New Guidance for Schoolwide
Program Allowable Expenditures
2014 Annual GCEL Conference
February 26-26, 2014
Savannah, GA Riverfront Marriott
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Presenters
Kathy Pruett
Georgia Department of Education
Title I Education Program Specialist
kpruett@doe.k12.ga.us
(706) 540-8959
Anthony Threat
Georgia Department of Education
Title I Education Program Specialist
athreat@doe.k12.ga.us
(706) 615-0367
Elizabeth Zipperer
Georgia Professional Standards Commission
Title II, Part A Education Program Specialist
elizabeth.zipperer@GAPSC.com
(404) 290-8763
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Presentation Overview
• Provide participants with the most recent updates to
guidance related to maximizing the use of Title I funds in a
schoolwide program
• Discuss how local educational agencies (LEAs) and schools can
leverage federal and non-federal funds in a Title I schoolwide
program efficiently and effectively
• Address uncertainties on the full extent of flexibility that
Title I schoolwide programs have
• Provide examples of how IDEA, Title I, and Title II funds may
be used to provide support for LEAs and schools in the areas
of Accountability, Instruction, Leadership and Positive School
Climate
Presentation Overview
As you are aware, the ESEA Flexibility Waiver has
required LEAs to move forward with:
•Next-generation differentiated recognition
•Accountability and support systems that recognize
student growth and school progress
•Aligning accountability determinations with support
and capacity-building efforts
•Providing for systemic and context-specific
interventions that focus on the lowest-performing
schools and schools with the largest achievement gaps
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Presentation Overview
• This presentation will highlight some ways in which
LEAs can leverage federal funds to support reforms,
particularly in Title I schoolwide programs.
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Presentation Overview
• In the State of Georgia more than 93 percent of Title
I schools implement a Title I schoolwide program.
And, in most instances LEAs and Title I schools
already use some of the flexibilities available to
schoolwide programs, however, in some instances
these flexibilities are not being utilized to their full
extent.
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Presentation Overview
• LEAs and schools often lose some of the
opportunities to fully leverage their federal resources
due to:
– Uncertainty of LEA and schools about the full extent of
flexibility available in a Title I schoolwide program
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Presentation Overview
• To help address these uncertainties we will be
assisting LEAs to identify examples of how IDEA,
Title I and Title II funds may be used by LEAs and
Title I schools to support key areas of reform in:
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College and Career Ready Standards and Assessments
State Developed Differentiated Recognition
Accountability and Support
Effective Instruction and Leadership
Positive School Climate
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Maximizing Flexibility in the
Administration of Federal Grants
• Selected federal programs this presentation will
cover:
– Title I, Part A – of the Elementary and Secondary
Education Act of 1965 (ESEA): supplemental federal
funds to ensure Title I students have fair, equal, and
significant opportunities to obtain a high-quality
education and improve their achievement.
– Title II, Part A – of the ESEA: supplemental federal
funds to increase academic achievement by improving
teacher and principal quality.
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Maximizing Flexibility in the
Administration of Federal Grants
Selected federal programs this presentation will cover:
(continued)
– IDEA – of the Individuals with Disabilities Education Act:
supplemental federal funds to ensure all children with
disabilities have a free appropriate public education, in the
least restrictive environment, with access to the general
curriculum to improve results and outcomes for all
children with disabilities.
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Maximizing Flexibility in the
Administration of Federal Grants
• Title I Schoolwide Programs:
– Represent a primary means to maximize flexibility in using
federal funds
– Provide services as a vehicle to whole-school reform
– Allow for easier leveraging of federal funds to work
together to improve educational performance of the entire
school
– Address student needs through a schoolwide plan based
on a comprehensive needs assessment
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Maximizing Flexibility in the
Administration of Federal Grants
• Before we continue a few words of caution:
– The examples provided in this presentation illustrate ways
that Title I, Title II, IDEA and other federal programs may
be used by LEAs and Title I schools to support key areas of
reform in a schoolwide program.
