title i schoolwide programs

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MARIA GARCIA-MORALESREGIONAL COORDINATOR

DIVISION OF FEDERAL [email protected]

Title I Schoolwide Programs

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Presentation OverviewPresentation Overview

Brief Overview of Title IProgram RequirementsProgram ComponentsFiscal RequirementsBenefits of Schoolwide ProgramsGuiding Principles and Practices of Effective Schoolwide

ProgramsNew Roles/personnel changesNext Step . . .

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Title I. Part ATitle I. Part A

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Title ITitle I

Largest federally funded education program.Largest federally funded education program. Purpose: To help low achieving students achieve high Purpose: To help low achieving students achieve high

academic standards.academic standards. Supplemental Educational AssistanceSupplemental Educational Assistance

Mainly in Reading & MathMainly in Reading & Math Two main models for servicing students:Two main models for servicing students:

Targeted Assistance ProgramTargeted Assistance Program Schoolwide Programs Schoolwide Programs

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Title I Uses of FundsTitle I Uses of Funds

Instructional ProgramsInstructional Programs In ClassIn Class Pull OutPull Out Extended DayExtended Day Extended YearExtended Year Pre-KindergartenPre-Kindergarten Summer ProgramsSummer Programs Online LearningOnline Learning Take Home ResourcesTake Home Resources TutoringTutoring

Supporting ProgramsSupporting Programs Professional DevelopmentProfessional Development Parent InvolvementParent Involvement Materials/SuppliesMaterials/Supplies TechnologyTechnology School ChoiceSchool Choice Supplemental Educational Supplemental Educational

ServicesServices

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Two - Title I Program Models

Schoolwide-vs-

Targeted Assistance

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Targeted Assistance

Any building with less than 40% low income Eligible students include:

Children identified as “failing”, or most at risk of failing

Students served in the previous two years under the Migrant Program

Any child who participated in Head Start, Even Start, The Early Reading First, within the previous two years.

Any child in a community day program or living in a neglected or delinquent institution

Any child who is homeless

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Targeted Assistance Program

Selection for services is based entirely in low achieving, not low income

Title I may be used to coordinate and supplement services

Maintain documentation showing program expenditures to verify funds were used to meet statutory requirements for such programs & not to supplant non-federal resources

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Students Selected Based on LEA Criteria

Pre K-2 Teacher Recommendation Developmentally

Appropriate Assessment Parent Recommendation

Grades 3-12 Students Performing Below

Proficient on local assessments (formative)

Students Performing Below Proficient on previous year’s PSSA

Attendance/Suspension Retention Report Card Grades Other: Anecdotal Records,

Teacher Recommendations

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Supplement not Supplant Targeted Assistance Program

Requires that federal funds be used to augment the regular education program, not to substitute for funds or services that otherwise would be provided during the time period in question.

It prohibits the use of federal funds to perform a service that would normally be paid for with state or local funds.

Additional programmatic services must be provided to identified Title I students.

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Schoolwide Program

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What is a Schoolwide Program?

A Schoolwide Program (SWP) is a comprehensive reform strategy designed to upgrade the entire educational program in a Title I school; its primary goal is to ensure that all students, particularly those that are low achieving, demonstrate proficient and advanced levels of achievement on state academic standards.

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SCHOOLWIDE

Identification of StudentsSchoolwide programs are not required to specifically

identify eligible Title I students for targeted Title I services. All students are eligible to participate in all aspects of the schoolwide program.

The statute requires the program to particularly address the needs of low achieving children and those at risk of not meeting the state student academic achievement standards.

