Understanding Title I Targeted Assistance 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 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

• 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

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

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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

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Program Similarities
Objective 1

• 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

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Program Similarities . . . Cont
Objective 1

• 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

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Program Similarities . . . Cont
Objective 1
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

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Program Similarities . . . Cont.
Objective 1
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

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Program Similarities
Objective 1

• 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

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Program Differences
Objective 1

• Targeted Assistance Program

• Schoolwide Program

• 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

• Uses Title I funds to meet the needs of all
  students in the school. Individual students are
  not identified as eligible to participate

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Program Differences . . . Cont.
Objective 1

• Targeted Assistance Program

• Schoolwide Program

• Staff use multiple measures of student academic
  achievement to determine which students are
  eligible to participate in Title I program

• No requirement

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Program Differences . . . Cont.
Objective 1

• Targeted Assistance Program

• Schoolwide Program

• Children in preschool through grade 2 are
  assessed for eligibility using criteria such as
• teacher judgment
• interviews with parents
• developmentally appropriate measures (subjective)

• No requirement

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Program Differences . . . Cont.
Objective 1

• Targeted Assistance Program

• Schoolwide Program

• Children in grades 3 12 are assessed for
  eligibility using multiple, educationally
  related, objective criteria established by the
  school district

• No requirement

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Program Differences . . . Cont.
Objective 1

• Targeted Assistance Program

• Schoolwide Program

• 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

• No requirement

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Program Differences . . . Cont.
Objective 1

• Targeted Assistance Program

• Schoolwide Program

• 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

• Must serve within school population

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Program Differences . . . Cont.
Objective 1

• Targeted Assistance Program

• Schoolwide Program

• 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

• Must serve within school population

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Program Differences . . . Cont.
Objective 1

• Targeted Assistance Program

• Schoolwide Program

• 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

• 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

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Program Differences . . . Cont.
Objective 1

• Targeted Assistance Program

• Schoolwide Program

• Records must be maintained documenting that Title
  I funds are spent on activities and services for
  only eligible and participating students

• No requirement

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Program Differences . . . Cont.
Objective 1

• Targeted Assistance Program

• Schoolwide Program

• Individual program funds are limited to the
  intent and purpose of each grant

• 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

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Program Differences . . . Cont
Objective 1

• Targeted Assistance Program

• Schoolwide Program

• Title I funds may be used for children under the
  age of six who reside in the schools attendance
  area and are selected for participation on the
  basis of criteria such as teacher judgment,
  interviews with parents, and developmentally
  appropriate measures

• Consolidated funds may be used to pay for
  pre-kindergarten programs for all children under
  six years of age who reside in the schools
  attendance area

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Requirements to Implement a Schoolwide Program
Objective 2

• Each school, 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

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Requirements to Implement . . . Cont
Objective 2

• 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

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Requirements to Implement . . . Cont
Objective 2

• A one year planning period is completed

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Process to Become a Schoolwide Program
Objective 3

• Communicate your intent to ISBE
• Begin the one year planning phase by completing
  the Schoolwide Programs section and clicking on
  the appropriate radio buttons

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Process to Become a Schoolwide Program
Objective 3

• 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)
  

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Developing The Schoolwide Plan
Objective 3

• The
• Ten
• Components

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Component 1 Comprehensive Needs Assessment
Objective 3

• A school planning to operate with schoolwide
  authority must conduct and write a comprehensive
  needs assessment that
• identifies the schools 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

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Component 2 Schoolwide Reform Strategies
Objective 3

• 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

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Component 2 Schoolwide Reform Strategies
Objective 3

• 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

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Component 3 Instruction by Highly Qualified
Teachers
Objective 3

• A schoolwide plan must describe how instruction
  will be provided by highly qualified teachers to
  all students

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Component 4 Professional Development
Objective 3

• 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

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Component 5 Attracting Highly Qualified Teachers
Objective 3

• A schoolwide plan must describe strategies to
  attract high-quality, highly qualified teachers
  to high-need schools

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Component 6 Parental Involvement
Objective 3

• A schoolwide plan must describe strategies to
  increase parental involvement

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Component 7 Preschool Transition

(if applicable)
Objective 3

• 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

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Component 8 Including Teachers in Decision
Making
Objective 3

• 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
Component 9 Effective, Timely, Additional
Assistance
Objective 3

• 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

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Component 10 Coordination of Federal, State,
and Local Programs
Objective 3

• 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

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Process to Become a Schoolwide Program
Objective 3

• Write the Schoolwide Plan
• Describe how the school will implement the ten
  (10) required components

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Process to Become a Schoolwide Program
Objective 3

• 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

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Process to Become a Schoolwide Program
Objective 3

• 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)

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A Note to Grandfathered Programs
Objective 3

• 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.

