New Title I Directors

New Title I DirectorsNew Title I Directors

National Title I Association - NASTIDNational Title I Association - NASTIDA National Association of State Title I Directors A National Association of State Title I Directors

August 8, 2012August 8, 2012

Mayflower Hotel, Washington, DCMayflower Hotel, Washington, DC

AGENDAAGENDA

Welcome and IntroductionsWelcome and Introductions What is Title I, Part A? What is Title I, Part A? What are the Key Requirements? What are the Key Requirements? What Do You Need Next?What Do You Need Next? What is the Role of NASTID?What is the Role of NASTID? Overview of the Summer MeetingOverview of the Summer Meeting Building Relationships with SASABuilding Relationships with SASA LunchLunch

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1965 – 1965 – The First Title IThe First Title I

Sitting next to his Sitting next to his first teacher, first teacher, President Johnson President Johnson signs the Elementary signs the Elementary and Secondary and Secondary Education Act of Education Act of 1965 on April 11, 1965 on April 11, 1965.1965.

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Title I - A Brief Title I - A Brief HistoryHistory 1965 – ESEA originally passed1965 – ESEA originally passed Reauthorized with different “nicknames”Reauthorized with different “nicknames”

– 1994 – Improving America’s School Act (Title 1994 – Improving America’s School Act (Title I) I)

– 2001 – No Child Left Behind2001 – No Child Left Behind

Modified through regulations and new Modified through regulations and new fundingfunding– 2008 – New Regulations – CFR 2002008 – New Regulations – CFR 200– 2009 – Title I ARRA funding2009 – Title I ARRA funding– 2011 – ESEA Flexibility Waivers2011 – ESEA Flexibility Waivers

Reauthorization???Reauthorization???44

Purpose of Title IPurpose of Title I

Purpose is to increase the achievement of Purpose is to increase the achievement of all students, all students, particularly those who are particularly those who are disadvantageddisadvantaged

Ensure all children have fair, equal, and Ensure all children have fair, equal, and significant opportunity to obtain high significant opportunity to obtain high quality educationquality education

Reach, at minimum, proficiency on Reach, at minimum, proficiency on challenging state standards & assessments challenging state standards & assessments (reading, mathematics, and readiness)(reading, mathematics, and readiness)

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Federal Funds Federal Funds Supplement State and Supplement State and Local SupportLocal Support Title I, Part A provides federal dollars Title I, Part A provides federal dollars

to help to help supplementsupplement educational educational opportunities for children who live in opportunities for children who live in high poverty areas who are most at high poverty areas who are most at risk of failing to meet state’s risk of failing to meet state’s challenging achievement standards.challenging achievement standards.

Funds flow to SEAs then to LEAs and Funds flow to SEAs then to LEAs and finally to Title I schools.finally to Title I schools.

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State Title I Director’s State Title I Director’s RoleRole Varies depending on structure of SEAVaries depending on structure of SEA Typically includes:Typically includes:

– Allocation of Title I, Part A funds to LEAsAllocation of Title I, Part A funds to LEAs– Overseeing LEA grant application and Overseeing LEA grant application and

approval process for Title I fundsapproval process for Title I funds– Monitoring LEAs for compliance of Title I laws Monitoring LEAs for compliance of Title I laws

and regulationsand regulations– May include oversight of school and district May include oversight of school and district

improvement, or other programsimprovement, or other programs

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Local NCLB/Title I Local NCLB/Title I Coordinator’s RoleCoordinator’s Role Varies depending on structure of LEAVaries depending on structure of LEA Typically includes:Typically includes:

– Completing and implementing local NCLB Completing and implementing local NCLB grant paperworkgrant paperwork

– Ensuring compliance of Title I laws and Ensuring compliance of Title I laws and regulationsregulations

– Connecting with principals and district staff Connecting with principals and district staff for school and district improvementfor school and district improvement

– Monitoring expenses to ensure they are Monitoring expenses to ensure they are reasonable, necessary, and allocable to the reasonable, necessary, and allocable to the Title I programTitle I program

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Levels of AuthorityLevels of Authority

Statute (ESEA/NCLB)Statute (ESEA/NCLB) Code of Federal Regulations (CFR) Code of Federal Regulations (CFR)

– Title 34 Education Title 34 Education http://ecfr.gpoaccess.gov/http://ecfr.gpoaccess.gov/ – Education Department General Education Department General

Administrative Regulations (EDGAR)Administrative Regulations (EDGAR) USED guidance USED guidance www.ed.gov

– Non-regulatory guidanceNon-regulatory guidance– Policy lettersPolicy letters

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http://ecfr.gpoaccess.gov/

http://www.ed.gov/

TopicsTopics

Title I, Part A Program ModelsTitle I, Part A Program Models Allocations and Set-Asides Allocations and Set-Asides 3 Key Requirements3 Key Requirements Additional Fiscal IssuesAdditional Fiscal Issues Private School RequirementsPrivate School Requirements MonitoringMonitoring Optional topicsOptional topics NASTID OverviewNASTID Overview Working with SASA StaffWorking with SASA Staff

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Title I Program Title I Program ModelsModels Targeted AssistanceTargeted Assistance

– Eligible StudentsEligible Students– Targeted ResourcesTargeted Resources

SchoolwideSchoolwide– Needs AssessmentNeeds Assessment– Schoolwide PlanSchoolwide Plan

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Targeted AssistanceTargeted Assistance

The term “The term “targeted assistance”targeted assistance” signifies signifies that direct services are provided to a select that direct services are provided to a select group of children - those identified as failing, group of children - those identified as failing, or most at risk of failing, to meet the state’s or most at risk of failing, to meet the state’s academic achievement standards.academic achievement standards.

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Services may be delivered in a number Services may be delivered in a number of ways such as:of ways such as:

– In-class instructionIn-class instruction– Pull-out modelPull-out model– Extended dayExtended day– Summer programsSummer programs

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Targeted assistance Targeted assistance programs must…programs must… Provide additional instructional support to Provide additional instructional support to

support the core instructionsupport the core instruction Use highly qualified and trained teachers Use highly qualified and trained teachers

and paraprofessionalsand paraprofessionals Provide professional development for Provide professional development for

teachersteachers Use strategies to increase parent Use strategies to increase parent

engagementengagement Coordinate with other programs and Coordinate with other programs and

provide transition services from Pre-K to provide transition services from Pre-K to elementary gradeselementary grades

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Title I services must be Title I services must be supplementalsupplemental to to regular educational servicesregular educational services

School must have selection criteria for School must have selection criteria for eligible students that includes eligible students that includes multiplemultiple sources (e.g., below proficient on state sources (e.g., below proficient on state assessments, teacher recommendations, assessments, teacher recommendations, local assessments)local assessments)

Income level is Income level is notnot a criteria for eligibility a criteria for eligibility for servicesfor services

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Only teachers & paraprofessionals funded Only teachers & paraprofessionals funded directly by I-A (in whole or in part) are Title I directly by I-A (in whole or in part) are Title I staffstaff

Only students who receive services are Only students who receive services are counted as Title I students for reporting counted as Title I students for reporting purposespurposes

Must track types of services provided to Must track types of services provided to eligible studentseligible students

All students eligible for I-A services should All students eligible for I-A services should receive them, even if eligible under other receive them, even if eligible under other programsprograms

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Schoolwide ModelSchoolwide Model

A Title I school is eligible to become a A Title I school is eligible to become a schoolwide program when the student schoolwide program when the student poverty level is at or above 40 percent.poverty level is at or above 40 percent.

