The Local Consolidated Plan: Putting the Pieces Together for Student Academic Success

1
The Local Consolidated Plan Putting the Pieces
Together for Student Academic Success
2
Agenda

• Welcome Introductions
• Overview of Title I requirements, homeless
  education, at-risk
• Breakout sessions

3
Our Goals

• Refresh the working knowledge of the Local
  Consolidated Plan programs
• Review scientifically based research for reading
  and math
• Avoid the most common mistakes for monitoring

4
The Top Twelve Ways to Mess Up Your Title I
Monitoring Visit
5
Way 12

• Being in Topeka when your LCP consultant comes to
  visit.

6
Way 11

• Misunderstanding who is really coming to visit
  when seven feds and five state people show up to
  chat about your programs!

7
Delivery Models
8
Way 10

• Not knowing which delivery model you are using

9
Delivery Model

• How do you select students to be served?
• How do you coordinate your services with the
  classroom teachers instruction?
• What services do you offer to the students?

10
What is a Targeted Assistance School?

• Provides services to a select group of students,
  identified as at risk in not meeting the
  academic achievement standards
• Provides an identified Title I teacher, paid with
  Title I dollars

11
What is a Schoolwide Program?

• All teachers become Title I teachers, not just
  those supported with Title I funds
• Must have 40 poverty or an Ed-flex waiver
• No student identification for services required
• High collaboration among all teachers

12
Who is eligible for Title I services?

• Those who are most likely to not meet the States
  academic achievement standards
• In addition, students who are
• Neglected or delinquent
• Homeless children
• Special Education (Title I cannot replace SPED
  services)
• In addition, students who have
• Attended Head Start or Even Start programs
• Multiple objective, educationally related
  selection criteria as determined by the district
  for students academically at risk

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Way 9

• Not using multiple selection criteria

14
TAS Multiple Selection Criteria

• Preschool Grade 2
• Teacher judgment
• Interviews with parents
• Developmentally appropriate measures to determine
  most at risk or failing

• Grade 3
• Diagnostic screenings or assessments
• Teacher Referral
• Parent Recommendation

15
Way 8

• Not having a list of selected students to be
  served in a targeted assistance building

16
Requirements for Title I Monitoring

• Inventory list
• Schedule of services
• Time and effort logs
• Semi-Annual certification form
• Parental notifications and communication
• Parent School Compacts
• Parent Involvement policies
• Annual notification meeting

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Requirements for Title I Monitoring

• Requirements for paraprofessionals
• List of identified Title I students receiving
  services
• List of multiple selection criteria
• ( For TAS)
• Consultation with private schools
• Evaluation

18
Private Schools
19
Way 7

• Not consulting with private schools before the
  LCP is submitted for approval

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Consultation

• Consultation should include
• identifying student needs,
• services to be offered,
• where and how services will be provided,
• who will provide services,
• how will the services be assessed,
• and how will the results of assessments be used
  to improve future services, etc.

21
Other Programs Requiring Consultation

• Title I Part C (Migrant Education)
• Title II Part A
• Title II Part D
• Title III
• Title IV Part A
• Title V

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Equitable Participation

• Comparable services
• Secular, neutral, and non-ideological.

23
Way 6

• Not having an annual evaluation of your Title I
  program

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Evaluation of Title I

• Who should be involved?
• What data should be examined?
• What conclusions will you draw from this data?
• How will you document this?

25
Title I and the Focus on Scientifically Based
Research
26
Way 5

• Not basing services on scientifically based
  research

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Goal
Reading and Mathematical proficiency for ALL
students
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Title I Scientifically Based Research

• All instruction
• Assessment
• Materials
• Technical assistance
• Professional development

29
SoHow do we do this?

• Classroom instruction
• Use of instructional materials that are supported
  by scientifically based research
• Assessments/Progress Monitoring
• Quarterly aligned formative assessments
• Instructional support for teachers

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National Reading PanelThe Five Components of
Reading

• Phonemic Awareness
• The ability to hear and manipulate sounds in
  words.
• Phonics
• The ability to associate sounds with letters and
  use these sounds to read words.
• Fluency
• The effortless, automatic ability to read words
  in connected text.

