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


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

The Local Consolidated Plan Putting the Pieces
Together for Student Academic Success
  • Welcome Introductions
  • Overview of Title I requirements, homeless
    education, at-risk
  • Breakout sessions

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

The Top Twelve Ways to Mess Up Your Title I
Monitoring Visit
Way 12
  • Being in Topeka when your LCP consultant comes to

Way 11
  • Misunderstanding who is really coming to visit
    when seven feds and five state people show up to
    chat about your programs!

Delivery Models
Way 10
  • Not knowing which delivery model you are using

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?

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

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

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
  • 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

Way 9
  • Not using multiple selection criteria

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

Way 8
  • Not having a list of selected students to be
    served in a targeted assistance building

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

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

Private Schools
Way 7
  • Not consulting with private schools before the
    LCP is submitted for approval

  • 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.

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

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

Way 6
  • Not having an annual evaluation of your Title I

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?

Title I and the Focus on Scientifically Based
Way 5
  • Not basing services on scientifically based

Reading and Mathematical proficiency for ALL
Title I Scientifically Based Research
  • All instruction
  • Assessment
  • Materials
  • Technical assistance
  • Professional development

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

National Reading PanelThe Five Components of
  • Phonemic Awareness
  • The ability to hear and manipulate sounds in
  • 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.

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

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

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

What does it mean to learn mathematics
  • 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
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

Parent Involvement Evaluation
And to think I used to beg for more parental
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)

Way 4
  • Not appropriately using Parent/School Compacts
    and not providing annual notification of parents
    right to know

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

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

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

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

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
  • Address the importance of establishing ongoing,
    good communication between teachers and parents

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
  • At the start of each school year
  • Describe the type of information available

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

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

Building Capacity for Involvement
  • The district shall provide
  • Assistance to parents in understanding the
    academic standards, assessments, Title I
  • 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
  • Understandable communication

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
  • Arrange convenient school meetings
  • Adopt and implement model approaches
  • Establish a districtwide parent council
  • Develop community involvement

AYP, Accountability, and Improvement
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

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.

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

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

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,

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

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

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

Title I Attendance Centers
Way 3
  • Not having documentation that funds were expended
    appropriately in the amounts generated in each

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

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

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

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

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

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

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
  • When districts are on improvement, spend 10 of
    allocation for professional development

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)

Fiscal Issues
Key Fiscal Requirements
  • Maintenance of Effort
  • Comparability
  • Supplement, Not Supplant

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

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.

  • 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.

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

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

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

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

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

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.

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.

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.

  • 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

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

Way 2
  • Not having time and effort sheets

Other Items
  • Time and Effort
  • Semi-Annual Certification of Time

At Risk Pupil Assistance Program
Why do we have at-risk funding?
  • Provide additional educational opportunities and
    instructional services
  • To assist in closing the achievement gap

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

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

How can at-risk students be identified?
  • Use of Assessments
  • Early Reading Assessment Document
  • State Assessments
  • Local Assessments
  • Performance Based Assessments
  • Norm Reference Assessments

How can at-risk students be identified? (cont.)
  • Evidence-Based Educational Criteria
  • Record of academic performance
  • Grades

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

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
  • Type of services provided
  • Research (data) which determined need for the
  • Results of services or assistance
  • Other information required by SBOE

Restrictions for using at-risk funds
  • Professional Development
  • Regular Classroom Teachers
  • All Day Kindergarten
  • Counselors
  • Resource Officers
  • Administrators
  • Equipment

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

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

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

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

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

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

McKinney-Vento Act Education for Homeless
Children and Youth, Title X, Part C
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

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.

Who Are Homeless?
  • Children and youth who are
  • Sharing housing with other persons due to loss of
    housing, economic hardship, or other similar
  • 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
  • Migratory and living in the previously described
  • Evacuees

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.

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

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

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.

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

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

  • Calling the Missouri Department of Education for
    technical assistance!

Putting the Pieces Together