A schoolwide program has more flexibility in A schoolwide program has more flexibility in the use of Title I funds and in the delivery of the use of Title I funds and in the delivery of services.services.

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Title I funding is considered Title I funding is considered supplementalsupplemental to state and local funding and may be used to state and local funding and may be used to support any part of the educational plan.to support any part of the educational plan.

Title I-A and other federal funds may be Title I-A and other federal funds may be consolidated with state and local funds to consolidated with state and local funds to support the schoolwide plan.support the schoolwide plan.

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A schoolwide program is designed with the knowledge that there is a link between poverty and low achievement therefore, when there are large numbers of disadvantaged students, interventions will be successful when implemented “schoolwide.”

The school staff members work together to The school staff members work together to develop curriculum and instruction to raise develop curriculum and instruction to raise the achievement of the achievement of all all students and give students and give support to low-achieving students.support to low-achieving students.

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All teachers and paraprofessionals are All teachers and paraprofessionals are considered “Title I”considered “Title I”

All students are considered “Title I” for All students are considered “Title I” for reporting.reporting.

Services to students do not have to be Services to students do not have to be tracked and reported separately.tracked and reported separately.

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Schoolwide Planning Schoolwide Planning CycleCycle1.1. Conduct a comprehensive needs assessment.Conduct a comprehensive needs assessment.

2.2. Develop the schoolwide plan (ten Develop the schoolwide plan (ten components) usually over the period of one components) usually over the period of one year (but may be shorter if LEA agrees).year (but may be shorter if LEA agrees).

3.3. Implement the plan.Implement the plan.

4.4. Annually evaluate the plan to ensure that Annually evaluate the plan to ensure that students demonstrate academic achievement students demonstrate academic achievement and modify the plan based on this data.and modify the plan based on this data.

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Schoolwide PlanSchoolwide Plan

The plan must be developed in consultation The plan must be developed in consultation with the District and its support team and with the District and its support team and other technical assistance providers.other technical assistance providers.

Must be developed with the involvement of Must be developed with the involvement of parents, and other community members to parents, and other community members to be served and individuals who carry out be served and individuals who carry out such a plan, including teachers, principals such a plan, including teachers, principals and administrators.and administrators.

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Schoolwide Ten Schoolwide Ten Components NCLB Components NCLB Section 1114(b)(1)Section 1114(b)(1)1.1. A comprehensive needs assessment of the A comprehensive needs assessment of the

entire school based on information that entire school based on information that includes the performance of children in includes the performance of children in relationship to the state’s academic relationship to the state’s academic achievement standards.achievement standards.

2.2. Schoolwide reform strategies that:Schoolwide reform strategies that:a.a. Provide opportunity for all students to meet the Provide opportunity for all students to meet the

states proficient and advanced levels of states proficient and advanced levels of student achievement.student achievement.

b.b. Use effective methods and instructional Use effective methods and instructional strategies from scientifically-based research.strategies from scientifically-based research.

3.3. Instruction by “highly-qualified teachers and Instruction by “highly-qualified teachers and paraprofessionals.”paraprofessionals.”

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Schoolwide Ten Schoolwide Ten Components NCLB Components NCLB Section 1114(b)(1)Section 1114(b)(1)4.4. High quality and ongoing professional High quality and ongoing professional

development for teachers, principals, and development for teachers, principals, and paraprofessionals (and other staff If paraprofessionals (and other staff If appropriate).appropriate).

5.5. Strategies to attract high quality, highly-Strategies to attract high quality, highly-qualified teachers to high-need schools.qualified teachers to high-need schools.

6.6. Strategies to increase parental Strategies to increase parental involvement, such as literacy services.involvement, such as literacy services.

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Schoolwide Ten Schoolwide Ten Components NCLB Components NCLB Section 1114(b)(1)Section 1114(b)(1)7.7. Plans for assisting transition from early Plans for assisting transition from early

childhood programs to local elementary childhood programs to local elementary school programs.school programs.

8.8. Measures to include teachers in the Measures to include teachers in the decisions regarding the use of academic decisions regarding the use of academic assessments to provide information on, assessments to provide information on, and to improve, the academic and to improve, the academic achievement of individual students and the achievement of individual students and the overall instructional program.overall instructional program.

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Schoolwide Ten Schoolwide Ten Components NCLB Components NCLB Section 1114(b)(1)Section 1114(b)(1)9.9. Activities to ensure that students who Activities to ensure that students who

experience difficulty mastering the experience difficulty mastering the proficient or advanced levels of academic proficient or advanced levels of academic achievement standards are provided with achievement standards are provided with effective, timely, additional assistance.effective, timely, additional assistance.

10.10. Coordination and integration of federal, Coordination and integration of federal, state and local services and programs state and local services and programs including programs related to Title I, including programs related to Title I, violence, nutrition, housing, Head Start, violence, nutrition, housing, Head Start, adult education, vocational and technical adult education, vocational and technical education, and job training.education, and job training.

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Allocations and Set-Allocations and Set-AsidesAsides

Title I-A AllocationsTitle I-A Allocations

Complex 4-Part FormulaComplex 4-Part Formula– BasicBasic– ConcentrationConcentration– TargetedTargeted– Education Finance Incentive Grants (EFIG)

Based on counts of studentsBased on counts of students– Poverty data from CensusPoverty data from Census– Children in neglected or delinquent institutionsChildren in neglected or delinquent institutions– Children in foster care and in families receiving Children in foster care and in families receiving

Temporary Assistance to Needy Families (TANF)Temporary Assistance to Needy Families (TANF)

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Hold HarmlessHold Harmless

All 4 formulas provide for a variable hold-All 4 formulas provide for a variable hold-harmless guarantee for each LEA of 85, 90, harmless guarantee for each LEA of 85, 90, and 95% of their previous year’s allocation.and 95% of their previous year’s allocation.

– The hold-harmless percentage depends on The hold-harmless percentage depends on the formula child rate of each LEA.the formula child rate of each LEA.

– For the Basic, Targeted, and EFIG formulas, For the Basic, Targeted, and EFIG formulas, an LEA must meet eligibility criteria in order an LEA must meet eligibility criteria in order for the hold-harmless protection to apply. for the hold-harmless protection to apply.