• Vocabulary
• The ability to understand (receptive) and use
  (expressive) words to acquire and convey meaning.
• Comprehension
• The complex cognitive process involving the
  intentional interaction between reader and text
  to extract meaning.

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How can interventions be scheduled and delivered?

• Delivered by regular classroom teacher during the
  uninterrupted reading period
• Delivered by additional resource personnel during
  the uninterrupted reading period, or at other
  times during day
• Delivered by classroom and resource personnel
  during after school or before school programs
• Delivered by well-trained and supervised
  paraprofessionals during the uninterrupted
  reading period or other times
• Delivered by computers throughout the day

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Mathematical Proficiency

• is the ability to think mathematically and
  integrate the development of the five strands of
  math regardless of grade level.

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Mathematical ProficiencyFive Mathematical
Strands

• Conceptual Understanding
• Procedural or Computational Fluency
• Strategic Competency/ Problem Solving
• Adaptive Reasoning
• Productive Disposition

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What does it mean to learn mathematics
successfully?

• Mathematical proficiency interwoven strands
  developed together emphasizing no strand over
  the others

Understanding (conceptual understanding)
Reasoning (adaptive reasoning)
Computing (procedural fluency)
Engaging (productive disposition)
Applying (strategic competence)
-Adding it Up, NRC 2001
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So, instruction matters.

• Using appropriate learning strategies
• Explicitly teaching key terms/ using academic
  language vocabulary
• Using a problem solving model to support problem
  solving skills
• Incorporating a comprehension strategies such as
• Using manipulatives
• Cooperative learning models
• Charts, graphs, or draw a picture

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Parent Involvement Evaluation
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And to think I used to beg for more parental
involvement.
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Because Its The Right Thing To Do

• Research
• Parent and community involvement that is focused
  on student learning has a greater effect on
  achievement than more general forms of
  involvement. To be effective, involvement should
  be focused on improving achievement and be
  designed to engage families and students in
  developing specific knowledge and skills.
• - Joyce Epstein (1991)

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Way 4

• Not appropriately using Parent/School Compacts
  and not providing annual notification of parents
  right to know

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Title I Requirements

• LEA Parental Involvement Policy
• School Parental Involvement Policy
• Parent/School Compacts
• Building Capacity for Involvement

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Title I Requirements

• Annual meeting
• Flexible number of meetings
• Involve parents in program planning
• Timely information

42
Parent Involvement Policy

• How will the Title I school do the following
• Involve parents in the planning, review, and
  improvement of the Title I program
• Offer a flexible number of times for parent
  involvement activities
• Convene an annual meeting to inform parents about
  Title I

43
Parent Involvement Policy

• Provide parents with timely information about
  the Title I program
• Description of the curriculum, the forms of
  academic assessment used to measure student
  progress, and the proficiency levels students are
  expected to meet
• Their childs individual assessment results

44
Title I Parent/School Compacts

• Describe the schools responsibility to provide
  high-quality curriculum and instruction in a
  supportive and effective learning environment
• Describes the ways in which parents will be
  responsible for supporting their childrens
  learning
• Address the importance of establishing ongoing,
  good communication between teachers and parents

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Parents Right to Know
Teacher Qualification Notices

• Notify parents of all children in all Title I
  schools that they have the right to request and
  receive timely information on the professional
  qualifications of their childrens classroom
  teachers
• At the start of each school year
• Describe the type of information available

46
Parents Right to Know

• At a minimum
• Met qualifying and licensing criteria
• Emergency or provisional status
• Degree major
• Services by Paraprofessionals

47
Parents Right to Know

• Additional timely notification
• If student is assigned or taught by a teacher who
  is not highly qualified for four or more
  consecutive weeks

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Building Capacity for Involvement

• The district shall provide
• Assistance to parents in understanding the
  academic standards, assessments, Title I
  requirements
• Information in regard to how parents can
  participate in decisions about the education of
  their children
• Materials and training, such as literacy training
  and using technology to foster parent involvement
• Educate teachers, principals, and other staff how
  to reach out to, communicate with, and work with
  parents as equal partners
• Coordination and integration of parent
  involvement activities with Head Start, Early
  Reading First, preschool programs, and other
  programs
• Understandable communication