– These are merely examples and may not take into account
the specific content in which these funds may be used at
the local level.
– The sources of funds used in this presentation’s examples
do not imply that other federal fund sources are not
permissible in the proper context.
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Selected Requirements to Keep in Mind
• Title I funds may not be used for activities for non-Title I
students except when there is a specific authorization in the
law. All students in a schoolwide program school are Title I
students.
• Federal funds must supplement and not supplant nonfederal, and in some cases, federal funds. Supplement not
supplant applies differently in different federal programs;
within Title I, it applies differently in a schoolwide program
versus a targeted assistance program.
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Important to Note for Title II
• Title II funds may not be used to:
– Develop curriculum associated with implementing CCRPI
standards
– Develop SLOs
– Provide subject-specific professional development in noncore areas
– Simply raise educator awareness about a state-mandated
evaluation system. For example, Title II funds may not be
used to pay for public relations activities or other
awareness-raising activities that do not have a professional
development component.
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Important to Note for Title II
Title II funds may not be used to: (continued)
– Purchase evaluation system-related data systems to
manage linking teacher and student data
– Purchase equipment, such as iPads, for school and district
administrators to use in evaluating teachers
– Pay non-highly qualified teachers or pay highly qualified
teachers hired for any purpose other than class-size
reduction
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Schoolwide Program Allowable Costs
by Federal Program
• Depending on its needs a Title I, Part A schoolwide
program could spend Title I monies to:
– Upgrade the curriculum for the entire school: Limited to
the four content areas and supplemental to the required
curriculum
– Implement an early warning system: Academic
benchmarks
– Extend the school day or school year
– Reorganize class schedules to increase teacher planning
time
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Schoolwide Program Allowable Costs
by Federal Program
Title I, Part A: (continued)
– Revamp the school’s discipline process: Must be
supplemental and articulated as a need in the SWP and
supported by data in the core academic areas
– Hire additional teachers
– Reorganize classes to promote personalized learning
– Implement career academies: Must be supplemental and
articulated as a need in the SWP and backed by data in the
core academic areas
– Implement School Safety programs: Must be supplemental
and articulated as a need in the SWP and backed by data in
the core academic areas
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Schoolwide Program Allowable Costs
by Federal Program
• Depending on its annual prioritized needs a Title I,
Part A schoolwide program could spend Title II, Part
A monies to provide:
– Training for evaluators as part of a teacher and leader
evaluation system
– Incentives to attract highly qualified and effective teachers
to a low-performing school
– High-quality training to increase and/or maintain the
effectiveness of core content teachers
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Schoolwide Program Allowable Costs
by Federal Program
• Depending on its annual prioritized needs a Title I,
Part A schoolwide program could spend Title II, Part
A monies to provide:
– Teacher mentoring from exemplary teachers and
administrators, induction, and support for new teachers
and principals during their first three years
– Training to increase the effectiveness of superintendents
and principals in their roles as managers and educational
leaders
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Schoolwide Program Allowable Costs
by Federal Program
• Depending on its needs a Title I, Part A schoolwide
program could spend IDEA monies to:
– Provide professional development on CCRPI instructional
strategies to teachers and related service providers of
students with disabilities
– Provide training to teachers on how to use benchmark
data to plan effective instructional strategies
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Sample Allowable Activities
with Federal Funds
• Federal funds must support activities that are
necessary and reasonable to accomplish the federal
program’s purpose.