– For Concentration Grants, the hold-harmless For Concentration Grants, the hold-harmless provision applies to an LEA for four years provision applies to an LEA for four years even if it no longer meets the eligibility even if it no longer meets the eligibility criteria.criteria.

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Allocations to LEAsAllocations to LEAs

US ED LEA allocation spreadsheets include US ED LEA allocation spreadsheets include one sheet for each Title I grant: Basic, EFIG, one sheet for each Title I grant: Basic, EFIG, Targeted, and Concentration. These are Targeted, and Concentration. These are notnot the actual allocations for LEAs.the actual allocations for LEAs.

SEA must reserve funds for administration SEA must reserve funds for administration and for school improvement (up to 4%) to and for school improvement (up to 4%) to adjust LEA allocations.adjust LEA allocations.

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Allocations to LEAsAllocations to LEAs

Other adjustments may need to be made if Other adjustments may need to be made if LEA enrolls students to/from other LEAs, LEA enrolls students to/from other LEAs, charter LEAs, etc. charter LEAs, etc.

States may be approved to use “alternate States may be approved to use “alternate data” source in LEAs with less than 20,000 data” source in LEAs with less than 20,000 Census population. Ask for help from US ED Census population. Ask for help from US ED staff if you have this situation.staff if you have this situation.

Budget & allocation information on ED website:– http://www2.ed.gov/about/overview/budget/

tables.html3131

Determining School Determining School Allocations OverviewAllocations Overview Determining poverty ratesDetermining poverty rates Determining which schools will be served:Determining which schools will be served:

P Ranking & serving rulesRanking & serving rulesP 125% rule125% ruleP ExceptionsExceptions

Determine district set-asidesDetermine district set-asides Distribute funds to schoolsDistribute funds to schools

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Determining Schools Determining Schools Eligible to be ServedEligible to be Served Type of poverty data must be same for all Type of poverty data must be same for all

schools schools – most use free & reduced lunch qualificationmost use free & reduced lunch qualification

AllAll public schools must be listed on school public schools must be listed on school eligibility form with poverty rateeligibility form with poverty rate– Include special schools, charter schools, etc. Include special schools, charter schools, etc.

according to state law according to state law

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Use Ranking & Use Ranking & Serving RulesServing Rules Rank all LEA schools in order by povertyRank all LEA schools in order by poverty All schools at 75% or above poverty All schools at 75% or above poverty mustmust be be

servedserved Other schools must be served in rank order, Other schools must be served in rank order,

from highest to lowest, all above district from highest to lowest, all above district poverty average or 35%, as far as Title I poverty average or 35%, as far as Title I funds will reach (LEA may set lower funds will reach (LEA may set lower boundary)boundary)

May group and rank by grade span in order May group and rank by grade span in order to focus services to a particular grade span to focus services to a particular grade span of schoolsof schools

If If anyany school is served that is below 35% school is served that is below 35% poverty, must use 125% rule poverty, must use 125% rule (slide 43)(slide 43)

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Special RulesSpecial Rules

Small LEAs Small LEAs may serve may serve anyany school(s) if meet school(s) if meet criteria:criteria:– Single attendance area (a one-school district or Single attendance area (a one-school district or

one school per grade span), one school per grade span), oror– LEA enrollment < 1000 LEA enrollment < 1000

Allows small LEAs to focus services to schools as Allows small LEAs to focus services to schools as needed without ranking and serving rulesneeded without ranking and serving rules

““Grandfather” ruleGrandfather” rule::– An LEA may serve a school for one more year An LEA may serve a school for one more year

that falls below the poverty threshold for Title I that falls below the poverty threshold for Title I schoolsschools

Allows a school to continue services as poverty Allows a school to continue services as poverty levels fluctuatelevels fluctuate

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Exception to Title I Exception to Title I FundingFunding A school that would be eligible to be funded A school that would be eligible to be funded

with Title I funds may only be “skipped” or with Title I funds may only be “skipped” or excluded from Title I funding if:excluded from Title I funding if:P The school receives funding from The school receives funding from

supplemental supplemental state or local sourcesstate or local sourcesP The funding is equivalent to what would be The funding is equivalent to what would be

received under Title Ireceived under Title IP The funding is used to provide a Title I-like The funding is used to provide a Title I-like

programprogramP The school receives comparable state and The school receives comparable state and

local fundinglocal funding

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Title I Set-AsidesTitle I Set-Asides

Set-asides are amounts used at district Set-asides are amounts used at district level before allocating funds to schools; level before allocating funds to schools; some are required, others optionalsome are required, others optional

Types of set-asides:Types of set-asides:P Administration (optional, as needed)Administration (optional, as needed)P Professional development for highly qualified Professional development for highly qualified

teachers (5% unless a lesser amount is teachers (5% unless a lesser amount is needed)needed)

P Professional development (at least 10% Professional development (at least 10% each each yearyear for districts in improvement – required – for districts in improvement – required – will be carried forward if not spent)will be carried forward if not spent)

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Title I Set-AsidesTitle I Set-Asides

P Homeless (required; to serve homeless Homeless (required; to serve homeless students in non-Title I schools)students in non-Title I schools)

P Neglected & delinquent (as needed)Neglected & delinquent (as needed)P Parent/family involvement (1% required if I-A Parent/family involvement (1% required if I-A

allocation > $500,000; 95% must be used at allocation > $500,000; 95% must be used at schools)schools)

P Extended time (after school, summer school, Extended time (after school, summer school, etc.)etc.)

P Choice/SES (amount = up to 20% required if Choice/SES (amount = up to 20% required if any TI schools in improvement)any TI schools in improvement)

P Other district wide programs (preschool, school Other district wide programs (preschool, school improvement, etc.)improvement, etc.)

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Funds available to Funds available to schoolsschools Find total of set-asidesFind total of set-asides Subtract from I-A district allocationSubtract from I-A district allocation Add carryover from prior fiscal year Add carryover from prior fiscal year

(optional)(optional) Balance is amount available to distribute to Balance is amount available to distribute to

schoolsschools

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Determine School Determine School AllocationsAllocations Determine standard (or 100%) per pupil Determine standard (or 100%) per pupil

amount (PPA) by dividing the total amount (PPA) by dividing the total I-A amount I-A amount available to schools by the total number of available to schools by the total number of low-income students in the Title I schools low-income students in the Title I schools being servedbeing served..

The 100% PPA is a guide to determine how to The 100% PPA is a guide to determine how to fund each Title I school.fund each Title I school.