49
Building Capacity

• The district may
• Involve parents in the development of training
  for teachers, principals, and other staff
• Provide literacy training
• Pay reasonable and necessary expenses associated
  with local parent involvement activities
• Train parents to enhance the involvement of other
  parents
• Arrange convenient school meetings
• Adopt and implement model approaches
• Establish a districtwide parent council
• Develop community involvement

50
AYP, Accountability, and Improvement
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NCLB Higher Accountability

• Single Statewide Accountability System
• Adequate Yearly Progress (AYP)
• Reading
• Reading participation
• Subgroups
• Confidence Intervals
• Safe Harbor
• Mathematics
• Math participation
• Subgroups
• Confidence Intervals
• Safe Harbor
• Attendance data for Elementary and Middle Schools
• Graduation data for High Schools and Districts

52
AYP Information and Accountability

• Changes for 2005-2006 AYP
• New state assessments
• N size is 30 for all groups
• Set new performance levels-cut points
• Establish new AYP targets
• Timeline
• August SBOE set new cut points
• By mid-Sept., preliminary list of schools
  districts on improvement
• Implement choice, SES, etc.

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How does the School Improvement Process
relate to AYP Title I?

• For Accreditation, each school must have a
  working school improvement plan
• Title I, becomes on intervention of support in
  making your school improvement plan work
• The analysis of your AYP report and state
  assessment data becomes the foundation of what
  your school improvement plan is based on

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On Title I Improvement

• Not making AYP two years in a row
• Missed annual targets
• State reading assessments
• State mathematics assessments
• Participation rates
• Attendance rates
• Graduation rates

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On Title I Improvement

• All students or
• Any disaggregated group of 30
• Students
• Free/reduced lunch
• English language learners
• Students with disabilities
• Separate racial/ethnic groups African-American,
  Hispanic, Asian/Pacific Islander, White,
  Multicultural

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On Title I Improvement

• Title I Schools Year 1
• Implement School Choice Option
• Write a Plan
• Title I Schools Year 2
• Implement School Choice Option
• Supplemental Educational Services
• Continue implementing the Plan

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On Title I Improvement

• Title I Schools Year 3
• Implement School Choice Option
• Supplemental Services
• Rewrite the Plan
• Implement a Corrective Action
• Title I Schools Year 4
• Implement School Choice Option
• Supplemental Services
• Continue implementing the plan
• Plan to Restructure
• Title I Schools Year 5
• Implement Restructuring Plan

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On Title I Improvement

• Districts
• Year 1 Write a Plan
• Year 2 Continue Implementing the Plan
• Year 3 State imposes a corrective action

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Title I Attendance Centers
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Way 3

• Not having documentation that funds were expended
  appropriately in the amounts generated in each
  building

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Eligible Attendance Centers

• Eligible Title I schools building allocations
• Rank Order
• Set Asides

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Title I School Eligibility

• Schools percent of poverty is equal to or
  greater than the districts percent of poverty
• or
• Any school in a district with less than 1000
  students

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Districts may

• Designate areas with 35 poverty eligible
• Serve a non-eligible school or area for one
  additional year if preceding year was eligible

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Rank Order

• LCP will rank all eligible school attendance
  areas by percentage of low-income students
• Must serve any area above 75 poverty
• Serve in rank order
• Areas below 75 may rank and serve by grade span
  or by entire LEA
• LEAs with lt1000 students do not have to rank
  order

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Building Allocations

• By rank order, per pupil amounts
• Serving buildings less than 35 poverty
• Per pupil amount is at least 125
• Equal per pupil for public and private

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Set Asides

• Funds to serve
• homeless children
• children in institutions for neglected children
• 1 for parent involvementonly if allocation is
  over 500,000
• 95 of reserved funds distributed to schools
• All LEA shall use 5 for professional development
  to help teachers become highly qualified

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Set Asides

• No more than 5 to provide incentives and reward
  to teachers to work in Title I schools that are
  on improvement, corrective action and
  restructuring
• When districts are on improvement, spend 10 of
  allocation for professional development