• Title I, Part A
• Title II, Part A
• IDEA
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Title I, Part A Activities
Components of an activity that supports the purpose
of Title I, Part A:
• Capability of connecting teachers around student data,
curriculum and resources;
• Increases access to quality course offerings for students;
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Examples of Allowable Activities
with Federal Funds
Components of an activity that supports the purpose
of Title I, Part A: (continued)
• Extends the school day with after-school, weekend and
summer accessibility to instructional resources;
• Provides opportunities for personalized learning paths, either
through acceleration or remediation; and
• Offering an accessible online parent portal to provide
resources and to address important questions and concerns
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Examples of Allowable Activities
with Federal Funds
• Title I funds provide additional teachers and
paraprofessionals to lower pupil teacher ratio
• Title II provides professional learning for teachers
and paraprofessionals as well as providing access to
the GPS/CCGPS aligned curricular content through
GSOs Learning Village
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Examples of Allowable Activities
with Federal Funds
Components of an activity that supports the purpose
of Title II, Part A:
• Providing professional development activities to retain highly
qualified teachers, principals, and specialists in core academic
areas;
• Facilitate professional learning communities
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Examples of Allowable Activities
with Federal Funds
Components of an activity that supports the purpose
of Title II, Part A: (continued)
• Providing professional development activities that improve
the knowledge of teachers and principals regarding effective
instructional practices that address the needs of students with
different learning styles, particularly students with disabilities,
students with special needs (including students who are gifted
and talented), and students with limited English proficiency
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Examples of Allowable Activities
with Federal Funds
Components of an activity that supports the purpose
of Title II, Part A: (continued)
• Provide training for teachers and principals
– In improving student behavior in the classroom and
identifying early and appropriate interventions to help
students with special needs
– To enable teachers and principals to involve parents in
their children’s education, especially parents of limited
English proficient and immigrant children
– On how to use data and assessments to improve classroom
practice and student learning
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Examples of Allowable Activities
with Federal Funds
Components of an activity that supports the purpose
of Title II, Part A: (continued)
• Purchasing access to web-based professional learning for
teachers, administrators, and in some cases paraprofessionals
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Individuals with Disabilities (IDEA)
Special Education
Components of an activity that supports the purpose
of Individuals with Disabilities (IDEA):
• Parent workshops to prepare parents of children with
disabilities with the transition from preschool to kindergarten;
• Open house opportunity for preschool students and parents;
• Summer classes for identified students;
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Individuals with Disabilities (IDEA)
Special Education
Components of an activity that supports the purpose
of Individuals with Disabilities IDEA: (Continued)
• Family packets of information to include transition ideas for
parents and students; and
• Transition Coordinator to assist will transition activities
throughout the school year and summer
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Individuals with Disabilities (IDEA)
Special Education
• Title I, Part A funds will only be used to provide
supplemental services, supplies and materials above
and beyond the requirements of each student's IEP.
The IEP is considered the primary focus of the
curriculum for individual therefore Title I, Part A
funds will not be used to provide any service or
activity that is a part of any student's IEP.
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College and Career-Ready Performance
Index (CCRPI)
LEAs and schools may:
• Prepare low-achieving students to participate successfully in
advanced coursework aligned with CCRPI standards (Title I)
CLIP examples:
• College and Career Ready Performance Index (CCRPI) supplemental training and curriculum needs as based on the
schoolwide plan
• Provide intensive summer programs to low-achieving high
school students to prepare them to take advanced classes
(Title I)
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College and Career-Ready Standards
and Assessments
CLIP examples: (continued)
• Develop a summer program that must target an identified
district concern (for example math-number sense and
operations)
• Consider the steps that should be taken to transfer summer
learning into upcoming academic school year-create a sense
of continuity and provide a transition activities
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State-Developed Differentiated
Recognition, Accountability and Support
LEAs and schools may:
•Consolidate funds in a schoolwide schools to turn-around lowperforming schools (IDEA, Title I, Title II)
CLIP examples:
•Various departments should collaborate to determine the