Calculate school allocation by # of low-Calculate school allocation by # of low-income students x per pupil amount (PPA)income students x per pupil amount (PPA)

Schools served in rank order may be funded Schools served in rank order may be funded at different per pupil amounts (PPA) at different per pupil amounts (PPA) as long as long as higher poverty schools have = or > PPAas higher poverty schools have = or > PPA

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125% Rule125% Rule

OnlyOnly required if serving schools < 35% poverty required if serving schools < 35% poverty

If district average is lower than 35% can reach If district average is lower than 35% can reach buildings down to district (or grade span) buildings down to district (or grade span) average but must allocate at least 125% of average but must allocate at least 125% of district per pupil amount to district per pupil amount to everyevery building building served in the rank order.served in the rank order.

Total I-A allocation ÷ total # of low-income Total I-A allocation ÷ total # of low-income students in district x 1.25 students in district x 1.25 = 125% of per pupil = 125% of per pupil amount (PPA), required minimum PPA for all amount (PPA), required minimum PPA for all schools servedschools served

Purpose of 125% rule is to concentrate Title I Purpose of 125% rule is to concentrate Title I funds for more effective programsfunds for more effective programs

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3 Key Requirements3 Key Requirements

Maintenance of EffortMaintenance of EffortSection 1120A(a) and 9521 of NCLB; 34 CFR Section 1120A(a) and 9521 of NCLB; 34 CFR 299.5299.5

ComparabilityComparabilitySection 1120A(c) and (d); 34 CFR 200.79Section 1120A(c) and (d); 34 CFR 200.79

Supplement, Not SupplantSupplement, Not SupplantSection 1120A(b) and (d) of NCLB; 34 CFR 200.79Section 1120A(b) and (d) of NCLB; 34 CFR 200.79

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3 Key Requirements3 Key Requirements

An LEA must:– maintain fiscal effort with state and local

funds; – provide services in its Title I schools with

State and local funds that are at least comparable to services provided in its non-Title I schools; and

– use Title I-A funds to supplement, not supplant regular non-Federal funds.

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Maintenance of EffortMaintenance of Effort

The district has maintained fiscal effort if The district has maintained fiscal effort if either…either…– the combined fiscal effort (of district and state) the combined fiscal effort (of district and state)

per student per student oror– the aggregate (total of included) expenditures the aggregate (total of included) expenditures

of the district and state for public education of the district and state for public education

… … were at 90% of that of the preceding year.were at 90% of that of the preceding year.

This shows the district maintained its non-This shows the district maintained its non-federal funding within 90% and is eligible to federal funding within 90% and is eligible to receive its full allocation of I-A funds.receive its full allocation of I-A funds.

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ComparabilityComparability

An LEA must use state and local funds to provide services in Title I schools that, taken as a whole, are at least comparable to the services provided in schools that are not receiving Title I funds.

If the LEA serves all of its schools with Title I funds, the LEA must use State and local funds to provide services that, taken as a whole, are substantially comparable in each Title I school.

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Comparability may be demonstrated if the Comparability may be demonstrated if the district provides written assurance it has district provides written assurance it has established established and implementedand implemented::1.1. A district wide salary schedule. A district wide salary schedule.

2.2. A policy to ensure equivalence among schools A policy to ensure equivalence among schools in teachers, administrators, and other staff. in teachers, administrators, and other staff.

3.3. A policy to ensure equivalence among schools A policy to ensure equivalence among schools in the provision of curriculum materials and in the provision of curriculum materials and instructional supplies.instructional supplies.

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Other measures to demonstrate comparability:– student/instructional staff ratios; – student/instructional staff salary ratios;– expenditures per pupil; or– a resource allocation plan based on student

characteristics such as poverty, limited English proficiency, or disability, etc.

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SEA has flexibility in establishing methods and reasonable variances between Title I and non-Title I schools:– May compare schools by commonalities such

as size and grade span.– May allow student/staff ratios and

instructional expenses to vary within 10%.– May exclude certain expenses and salary

cost differentials for experience.

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TITLE I SCHOOLS

Project Schools by Name (Column 1)

[Ctrl-j to insert row)]

Non-Federal Salaries

(Column 2)

Enrollment (Column 3)

Per Student Amount

(Column 2/ Column 3)

Comparable

Otter Elementary $1,032,186.00 267.00 $3,865.87 YesRocky Ridge Elementary $1,271,041.00 391.00 $3,250.74 YesFish Elementary School $1,024,773.00 287.00 $3,570.64 YesKibbey Elementary $1,131,087.00 318.00 $3,556.88 YesHeppner Elementary $1,148,623.00 306.00 $3,753.67 YesOja Elementary $1,187,081.00 420.00 $2,826.38 Yes

-SUBTOTALS - TITLE I $6,794,791.00 1,989.00 $20,824.18AVERAGES - TITLE I $1,132,465.17 331.50 $3,470.70

NON-TITLE I SCHOOLS


[Ctrl-t to insert row)]

Non-Federal Salaries

(Column 2)

Enrollment (Column 3)

Per Student Amount

(Column 2/ Column 3)

Comparable

McCarthy Creek Elementary $1,384,490.00 391.00 $3,540.90Coal Mine Elementary $1,257,499.00 374.00 $3,362.30Cash Elementary $1,416,539.00 514.00 $2,755.91Limestone Elementary $1,145,446.00 418.00 $2,740.30

-SUBTOTALS - NON TITLE I $5,203,974.00 1,697.00 $12,399.41AVERAGES - NON TITLE I $1,300,993.50 424.25 $3,099.85

90% $2,789.87110% $3,409.84

TITLE I COMPARABILITY REPORT - PER PUPIL AMOUNT

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TITLE I SCHOOLS


[Ctrl-j to insert row]

Actual Grade Span (Column 2)

Pupils Enrolled @

Beginning of Year

(Column 3)

FTE Teacher Staff

(Column 4)

FTE Administrative

Staff (Column 5)

FTE Auxiliary

Staff (Column 6)

Total FTE Staff (Columns 4-6)

Student/ Staff Ratio (Column 3/ Column7)

Comparable

Flatwater Elementary K-5 275.00 15.32 1.00 8.32 24.64 11.16 YesMountain Elementary K-5 259.00 16.18 1.00 10.55 27.73 9.34 YesNorth Valley Elementary K-5 265.00 16.17 1.00 12.39 29.56 8.96 YesSouth Hills Elementary K-5 294.00 15.15 1.00 8.59 24.74 11.88 YesCanyon Elementary K-5 282.00 14.32 1.00 11.37 26.69 10.57 Yes

0.00 -1,375.00 77.14 5.00 51.22 133.36 51.91275.00 15.43 1.00 10.24

NON-TITLE I SCHOOLS


[Ctrl-t to insert row}

Actual Grade Span (Column 2)

Pupils Enrolled @

Beginning of Year

(Column 3)

FTE Teacher Staff

(Column 4)

FTE Administrative

Staff (Column 5)

FTE Auxiliary

Staff (Column 6)

Total FTE Staff (Columns 4-6)

Student/ Staff Ratio (Column 3/ Column7)

