Understanding Title I Targeted Assistance Programs & Schoolwide Programs

1. Understanding Title ITargeted Assistance Programs &Schoolwide Programs www.isbe.net/grants/html/title1.htm Presented by: Illinois State Board of Education Division of Grants & Programs Dana Kinley, Principal Consultant Illinois Association of Title I Directors Annual Fall Conference September 29 – 30, 2009 Springfield, Illinois

2. Understanding Title I Programs The No Child Left Behind Act (NCLB) of 2001 authorizes two distinct program structures under Title I, Part A: 1. Targeted Assistance School Programs - Default 2. Schoolwide Programs – Conditions Required

3. Program Definitions Targeted Assistance School Program (TASP) Schoolwide Program (SWP) A SWP is a comprehensive reform model used to upgrade the entire educational program in a Title I school, and it has the primary goal of ensuring that all students, particularly those who are low-achieving, demonstrate at least proficient levels of achievement of the Illinois Learning Standards A TASP is a school that receives Title I, Part A funds, yet is ineligible or has chosen not to operate a SWP, and provides supplemental educational services to eligible children identified as having the greatest need for special assistance

4. Presentation Objectives: 1. Explain the similarities and differences between targeted assistance school programs and schoolwide programs 2. Explain the requirements to implement a schoolwide program 3. Explain the process to become a schoolwide program

5. Presentation Objectives . . . Cont 4. Explain continuation requirements for operating a schoolwide program 5. Explain the benefits of operating a schoolwide program 6. Explain the role of the Illinois State Board of Education (ISBE) regarding schoolwide plans

6. Presentation Objectives . . . Cont 7. Provide supporting resources 8. Answer questions

7. Objective #1: Program Similarities Targeted Assistance Program Schoolwide Program Goals of TASP and SWP goals are the same: to improve teaching and learning to enable participating students to meet the Illinois Learning Standards

8. Objective #1: Program Similarities . . . Cont Targeted Assistance Program Schoolwide Program Must be eligible to receive Title I, Part A funds Must use scientifically proven effective methods and instructional strategies Must coordinate with and support the regular education program

9. Objective #1: Program Similarities. . . Cont Targeted Assistance Program Schoolwide Program • Must provide instruction by highly-qualified teachers • Must implement strategies to increase parental involvement • Must be used to supplement educational services and not supplant

10. Objective #1: Program Similarities. . . Cont.: Targeted Assistance Program Schoolwide Program • May provide services to children who are: • not older than age 21 who are entitled to a free public education through grade 12, and/or • not yet at a grade level where the local educational agency (LEA) provides free public education

11. Objective #1: Program Similarities Targeted Assistance Program Schoolwide Program • Although Title I, Part A funds may not be used to provide services that are otherwise provided by law for homeless children, neglected and delinquent youth, children with disabilities, children of migrant families, children who are limited English proficient, funds can be used to coordinate or supplement such services

12. Objective #1: Program Differences Targeted Assistance Program Schoolwide Program Uses Title I funds to meet the needs of all students in the school. Individual students are not identified as eligible to participate • Staff use Title I funds to provide supplemental educational services only to a select group of children identified for failing, or most at risk for failing, to meet the Illinois Learning Standards

13. Objective #1: Program Differences . . . Cont.: Targeted Assistance Program Schoolwide Program No requirement • Staff use multiple measures of student academic achievement to determine which students are eligible to participate in Title I program

14. Objective #1: Program Differences . . . Cont.: Targeted Assistance Program Schoolwide Program No requirement • Children in preschool through grade 2 are assessed for eligibility using criteria such as • teacher judgment • interviews with parents • developmentally appropriate measures (subjective)

15. Objective #1: Program Differences . . . Cont.: Targeted Assistance Program Schoolwide Program No requirement • Children in grades 3 – 12 are assessed for eligibility using multiple, educationally related, objective criteria established by the school district

16. Objective #1: Program Differences . . . Cont.: Targeted Assistance Program Schoolwide Program No requirement • Staff must equitably apply the same selection criteria to determine eligibility for participation to children who are/have: • economically disadvantaged • disabilities • migrant • limited English proficiency

17. Objective #1: Program Differences . . . Cont.: Targeted Assistance Program Schoolwide Program Must serve within school population • Staff must serve the following children by virtue of their status regardless of their performance against the eligibility criteria: • Homeless children attending any school in the district • Children living in local institutions or attending day programs for neglected or delinquent youth

18. Objective #1: Program Differences . . . Cont.: Targeted Assistance Program Schoolwide Program Must serve within school population • Must serve children who, at any time in the 2 years preceding the year for which Title I services are available, participated in: • educational programs for migratory children • Head Start, Even Start, Early Reading First, or in preschool services funded with Title I

