No Child Left Behind (NCLB) Title Programs

2012-2013

Deer Park Independent School District

Goals for 2012-2013

Our Deer Park ISD Goals for 2012-2013 focus on the following elements:

• An increase in collaboration for the benefit of students• An adherence to the mandates of the Title Programs• A maintenance of documentation that supports the

implementation of effective programs and strategies

High Achievement of Students

Collaboration and Design of Effective Strategies

Appropriate Documentation for Use of Federal Funds

What are the Title Programs in our

District?• Title IA: Improving Academic

Achievement of the Disadvantaged• Title IIA: Teacher/Principal Training • Title IIIA: English Language

Acquisition

Title I, Part AImproving the Academic

Achievement of the Disadvantaged

• The purpose of this grant is to support the academic achievement of at-risk students.

• Title I funds can only be used on desig-nated Title I campuses.

Contact: Donna Yost 832-668-7124

How Does a Campus Qualify for the Title I Program?

• A campus qualifies for Title I

status if at least 35% of the students who reside in the campus attendance area participate in the Free/Reduced Meal Program.

Two Types of Title I Campuses:Targeted-Assisted - At least 35% of the students participate in the Free/Reduced Meal Program Schoolwide – At least 40% of the students participate in the Free/Reduced Meal Program

Major Difference Between Targeted-Assisted and Schoolwide Campuses:In a Targeted-Assisted Program, the funding can only be used on those students who are identified as “at-risk.” Detailed records on expenditures must be maintained per student group.In a Schoolwide Program, all students on that campus are considered to be “at risk,” therefore, the funding can be used for all students on that campus.

DPISD Campuses that have qualified for Federal Title I Funding: Bonnette Junior High

Carpenter ElementaryDabbs ElementaryDeepwater ElementaryDeepwater Junior High Early Childhood Center Parkwood ElementarySan Jacinto Elementary

At this time, all of our Title I Campuses are designated “schoolwide.”

Limitations on Expenditures

• Title I Campuses receive extra money to assure that the needs of “at risk” students are met.

• Title I, Part A funds must be used to “Supplement, not Supplant” funds which would ordinarily be provided by the district for all students.

• The expenditure of these funds must follow federal guidelines.

• Title I regulations require that all stakeholders, including administrators, teachers, and parents participate in developing the campus budget and that the budget is based on needs identified by the campus needs assessment.

Allowable Expenditures might be….

Unallowable Expenditures might be…

Leveled Books or Manipulatives

Sports Equipment

Teacher/Teacher Aide Salaries

Laminators

Teacher Training for Balanced Literacy

Chucky Cheese Field Trip

Extra Duty Pay for Tutorials

Needs Assessment• Written Comprehensive Needs Assessment –

Campus Level, then District Level – MUST BE COMPLETED IN THE SPRING

Priorities based on program evaluation data:• discipline data, • graduation rates, • dropout rates, • retention rates, • parent/staff/student survey results, • PBMAS results, • TAKS/TELPAS/AMAO results, • other local data sources

Title I regulations require that all stakeholders, including

administrators, teachers, and parents participate in developing the Need Assessment.

District/Campus Planning

Use the Comprehensive Needs Assessment Data to Develop:

• Campus and District Improvement Plans• Campus and District Parental Involvement

Policies• School-Parent Compact• Program and Budget Decisions• District will consult with Private, Non-Profit

Schools within district boundaries.

The planning documents are to be approved by the

appropriate stakeholders in the spring. This process

can be coordinated across local, state, and federal program requirements.

Program RequirementsTen (10) components of a schoolwide program:1) Comprehensive Needs Assessment2) Schoolwide Reform Strategies that use Effective Methods

and Instructional Strategies, that are based on scientifically-based research and include strategies to address needs of all children, especially at-risk; programs which include counseling, pupil and mentoring services which provide information on college and career choices

3) Instruction by Highly-Qualified (HQ) Teachers4) Provide High Quality and ongoing Professional Development5) Strategies to attract Highly-Qualified Teachers

Program Requirements Continued

6) Strategies to increase parental involvement7) Plans for transition from early childhood programs to

local elementary school programs8) Include teachers in decision-making regarding the

results of academic assessments to improve student achievement

9) Provide effective, timely, remedial instruction10) Coordination between federal, state, and local

services and programs

Consolidated Federal Application

• The application is to be discussed and approved by the appropriate stakeholders at a meeting in late May or early

June.• The application abstract for each of the Title programs must

reflect the priorities developed in the campus plans. • The application is completed and submitted to the Texas

Education Agency (TEA) by June 30, in order to continue expending funds for summer activities, including salaries.

• The Notice of Grant Award (NOGA) is the document which reflects the TEA’s approval of the district plan for expenditures and program objectives. The NOGA also notifies the district of the amounts approved for each of the Title programs.

How Does the District Determine the Distribution of

Title I Funds to Each School/Campus?

• The TEA allocates funds to the district based on a number of factors, including Children’s Health Insurance Program, Free/Reduced Meal Program, Medicaid, and other indicators of poverty. The district uses the Free/Reduced Meals count to allocate funds to the campuses, because this is the most uniform measure available to a school district.

• The share of Title I funding for each school is calculated by

dividing the amount of Title I funds available by the total number of low income students residing in the district to determine the per pupil allocation.

• The total entitlement for each campus is then determined

by multiplying the per pupil allocation by the number of eligible students.

How are Funds for Other Title Programs

Allocated?• Funds derived from Title IIA and

Title IIIA are available for use as needed on all campuses in the District.

School-Parent Partnership

• Program Implementation involves cooperative efforts between parents and the schools.

• Schools are bound by the federal guidelines to implement the activities which are set forth in the consolidated federal application.

Parent Involvement• Parents must sign the Parent-School

Compact.• Parents must be informed and involved

in all the planning processes.• Schools must document parent

conferences, planning sessions, meetings, workshops, program evaluations, and any other types of parent involvement.

Parent InvolvementContinued

• Proof of invitation—how and to whom sent• Sign-In Sheets with roles of attendees—

parent, teacher, principal, etc.• Agendas• Minutes of the Meeting(s)• All documents must be titled and dated at the

top.• All parent communication must be in an easily

understandable language and format.

Compliance Reports• The compliance reports provide a check of what was

actually done compared to what the district/campus(es) indicated they were going to do on the consolidated federal application.

• These compliance reports are due in the summer after the school year is completed.

• If the district has not complied, either in performance or submissions, the district could be placed into an intervention through the Performance-Based Monitoring Analysis System (PMBAS). This is not a good thing!!

• If the reports are late, the district will miss all ICR indicators, which will place the district into a serious stage of PBMAS intervention by TEA.

Title IIATeacher and Principal

Training and Recruitment (TPTR)

• The purpose of this grant is to improve teacher and administrator quality. These funds may also be used to reduce class size.

Contact: Donna Yost 832-668-7124

Title IIIAEnglish Language

Acquisition

• This grant provides funds for goods and services to support the English Language Learner. These funds are used for services not provided by the state mandated bilingual program.

Contact: Patricia DeLaCruz 823-668-7129

JUST DO THE RIGHT THING!!

Corey Green, NCLB Programs, TEA