Comparable

Capitol Elementary K-5 477.00 26.00 1.00 12.68 39.68 12.02Alpine Elementary K-5 272.00 14.23 1.00 6.90 22.13 12.29Lake Elementary K-5 238.00 12.60 1.00 8.74 22.34 10.65East Davis Elementary K-5 283.00 15.00 1.00 8.51 24.51 11.55McDonald Elementary K-5 247.00 12.68 1.00 6.09 19.77 12.49Rimini Elementary K-5 485.00 26.00 1.00 10.28 37.28 13.01

0.00 -2,002.00 106.51 6.00 53.20 165.71 72.02333.67 17.75 1.00 8.87 12.00

90% 10.80110% 13.20

SUBTOTALS - TITLE I

TITLE I COMPARABILITY REPORT - STUDENT/STAFF RATIO

AVERAGES - TITLE I

SUBTOTALS - NON TITLE IAVERAGE - NON TITLE I

Supplement Not Supplement Not Supplant Supplant Federal funds must be used to Federal funds must be used to

“supplement, not supplant” services, staff, “supplement, not supplant” services, staff, programs, or materials that would programs, or materials that would otherwise be paid with state or local funds otherwise be paid with state or local funds (and, in some cases, other federal funds).(and, in some cases, other federal funds).

Always ask: “What would have happened Always ask: “What would have happened in the absence of federal funds?”in the absence of federal funds?”

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Supplement Not Supplement Not Supplant Supplant

Supplement, not supplant is different Supplement, not supplant is different depending on the type of Title I program depending on the type of Title I program

modelmodel

Targeted Assistance SchoolsTargeted Assistance SchoolsIn Title I targeted assistance schools, funds are In Title I targeted assistance schools, funds are used to provide used to provide supplemental supplemental educational educational servicesservices to eligible students participating in Title I to eligible students participating in Title I programs.programs.LEA has flexibility in type of Title I program, but it LEA has flexibility in type of Title I program, but it must supplement the services that would be must supplement the services that would be provided in the absence of federal funds.provided in the absence of federal funds.

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Schoolwide Program SchoolsSchoolwide Program Schools In Title I schoolwide schools, the In Title I schoolwide schools, the fundsfunds

provided areprovided are supplementalsupplemental to the state and to the state and local funds and may be used to support any local funds and may be used to support any activities in the schoolwide plan.activities in the schoolwide plan.

In schoolwide school, LEA not required to:In schoolwide school, LEA not required to:1) show that Federal funds used with the school are

paying for additional services that would not otherwise be provided;

2) demonstrate that Federal funds are used only for specific target populations; or

3) separately track Federal program funds once they reach the school.

5353


Presumption of supplantingPresumption of supplanting The district has used the Title I funds to The district has used the Title I funds to

provide services that the district was required provide services that the district was required to make available under federal, state or local to make available under federal, state or local law.law.

The district used Title I funds to provide The district used Title I funds to provide services it provided with non-federal funds in services it provided with non-federal funds in the prior year(s).the prior year(s).

The district has used Title I funds to provide The district has used Title I funds to provide services for participating children that it services for participating children that it provided with non-federal funds for non-provided with non-federal funds for non-participating children.participating children.

5454

Supplement Not Supplement Not Supplant Supplant To rebut presumption show:To rebut presumption show:

– Fiscal or programmatic documentation to Fiscal or programmatic documentation to confirm that, in the absence of federal confirm that, in the absence of federal funds, would have eliminated funds, would have eliminated staff/services in questionstaff/services in question

– State or local legislative actionState or local legislative action– Budget histories and informationBudget histories and information

5555

Additional Fiscal Additional Fiscal IssuesIssues Subgrants & ApplicationsSubgrants & Applications

Grant PeriodGrant Period

Allowable ExpensesAllowable Expenses

Time and Effort Time and Effort Federal Office of Management and Budget’s Circular A-87, Cost Principles for State, Local, and Indian Tribal Governments.

5656

SubgrantsSubgrants

Title I is a subgrant (e.g., pass-through Title I is a subgrant (e.g., pass-through funds from state administered program)funds from state administered program)– Allowable activities based on applicable Allowable activities based on applicable

statute, local plan, state rulesstatute, local plan, state rules– LEAs must submit application to receive LEAs must submit application to receive

fundsfunds– Funds/reimbursements subject to SEA Funds/reimbursements subject to SEA

approval of applicationapproval of application

5757

ApplicationsApplications

Most states include Title I grant applications Most states include Title I grant applications as part of a consolidated application with as part of a consolidated application with other ESEA funds such as Title I-C, Title II-A, other ESEA funds such as Title I-C, Title II-A, and Title III-Aand Title III-A– Online applications or applications submitted Online applications or applications submitted

directly in Excel or Word formatdirectly in Excel or Word format– Applications reviewed & approved by Applications reviewed & approved by

program staff after any revisions, as program staff after any revisions, as necessarynecessary

Funds may be awarded in two ways:Funds may be awarded in two ways:– Cash advancesCash advances– Reimbursements after expensesReimbursements after expenses

5858

Grant PeriodGrant Period

Title I funds are “27 month” moneyTitle I funds are “27 month” money Federal FY 2012 funds:Federal FY 2012 funds:

– July 1, 2012 – September 30, 2013 (1July 1, 2012 – September 30, 2013 (1stst grant grant period)period)

– October 1, 2013 – September 30, 2014October 1, 2013 – September 30, 2014 No more than 15% of the Title I-A allocation No more than 15% of the Title I-A allocation

may be carried forward to the next FYmay be carried forward to the next FY– SEA may approve an exception once every SEA may approve an exception once every

three yearsthree years State must return funds not obligated to the State must return funds not obligated to the

federal governmentfederal government

5959

Allowable ExpensesAllowable Expenses

All Costs Must Be:All Costs Must Be:P Allowable under grant requirementsAllowable under grant requirementsP Necessary & reasonableNecessary & reasonableP Allocable (proportionate to program)Allocable (proportionate to program)P Legal under state and local lawLegal under state and local law

OMB Circular A-87: State, Local & Indian OMB Circular A-87: State, Local & Indian Tribal GovernmentsTribal Governments

OMB Circular A-133: Compliance OMB Circular A-133: Compliance Supplement Supplement

6060

Time and EffortTime and Effort

Time and effort reporting is required when Time and effort reporting is required when any partany part of an individual’s salary is of an individual’s salary is charged to a federal program.charged to a federal program.– Single cost objective Single cost objective → Semi annual → Semi annual

certification.certification.– Multiple cost objectives → Monthly time Multiple cost objectives → Monthly time

reports or Personnel Activity Reports (PARs).reports or Personnel Activity Reports (PARs).

6161

Schoolwide Time and Schoolwide Time and EffortEffort Schoolwide plan Schoolwide plan mustmust specify programs to specify programs to

be included (not all programs may be be included (not all programs may be included).included).