19. Objective #1: Program Differences . . . Cont.: Targeted Assistance Program Schoolwide Program No distinctions are made between staff members paid with Title I funds and staffers who are not All school staff work toward upgrading the entire educational program and improving the achievement of all students, particularly those who are low achieving • Title I funds may be used to employ staff who serve only those students who have been identified with multiple measures as eligible for participation by being the most at-risk of not meeting the Illinois Learning Standards

20. Objective #1: Program Differences . . . Cont.: Targeted Assistance Program Schoolwide Program No requirement • Records must be maintained documenting that Title I funds are spent on activities and services for only eligible and participating students

21. Objective #1: Program Differences . . . Cont.: Targeted Assistance Program Schoolwide Program School may consolidate funds from Title I and other federal education program funds and resources administered by the U.S. Department of Education to improve the entire educational program of the school with the intended purpose of raising academic achievement for all students • Individual program funds are limited to the intent and purpose of each grant

22. Objective #1: Program Differences . . . Cont Targeted Assistance Program Schoolwide Program Consolidated funds may be used to pay for pre-kindergarten programs for all children under six years of age who reside in the school’s attendance area • Title I funds may be used for children under the age of six who reside in the school’s attendance area and are selected for participation on the basis of criteria such as teacher judgment, interviews with parents, and developmentally appropriate measures

23. Objective #2: Requirements to Implement a Schoolwide Program • Eachschool, within the LEA, authorized to operate with schoolwide authority must have documentation to demonstrate the following criteria have been met prior to or upon initial implementation:

24. Objective #2: Requirements to Implement . . . Cont • At least 40% of the students enrolled in the school, or residing in the attendance area served by the school, are from low-income families The following are acceptable determinants of poverty: • Current Income Eligibility Guidelines published by the U.S. Department of Agriculture for its National School Lunch and School Breakfast Program (i.e. Free & Reduced Lunch Count) • Temporary Assistance for Needy Families (TANF) • Medicaid

25. Objective #2: Requirements to Implement . . . Cont • A one year planning period is completed

26. Objective #3: Process to Become a Schoolwide Program • Communicate your intent to ISBE • Begin the one year planning phase by completing the Schoolwide Programs section and clicking on the appropriate radio buttons

27. Objective #3: Process to Become a Schoolwide Program • During the one year planning phase, a comprehensive plan is developed in consultation with the LEA and the school support team or other technical assistance provider. The following individuals must be involved in the plan development: • Parents, • Community members, • Teachers, • Principals, • Administrators, and if appropriate, • Pupil services personnel, • Technical assistance providers, • School staff, and • Students (if the plan is for a secondary school)

28. Objective #3: Developing The Schoolwide Plan The Ten Components

29. Objective #3: Component 1: Comprehensive Needs Assessment • A school planning to operate with schoolwide authority must conduct and write a comprehensive needs assessment that: • identifies the school’s strengths and challenges in key areas that affect student achievement, • reveals the priority areas on which the program will focus, and • guides the development of the comprehensive schoolwide plan

30. Objective #3: Component 2:Schoolwide Reform Strategies • A schoolwide plan must describe reform strategies that: • Provide opportunities for all children to accomplish the “meets” and “exceeds” levels of achievement on State assessments • Use effective methods and instructional strategies that are based on scientific research that: • strengthens the core academic program in the school • increases the amount and quality of learning time (e.g. before- and after-school and summer programs) • includes strategies for meeting the educational needs of historically underserved populations

31. Objective #3: Component 2:Schoolwide Reform Strategies • Use strategies to address the needs of all students in the school with particular focus on the needs of low-achieving children and those at risk of not meeting standards that are members of the target population of any program that is included in the SWP which may include: • counseling, mentoring, or other pupil services • college and career awareness and preparation • vocational and technical education programs

32. Objective #3: Component 3: Instruction by Highly Qualified Teachers • A schoolwide plan must describe how instruction will be provided by highly qualified teachers to all students

33. Objective #3: Component 4: Professional Development • A schoolwide plan must describe how high quality and ongoing professional development will be provided to the following individuals: • Teachers, • Principals, and • Paraprofessionals, and if appropriate, • Pupil services personnel, • Parents, and • Other staff

34. Objective #3: Component 5: Attracting Highly Qualified Teachers • A schoolwide plan must describe strategies to attract high-quality, highly qualified teachers to high-need schools

35. Objective #3: Component 6: Parental Involvement • A schoolwide plan must describe strategies to increase parental involvement