targeted goals/areas that need to be supported
•Decisions should be based on the school’s data
•Determine the best and most effective way to utilize the funds
•Provisions should be put in place to measure effectiveness
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State-Developed Differentiated
Recognition, Accountability and Support
• LEAs and school may:
– Encourage a schoolwide school, if federal funds are not
consolidated, to use Title I funds on comprehensive
reforms, designed to improve the overall school, consistent
with its needs as identified in the schoolwide plan rather
than on just specific services for individual low-achieving
students (e.g. pullout programs)
CLIP examples:
– Use the Schoolwide Improvement Plan to identify a schoolwide targeted area
– Focus on the academics and how the work should benefit
all core content areas
State-Developed Differentiated
Recognition, Accountability and Support
LEAs and schools may:
• Focus funds where the needs are greatest by:
•Reserving funds for LEA support to low-performing schools
(Title I)
•Allocating more funds per low-income student to schools
with higher poverty rates (Title I)
•After allocating to schools above 75 percent poverty,
deciding whether to allocate funds to elementary, middle or
high schools (Title I)
State-Developed Differentiated
Recognition, Accountability and Support
Low performing schools need more effective
people and less “stuff” so schools should be
supported in the effort of reducing class-size and
having the personnel needed to provide instruction
in a small group or in a one-on-one setting
Schools should be supported in providing highquality, on-going professional learning to enable
every teacher and principal to be effective
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State-Developed Differentiated
Recognition, Accountability and Support
LEAs and schools may:
•Provide incentives and rewards to attract qualified and effective
teachers to low-performing schools (Title I and Title II)
CLIP examples:
• Teacher recruiting/job fairs can be held to identify the
strongest teacher candidates
• Team interviews can be conducted w/in the schools
• Collaborate with HR to ensure teachers are Highly Qualified
(HiQ) and changes in assignments are not made so as to make
a teacher not HiQ
• Title I and Title II should give the approval before any changes
are made
State-Developed Differentiated
Recognition, Accountability and Support
LEAs and schools may:
•Provide educators with professional development, and
materials and supplies, to implement a schoolwide plan (Title I
and Title II)
CLIP examples:
• Professional Development (PD) should address the identified
weaknesses that are outline in the schoolwide plans
• There should be an accountability component that identifies
the participants and the evidence that will be used to
measure success
Effective Instruction and Leadership
LEAs and schools may:
• Provide professional development to teachers as part of
carrying out a schoolwide plan (Title I and Title II)
CLIP examples:
• The PD should address the core content areas
• The federal programs should coordinate efforts and work
together to provide the PD
Effective Instruction and Leadership
LEAs and schools may:
– Develop and implement Coordinated Early Intervening
Services (CEIS) for non-identified students in need of
additional academic or behavioral support, including
professional development (IDEA)
– Implement positive behavioral interventions and supports
schoolwide: Positive Behavioral Interventions and
Supports (PBIS) may be allowable if the need for such
interventions is documented in the SW plan and based on
achievement data in the core content areas (Title I)
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Effective Instruction and Leadership
LEAs and schools may:
• Recruit and maintain effective and highly qualified teachers
using differential pay (Title II)
• Provide monetary and incentives associated with earning
higher instructional effectiveness ratings (Title II)
School Climate
LEAs and schools may:
•Permit a schoolwide program to implement activities to
improve school climate, provided that climate-focused
interventions are part of the schoolwide plan and supported by
core content data (Title I)
•Provide parent workshops that will provide specific information
that address academic performance (Title I)
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School Climate
LEAs and schools may:
•Implement behavioral evaluations and interventions for nonidentified students who need additional academic and
behavioral support (IDEA/CEIS)
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Examples of a single activity supported by
multiple funding sources
All activities must be identified as a need in the schoolwide
plan and supported by the school’s data!
Transition activity for special needs pre-k students:
• The activity is planned for pre-k students being served by
special education. The students will begin regular
kindergarten in fall. Due to the special needs of the students
an additional transition activity is needed. The parents and
students meet at the school during the spring or summer
prior to the beginning of the school year. Parents are provided
tours of the building, meet with regular and special education
staff and provided an opportunity to discuss the special needs
and services that their child may require.
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Activity Examples continued
Additionally, the parents may receive supplemental materials the
parent can use to help prepare the student for kindergarten.