A schoolwide program is a single cost A schoolwide program is a single cost objectiveobjective– If employee works 100% on programs If employee works 100% on programs

combined combined → → Semi-annual certification.Semi-annual certification.– If employee works partially on programs If employee works partially on programs

combined and partly on those not combined combined and partly on those not combined → → Monthly time report (PAR).Monthly time report (PAR).

6262

Private School Private School Participation Participation Title I, Part ATitle I, Part A

IfIf the Title I, Part A program is available to the the Title I, Part A program is available to the public schoolpublic school district students and teachers, district students and teachers, then the opportunity is available to private then the opportunity is available to private school students and teachers on an equitable school students and teachers on an equitable basis.basis.

– NCLB Section 1120 – Participation of NCLB Section 1120 – Participation of Students Enrolled in Private SchoolsStudents Enrolled in Private Schools

– 34 CFR 200.62-6734 CFR 200.62-67

6363

Title I Private School Title I Private School RequirementsRequirements ESEA requires equitable participation of private ESEA requires equitable participation of private

school students, teachers, and other personnelschool students, teachers, and other personnel Consultation with private schools Consultation with private schools mustmust occur occur

beforebefore decisions are made about programs to decisions are made about programs to be offeredbe offered

Needs of private school students, parents, and Needs of private school students, parents, and teachers are determined separately from those teachers are determined separately from those of public school students, parents & teachersof public school students, parents & teachers

Private school students, parents & teachers Private school students, parents & teachers must receive services comparable to those must receive services comparable to those received by public school students, parents, & received by public school students, parents, & teachersteachers

6464

ConsultationConsultation

Consultation between the public school and Consultation between the public school and private schools, during the design and private schools, during the design and development of the programs:development of the programs:

Must be timely and meaningful.Must be timely and meaningful. Must take place on an annual basis, and be Must take place on an annual basis, and be

documented by the district: sign in sheets, documented by the district: sign in sheets, agenda, written affirmation. agenda, written affirmation.

Must continue Must continue throughoutthroughout the year, to ensure the year, to ensure the needs of private school students are being the needs of private school students are being met.met.

Shall occur Shall occur before the school district makes before the school district makes any decisionany decision that affects the opportunities of that affects the opportunities of eligible private school children, teachers, and eligible private school children, teachers, and other educational personnel to participate.other educational personnel to participate.

6565

Funding for Services to Funding for Services to Private School Students Private School Students and Teachersand Teachers Private school allocation for Title I-A is Private school allocation for Title I-A is

determined by # of low-income students determined by # of low-income students residing in attendance areas selected to be residing in attendance areas selected to be served under Title I-Aserved under Title I-A

Title I-A services to private school students Title I-A services to private school students are based on academic need and are are based on academic need and are always “targeted assistance”always “targeted assistance”

6666

Sample I-A Private School Student Count Sample I-A Private School Student Count ChartChart

6767

* Title I attendance area

Sample I-A Private School Funding ChartSample I-A Private School Funding Chart

6868

Private school PPA = $650First City Private School allocation (9 × $650) = $5850Big Thunder allocation (6 × $650) = $3900

School NameGrade Span

Title I Status

Total School

Enrollment

Total Public

School Low-Income Students

Percent of Poverty

(col 7/col 4)

Total Private School Low-

Income Students

Total Low-Income Students

Per PupilAmount

Total Allocation(col 9 x col 7)

Public School

Allocation(col 9 x col 5)

Private School

Reserve(col 9 x col 6)

ABC Youth Facility 7-12 EX 10 10 100.00% 10 $0 $0 $0

ABC Alternative HS 7-12 TA 88 50 56.82% 50 $675.00 $33,750 $33,750 $0

Big Mountain Elem K-5 SW 178 85 47.75% 85 $675.00 $57,375 $57,375 $0

Tall Mountain Elem K-5 SW 476 199 44.12% 11 210 $650.00 $136,500 $129,350 $7,150

Forest Elementary K-5 SW 165 63 40.61% 4 67 $650.00 $43,550 $40,950 $2,600

ABC Charter School K-8 TA 164 62 37.80% 62 $599.00 $37,138 $37,138 $0

ABCMiddle School 6-8 NS 290 93 32.07% 93 $0 $0 $0

ABC High School 9-12 NS 617 126 21.23% 5 131 $0 $0 $0

Whale Watch Elementary K-5 NS 256 48 20.31% 4 52 $0 $0 $0

Big Bear School K-12 NS 39 7 17.95% 7 $0 $0 $0

2283 743 32.54% 24 767 $308,313 $298,563 $9,750DISTRICT-WIDE TOTAL/AVERAGE:

EligibleEligible Private School Private School StudentStudent An eligible private school student resides in An eligible private school student resides in

the participating attendance area of the the participating attendance area of the school district school district andand is selected on the same is selected on the same basis as targeted assistance students.basis as targeted assistance students.

[34 CFR 200.62][34 CFR 200.62]

6969

Examples of Services Examples of Services Instructional services outside the regular Instructional services outside the regular classroom.classroom.Extended learning time (before/after school and Extended learning time (before/after school and in the summer).in the summer).Family literacy programs.Family literacy programs.Counseling programs.Counseling programs.Early childhood.Early childhood.Home tutoring.Home tutoring.Computer-assisted instruction.Computer-assisted instruction.

[Non-Regulatory Guidance B37 & B38][Non-Regulatory Guidance B37 & B38]7070

Private School Private School Participation Participation Title I, Part A Title I, Part A (continued)(continued)

Basic Rules of Service Basic Rules of Service DeliveryDelivery All services are provided by and under the All services are provided by and under the

control and supervision of the public school.control and supervision of the public school.

Services for private school children must Services for private school children must begin at the same time as services for begin at the same time as services for public school children.public school children.

[Non-Regulatory Guidance B39 & B40][Non-Regulatory Guidance B39 & B40]

7171

Basic Rules Basic Rules (continued)(continued)

The public school maintains control of all The public school maintains control of all materials, supplies, equipment, and property materials, supplies, equipment, and property acquired with Title I funds for the benefit of acquired with Title I funds for the benefit of eligible private school students.eligible private school students. [34 CFR [34 CFR 200.67]200.67]

Key word is Key word is servicesservices.. No public funds are No public funds are distributed to private schools, only services distributed to private schools, only services and materials.and materials.