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Process to Become a Schoolwide Program
Objective 3

• 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
  

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Continuation Requirements for Operating a
Schoolwide Program
Objective 4

• 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
Continuation Requirements for Operating a
Schoolwide Program
Objective 4

• 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

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Continuation Requirements for Operating a
Schoolwide Program
Objective 4

• 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
  educations 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 educations official record of regular
  meeting minutes. This action is not required by
  ISBE and is completely at the discretion of the
  local school district

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Continuation Requirements for Operating a
Schoolwide Program
Objective 4

• 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
Continuation Requirements for Operating a
Schoolwide Program
Objective 4

• 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

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Benefits of Operating a Schoolwide Program
Objective 5

• 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
  

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Benefits of Operating a Schoolwide Program
Objective 5

• According to the U.S. Department of Education,
  Designing Schoolwide Programs, Non-Regulatory
  Guidance, March 2006, Appendix I
  Eligibility/Poverty Determinations, if a schools
  poverty threshold falls below 40 in any
  subsequent year after implementation, it may
  continue to operate with schoolwide authority

52
Benefits of Operating a Schoolwide Program
Objective 5

• SWPs can consolidate resources and use Title I,
  Part A funds with fewer restrictions, as long as
  they engage in reform strategies that increase
  the amount and quality of learning time and
  provide a high-quality curriculum to help all
  children meet the Illinois Learning Standards
• The effort to accomplish this must be clearly
  articulated in the comprehensive schoolwide plan

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An Example Benefits of Operating a Schoolwide
Program
Objective 5

• The following is an example of the flexibility
  afforded to schools operating with schoolwide
  authority. Consider a SWP funded under Title I,
  Part A that also receives professional
  development funds under Title II, Part A and
  educational technology monies under Title II,
  Part D. This school could request via the NCLB
  Consolidated Application to spend Title II, Part
  D funds under Attendance and Social Work Services
  (Function 2110) to pay the salary (Object 100) of
  a school social worker. The school could also
  request to purchase computers under Educational
  Media Services (Function 2220/Object 500) with
  Title II, Part A funds. In a TASP, these
  activities are not approvable, but in a SWP, they
  are allowable expenditures. The following
  screenshot, taken from the NCLB Consolidated
  Application, illustrates how this can happen.
  Notice the white and gray-filled budget cells.
  In a targeted assistance school, only the white
  cells are open for allowable expenditures. The
  gray-filled cells are blocked because they are
  not allowable costs. In a school operating with
  schoolwide authority, however, both the white and
  gray-filled cells are accessible and reflect
  allowable expenditures. The blackened cells
  across all budgets are blocked for all schools
  and cannot be opened for any reason.

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Objective 5
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Illinois State Board of Educations Role
Objective 6

• Provides technical assistance,
• Monitors for compliance,
• Does not approve final schoolwide plans. By
  statute, this official action is reserved for the
  local school board of education

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Supporting Resources
Objective 7
www.isbe.net/grants/html/title1.htm
57
Supporting Resources Statute by Section
Objective 7
www.ed.gov/policy/elsec/leg/esea02/index.html

• Section 1111 State Plans
• Section 1112 Local Educational Agency Plans
• Section 1114 Schoolwide Programs
• Section 1115 Targeted Assistance Programs
• Section 1116 Academic Assessment LEA and
  School Improvement
• Section 1117 School Support and Recognition
• Section 1118 Parental Involvement
• Section 1119 Qualifications for Teachers
  Paraprofessionals

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Contact Information
Objective 7

• Dana Kinley, Principal Consultant
• Illinois State Board of Education
• Division of Grants and Programs
• Springfield Office
• 217.524.4832
• dkinley_at_isbe.net

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Questions Closing Thoughts
Objective 8