New Directors Meeting
September 11, 2012
Office of Federal Programs
West Virginia Department of Education
AGENDA
7:45 a.m.
8:30 a.m.
Registration and Continental Breakfast
Welcome and Introductions
8:45 a.m.
High Quality Standards
Federal Programs’ Purposes
Resources
Break
Major Program Components
Lunch
Major Program Components – continued
Break
Private Schools
Monitoring
10:15 a.m.
10:30 a.m.
11:30 a.m.
12:30 p.m.
2:00 p.m.
2:15 p.m.
ESEA Flexibility Request
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Three Principles
– College-and Career-Ready Expectations
for all Students
– State-Developed Differentiated
Recognition, Accountability and Support
– Supporting Effective Instruction and
Leadership
WV Standards for High
Quality Schools
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Positive Climate and Cohesive Culture
School Leadership
Standards-focused Curriculum, Instruction and
Assessments
Student Support Services and Family
Community Connections
Educator Growth and Development
Efficient and Effective Management
Continuous Improvement
Intent of Federal
Programs
Purpose of Title I
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Provide supplemental educational services,
staffing and materials
Ensure children have fair, equal, and
significant opportunity to obtain high quality
education.
Ensure children reach, at minimum,
proficiency on challenging state standards &
assessments (reading, mathematics, and
readiness).
Purpose of Title II
Increasing (core) academic achievement by
improving teacher and principal effectiveness
 Increasing the number of HQ teachers and
principals
 Recruit
 Retain
 Retrain
 Providing teachers and principals with high
quality professional development
Purpose of RLIS (Title VI)
Providing financial assistance to rural districts to
assist them in meeting their state's definition of
adequate yearly progress (AYP).
 Funding must first be targeted at schools
identified for improvement.
 Must show evidence that funds were used to
target the issues causing them to be identified
Purpose of RLIS (Title VI)
May be used for the purpose of:
 Title I
 Title II Part A
 Title II Part D
 Title III
 Title IV Part A (Safe & Drug Free Schools)
 Title IV Part B (21st Century Community
Learning Centers)
 Part A Title V (State Grants of Innovative
Programs)
Purpose of Title III
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Ensure LEP students attain English
Proficiency, achieve at high academic
levels in English.
Help LEP students meet the same
challenging State Academic Content
and student academic achievement
standards as all other students.
Supplemental Opportunities
ESEA provides federal dollars to help
supplement educational
opportunities for children who live in
high poverty areas who are most at
risk of failing to meet state’s
challenging achievement standards.
How Do We Know What to
Do?

Level of Authority
– Statute (ESEA - NCLB)
– Regulations including EDGAR (CFR)
– Non-regulatory guidance
– Policy letters
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USED web: www.ed.gov
Federal Register
http://www.gpoaccess.gov/fr/
Title I Resources
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WVDE Title I Website
http://wvde.state.wv.us/titlei
Non-Regulatory Guidance
http://www2.ed.gov/policy/elsec/guid/designingswpguid.doc
http://www2.ed.gov/programs/titleiparta/parentinvguid.pdf

The New Title I:
The Changing Landscape of
Accountability (Cowan and Edwards)
Title II and RLIS
Resources
Title II and RLIS Website
 https://sites.google.com/a/wvde.k12.
wv.us/title-ii/
Title II and RLIS
Resources
Non Regulatory Guidance - Title II
 http://www2.ed.gov/programs/teacher
qual/guidance.doc
Non Regulatory Guidance – RLIS
 http://www2.ed.gov/policy/elsec/guid/
reap03guidance.doc
Title III Resources

U.S. Department of Education Title III
– Part A
http://www2.ed.gov/policy/elsec/leg/esea02/pg40.html
– Subpart I
http://www2.ed.gov/policy/elsec/leg/esea02/pg41.html
– OELA
http://www2.ed.gov/about/offices/list/oela/index.html
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WV Connections
http://wvconnections.k12.wv.us/
State Policy 2417
http://wvde.state.wv.us/policies/p2417.doc
TransAct
www.transact.com
Resource Scavenger Hunt