Funding sources:
Title I – supplemental materials, stipends to teachers for summer
work, transportation, child care, and a snack if appropriate
IDEA: Supplemental materials related to IEP, stipends to special
education staff for after school or summer teaching
Title II –Training for principal and teachers on providing an
effective transition activity for the parents
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Examples continued
Professional development activity:
A district has determined that based on needs assessments the
core content teachers need professional development on
differentiated instruction. A summer training is arranged and an
expert on the topic is hired to deliver the training.
Funding sources:
Title I – Stipends to teachers, supplemental materials to be used
in the classrooms to deliver the instruction
Title II – Cost of the consultant and training materials
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Examples continued
School Climate activity:
Based on a needs assessment the school has determined that
the behavior of certain students is hindering their education. The
district researches behavior strategies and decides to implement
a school wide strategy such as PBIS
Funding sources:
Title I – Materials to be used to implement the strategy, stipends
and/or substitutes for teachers to be trained, cost of training
materials
Title II – Cost of necessary training materials, contracted services
to provide training
IDEA – Training for co-teachers and sped teachers
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Examples continued
Early intervention activity:
The school has reviewed the achievement data and recognizes a
need for additional early interventions for at risk students. The
staff researches strategies and determines that a more
comprehensive benchmarking program and specific intervention
instructional strategies is required.
Funding sources:
Title I – supplemental benchmarking software program,
materials required to implement the program, early intervention
instructional staff
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Examples continued
Title II – Training for the teachers and training materials,
academic coach to lead professional learning communities in
using the benchmark data to inform instructional practices
IDEA – Materials and supplies for students, (such as RTI Tier IV),
requiring additional interventions as determined by the
benchmarking data
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In Summary
• LEAs are encouraged to integrate all programs to the
extent feasible to make the most efficient and
effective use of the funds available to them. Districts
should, in their planning processes, look at their
needs and the programs available to them and
integrate these programs to meet their needs.
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Upcoming Events
• Homeless Liaison Workshop: June 17, 2014
• Title I New Directors’ Workshop: June 18, 2014
(ending after lunch with New Directors – June 18,
2014)
• Title Programs Conference: June 18, 2014 – 20, 2013
(Opening Session at 1:30 pm and ending at noon –
June 20, 2014)
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Questions?
Title I Education Program Specialist Contact Information
Area
Name
Office Telephone
Email
1
Ms. Robyn Planchard
(404) 463-3467
rplanchard@doe.k12.ga..us
2
Dr. Randy Phillips
(770) 334-8390
rphillips@doe.k12.ga.us
3
Mr. Anthony Threat
(706) 615-0367
anthony.threat@doe.k12.ga.us
4
Ms. Evelyn Maddox
(404) 656-2045
emaddox@doe.k12.ga.us
5
Dr. Judy Alger
(229) 838-6037
julager@doe.k12.ga.us
6
Ms. Grace McElveen
(912) 334-0802
gmcelveen@doe.k12.ga.us
7
Dr. Jimmy Everson
(229) 723-2664
jeverson@doe.k12.ga.us
8
Ms. Marijo Pitts-Sheffield
(912) 269-1216
mpitts@doe.k12.ga.us
9
Ms. Kathy Pruett
(706) 540-8959
kpruett@doe.k12.ga.us
10
Ms. Elaine Dawsey
(478) 971-0114
edawsey@doe.k12.ga.us
11
Dr. Olufunke Osunkoyo
(678) 704-3557
oosunkoyo@doe.k12.ga.us
12
Mr. Bobby Trawick
(229) 246-1976
btrawick@doe.k12.ga.us
Presenters
Kathy Pruett
Georgia Department of Education
Title I Education Program Specialist
kpruett@doe.k12.ga.us
(706) 540-8959
Anthony Threat
Georgia Department of Education
Title I Education Program Specialist
athreat@doe.k12.ga.us
(706) 615-0367
Elizabeth Zipperer
Georgia Professional Standards Commission
Title II, Part A Education Program Specialist
elizabeth.zipperer@GAPSC.com
(404) 290-8763
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