Title IA Planning, Fiscal, and Parental Involvement Workshops

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Title IA Planning, Fiscal, and Parental
Involvement Workshops
Maine Department of Education Kathryn
Manning Jackie Godbout Rachelle Tome May
2006
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Agenda

• 900 Welcome, Overview of Workshops
  Planning a Title IA Program
• 930 Parent Community Involvement
• 1230 Lunch
• 130 Fiscal Issues
• 300 Q A
• 330 Adjourn

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Purpose of This Series of Title IA Specific
Workshops

• To assist you in planning your Title IA program
• To assist you in planning for your NCLB
  Monitoring Review
• To share ideas
• To strengthen communication

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Title IA Toolkit Workshops

• May 2006 Parental Involvement/Fiscal Issues
• Fall 2006 --What Adequate Yearly Progress means
  for you AND
• Schoolwide Programming
• Spring 2007 --To Be Determined Based on Your
  Input
• Spring 2007 NCLB Regional Workshops

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Tools of the Trade Notebook

• Tabs align with monitoring tool
• Place to organize documents required for
  compliance
• Resources to assist you in planning and
  implementing Title IA Programs

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What is Title IA?

• Supplemental federal funding for low achieving
  children, especially in high-poverty schools.
• A program that provides extra academic support
  and learning opportunities for children furthest
  from meeting challenging state standards.

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TYPES OF Title IA Schools

• Targeted Assisted Schools serve identified
  children who are at risk of not meeting the
  Learning Standards. (Section 1115)
• Schoolwide schools upgrade the entire educational
  program within a school to meet the needs of the
  lowest-achieving children. (Section 1114)

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This session will focus on Targeted Assisted
Schools
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Monitoring

• NCLB Team Visits each district every five years
• Progress on meeting NCLB Goals
• Program compliance
• Interview Title IA coordinator, Title IA
  teachers/ed techs/classroom teachers/parents
• Learn more about how each
• district is implementing
• the program

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What Title IA will ask to see.

• Student folders
• Title IA Staff Schedules
• List of students considered for
• service/served
• Examples of progress reports
• Documents/lesson plans to support coordination
  with the classroom teacher
• Parent notificationsservices, HQT, prof. qualif.
  parent meetings, etc.
• Parent contact information

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What we will ask about.

• Identification of students
• Schedule with students/duties
• Coordination with classroom teachers
• Contact/interaction/meetings/trainings with
  parents

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Common Title IA findings

• Prioritized list of students
• HQT letters
• Certification of Staff Time and Effort
• Written identification process
• Paperwork not submitted in a timely fashion or
  incomplete
• Cash Management
• District/Level Parent Involvement Policy

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Parental Involvement Findings (Section 1118)

• Parent Involvement District and School Policies
  developed/updated on a regular basis
• Parent Compacts developed/updated and used at
  parent conferences
• Activities planned to assist parents in
  understanding student needs/school programming.
• Evaluation done for all parent activities
• Parent input into programming

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Planning Your Title IA Program

• Where to Begin

I IA
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Knowledge of Program Requirements
Program is Well Planned/Organized- Requirements
met
Needs Assessment Section 1112
Parental Involvement Section 1118
Sufficient Supplemental Services to
Ensure Success-- SBR
Coordination with General programs for
Seamless Programming
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Knowledge of Program

• Projects are clearly defined.
• Selection policy is specific. Students are
  prioritized for services. Can document why some
  students are selected and others are not.
• Supervision is provided to keep program operating
  in alignment with federal regulations and NCLB
  Consolidated Application.
• Staff are knowledgeable about program
  decisionsNCLB Planning Team, aware that there is
  an Application.

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Needs Assessment

• Data analysis of formative, on-going assessment
  that is consistent with what is used in general
  program and is used to determine needs.
• Decisions are based on
• data vs. traditional
• or subjective measures.

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Components of a Targeted Assisted Program

• Help participating students to meet the Maine
  Learning Results
• Ensure Title IA program is incorporated into
  existing school planning
• Coordinate and support the classroom
  instructional program
• Provide instruction by HQT
• Includes opportunities for professional
  development
• Provides strategies for parental involvement
• Coordinates with federal, state and local services

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Components of a Targeted Assisted Program (Cont.)

• Use effective methods and instructional
  strategies based on scientific research that
  strengthen the core academic program
  Extended learning time
• Help provide an accelerated, high-
  quality curriculum, including applied
  learning
• Minimize removing children from the regular
  classroom during regular school hours for
  instruction provided by Title IA

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Sufficient Services (Supplemental) to Ensure
Success

• Identified students receive general program and
  something more from Title IA.
• Students receive services as plannedrecords kept
  to make sure Title IA staff work with identified
  students as planned.
• Services are planned to make students more
  independentnot help with homework.

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Coordination/Consultation for Seamless Programming

• Assessments used for Title IA selection and
  performance objectives are existing, local
  assessments valued by the school/district.
• Regular coordination takes place among all
  appropriate staff.
• All staff use the same terms so
• that students
• can make connections.

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Program Well-Planned and Organized

• Program requirements submitted on time in
  approvable form
• Activities based on needs
• Scientifically based programming
• Programming changes to meet student needs
• Program supervision keeps program on track
• Services are supplemental

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Resources

• NCLB Guidance by Title
• http//www.state.me.us/education/nclb/guidance/hom
  e.html
• NCLB Monitoring Information http//www.state.me.u
  s/education/nclb/monitoring/home.htm
• 207-624-6705
• 207-624-6706