Title I Schoolwide Programs
42nd PAFPC Annual Conference
April 3 - 6, 2011
Seven Springs Resort
Champion, PA
MARIA GARCIA-MORALES
REGIONAL COORDINATOR
DIVISION OF FEDERAL PROGRAM
mgarcia-mo@state.pa.us
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Presentation Overview
 Brief Overview of Title I
 Program Requirements
 Program Components
 Fiscal Requirements
 Benefits of Schoolwide Programs
 Guiding Principles and Practices of Effective Schoolwide
Programs
 New Roles/personnel changes
 Next Step . . .
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Title I. Part A
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Title I
 Largest federally funded education program.
 Purpose: To help low achieving students achieve high
academic standards.
 Supplemental Educational Assistance
 Mainly in Reading & Math
 Two main models for servicing students:
 Targeted Assistance Program
 Schoolwide Programs
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Title I Uses of Funds
 Instructional Programs
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 Supporting Programs
In Class
Pull Out
Extended Day
Extended Year
Pre-Kindergarten
Summer Programs
Online Learning
Take Home Resources
Tutoring

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Professional Development
Parent Involvement
Materials/Supplies
Technology
School Choice
Supplemental Educational
Services
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Two - Title I Program Models
Schoolwide
-vsTargeted Assistance
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Targeted Assistance
 Any building with less than 40% low income
 Eligible students include:
 Children identified as “failing”, or most at risk of failing
 Students served in the previous two years under the
Migrant Program
 Any child who participated in Head Start, Even Start,
The Early Reading First, within the previous two years.
 Any child in a community day program or living in a
neglected or delinquent institution
 Any child who is homeless
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Targeted Assistance Program
 Selection for services is based entirely in low
achieving, not low income
 Title I may be used to coordinate and supplement
services
 Maintain documentation showing program
expenditures to verify funds were used to meet
statutory requirements for such programs & not
to supplant non-federal resources
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Students Selected Based on LEA Criteria
Pre K-2
 Teacher Recommendation
 Developmentally
Appropriate Assessment
 Parent Recommendation
Grades 3-12
 Students Performing Below
Proficient on local assessments
(formative)
 Students Performing Below
Proficient on previous year’s PSSA
 Attendance/Suspension
 Retention
 Report Card Grades
 Other: Anecdotal Records,
Teacher Recommendations
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Supplement not Supplant
Targeted Assistance Program
 Requires that federal funds be used to augment the
regular education program, not to substitute for funds
or services that otherwise would be provided during
the time period in question.
 It prohibits the use of federal funds to perform a service
that would normally be paid for with state or local
funds.
 Additional programmatic services must be provided to
identified Title I students.
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Schoolwide Program
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What is a Schoolwide Program?
 A Schoolwide Program (SWP) is a comprehensive reform
strategy designed to upgrade the entire educational
program in a Title I school; its primary goal is to ensure
that all students, particularly those that are low
achieving, demonstrate proficient and advanced levels of
achievement on state academic standards.
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SCHOOLWIDE
Identification of Students
 Schoolwide programs are not required to specifically
identify eligible Title I students for targeted Title I
services. All students are eligible to participate in all
aspects of the schoolwide program.
 The statute requires the program to particularly address
the needs of low achieving children and those at risk of
not meeting the state student academic achievement
standards.
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SWP has Three Core Elements:
 Comprehensive Needs Assessment
 Comprehensive Plan
 Annual Review of Effectiveness
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Program Requirements
 40% poverty threshold (unless waived by PDE)
 One year of planning prior to implementation (unless
waived by PDE)
 Annual evaluation of the program effectiveness
 10 implementation components
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Ten Required Components
of the Schoolwide Plan
Component 1 - Needs Assessment (5 Step Process)
1) Establishing SW planning team



Organizes and oversees the needs assessment
Leads staff in developing the SWP
Oversees and conducts annual evaluation
2) Clarifying the vision for reform

Discusses how their reformed school will look
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Ten Required Components
of the Schoolwide Plan (cont.)
Component 1 - Needs Assessment (5 Step Process) (continued)
3) Creating the school profile


Serves as the starting point
Will provide a picture of data driven description of the school’s
students, staff, community demographics, programs, and mission
4) Identifying data sources




Quantitative
Qualitative
Dropout rate
Graduation rate
5) Analyzing data
The team analyzes the data and the gaps between the current
operating state and the established vision.
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Ten Required Components
of the Schoolwide Plan (cont.)
Component 2 - Schoolwide reform strategies that:


Increase the amount & quality of learning time (extended
year, before- and after-school)
Address needs of all, but particularly low-achieving
Component 3 - Instruction by “highly qualified” teachers


HQ teachers in all core content areas
All instructional paraprofessionals meeting NCLB
requirements
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Ten Required Components
of the Schoolwide Plan (cont.)
Component 4 - High Quality & Ongoing Professional
Development