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SWP has Three Core Elements:

Comprehensive Needs AssessmentComprehensive PlanAnnual Review of Effectiveness

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Program Requirements

40% poverty threshold (unless waived by PDE)One year of planning prior to implementation (unless

waived by PDE)Annual evaluation of the program effectiveness10 implementation components

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Ten Required Components Ten Required Components of the Schoolwide Planof the Schoolwide Plan

Component 1Component 1 - - Needs Assessment (5 Step Process)Needs Assessment (5 Step Process) 1) Establishing SW planning team

Organizes and oversees the needs assessment Leads staff in developing the SWP Oversees and conducts annual evaluation

2) Clarifying the vision for reform Discusses how their reformed school will look

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Ten Required Components Ten Required Components of the Schoolwide Plan (cont.)of the Schoolwide Plan (cont.)

Component 1 - Needs Assessment (5 Step Process) Component 1 - Needs Assessment (5 Step Process) (continued)(continued)

3) Creating the school profile Serves as the starting point Will provide a picture of data driven description of the school’s

students, staff, community demographics, programs, and mission

4) Identifying data sources Quantitative Qualitative Dropout rate Graduation rate

5) Analyzing dataThe team analyzes the data and the gaps between the current operating state and the established vision.

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Component 2Component 2 - - Schoolwide reform strategies that:Schoolwide reform strategies that: Increase the amount & quality of learning time (extended

year, before- and after-school) Address needs of all, but particularly low-achieving

Component 3Component 3 - - Instruction by “highly qualified” teachersInstruction by “highly qualified” teachers HQ teachers in all core content areas All instructional paraprofessionals meeting NCLB

requirements

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Component 4Component 4 - - High Quality & Ongoing Professional High Quality & Ongoing Professional DevelopmentDevelopment

PD must be aligned to achieving the goals of the SW program.

PD must be extended to those who partner with teachers to support student achievement.


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Component 5 Component 5 - Strategies to attract high quality - Strategies to attract high quality teachersteachers

The SW plan must describe what strategies it will use to attract and retain HQ teachers.

A statement that your district/charter only hires HQ is not sufficient in a SW plan.


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Component 6Component 6 - Parental Involvement- Parental Involvement SW Plans must contain strategies to involve parents,

especially in helping their children do well in school. Must have at least 1 parent in the planning team.

Component 7Component 7 - Transition from pre-school- Transition from pre-school SW programs are required to implement effective pre-

school transitional programs in order to better prepare students for the kindergarten curriculum.

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Component 8Component 8 - Include teachers in assessment decisions- Include teachers in assessment decisions Provide Professional Development to teachers about

multiple assessments Teachers should know, understand, and be able to use

assessments on a regular basis to inform instruction.

Component 9Component 9 - Timely, effective additional assistance- Timely, effective additional assistance Plans must include regular assessments of all students

and specific plans for what happens when a student is not achieving.

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Component 10Component 10 - Coordination and Integration- Coordination and Integration Coordination and Integration of Federal, state and local

funds, programs and services


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Annual Review

Regulations require that SW schools conduct an annual review of the SWP

Annual Review should answer two main questions:

Was the program implemented as the planning team intended?

Was there improvement in student achievement, particularly for the lowest-achieving students?

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DocumentationDocumentation

A school operating a SWP must retain the following documentation for five years:

Documentation related to the three core components:

Comprehensive Needs Assessment

Comprehensive Plan

Annual Review

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Benefits of a Schoolwide Programs

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Benefits of Schoolwide ProgramsBenefits of Schoolwide ProgramsFlexibility

Must meet “intent and purpose” of program Not required to identify particular children: all children

Coordination and Integration Not required to provide supplemental services: can use all resources of the

school

Accountability

Unified Goals

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Guiding Principals and Practices of Guiding Principals and Practices of Effective Schoolwide ProgramsEffective Schoolwide Programs

Numbers in parenthesis correlate with the Nine characteristics of High Performing Schools

1) Redesign of organizational Infrastructure2) Use of meaningful planning process subject to continual review

and monitoring of teaching and learning (6)3) Reform goals that are based on clear focus and shared vision by

stakeholders (1)4) Reform strategies to accommodate a variety of approaches which

reflect high standards and expectations (2)5) Effective school leadership which nurtures an instructional

program conductive to student and teacher growth (3)

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Guiding Principals and Practices of Effective Guiding Principals and Practices of Effective Schoolwide Programs (cont.)Schoolwide Programs (cont.)

