Title I, Part A Targeted Assistance 101

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Title I, Part A Targeted Assistance 101

• Field Services Unit
• Office of School Improvement

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Title I, Part A
Improving Basic Programs Definition Designed to
help disadvantaged children meet high academic
standards to help children who are failing or
most at risk of failing to meet the districts
core academic curriculum standards
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Supplement vs. Supplant
A State educational agency or local educational
agency shall use Federal funds received under
this part only to supplement the funds that
would, in the absence of such Federal funds, be
made available from non-Federal sources for the
education of pupils participating in programs
assisted under this part, and not to supplant
such funds Title I, Part A Section 1120 A (b)
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Supplement, Not Supplant

• Definition of Supplanting
• Substituting or replacing funds from non-Federal
  sources (State/local) for existing or
  previously-existing instructional programs or
  non-instructional services
• Substituting or replacing funds from other
  Federal/State funds required by law for specific
  categories of students(e.g., Special Education)

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Supplement, Not Supplant

• State/local funds must be used for all activities
  that are the districts responsibility

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What is District Responsibility?

• Defined as the requirements for operating a
  school under State and local laws/policy. This
  includes categories such as, but not limited to
• Basic education classroom teacher salaries
• Support personnel salaries
• Administrator salaries
• Basic classroom supplies and materials
• Operation and maintenance
• Contractual agreements with unions
• Transportation

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Supplement vs. Supplant

• Supplementary
• Title I, Part A Extends Learning Time for
  Eligible Students
• Title I, Part C Services to Migrant Students
• Title II, Part A Professional Development/Class
  Size Reduction
• Title III Services to Limited English
  Proficient Students
• Section 31a Direct Support or Direct
  Instruction to Eligible Students

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Title I, Part A Improving Basic Programs
Operated by LEAs

• Allocation district/school based on poverty
• Definition of program Targeted Assistance
• Eligibility of service based on academic need

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Allocation District

• Allocation Process
• Allocation formula for Local Education Agencies
  (LEAs) based on counts of low-income children
  (2008 census poverty estimates for 2009-2010
  allocations)
• Allocation formula for Public School Academies
  (PSAs) based on October 2008 equated free lunch
  counts
• Minimum of 10 low-income children based on the
  above criteria for district/academy to be
  eligible for allocation

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Allocation District

• Allocation Process, continued
• Basic grants to districts/academies with more
  than 2 poverty
• Concentration grants to districts/academies with
  more than 15 poverty(4-year grandfather)
• Targeted grants to districts/academies with more
  than 5 poverty
• EFIG (Education, Finance Incentive Grants) to
  districts/academies with more than 5 poverty

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School Selection and Allocation

• Ensures that Title I resources are provided to
  schools with highest concentrations of low-income
  children
• Ensures the district has some flexibility to
  determine where there is the greatest need for
  service

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School Selection and Allocation

• If the district has an enrollment of less than
  1,000 students or has only one school per grade
  span, it is not required to complete the
  entireTitle I School Selection application
• The district decides the focus of the Title I,
  Part A program

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School Selection and Allocation

• If the district has an enrollment of more than
  1,000 students and more than one school at a
  grade span or has schools with overlapping grade
  levels, the entireTitle I School Selection
  application must be completed
• Service is focused on the highest poverty
  school(s)

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Targeted Assistance Definition

• Targeted Assistance (TA)
• Only students identified as failing, or most
  at risk of failing, to meet the States
  challenging student performance standards

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TA Needs Assessment (required component)

• Identify Eligible Children
• Four core academic areas
• Multiple, educationally-related criteria by
• Grade level
• Content area
• Preschool-Grade 2 selected solely on the basis of
  teacher judgment, interviews with parents and
  developmentally-appropriate measures

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Targeted Assistance Eligibility (required
component)

• Needs Assessment
• Consistent selection criteria used to identify
  students at each grade level in each content area
  (four core)
• Focus the program for the current year
• Head Start, Even Start, or Early Reading First
  Children 2 years preceding
• Migrant Children
• Neglected/Delinquent Children
• Homeless

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TA Incorporated intoSchool Improvement Planning
(SIP)

• (required component)
• The TA program plan contains a description on how
  program planning for Title I, Part A students is
  incorporated into the existing School Improvement
  planning process
• or
• The TA program services are included with the SIP
  (interventions) to address the needs of eligible
  students

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Instructional Strategies (required component)

• A description of
• Services delivered in each academic area of core
  curriculum
• Effective strategies for improving student
  achievement based on scientifically-based
  research on teaching and learning
• Multiple strategies used during in-class
  instruction in all academic areas
• Additional instructional time and/or
  opportunities given to identified students

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Title I/Regular Education Coordination (required
component)

• A description of ongoing coordination and
  integration between regular education and the TA
  program, including services for Limited English
  Proficiency, if applicable
• A description of the transition plan for
  preschool-age children, if applicable

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Instruction by Highly Qualified Staff (required
component)

• An assurance statement that allTitle I, Part A
  instructional paraprofessionals meet the No Child
  Left Behind (NCLB) requirements
• An assurance statement that all teachers are
  highly qualified

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High-Quality and Ongoing Professional Development
(PD)

• (required component)
• TA plan describes opportunities for ongoing and
  sustained professional development (PD) for
  teachers, principals and paraprofessionals,
  including if appropriate, pupil services
  personnel, parents and other staff who work with
  the Title I, Part A eligible children in the TA
  program or in the regular education program
• or
• The Title I, Part A PD is embedded within a
  school improvement action plan format

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Parent Involvement (required component)

• Design, implementation and evaluation of TA
  program
• School-level parent involvement policy
• School-parent compact
• Requirements of Section 1118 of NCLB

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Coordination of Title Iand Other Resources

• (required component)
• Description of coordination and integration of
  Federal, State and local programs
• Specific coordination of programs supported under
  NCLB in a manner applicable to the grade levels
  of the school
• Violence prevention Adult Education
• Nutrition Housing
• Job training Head Start
• Vocational and technical education

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Ongoing Review ofEligible Student Progress

• (required component)
• Describes how progress of participating children
  is reviewed, on an ongoing basis, to revise the
  TA program to provide supplemental learning
  opportunities to enable such children to meet the
  States challenging student achievement standards
• Describes how using the above to revise the TA
  program to provide training for teachers to
  identify students who need additional assistance
  or training on how to implement student
  achievement standards in the classroom

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Questions and Answers

• Contact your regional Office of School
  Improvement consultant
• Region 1 . . . . . . . . . . . . . 517-373-4009
• Region 2 . . . . . . . . . . . . . 517-373-0161
• Region 3 . . . . . . . . . . . . . 517-373-6341
• Region 4 . . . . . . . . . . . . . 517-373-4004
• Region 5 . . . . . . . . . . . . . 517-373-4212