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Set Asides

• When schools are on improvement, etc
• 20 for transportation and supplemental services
• 5 transportation
• 5 supplemental services
• Remaining 10 for either or both
• Lesser amount if all requests satisfied
• May not reduce allocations by more than 15
• (schools in corrective action or restructuring)

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Fiscal Issues
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Key Fiscal Requirements

• Maintenance of Effort
• Comparability
• Supplement, Not Supplant

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Levels of Impact

• Maintenance of Effort District level
• Comparability School level
• Supplement, Not Supplant Student level

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Maintenance of Effort

• District receives full Title I allocation if
  district maintained its fiscal effort with
  respect to state and local funds used to provide
  free public education.
• If effort is not maintained, then federal funds
  are reduced.

73
Comparability

• District uses state and local funds for services
  in Title I schools that are comparable to those
  in non-Title I schools.
• If all schools are Title I, then use of state and
  local funds must be comparable in each school.

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Comparability

• Changesubmitting only policies will no longer be
  sufficient
• Calculations will be required each year
• Federal monitoring finding
• Federal new fiscal guidancereviewing different
  methods for determining comparability

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Supplement, Not Supplant

• Federal funds may only be used to supplement (add
  to) the level of funds that would be made
  available from non-Federal sources.
• Federal funds may not take the place of funds
  from non-Federal sources.
• Cautionuse of at-risk funds

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Supplement Vs Supplant Other NCLB programs

• Title I, Part A
• Migrant Education
• Title II-A, Teacher Quality
• Title II-D, Education Technology
• Title III, English Language Acquisition
• Title IV-A Safe and Drug Free Schools
• Title V, Innovative Programs

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Supplement Vs Supplant Other NCLB Programs

• Title II-B, Math Science Partnerships
• 21st Century Community Learning Centers
• Small, Rural Schools Achievement Program (REAP)
• Rural, Low-Income School Program
• McKinney-Vento Education of Homeless Children and
  Youth

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Presumptions of Supplanting

• A district used federal funds to provide services
  
• That the district was required to make available
  under federal, state or local law.
• That the district provided with non-federal funds
  in the prior year(s).
• For participating children that the district
  provided with non-federal funds to
  non-participating children

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Is this supplement or supplant?

• Superintendent, assistant superintendent or
  principals salaries
• The district paid for a reading specialist last
  year with state funds. This year the district
  wants to use Title I funds to pay the salary.

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Supplement or Supplant?

• A district wants to use Title I funds to pay for
  an extended-day kindergarten.
• A student with an individualized education plan
  (IEP) receives Title I services.

81
Supplement or Supplant?

• The district uses state and local funds to pay
  for full-day kindergarten. The district wants to
  use Title I to pay for the Title I students
  participation in all day kindergarten.

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Exclusions

• Supplemental state or local funds expended in any
  school program that meets the intent and purposes
  of the federal program.
• Example Title I
• Serves only students who are failing or most at
  risk of failing to meet States standards
• Provides supplementary services
• Uses State assessments

83
Types of Documentation

• Records confirming the decision to eliminate the
  services or positions in absence of funding and
  reason why
• Fiscal and programmatic records confirming the
  reduced or lack of state and local funds to pay
  for the services or positions (other funds not
  available)

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Way 2

• Not having time and effort sheets

85
Other Items

• Time and Effort
• Semi-Annual Certification of Time

86
At Risk Pupil Assistance Program
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Why do we have at-risk funding?

• Provide additional educational opportunities and
  instructional services
• To assist in closing the achievement gap

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Who is an at-risk student?

• A student who is at risk of failing
• A student who is not working at grade level
• A student who is not meeting the requirements to
  be promoted to the next grade
• A student who is not meeting the requirements to
  graduate

89
Who is an at-risk student?

• A student who has been retained
• A student with high rate of absenteeism
• A student with repeated suspensions or expulsions
  from school
• A student who is homeless
• A student who is migrant eligible
• A student who is an English Language Learner
• A student who is not meeting state standards

90
How can at-risk students be identified?

• Use of Assessments
• Early Reading Assessment Document
• State Assessments
• Local Assessments
• Performance Based Assessments
• Norm Reference Assessments

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How can at-risk students be identified? (cont.)