Directions and materials can be found
behind Tab 5
Timelines for federal
programs
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Title I
Title II, RLIS
Title III
Timeline of NCLB Funds
30,
Important Dates
July 1 – Initial period of availability
September 15 – Core plans due
September 30 – End of initial period of
availability for current funds and final
obligation date for last year’s funds
October 31 – Liquidation date for last
year’s funds.
Major Program Components
Title I Program
Components
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Highly Qualified and Effective Staff
Professional Development
Parent Involvement
Extended Day/Year
Transition activities
Title I Program Models
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Targeted Assistance
– Eligible Students
– Targeted Resources

Schoolwide
– Needs Assessment
– Schoolwide Plan
Targeted Assistance
The term “targeted assistance”
signifies that the services are provided
to a select group of children - those
identified as failing, or most at risk of
failing, to meet the state’s academic
achievement standards.
Schoolwide Model
A Title I school is eligible to
become a schoolwide program
when the student poverty level is
at or above 40 percent.
Title II Program
Components
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Highly Qualified Teachers and
Professionals
Professional Development
Parental Involvement
RLIS Components
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Title I
Title II Part A
Title II Part D
Title III
Title IV Part A (Safe & Drug Free Schools)
Title IV Part B (21st Century Community
Learning Centers)
Part A Title V (State Grants of Innovative
Programs)
Title III Program
Components
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Fidelity in Implementing Programs for
LEP Students
U.S. Department of Justice WV Inquiry
May 6, 2011 Joint Letter from U.S.
Department of Justice and U.S.
Department of Education
Commitment to Serve ALL students
Building Responsive Programs
Title III Program
Components
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LEP students’ Enrollment
Process/Identification
Parents’ Notification Letter
Title III Program
Components
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Guidelines for ESL instruction by Level
Level 1
Level 2
Level 3
How
much?
A minimal
range of 30 –
60 minutes
A minimal A minimal Between 30 Monitor
range of 30 range of 30 -60 minutes
-60 minutes -60 minutes
How
often?
3-5 times a
week
2-4 times a
week
1-3 times a
week
Level 4
Once a
week
Level 5
6–9
weeks
Title III Program
Components
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West Virginia Test for English
Language Learners (WESTELL)
WESTEST 2
Highly Qualified Staff
Title I
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All staff hired or transferred into Title I
schools after the fall of 2002 must be
highly qualified.
Title I reading teachers require an
elementary certification as well as a
masters degree in reading.
Reaching 100% HQTs
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Requires an effective HQT plan
Requires tracking progress toward
HQT status
Requires timely cleanup of HQT
reports
Requires that the county and schools
harvest positive culture and work
environments
Implementing an
Effective HQT Plan
Must have a written HQ plan
 Recruiting
 Retention
 Retraining
Communicate the plan
Implement the plan
Title III
High Qualified Staff
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ESL certification (monitoring
document 2.8)
– All teachers serving ESL students as
highly qualified.
Professional
Development
Title I
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One of the five program components
at the school and LEA level
Required annual training for staff on
working with parents
Planning should coordinate with other
programs to provide professional
development (ESEA §1112(b)(1)(D))
Professional Development
Title II requires that LEAs provide high
quality professional development to
core subject area teachers
 The issue is not tracking all professional
development
 The challenge is being specific to NCLB
definitions
High Quality Professional
Development - NCLB
Must be:
 Based on scientific research
 Based on the needs of the school
district
 Sustained and ongoing training(s)
 Review collaboration is provided
Core Subject Areas NCLB
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English and reading or language arts
mathematics
science
foreign languages
civics and government, economics, history,
geography
arts (including music, dance, theatre, art,
etc.)
special education (because they teach core
subject area information to students)
Title III
Professional Development
Professional Development (monitoring
document 3.2):
high quality, sustained, ongoing

– School administrator/Principals
– Content (classroom) Teachers (Toolkit
Secondary page 9)
– E-Learning Course
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Facilitating Instruction for English Language
Learners
– Registration for the session opens September 1 and closes October 1,
2011. The course session runs from October 5-November 22, 2011
Parent Involvement
Title I Parent Involvement
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One of the five program components at the school
and LEA level
District Parent Involvement Policy is:
• A written document.
• Jointly developed and agreed upon with parents.
• Distributed to all parents of participating students.
• **If the district already has a parent policy, it can
be amended to meet Title I requirements.
Title I Parent Involvement
School-Parent Involvement Policy (Plan) is:
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Written policy (plan).
Agreed upon by parents.
Describes the means for carrying out parent
involvement activities at the building level.
Distributed to parents, and the local community, in a
format and language, to the extent practicable, that
parents can understand.
**If the school has a parental involvement policy that
applies to all parents, it may be amended to meet the
requirements of Title I.
Title II Parent Involvement

