Office of Superintendent of Public Instruction

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Office of Superintendent of Public Instruction

• TITLE I/LAP
• NUTS AND BOLTS
• March 1, 2004

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AGENDA

• Welcome/Introductions/Overview of Afternoon
• ESEA Performance Goals
• Title I, Part A Basics
• Program Models/Delivery
• Partnerships
• Learning Assistance Program (LAP)
• Time and Effort
• Comparability
• Questions and Answers

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ESEA Performance Goals

• Goal 1 All students will reach high standards,
  at a minimum attaining proficiency or better, in
  reading/language arts and mathematics by
  2013-2014.
• Goal 2 All limited English proficient students
  will become proficient in English and reach high
  academic standards, at a minimum attaining
  proficiency or better in reading/language arts
  and mathematics.
• Goal 3 By 2005-2006, all students will be
  taught by highly qualified teachers.
• Goal 4 All students will be educated in
  learning environments that are safe, drug free,
  and conducive to learning.
• Goal 5 All students will graduate from high
  school.

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• TITLE I, Part A-
• The Basics

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Title I, Part A Goal is to reach states high
standards

• Federal entitlement program Based on Census
  Poverty Factors/Supplements not Supplants
• Serves students Pre-K thru 21 / Private
  Schools
• Models Targeted Assistance / Schoolwide
• Promotes Parental/Family Involvement High
  Quality Staff / Research Based Instructional
  Strategies
• Requires Comparability new guidance due out
  soon Maintenance of Effort Records Time and
  Effort

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More Basics . . .

• Indirect Rates Allowed for Both Title I, Part A
  and LAP Programs
• Carryover for Title I (15 of Total Entitlement)
  Waiver For Exceeding Title I Carryover (every 3
  years)
• Carryover for LAP (10 of Total Allocation)
• Program Revisions Allowed (Unlimited)
• Budget Revisions Allowed (Unlimited)

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You can provide a variety of program services

• Targets instruction in
• Reading / Math / Language Arts
• Early Intervention / Readiness
• Supports programs for
• Homeless / Migrant / LEP / Students with
  Disabilities
• Early Childhood
• Supports services through
• Counseling / Health Services
• Library / Media / Technology
• Home Liaison / Parent Centers
• Before School Programs, After School Programs
• Extended Year / Summer Programs / Intercessions
  Study Skills / Tutoring / Mentoring

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Select students on multiple criteria

• Select a variety of program delivery methods
• Provide services using a variety of staff
• Choose the curriculum
• Involve parents
• Coordinate with other programs
• Purchase supplies and materials
• Purchase computers and software
• Building Plans...Build Teamwork

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FAQs. . .

• Can staff perform non-instructional duties?
• Yes, if similar to other staff in the
  building.
• How long must Title I records be kept?
• Five years after the final expenditure claim.
• What is the effective spending period for Title
  I?
• July 1 to August 31.
• What is the effective spending period for LAP?
• September 1 to August 31.

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More FAQs

• When do I submit a program revision?
• When significant changes from the original design
  occur. Example additional carryover
• When do I submit a budget revision?
• Anytime during the year.
• When there is an increase or decrease in
  available Title I, Part A funds.
• When moving funds into a cell would increase the
  amount by more than 10.
• When funds are moved into an empty budget cell.

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FAQs, (cont.)

• How do we allocate building funds? In the iGrant
  application, districts must fill in all
  information for all buildings to ensure that
• Any building over 75 poverty is served.
• Then grade span or district average can be used.
• Must ratchet down giving less or equal per pupil
  amounts as you go down the building rank-order
  list. If district average is below 35 you may
  serve those buildings to the district average but
  you must use 125 rule.
• If district average is below 35, you may serve
  those buildings to the district average, but you
  must use the 125 rule.
• AYP FAQs are available on the Title I webpage on
  OSPIs Website. (www.k12.wa.us)

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FAQs, (cont.)