[Non-Regulatory Guidance B-28][Non-Regulatory Guidance B-28]

7272

Other TopicsOther Topics Parent Involvement [Section 1118]Parent Involvement [Section 1118] Parent Notification Requirements Parent Notification Requirements LEA and School Report Cards [Section 1111]LEA and School Report Cards [Section 1111] Adequate Yearly Progress [Sections 1003 & Adequate Yearly Progress [Sections 1003 &

1116]1116] School & District Improvement [Section School & District Improvement [Section

1116]1116] Public School Choice and Supplemental Public School Choice and Supplemental

Educational Services (SES) [Section 1116]Educational Services (SES) [Section 1116]

7373

District Set-Asides for District Set-Asides for Parent InvolvementParent Involvement Districts receiving $500,000 or more in Title I, Districts receiving $500,000 or more in Title I,

Part A funds must set aside, at minimum, 1% Part A funds must set aside, at minimum, 1% for parent involvement purposes, including for parent involvement purposes, including promotion of parent literacy and developing promotion of parent literacy and developing parenting skills. 95% of the district set-sides parenting skills. 95% of the district set-sides must be allocated to Title I buildings for must be allocated to Title I buildings for building-level parent involvement. building-level parent involvement.

Districts < $500,000 must also provide parent Districts < $500,000 must also provide parent involvement opportunities at the district and involvement opportunities at the district and building levels. building levels.

[NCLB Section 1118(a)(3), Parent Involvement Guidance [NCLB Section 1118(a)(3), Parent Involvement Guidance C-14]C-14]

7474

Title I Parent Title I Parent Involvement Involvement District Parent Involvement Policy is:

A written document.A written document. Jointly developed and agreed upon with parents.Jointly developed and agreed upon with parents. Describes elements of parent involvement Describes elements of parent involvement

activities that will be implemented at Title I activities that will be implemented at Title I schools.schools.

Distributed to all parents of participating Distributed to all parents of participating students.students.

**** If the district already has a parent policy, If the district already has a parent policy, it it can be amended can be amended to meet Title I requirements.to meet Title I requirements.

7575

Title I Parent Title I Parent InvolvementInvolvementSchool Parent Involvement Policy (Plan) is:School Parent Involvement Policy (Plan) is: Written policy (plan).Written policy (plan). Agreed upon by parents. Agreed upon by parents. Describes the means for carrying out parent Describes the means for carrying out parent

involvement activities at the building level.involvement activities at the building level. Distributed to parents, and the local Distributed to parents, and the local

community, in a format and language, to the community, in a format and language, to the extent practicable, that parents can extent practicable, that parents can understand.understand.

**** If the school has a parental involvement If the school has a parental involvement policy that applies to all parents, it policy that applies to all parents, it may be may be amendedamended to meet the requirements of Title I. to meet the requirements of Title I.

7676

Title I Parent Title I Parent InvolvementInvolvementBuilding Parent Involvement:Building Parent Involvement: Provide timely information about programs.Provide timely information about programs. Involve parents in an on-going, timely Involve parents in an on-going, timely

planning, review, and improvement of the planning, review, and improvement of the school parental involvement policy and the school parental involvement policy and the joint development of the schoolwide joint development of the schoolwide program plan.program plan.

Include a description and explanation of the Include a description and explanation of the curriculum in use at the school, the forms of curriculum in use at the school, the forms of academic assessment used to measure academic assessment used to measure student progress, and the proficiency levels student progress, and the proficiency levels students are expected to meet.students are expected to meet.

7777

Shared Responsibility for Shared Responsibility for High Student Academic High Student Academic AchievementAchievementSchool-Parent CompactSchool-Parent Compact: :

Each Title I school shall jointly develop with Each Title I school shall jointly develop with parents, for all children served, a school-parents, for all children served, a school-parent compact that outlines how parents, the parent compact that outlines how parents, the entire school staff, and students will share the entire school staff, and students will share the responsibility for improved student academic responsibility for improved student academic achievement and the means by which the achievement and the means by which the school and parents will build and develop a school and parents will build and develop a partnership to help children achieve the partnership to help children achieve the state’s high standards.state’s high standards.

7878

Parent Notification Parent Notification RequirementsRequirements Public School ChoicePublic School Choice[NCLB Section 1116(b)(6), Parent Involvement Guidance C-21][NCLB Section 1116(b)(6), Parent Involvement Guidance C-21]

Supplemental Educational ServicesSupplemental Educational Services[NCLB[NCLB Section 1116(e)(2), Parent Involvement Guidance C-22]Section 1116(e)(2), Parent Involvement Guidance C-22]

Building and District Parent Building and District Parent Involvement PoliciesInvolvement Policies

[NCLB Section 1118(a)(2) and (b)(1), Parent Involvement Guidance, [NCLB Section 1118(a)(2) and (b)(1), Parent Involvement Guidance, C-3 and C–4 (district), and D-1 (school)] C-3 and C–4 (district), and D-1 (school)]

CompactCompact[NCLB Section 1118(d)], Parent Involvement Guidance D-8][NCLB Section 1118(d)], Parent Involvement Guidance D-8]

7979

Parent Notification Parent Notification RequirementsRequirements Annual Report CardsAnnual Report Cards[NCLB Section 1111(h)(1) and (2), Parent Involvement Guidance, B-5 [NCLB Section 1111(h)(1) and (2), Parent Involvement Guidance, B-5

(State) and C-7 (District)](State) and C-7 (District)]

Individual Student AssessmentIndividual Student Assessment[NCLB Section 1111(h)(6)(B)(i), Parent Involvement Guidance, D-10] [NCLB Section 1111(h)(6)(B)(i), Parent Involvement Guidance, D-10]

Progress ReviewProgress Review[NCLB Section 1116(a)(1)(C), (c)(1)(B) and (c)(6), Parent Involvement [NCLB Section 1116(a)(1)(C), (c)(1)(B) and (c)(6), Parent Involvement

Guidance, B-7 (State) and C-20 (District)] Guidance, B-7 (State) and C-20 (District)]

School Improvement (AYP, Corrective School Improvement (AYP, Corrective Action, Restructuring)Action, Restructuring)

[NCLB Section 1116(b)(6), 7(E), and 8(C), 34 CFR 200.37(5).] Parent [NCLB Section 1116(b)(6), 7(E), and 8(C), 34 CFR 200.37(5).] Parent Involvement Guidance, C-21, C-22, and C-23]Involvement Guidance, C-21, C-22, and C-23]

8080

Adequate Yearly Adequate Yearly ProgressProgress Section 1003 Section 1003 School ImprovementSchool Improvement

– CFR 200.1-200.10 - Standards and CFR 200.1-200.10 - Standards and AssessmentsAssessments

– CFR 200.13-200.24 - AYPCFR 200.13-200.24 - AYP

Section 1116 Section 1116 Academic Assessment and Academic Assessment and LEA and School improvementLEA and School improvement– CFR 200.30 – 200.54 – LEA and School CFR 200.30 – 200.54 – LEA and School

ImprovementImprovement

8181

Choice & SESChoice & SES

Public school choice Public school choice allows parents or allows parents or guardians to transfer their students out of guardians to transfer their students out of low-performing schools into schools that are low-performing schools into schools that are making AYP. [Section 1116 (b)(1)(E)]making AYP. [Section 1116 (b)(1)(E)]

