federal Funds

Components of an activity that supports the purpose of Title I, Part A: (continued)•Extends the school day with after-school, weekend and summer accessibility to instructional resources;•Provides opportunities for personalized learning paths, either through acceleration or remediation; and •Offering an accessible online parent portal to provide resources and to address important questions and concerns

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• Title I funds provide additional teachers and paraprofessionals to lower pupil teacher ratio

• Title II provides professional learning for teachers and paraprofessionals as well as providing access to the GPS/CCGPS aligned curricular content through GSOs Learning Village

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Components of an activity that supports the purpose of Title II, Part A:

•Providing professional development activities to retain highly qualified teachers, principals, and specialists in core academic areas;•Facilitate professional learning communities

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Components of an activity that supports the purpose of Title II, Part A: (continued)

•Providing professional development activities that improve the knowledge of teachers and principals regarding effective instructional practices that address the needs of students with different learning styles, particularly students with disabilities, students with special needs (including students who are gifted and talented), and students with limited English proficiency

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Components of an activity that supports the purpose of Title II, Part A: (continued)

•Provide training for teachers and principals – In improving student behavior in the classroom and

identifying early and appropriate interventions to help students with special needs

– To enable teachers and principals to involve parents in their children’s education, especially parents of limited English proficient and immigrant children

– On how to use data and assessments to improve classroom practice and student learning

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Individuals with Disabilities (IDEA) Special Education

Components of an activity that supports the purpose of Individuals with Disabilities (IDEA):

•Parent workshops to prepare parents of children with disabilities with the transition from preschool to kindergarten;•Open house opportunity for preschool students and parents; •Summer classes for identified students;

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Components of an activity that supports the purpose of Individuals with Disabilities IDEA: (Continued)

•Family packets of information to include transition ideas for parents and students; and•Transition Coordinator to assist will transition activities throughout the school year and summer

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• Title I, Part A funds will only be used to provide supplemental services, supplies and materials above and beyond the requirements of each student's IEP. The IEP is considered the primary focus of the curriculum for individual therefore Title I, Part A funds will not be used to provide any service or activity that is a part of any student's IEP.

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College and Career-Ready Performance Index (CCRPI)

LEAs and schools may:

• Prepare low-achieving students to participate successfully in advanced coursework aligned with CCRPI standards (Title I)

CLIP examples:• College and Career Ready Performance Index (CCRPI) -

supplemental training and curriculum needs as based on the schoolwide plan

• Provide intensive summer programs to low-achieving high school students to prepare them to take advanced classes (Title I)

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College and Career-Ready Standards and Assessments

CLIP examples: (continued)

• Develop a summer program that must target an identified district concern (for example math-number sense and operations)

• Consider the steps that should be taken to transfer summer learning into upcoming academic school year-create a sense of continuity and provide a transition activities

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State-Developed Differentiated Recognition, Accountability and Support

LEAs and schools may:•Consolidate funds in a schoolwide schools to turn-around low-performing schools (IDEA, Title I, Title II)

CLIP examples:•Various departments should collaborate to determine the targeted goals/areas that need to be supported•Decisions should be based on the school’s data•Determine the best and most effective way to utilize the funds•Provisions should be put in place to measure effectiveness

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State-Developed Differentiated Recognition, Accountability and Support• LEAs and school may:– Encourage a schoolwide school, if federal funds are not

consolidated, to use Title I funds on comprehensive reforms, designed to improve the overall school, consistent with its needs as identified in the schoolwide plan rather than on just specific services for individual low-achieving students (e.g. pullout programs)

CLIP examples:– Use the Schoolwide Improvement Plan to identify a

school-wide targeted area– Focus on the academics and how the work should benefit

all core content areas

LEAs and schools may:• Focus funds where the needs are greatest by:•Reserving funds for LEA support to low-performing schools (Title I)•Allocating more funds per low-income student to schools with higher poverty rates (Title I)•After allocating to schools above 75 percent poverty, deciding whether to allocate funds to elementary, middle or high schools (Title I)



Low performing schools need more effective people and less “stuff” so schools should be supported in the effort of reducing class-size and having the personnel needed to provide instruction in a small group or in a one-on-one settingSchools should be supported in providing high-quality, on-going professional learning to enable every teacher and principal to be effective

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State-Developed Differentiated Recognition, Accountability and Support LEAs and schools may:•Provide incentives and rewards to attract qualified and effective teachers to low-performing schools (Title I and Title II)

CLIP examples:•Teacher recruiting/job fairs can be held to identify the strongest teacher candidates•Team interviews can be conducted w/in the schools•Collaborate with HR to ensure teachers are Highly Qualified (HiQ) and changes in assignments are not made so as to make a teacher not HiQ •Title I and Title II should give the approval before any changes are made


LEAs and schools may: •Provide educators with professional development, and materials and supplies, to implement a schoolwide plan (Title I and Title II)

CLIP examples:•Professional Development (PD) should address the identified weaknesses that are outline in the schoolwide plans •There should be an accountability component that identifies the participants and the evidence that will be used to measure success

Effective Instruction and Leadership

LEAs and schools may:•Provide professional development to teachers as part of carrying out a schoolwide plan (Title I and Title II)