6) Collaboration and communication across grade level that accommodates all students populations and community needs (4)

7) Ongoing, focus professional development, based on the share vision and identified student needs (7)

8) Investment of resources to support the emerging system that is supportive of a stimulating learning environment, aligned curriculum, instruction and assessment with standards (5 & 8)

9) Sustainable high levels of communication with, and feedback from families and community members (9)

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Going from Going from Targeted Assistance to SchoolwideTargeted Assistance to Schoolwide

Personnel ReorganizationPersonnel ReorganizationThe school will do the needs assessment to determine

the goals…

The team should analyze how the Title I teachers can take a new role at the school to help you reach your schoolwide goals

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Ideas for new rolesIdeas for new rolesParent Involvement CoordinatorBefore and after school program teacherSummer school teacherRegular classroom teacher (reducing class size for all subjects

or specifically to reduce a specific subject’s class size)Math/Reading coachesAssessment and/or Curriculum coordinatorInstructional facilitatorFamily literacy coordinatorTechnology teacherAny position that will result in the school’s progress towards

achieving the schoolwide goals.

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Interested in Becoming Interested in Becoming a Schoolwide School?a Schoolwide School?

First Steps: Send an intent form to your regional coordinator to lock the

start date for planning (Found in DFP’s website) Is your building less than 40% poverty level?

Submit a waiver request and have it approved by PDE before starting the planning process. (Found in DFP’s website)

Required Application as of 2010-2011 Getting Results

or SWP Template found in DFP’s website

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Title I funding will support

the implementation of your Schoolwide Plan.

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U.S. DEPARTMENT OF EDUCATION

www.ed.gov

AN IDEA BOOK OF PLANNING: IMPLEMENTING SCHOOLWIDE PROGRAMS-VOLUME 1, AND PROFILES SUCCESSFUL PROGRAMS:

IMPLEMENTING SCHOOLWIDE PROGRAMS VOLUME www.ed.gov/pubs/idea_planning

WHAT WORKS CLEARINGHOUSE

http://ies.ed.gov/ncee/wwc/

Resources

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Note: If additional copies of packet or PowerPoint Presentation are needed, please phone or email

Reba at 717-783-6903 or [email protected]

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Schoolwide: Legal Resources

Statute: Section 1114

Regulations: 34 CFR 200.25-200.29

Federal Register Notice, July 2, 2004 www.ed.gov/legislation/FedRegister/other/2004-3/070204a.html

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Consolidation

NEW: Non-Regulatory Guidance:“Title I Fiscal Issues,” February 2008 (replacing May 2006)www.ed.gov/programs/titleiparta/fiscalguid.doc Consolidating funds in schoolwide programs,

MOE, SNS, Comparability, Grantbacks, and Carryover

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Designing Schoolwide Programs Guidance: March 2006www.ed.gov/policy/elsec/guid/designingswpguid.doc

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What does it mean to consolidate funds?

Treat funds like a “single pool of funds”Lose individual program identity

School has one flexible pool of funds

“Use to support any activity of the schoolwide program without regard to which program contributed the specific funds used for a particular activity”

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What does it mean to consolidate funds? (cont.)

LEA does not literally need to combine funds in a single account or pool with its own accounting code

“Pool” is used “conceptually”

IMPT: Identify in SWP PLAN: “consolidated” programs and the amounts consolidated from each!

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EXAMPLE 1: literal consolidation (across district for all SWP schools)

Consolidated schoolwide pool with its own accounting code

The expenditures attributed to that code are charged on a proportional basis If Title I contributed 8%, then 8% of SWP expenses

charged to Title I

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EXAMPLE 2: (Single school model)

No single accounting code for SWP For accounting purposes, LEA attributes

expenditures back to specific program REGARDLESS of what services those funds support

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EXAMPLE 2, cont.