Supplemental educational services Supplemental educational services (SES) (SES) provide additional academic provide additional academic assistance for low-income students who are assistance for low-income students who are attending Title I schools that have not met attending Title I schools that have not met AYP criteria. [Section 1116 (e)(12)(C)]AYP criteria. [Section 1116 (e)(12)(C)]

8282

Monitoring LEAsMonitoring LEAs

Use regular cycle (every 3 to 5 years) and/or Use regular cycle (every 3 to 5 years) and/or combination of “risk factors” to select LEAs for combination of “risk factors” to select LEAs for monitoringmonitoring

Notify LEAs in advanceNotify LEAs in advance– Schedule of monitoringSchedule of monitoring– Team membersTeam members– Any advance documentation requiredAny advance documentation required

Use monitoring indicators to determine Use monitoring indicators to determine compliance compliance – May pre-review LEA responses to indicators May pre-review LEA responses to indicators

and/or documentation in advanceand/or documentation in advance– On-site review (or virtually) to interview staff, On-site review (or virtually) to interview staff,

review additional supporting documentationreview additional supporting documentation8383


Conduct the visit (either on site or Conduct the visit (either on site or “virtually”)“virtually”)– Entrance meeting with lead LEA staff to give Entrance meeting with lead LEA staff to give

overview of purpose of visit and processoverview of purpose of visit and process– Use monitoring indicators to determine Use monitoring indicators to determine

compliance compliance – Interview staff & review additional supporting Interview staff & review additional supporting

documentationdocumentation– Exit meeting with lead LEA staff to give a Exit meeting with lead LEA staff to give a

sense of any issues to be resolvedsense of any issues to be resolved

8484


Report & ResponsesReport & Responses– Send formal monitoring report to LEA after Send formal monitoring report to LEA after

the visit listing any required corrective action the visit listing any required corrective action and timelinesand timelines

– Receive responses from LEA, repeat as Receive responses from LEA, repeat as necessary until all findings are clearednecessary until all findings are cleared

– Send final letter indicating resolution of all Send final letter indicating resolution of all findingsfindings

8585

National Title I National Title I AssociationAssociation

NASTIDNASTID

Gayle Pauley (Washington)Gayle Pauley (Washington)

PresidentPresident

Margaret MacKinnon (Alaska)Margaret MacKinnon (Alaska)

Vice PresidentVice President

VisionVision

NASTID is a leader in shaping and NASTID is a leader in shaping and advancing national, state and local advancing national, state and local educational policy and practice.educational policy and practice.

8787

MissionMission

To enable disadvantaged children and To enable disadvantaged children and youth to meet or exceed high youth to meet or exceed high academic state standards, the academic state standards, the National Association of State Title I National Association of State Title I Directors build the capacity of state Directors build the capacity of state and local educators for leadership, and local educators for leadership, support and advocacy in the design support and advocacy in the design and effective implementations of Title and effective implementations of Title I/ESEA programs. I/ESEA programs.

8888

What Does NASTID What Does NASTID Do?Do? Advances Educational PolicyAdvances Educational Policy

– Collaborates with Other OrganizationsCollaborates with Other Organizations– Develops Networks and CoalitionsDevelops Networks and Coalitions– Collaborates with USEDCollaborates with USED– Serves as a Credible Resource About Title Serves as a Credible Resource About Title

II– Provides Feedback and Information to Provides Feedback and Information to

Congress and OthersCongress and Others

8989

What Does NASTID What Does NASTID Do?Do? Advances Educational PracticeAdvances Educational Practice

– Builds the Capacity of State Title I Builds the Capacity of State Title I DirectorsDirectors

– Builds the Capacity of Local Title I Builds the Capacity of Local Title I DirectorsDirectors

– Builds the Capacity of Other Title I Builds the Capacity of Other Title I StakeholdersStakeholders

9090

What Are Big Events?What Are Big Events?

National Title I ConferenceNational Title I Conference– Nashville, TN January 21-24, 2013Nashville, TN January 21-24, 2013– Celebrate Distinguished Title I SchoolsCelebrate Distinguished Title I Schools– Learn from Our Peers, National Experts, and Learn from Our Peers, National Experts, and

USED Staff – more than 100 sessionsUSED Staff – more than 100 sessions Semi-Annual Member Meetings Semi-Annual Member Meetings

– Summer (late July or early August)Summer (late July or early August)– Winter (day before the National Conference) Winter (day before the National Conference) – Organization Business MeetingOrganization Business Meeting– Government Relations UpdatesGovernment Relations Updates– Meet with US Department of EducationMeet with US Department of Education

9191

NASTID WebsiteNASTID Website

www.titlei.org Annual ConferenceAnnual Conference Distinguished SchoolsDistinguished Schools ContactsContacts By Laws and Strategic PlanBy Laws and Strategic Plan Members Only SectionMembers Only Section

9292

Who Belongs to Who Belongs to NASTID?NASTID? Every State Title I DirectorEvery State Title I Director

– May have 2 active members per state - one May have 2 active members per state - one vote per statevote per state

– No duesNo dues

Associate MembersAssociate Members– Other SEA Staff – approved by State Title I Other SEA Staff – approved by State Title I

DirectorDirector

9393

NASTID OfficersNASTID Officers 20122012 President – President – Gayle Pauley, Gayle Pauley, WashingtonWashington President-Elect – President-Elect – Bernell Cook, Bernell Cook, LouisianaLouisiana Vice President – Vice President – Margaret MacKinnon, Margaret MacKinnon, AlaskaAlaska Secretary – Secretary – Monique Chism, Monique Chism, IllinoisIllinois Treasurer – Treasurer – Bob Harmon, Bob Harmon, WashingtonWashington Past President – Past President – Judi Miller, Judi Miller, KansasKansas

Chief Administrative Officer – Chief Administrative Officer – Lisa BrandesLisa Brandes

Executive Director for Governmental Relations – Executive Director for Governmental Relations – Rich LongRich Long

9494

Regional RepsRegional Reps

Region 1 – Region 1 – Rachelle Tome (ME)Rachelle Tome (ME)– Alternate: Deborah Connell (NH)Alternate: Deborah Connell (NH)

Region 2 – Region 2 – LaTrell Edwards (FL) LaTrell Edwards (FL) – Alternate: Margo DeLaune (GA) Alternate: Margo DeLaune (GA)

Region 3 – Region 3 – Michael Radke (MI)Michael Radke (MI)– Alternate: Donna Tackett (KY)Alternate: Donna Tackett (KY)

Region 4 – Region 4 – Anita Villareal (TX) Anita Villareal (TX) – Alternate: Donna Tackett (KY)Alternate: Donna Tackett (KY)

Region 5 – Region 5 – Clementina Jimenez (WY)Clementina Jimenez (WY)– Alternate: B.J. Granbery (MT) Alternate: B.J. Granbery (MT)

9595

Documents

New Title I Directors