Parental Involvement is not limited to
Title I schools alone
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All LEAs must strive to ensure parents
are involved in their child’s education

LEAs must solicit information from
parents about their child’s educational
experience
Title II Parent Involvement

LEAs must provide high quality
professional development to principals,
teachers and service personnel on
improving parental involvement
Title III
Parent Involvement
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Parent Involvement (monitoring
document 4.1 and 4.4):
– Resource - If Your Child Speaks Two
Languages
http://wvconnections.k12.wv.us/terminol
ogy.html
– Parent outreach programs
– News letters
Title I Parent Involvement
http://www.csos.jhu.edu/P2000/nnps_model/school/sixtypes.htm
Extended Time Title I
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One of the five program components
at the school and LEA level
LEA should incorporate plans for
extended day/year learning
opportunities (ESEA §1112(b)(1)(Q)
Title III
Extended Time
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Extended Day
Summer School
Private Schools
Title I
Title II
Title III
Private Schools
Title I
Private Schools - Title I
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Equitable services must be provided to eligible
private school children, their families and teachers
LEA must after extensive consultation with private
school officials develop and implement the Title I
program for eligible private school students
Eligible attendance areas – LEA should take into
consideration data on the number of children from
low-income families who reside in each attendance
area and attend private schools.
Private Schools - Title I
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Low-income public and private school students
residing in Title I attendance areas generate a perpupil allocation (PPA)
PPA x number of low-income private school
students residing in Title I attendance areas =
instructional funds for the Title I program for
eligible private school students
Private school funds may be pooled*
*Under this option, services provided to eligible children in a
particular private school are not dependent upon the amount of
funds generated by low-income children in the school.
Private Schools - Title I
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Funds generated by low-income private school
students who reside in Title I attendance areas are
used only for instructional services to eligible
private school students.
Title I services must be supplemental and may not
replace or supplant services that would, in the
absence of Title I, be provided by private schools to
participating private school children.
Private Schools - Title I
Resources
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Sample Letter for Private School Consultation
Non-regulatory Guidance for Private Schools
Private School Application
Private School Power Point
and more…
http://wvde.state.wv.us/titlei/private_schools.html
Title II
Private Schools
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Timely and Meaningful Consultation
– Must occur before the annual strategic
planning process begins
– Must document consultation efforts
– Must be informed of all PD Opportunities
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Allocation
 Calculated on a per-pupil basis
Title III
Private School
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Timely and Meaningful Consultation
– How the LEP children's needs will be identified.
– What services will be offered.
– How, where and by whom the services will be
provided.
– How the services will be assessed and how the
results of the assessment will be used to
improve those services.
– The amount of funds available for those
services.
Monitoring
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Preparation
– Monitoring Indicators
http://wvde.state.wv.us/titlei/mon_lea.html
– States’ Monitoring Reports-Findings
– Advance Materials/Documentation
– Online Document Storage
Conducting the Visit
– LEA
– Schools
Report & Responses
What Questions Remain?
Title I
Title II
Title III
Coordinators:
Coordinator:
Coordinator:
Suzette Cook
Robert Mellace
Mami Itamochi
scook@access.k12.wv.us
Kathy Hypes
khypes@access.k12.wv.us
Erin Sullivan
esullivan@access.k12.wv.us
Ryan Saxe
rsaxe@access.k12.wv.us
rmellace@access.k12.wv.us
mitamochi@access.k12.wv.us
Robert Crawford, Assistant Director
rcrawford@access.k12.wv.us
Marsha Bailes, Assistant Director
mcbailes@access.k12.wv.us
Melanie Purkey, Executive Director
Office of Federal Programs
mpurkey@access.k12.wv.us
The Future
Keep the faith –
Focus on the spirit, not the negatives,
in the face of our challenges.