36. Objective #3: Component 7: Preschool Transition(if applicable) • A schoolwide plan must describe how assistance will be given to preschool children making the transition from early childhood programs, such as Head start, Even Start, Early Reading First, or pre-kindergarten to local elementary school programs

37. Objective #3: Component 8: Including Teachers in Decision Making • A schoolwide plan must describe how teachers will be included in making decisions regarding the use of academic assessments in order to provide information on, and to improve, the achievement of individual students and the overall instructional program

38. Objective #3: Component 9: Effective, Timely, Additional Assistance • A schoolwide plan must describe how students who experience difficulty mastering the proficient or advanced levels of academic achievement standards will be provided effective, timely, additional assistance

39. Objective #3: Component 10: Coordination of Federal, State, and Local Programs • A schoolwide plan must describe how school personnel will coordinate and integrate Federal, State, and local services and programs, including programs supported under the NCLB Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training

40. Objective #3: Process to Become a Schoolwide Program • Write the Schoolwide Plan Describe how the school will implement the ten (10) required components

41. Objective #3: Process to Become a Schoolwide Program • Package the Schoolwide Plan • Describe how the school will use resources from other sources to implement the ten (10) required components • Include a list of State Educational Agency (i.e. Illinois State Board of Education) and LEA programs and other Federal programs that will be consolidated to support the SWP

42. Objective #3: Process to Become a Schoolwide Program • Describe how the school will provide individual student academic assessment results in a language the parents can understand, including an interpretation of those results, to the parents of children who take the Illinois Standards Achievement Test (ISAT) or the Prairie State Achievement Examination (PSAE)

43. Objective #3: A Note to Grandfathered Programs • Those schools that were authorized to operate with schoolwide authority on the day before the date of the enactment of NCLB are required to amend their plans to meet these criteria.

44. Objective #3: Process to Become a Schoolwide Program • Get Local School Board of Education Approval • When written, the schoolwide plan must be officially approved by local board of education prior to implementation • By statute, only the local board of education has the authority to approve schoolwide plans • ISBE staff can provide technical assistance for plan development and implementation; however, they are not required to approve schoolwide plans

45. Objective #4: Continuation Requirements for Operating a Schoolwide Program • Fulfill Program Requirements Schools operating with schoolwide authority must: • Maintain the intent and purpose of each of the Federal programs that was consolidated in an effort to support the SWP • Uphold requirements relating to health, safety, civil rights, student and parental participation and involvement, services to private school children, maintenance of effort, and comparability of services

46. Objective #4: Continuation Requirements for Operating a Schoolwide Program • Schools operating with schoolwide authority must: • Use Title I funds to supplement educational services and not supplant those funds that would, in the absence of Title I funds, be made available from non-Federal sources for the school. Funds that would normally flow to the school from non-Federal sources must continue to be provided to the school • Conduct an annual evaluation of the implementation of, and results achieved by, the SWP. This evaluation must determine whether the SWP was effective in increasing the achievement of students in meeting the Illinois Learning Standards, particularly those students who had been furthest from achieving the standards

47. Objective #4: Continuation Requirements for Operating a Schoolwide Program • Schools operating with schoolwide authority must: • Review and revise the plan as necessary based on the results of the evaluation to ensure continuous improvement in student achievement • Although statute does not require schools to annually seek the local school board of education’s approval of the program evaluation and/or revised plan after the initial plan approval, a practical way of securing necessary documentation for future monitoring and auditing purposes is to submit the annual evaluation and/or revised plan for inclusion into the local board of education’s official record of regular meeting minutes. This action is not required by ISBE and is completely at the discretion of the local school district

48. Objective #4: Continuation Requirements for Operating a Schoolwide Program • Schools operating with schoolwide authority must: • Make the plan available to the LEA, parents, and the general public. To the extent practicable, the information contained in the plan must be understandable to parents and other constituents including publication in an understandable language • Coordinate with Reading First, Early Reading First, Even Start, Carl D. Perkins Vocational and Technical Education Act of 1998, and the Head Start Act if appropriate

49. Objective #4: Continuation Requirements for Operating a Schoolwide Program • Schools operating with schoolwide authority must: • Maintain Documentation related to three core components: • Comprehensive needs assessment • Comprehensive schoolwide plan approved by local board of education • Annual evaluation of program effectiveness

50. Objective #5: Benefits of Operating a Schoolwide Program • Greater flexibility is afforded to schools operating with schoolwide authority. They have the flexibility to: • consolidate resources, • serve all students, • include all staff, and • redesign the school and its services for the intended purpose of improving student achievement