“Expenditures are allowable without regard to whether they support the program that generated the funds so long as they are incurred to support the schoolwide program plan”

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EXAMPLE 2: Two options for distributing expenditures: 1. Proportion of revenues

2. Sequence charging Charge 100% of all employee and non-employee SWP

expenditures first to state and local sources and then to Title I and other federal until these funds are spent in their entirety or until the maximum carryover amount is all that remains unexpended

Problems with carryover

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Proportional Reporting: LEAProportional Reporting: LEAPrograms Contributing Funds to the Consolidated Schoolwide Pool

Federal Funds

School BuildingTitle I - A

Disadvantaged

Title II-A Improving Teacher Quality

Title IV-A Safe and Drug Free Schools IDEA- B

State and Local Funds

Total for Each Building

A $182,535 $25,000 $10,685 $94,462 $2,048,115 $2,360,797

B 115,455 25,000 20,071 27,709 1,380,884 1,569,119

C 181,780 25,000 23,686 69,272 1,940,161 2,239,899

D 141,900 110,437 22,351 93,202 1,999,902 2,367,792

E 229,460 110,437 27,546 61,715 1,936,291 2,365,449

F 169,860 110,437 23,796 54,158 1,525,307 1,883,558

Total Funds LEA Distributes to Individual Schools 1,020,990 406,311 128,135 400,518 10,830,660 12,786,614

Percent of Total 8% 3% 1% 3% 85% 100%

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Sequential ReportingSequential Reporting

Source of Funds Revenues

Total Expenditures ($950,000) Charged

to Federal, State, and Local Programs

Amount Remaining

Total Included in Schoolwide Consolidated Pool $1,000,000

State and Local Sources 520,000 $520,000

Title I, Part A 240,000 240,000

Title II, Part A -- Improving Teacher Quality 40,000 40,000

IDEA Part B (Special Education) * 50,000 50,000

Title V, Part A 70,000 70,000

Carl D. Perkins Career and Technical Education Act

80,000

30,000

50,000

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What about state accounting requirements?

States require LEAs to identify expenditures by functional categories like salaries, travel, supplies, etc.

“However, an LEA would not be required to track how much it spends on salaries back to a specific program included in the consolidated SW pool”

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What programs CAN be consolidated?

Federal, State, and Local

BUT, the reality. . . . Only federal (if anything!)

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What federal programs can be consolidated?

Federal Register, July 2, 2004

All formula (non-competitive) Except Reading First Includes IDEA, up to cap (but not exempt from programmatic

requirements) Total LEA allocation divided by LEA IEP enrollment multiplied by IEP enrollment in SWP

Migrant; Indian Ed restrictions

All discretionary (competitive) Still must comply with application Need not account separately for specific expenditures

ED only (no School Lunch, Head Start)

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“Intents and Purposes”

A school that consolidates federal funds is not required to meet most of the statutory and regulatory requirements of the specific federal programs Not required to ID particular children or provide

supplemental services

Must meet “intents and purposes” of program

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Recordkeeping in SWP

School operating SWP that consolidates is not required to maintain separate fiscal accounting records, by Federal program, that ID the specific activities supported by each program’s funds

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Can the LEA consolidate only federal in a SWP?

Yes (E-4)

Single Federal consolidated pool

“From an accounting perspective, the funds from the contributing Federal programs lose their individual identity when they become part of a consolidated schoolwide pool and would be accounted for as part of that pool rather than by the individual programs that contribute to the consolidated schoolwide pool”

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On what activities can consolidated Federal funds be used? NEW!!!!!

Activities to address the “educational needs” of the school Identified by needs assessment Articulated in SW PlanE-5, etc.

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On what activities can consolidated Federal funds be used? NEW!!!!!