• Evidence-Based Educational Criteria
• Record of academic performance
• Grades

92
How can I serve at-risk students?

• Intent is for services to be above and beyond
  what is offered to all students
• Extending the year
• Extending the day
• Tutorial assistance
• Class within a class

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What records must be kept for at-risk students?

• List of students identified as at-risk
• Selection criteria
• Number of at-risk students served or provided
  assistance
• Type of services provided
• Research (data) which determined need for the
  service
• Results of services or assistance
• Other information required by SBOE

94
Restrictions for using at-risk funds

• Professional Development
• Regular Classroom Teachers
• All Day Kindergarten
• Counselors
• Resource Officers
• Administrators
• Equipment

95
Funding-New School Finance Formula

• At-risk based on free meal count
• Weighting factor 27.8
• Non proficient at-risk weighting
• Based on 2004-2005
• students below proficient on reading
  mathematics state assessments
• Not on free lunch
• Funding approved for one year only

96
Funding (continued)

• High density at-risk
• Districts with free meals at 40-49.9 receive 4
  percentage points
• Districts with free meals at 50 receive 8
• Districts with density of 212.1 students per sq.
  mile and free lunch rate of 35.1 receive
  weighting of 8

97
Use of Funds

• Non proficient and high density may be used in
  similar manner as regular at-risk (free meal)
• Except, may not be used for additional ½ day
  kindergarten

98
Flexibility with Funds

• At-risk funds may be used for
• At-risk
• Bilingual
• Vocational Education
• 4-yr old at-risk
• RememberSchool finance formula still dependent
  on decision of KS Supreme Court

99
LCP Application

• Will only include the budget for regular free
  lunch dollars
• Will ask amount of at-risk budgeted for
  additional ½ day kindergarten
• May be something later regarding the
  non-proficient and high density funds

100
KIDS System

• Two items on at-risk
• If student is identified as at-risk according to
  state definition
• If student is receiving services funded with
  at-risk dollars

101
McKinney-Vento Act Education for Homeless
Children and Youth, Title X, Part C
102
Purpose of McKinney-Vento

• To ensure that homeless children and youth
• Enroll in, attend, and succeed in school, and
• Have access to educational and other services
  needed to help them meet State academic and
  achievement standard

103
Purpose of McKinney-Vento

• To ensure that the State and districts
• Remove all barriers to the enrollment,
  attendance, or success in school of homeless
  children and youth.

104
Who Are Homeless?

• Children and youth who are
• Sharing housing with other persons due to loss of
  housing, economic hardship, or other similar
  reasons
• Living in motels, hotels, camping grounds due to
  lack of alternative adequate housing
• Living in emergency or transitional shelters
• Abandoned in hospitals
• Awaiting foster care placement
• Living in cars, parks, public spaces, abandoned
  buildings,
• Migratory and living in the previously described
  situations
• Evacuees

105
What a District Must Know

• Homeless students
• May not be segregated
• Must be transported to and from school of origin
• Must be enrolled immediately
• Must be placed according to the best interest of
  the student.

106
What a District Must Do

• Districts must
• Designate a liaison
• Set aside funds in Title I for homeless
  education and
• Report numbers of homeless students annually to
  KSDE.

107
Liaisons Responsibilities

• Liaison must ensure that homeless children and
  youth
• Are identified
• Are enrolled in and have full and equal
  opportunity to succeed in school
• Receive eligible services

108
Liaisons Responsibilities

• Liaisons must also ensure that parents or
  guardians are informed of educational and related
  opportunities available to children and given
  meaningful opportunities to participate in the
  education of their children.

109
Liaison Responsibilities

• Ensure that
• Parents and guardians and unaccompanied youth are
  fully informed and assisted in accessing
  transportation
• Enrollment disputes are mediated according to
  McKinney-Vento and
• Public notice of educational rights of homeless
  students is disseminated.

110

• And the 1 Way to mess up a Title I visit is

111

• Calling the Missouri Department of Education for
  technical assistance!

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Putting the Pieces Together