• What notifications to parents are required?
• Parents must be informed of their right to
  request information regarding the professional
  qualifications of their childs classroom
  teacher.
• If a teacher is not deemed highly qualified,
  parents must be notified in writing, or if a
  substitute is in the classroom 4 weeks or more.
• The School Report card must be sent out to
  parents before the start of the school year.

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Notifications to Parents (cont.)

• When a school is in school improvement, the
  parents must be informed as to why and how the
  district, and state plan to help the school
  improve, especially in the identified areas.
• Parents must be notified of their right to public
  school choice in the first year of school
  improvement (Step 1) and given a reasonable time
  by which to respond.
• Parents must be notified of their right to
  request supplemental educational services for
  their students in the second year of school
  improvement and given a reasonable time by which
  to respond.

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District Title I Plans/Program Delivery Models
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LEA Title I Plan Components

• Student academic assessments used beyond ITBS,
  ITED and WASL.
• Coordination with other state and federal
  programs such as
• Titles II-V, Carl Perkins, Even Start, IDEA,
  etc.
• Professional development plan to get your
  teachers and paraprofessionals to highly
  qualified status.
• Describe how students will be selected and served
  in a targeted assistance model.

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• Describe how Title I services are provided in
  schools throughout the district to include
  homeless, migrant, neglected and delinquent and
  low achieving students. (These populations need
  to be included in your plan.)
• A district parent involvement policy written and
• reviewed with a team to include
  parents/community.

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• Describe how the district will support extended
• day and year programs.
• Describe how the district will evaluate and
• Review, at least annually, the districts plan.
• (These are the questions asked on the iGrant
  applications)

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Delivery Models

• Targeted Assistance Model
• Schoolwide Model
• Title I, Part A is a supplemental program that is
  offered in addition to the basic education
  program.

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Targeted Assistance Model

• Targets the most at risk students
• Identifies failing students
• Includes those who qualify for other services
  such as homeless, migrant, students with
  disabilities. former Head Start, Even Start and
  Early Reading First participates within the last
  2 years.
• Rank orders students for services
• Provides high quality curriculum
• Minimizes removal from regular classroom
  instruction
• Uses effective methods and instructional
  strategies based on scientifically- based
  research
• Prioritizes extended learning time
• Regular progress reviews
• Revises program as needed

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Targeted Assistance (cont.)

• Instruction provided by highly qualified teachers
• Training provided to meet program goals
• Implement strategies to involve parents in
  program design and implementation
• Ensures program planning is part of whole school
  planning
• Coordinates and supports regular education
  program
• Coordinates and integrates activities with
  federal, state and local services and programs

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Schoolwide Model

• Designed for schools with a 40 and above poverty
  factor
• Any students may receive supplemental services as
  identified
• Funds from federal programs (and some state
  programs) may be blended
• Provides to parents, in an understandable
  language, the results of the students academic
  progress
• Requires a year of planning
• Plan includes a list of the programs consolidated
  in the model
• Plan describes how the resources of those
  programs help implement the program
• Plan must includes the 10 required components

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Schoolwide Building plan to include 10 required
components

• A comprehensive needs assessment
• Includes schoolwide reform strategies
• Instruction by highly qualified staff
• Professional development activities
• Strategies to attract high quality teachers to
  high needs schools

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Elements of a Schoolwide Plan, (cont.)

• Strategies to increase parental involvement
• Transition plans for preschool and between
  elementary/middle school and middle school/high
  school
• Includes teachers in assessment decisions
• Strategies for providing timely additional
  assistance to students experiencing difficulties
  mastering standards.
• Coordinate and integrate Federal, State and Local
  programs and services.