CLIP examples: •The PD should address the core content areas•The federal programs should coordinate efforts and work

together to provide the PD


LEAs and schools may:– Develop and implement Coordinated Early Intervening

Services (CEIS) for non-identified students in need of additional academic or behavioral support, including professional development (IDEA)

– Implement positive behavioral interventions and supports schoolwide: Positive Behavioral Interventions and Supports (PBIS) may be allowable if the need for such interventions is documented in the SW plan and based on achievement data in the core content areas (Title I)

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LEAs and schools may:•Recruit and maintain effective and highly qualified teachers using differential pay (Title II)•Provide monetary and incentives associated with earning higher instructional effectiveness ratings (Title II)

School Climate

LEAs and schools may:•Permit a schoolwide program to implement activities to improve school climate, provided that climate-focused interventions are part of the schoolwide plan and supported by core content data (Title I)•Provide parent workshops that will provide specific information that address academic performance (Title I)

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School Climate

LEAs and schools may:

•Implement behavioral evaluations and interventions for non-identified students who need additional academic and behavioral support (IDEA/CEIS)

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Examples of a single activity supported by multiple funding sources

All activities must be identified as a need in the schoolwide plan and supported by the school’s data!

Transition activity for special needs pre-k students:•The activity is planned for pre-k students being served by special education. The students will begin regular kindergarten in fall. Due to the special needs of the students an additional transition activity is needed. The parents and students meet at the school during the spring or summer prior to the beginning of the school year. Parents are provided tours of the building, meet with regular and special education staff and provided an opportunity to discuss the special needs and services that their child may require.

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Activity Examples continued

Additionally, the parents may receive supplemental materials the parent can use to help prepare the student for kindergarten.Funding sources: Title I – supplemental materials, stipends to teachers for summer work, transportation, child care, and a snack if appropriateIDEA: Supplemental materials related to IEP, stipends to special education staff for after school or summer teachingTitle II –Training for principal and teachers on providing an effective transition activity for the parents

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Examples continued

Professional development activity:A district has determined that based on needs assessments the core content teachers need professional development on differentiated instruction. A summer training is arranged and an expert on the topic is hired to deliver the training.Funding sources:Title I – Stipends to teachers, supplemental materials to be used in the classrooms to deliver the instructionTitle II – Cost of the consultant and training materials

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Examples continuedSchool Climate activity:Based on a needs assessment the school has determined that the behavior of certain students is hindering their education. The district researches behavior strategies and decides to implement a school wide strategy such as PBIS Funding sources: Title I – Materials to be used to implement the strategy, stipends and/or substitutes for teachers to be trained, cost of training materialsTitle II – Cost of necessary training materials, contracted services to provide trainingIDEA – Training for co-teachers and sped teachers

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Examples continuedEarly intervention activity:The school has reviewed the achievement data and recognizes a need for additional early interventions for at risk students. The staff researches strategies and determines that a more comprehensive benchmarking program and specific intervention instructional strategies is required.Funding sources:Title I – supplemental benchmarking software program, materials required to implement the program, early intervention instructional staff

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Examples continued

Title II – Training for the teachers and training materials, academic coach to lead professional learning communities in using the benchmark data to inform instructional practices IDEA – Materials and supplies for students, (such as RTI Tier IV), requiring additional interventions as determined by the benchmarking data

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In Summary

• LEAs are encouraged to integrate all programs to the extent feasible to make the most efficient and effective use of the funds available to them. Districts should, in their planning processes, look at their needs and the programs available to them and integrate these programs to meet their needs.

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Upcoming Events

• Homeless Liaison Workshop: June 17, 2014 • Title I New Directors’ Workshop: June 18, 2014

(ending after lunch with New Directors – June 18, 2014)

• Title Programs Conference: June 18, 2014 – 20, 2013 (Opening Session at 1:30 pm and ending at noon – June 20, 2014)

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Questions?

Title I Education Program Specialist Contact InformationTitle I Education Program Specialist Contact Information

Area Name Office Telephone Email

1 Ms. Robyn Planchard (404) 463-3467 [email protected]

2 Dr. Randy Phillips (770) 334-8390 [email protected]

3 Mr. Anthony Threat (706) 615-0367 [email protected]

4 Ms. Evelyn Maddox (404) 656-2045 [email protected]

5 Dr. Judy Alger (229) 838-6037 [email protected]

6 Ms. Grace McElveen (912) 334-0802 [email protected]

7 Dr. Jimmy Everson (229) 723-2664 [email protected]

8 Ms. Marijo Pitts-Sheffield (912) 269-1216 [email protected]

9 Ms. Kathy Pruett (706) 540-8959 [email protected]

10 Ms. Elaine Dawsey (478) 971-0114 [email protected]

11 Dr. Olufunke Osunkoyo (678) 704-3557 [email protected]

12 Mr. Bobby Trawick (229) 246-1976 [email protected]

PresentersKathy Pruett

Georgia Department of Education Title I Education Program Specialist


Anthony ThreatGeorgia Department of EducationTitle I Education Program Specialist


Elizabeth ZippererGeorgia Professional Standards CommissionTitle II, Part A Education Program Specialist


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Documents

New Guidance for Schoolwide Program Allowable Expenditures