OMB Circular A-87 applies“Cost Principles for State, Local and Tribal Governments”

Applies to all federal funds – not education specific

General: “necessary and reasonable”

Specific: Allowability of salaries/wages (time and effort records), equipment, and alcohol

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If Title I is not consolidated with other federal, state, and local, then how must the LEA use Title I funds?

E-7

On the “educational needs” of schoolIdentified in needs assessmentArticulated in SW Plan

OMB Circular A-87 applies

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If Title I not consolidated (cont.)

All kids may participate

Need not be supplemental

** “Must account for and track the Title I funds separately, identifying the activities the Part A funds support”

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If Title I not consolidated (cont.)

What is the impact on other federal programs (not Title I)?

Still have to meet all the requirements of those programs – not just “intents and purposes”

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What if the LEA consolidates federal, state, and local??

“When Title I Part A funds are consolidated with State and local funds. . . . they lose their identity” E-8

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REMINDER: The Plan!

The SWP Plan tells the auditor:What programs have been consolidated

How much from each program

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Supplement not Supplant

Statute 1114(a)(2)(B): Title I must supplement the amount of funds that would, in the absence of Title I, be made available from non-federal sourcesE-18

The actual service need not be supplemental

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Supplement not Supplant

Guidance: School must receive all the state and local funds it would otherwise need to operate in the absence of Federal fundsIncludes routine operating expenses such as

building maintenance and repairs, landscaping and custodial services

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Can Title I $ be used for basic operational expenses?

If only federal combined –No, must be for educational needs

If federal and non-federal combined –No, but impossible to determine which is federalBe sure sufficient state and local funds allocated

to school to meet basic operational needs

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What is “educational need”?

Not addressed in guidanceInstruction – yesInstructional support – probably yesAdministration – possibly yesOperational – no

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Reporting Expenditures

Proportional basis Example: If 25% of combined funds are from Title I,

then report 25% of expenditures as Title I expenditures

Use for identifying: Reporting expenditures back to State or USDE Carryover of Title I Part A Amount unused non-federal funding MOE

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Fiscal Requirements in SWP

Set-Asides10% for School Improvement Portion of 1% for parent involvement – follow all

requirements“An amount equal to”; Need not be Title I $

Carryover15% cap still applies on LEA level, regardless of

whether allocation from SWP or TAS

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Time and Effort Records

OMB Circular A-87: Compensation for Personnel Services: If federal funds used for salaries, then “time

distribution records” are required

Must demonstrate= If employee paid with federal funds, then employee worked on that specific federal program/ cost objective

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If employee works . . . 100% on single cost objective . . .

Semi-Annual Certification Signed every six months by supervisor or

employee

“From January 1, 2010, until June 30, 2010, Don McCrone spent 100% of his time on Title I administration”

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If employee works . . . On multiple cost objectives

Personnel Activity Reports (PAR)Signed every month by employee

“For the month of September 2005, I spent my time 50% on Title I program services and 50% on non-federal programs”

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If federal, state, and local funds consolidated. . .

Employees paid with consolidated funds are not required to file T&E records

“There is no distinction between staff paid with Federal funds and staff paid with State or local funds”

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If federal funds kept separate from state and local. . .

Employee who works on single cost objective (i.e., a single Federal program whose funds have not been consolidated or Federal programs who funds have been consolidated but not with State and local funds) must furnish a semi-annual certification

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If federal funds kept separate from state and local. . .

Employee who works on multiple cost objectives (i.e., in part on a Federal program whose funds have not been consolidated in a consolidated SW pool and in part on Federal programs supported with funds that have been consolidated in a pool or on activities funded from other revenue sources) must maintain monthly PARs

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“Blanket” Semi-Annual Certification

Single cost objective (semi-annual cert)

Multiple employees

Signed by supervisor with first-hand knowledge (principal)

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Closing thoughts

The SWP is VERY important!Targeted versus SWP which is better?

title i schoolwide programs

Documents

targeted title

schoolwide program swp

program expenditures

low achieving students

eligible title

entire educational program

low incomeeligible students

servicing students