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Elements common to both TargetedAssistance and
Schoolwide Models

• Parent involvement plan and activities
• Identify students not meeting state standards
• Professional development plan
• Comprehensive needs assessments
• Plan to be evaluated yearly
• Coordination with all other programs
• Instruction provided by highly qualified staff
• Description of how services will be delivered
• Whole school planning includes and addresses
  Title I needs
• Coordinates and supports regular education
  program
• Research-based instructional strategies and
  programs

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In addition

• Reform strategies are defined as those that
• Provide opportunities for all students to meet
• proficient and advanced levels of standards
• Are scientifically based
• Use effective instructional strategies that
• -strengthen core academic subjects
• -increase amount and quality of learning time
• -meet needs of historically underserved
  populations
• -address the needs of all students
• The Title I school plan and the state mandated
  School Improvement Plan may be one and the same
  by combining formats and requirements of both.

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Partnerships

• Parent Involvement
• Private Schools
• Early Childhood
• Learning Assistance Program

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Parent Involvement

• District Level
• 1 Set Aside is required for parent involvement
  activities if the district entitlement is over
  500,000
• 95 of the 1 is to be distributed to the
  buildings unless the buildings permit district
  use
• Adopt a district parent involvement policy
• Provide information in a language and format
  that parents understand (to extent practicable)
• Annual evaluation to see if plan was effective

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Parent Involvement

• Building Level
• Parents must be involved in the implementation,
  design and evaluation of the buildings Title I
  plan
• Parent involvement strategies must be designed to
  connect with all parents
• Communication strategies can take multiple forms
  including the required parent/teacher/student
  partnership document (compact)

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Title I and Early Childhood

• LEAs plan must include, where appropriate, a
  description of how it will use funds to support
  preschool programs
• Each LEA receiving Title I funds must carry out
  to the extent reasonable, activities which
  increase coordination between the LEA and Head
  Start agencies or other early childhood programs
• LEA may use Title I, Part A funds to provide
  early childhood development services to
  low-income students below kindergarten
• LEA must include former Head Start, Even Start,
  and Early Reading First students as Title I, Part
  A eligible.

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Learning Assistance Program (LAP)

• Know The Difference Between Title I and
• The Learning Assistance Program

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Learning Assistance Program

• State Formula Funded Allocation
• Serves Students in K Thru 9th Grade
• Parental Involvement Component
• Serves schoolwide Projects
• Provides a Variety of Program Services
• Professional Development
• Goal is to assist students in reaching
• the states high standards

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Learning Assistance Program (cont.)

• LAP funds can be used to fund programs in
• - Reading, Math, Language Arts
• - Readiness, Counseling, Study Skills
• Students are identified for program services in
  the same manner as Title I
• - teacher recommendation
• - assessment data
• - other data

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Learning Assistance Program (cont.)

• LAP funds
• -do not have to be allocated to rank-ordered
  buildings
• -can be allocated to any public school but cannot
  be used in private schools
• -can be combined in a schoolwide program but
  cannot totally fund a schoolwide program

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Learning Assistance Program (cont.)

• LAP students in a schoolwide program must be
  counted to complete the LAP End of Year report.
• Counting Options
• -Divide LAP dollars in the schoolwide by the LAP
  per pupil amount (435.95)
• -Students actually served by LAP funded staff can
  be counted
• Legal References
• -RCW 28A.165
• -WAC 392-162
• A bill has been proposed in state legislature to
  revise some aspects of the LAP program. However
  the bill has
• not yet been passed.

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Time and Effort Reporting

• Why Does it Take So Much Time and Require So Much
  Effort?

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Where is the Requirement?

• Time and effort reporting is required under the
  Federal Office of Management and Budgets
  Circular A-87, Cost Principles for State, Local,
  and Indian Tribal Governments
• Attachment B, Selected Items of Cost, Item 11,
  Compensation for personnel services

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When is Time and Effort Required?

• Time and effort reporting is required when any
  part of an individuals salary is charged to a
  federal program.
• Charge may be direct or indirect.

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What type of reporting is needed?

• Single cost objective ?Semi annual certification
• Multiple cost objectives ?Monthly time reports or
  Personnel Activity Reports (PARs)

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What is a single cost objective?

• 100 charged to a single federal program activity
• Exceptions
• Title I, Part A and LAP
• Federal Special Education and State Special
  Education
• Schoolwide programs
• Multiple activities in a single federal program

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What is a multiple cost objective?

• Salary charged to more than one activity in a
  single federal program
• Salary charged partially to federal program and
  partially to state and/or local sources
• Salary charged partially to sources combined into
  a schoolwide program and partially to those not
  included

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What is a semi-annual certification?

• Statement individual(s) worked solely on
  activities related to single cost objective
• Completed at least every six months
• Signed by employee or supervisor with first-hand
  knowledge of work performed

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What is a monthly time report? (PAR)

• Accounts for total activity
• Prepared at least monthly
• Signed by employee
• Reflects actual work performed (not budget)
• Agrees to supporting documentation

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When are adjustments to actual made?

• If payroll is initially based on budgeted or
  estimated time/amounts, payroll and time and
  effort reports must be compared at least
  quarterly.
• If the difference is 10 or more
• and any needed adjustments made
• Payroll records must be adjusted to actual.
• Following quarters estimates must be adjusted.

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Who should sign the reports?

• Monthly reports (PARs) should be signed by the
  employee
• Semi-annual certifications should be signed by
  employee or supervisor having first-hand
  knowledge of work performed
• For internal control purposes, districts may
  require both the employee and supervisor to sign

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What type of supporting documentation is needed?

• Examples include, but are not limited to
• Class schedules
• Number of students
• Number of minutes

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Supplemental Contracts, Stipends, Extra Hours

• Primary contract and additional contracts may be
  considered separately
• Based upon whether or not charged to federal
  program
• Time and effort may be required for primary
  contract but not supplemental (or vice versa)

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Administrators

• Superintendent, assistant superintendent,
  principal, assistant principal usually not
  allowable charge to federal program
• Requires good documentation to support
• Supplant issue

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What is a substitute system?

• Other method for determining time and effort
  report based on sample of work performed
• Must be approved by OSPI prior to use
• Must be statistically sound
• Should be periodically reviewed to determine if
  still appropriate

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Schoolwide Programs

• Schoolwide plan must specify programs to be
  included
• A schoolwide program is a single cost objective
• If employee works 100 on programs combined ?
  Semi annual certification
• If employee works partially on programs combined
  and partly on those not combined, ? Monthly time
  report (PAR)

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For Additional Information

• See OSPI Bulletin 006-04
• Examples
• Sample forms
• WAEGM sessions March 24-25, 2004

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Comparability
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Comparability

• Requirement State and local funds used to
  provide services in Title I, Part A schools must
  be comparable to those used in non Title I, Part
  A schools
• If all schools receive Title I, Part A must be
  substantially comparable in each school

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Comparability (cont.)

• Exceptions
• District with only one building per grade span
• Schools with less than 100 students
• May divide by grade span
• May divide by smaller and larger schools if
  largest school enrollment at least twice that of
  smaller school

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Two Alternatives

• Alternative 1
• District-wide salary schedule,
• Policy of equivalence among schools in teachers,
  administrators, and support personnel, and
• Policy of equivalence among schools in provision
  of curriculum materials and supplies

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Two Alternatives

• Alternative 2
• Complete worksheets to compare average number of
  students per instructional staff in schools
  receiving Title I, Part A to those which do not
  receive such funds (comparable if within 110 of
  average of non Title I, Part A schools)
• If comparability not shown then
• Compare average instructional staff salary
  expenditure (not including longevity) per student
  of Title I, Part A schools to those not receiving
  Title I, Part A (comparable if average at least
  90 of the average of schools not participating)

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Upcoming K-20 Topics

• Working with Private Schools
• March 19th, from 100 to 300
• iGrants and End-of-Year Reports
• April 2nd, from 100 to 300

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OSPI Contact Information

• Title I/LAP Director Gayle Pauley
• Phone [phone]
• Email gpauley_at_ospi.wednet.edu
• Title I/LAP Program Supervisors
• Ann Cuoio Anne Renschler
• Wally Hunt Petrea Stoddard
• Nancy Leinius Nicolas Zavala
• OSPI Website www.k12.wa.us