PD must be aligned to achieving the goals of the SW
program.
PD must be extended to those who partner with teachers
to support student achievement.
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Ten Required Components
of the Schoolwide Plan (cont.)
Component 5 - Strategies to attract high quality
teachers
 The
SW plan must describe what strategies it will use to
attract and retain HQ teachers.
 A statement that your district/charter only hires HQ is not
sufficient in a SW plan.
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Ten Required Components
of the Schoolwide Plan (cont.)
Component 6 - Parental Involvement


SW Plans must contain strategies to involve parents,
especially in helping their children do well in school.
Must have at least 1 parent in the planning team.
Component 7 - Transition from pre-school

SW programs are required to implement effective preschool transitional programs in order to better prepare
students for the kindergarten curriculum.
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Ten Required Components
of the Schoolwide Plan (cont.)
Component 8 - Include teachers in assessment decisions


Provide Professional Development to teachers about
multiple assessments
Teachers should know, understand, and be able to use
assessments on a regular basis to inform instruction.
Component 9 - Timely, effective additional assistance

Plans must include regular assessments of all students and
specific plans for what happens when a student is not
achieving.
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Ten Required Components
of the Schoolwide Plan (cont.)
Component 10 - Coordination and Integration
 Coordination
and Integration of Federal, state and local
funds, programs and services
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Annual Review
 Regulations require that SW schools conduct an annual
review of the SWP
 Annual Review should answer two main questions:

Was the program implemented as the planning team
intended?

Was there improvement in student achievement,
particularly for the lowest-achieving students?
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Fiscal Requirements
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Federal Funds that Can be Consolidated
with Limitations Include:
 Migrant
 Educational needs of migratory students are met
 Parents are involved
 Indian Education
 Parent committee to develop Indian education programs
approves the inclusion of funds
(cont’d on next slide)
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Federal Funds that Can be Consolidated with
Limitations Include: (cont.)
 IDEA
 All Part B requirements must be satisfied
 May not exceed the amount received by LEA for the year
 Divided by the number of children with disabilities in the
LEA
 AND multiplied by the number of children with disabilities
participating in the SWP
Competitive Grants
 Must carry out
all the activities described in the application
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Fiscal Flexibility
Three Accounting Scenarios
1. Complete Consolidation of ALL Funds


Eligible services: Any Service or activity included in the SWP
Accounting: Consolidated funds lose their identity
2. Consolidation of Federal Funds ONLY
 Eligible services: Cost must be educational and identified in the
needs assessment and the SWP
 Accounting: Lose their program identity. Must be tracked to an
activity allowable under the SWP
3. No Consolidation of funds but use of Title I funds on a SW
basis


Eligible services: Cost must be educational and identified in the
needs assessment and the SWP
Accounting: Title I funds must be tracked separately
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Fiscal Requirements
 Each school must identify specific programs being
consolidated and the amount they each contribute.
 Schools must maintain records that the SWP addresses
the Intent and Purpose of each of the programs
 Each school must meet the supplement vs. supplant as it
relates to SW (i.e. SW schools must receive all the state
and local funds it would otherwise receive to operate its
educational program in the absence of Title I Part A)
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Time Distribution
Complete Consolidation
 Considered single cost objective
 Required: Semi-Annual Certification
Consolidation of Federal Funds ONLY
 Staff working on Single cost objective, federal funded
programs only requires Semi-Annual Certification
 Staff working in multiple cost objectives, requires
monthly PARs
No Consolidation
 Same as Consolidation of Federal Funds ONLY
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Proportional Reporting: LEA
 Proportional basis

Example: If 25% of combined funds are from Title I,
then report 25% of expenditures as Title I
expenditures
 Not required to track to activity allowable under program
– only show allowable under SWP plan
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Proportional Reporting: LEA
Programs Contributing Funds to the Consolidated Schoolwide Pool
Federal Funds
School Building
Title I - A
Disadvantaged
Title II-A
Improving
Teacher
Quality
Title IV-A
Safe and
Drug Free
Schools
IDEA- B
State and
Local Funds
Total for Each
Building
A
$182,535
$25,000
$10,685
$94,462
$2,048,115
$2,360,797
B
115,455
25,000
20,071
27,709
1,380,884
1,569,119
C
181,780
25,000
23,686
69,272
1,940,161
2,239,899
D
141,900
110,437
22,351
93,202
1,999,902
2,367,792
E
229,460
110,437
27,546
61,715
1,936,291
2,365,449
F
169,860
110,437
23,796
54,158
1,525,307
1,883,558
1,020,990
406,311
128,135
400,518
10,830,660
12,786,614
8%
3%
1%
3%
85%
100%
Total Funds LEA
Distributes to
Individual Schools
Percent of Total
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Sequential Reporting
 Use up funds in order based on source
 State and local first; then Title I, Part A and other Federal
funds
 Show expenditures until funds are spent in entirety or
until maximum carryover remains
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Sequential Reporting
Source of Funds
Revenues
Total Included in Schoolwide Consolidated Pool
Total Expenditures
($950,000) Charged
to Federal, State,
and Local Programs
Amount
Remaining
$1,000,000
State and Local Sources
520,000
$520,000
Title I, Part A
240,000
240,000
Title II, Part A -- Improving Teacher Quality
40,000
40,000
IDEA Part B (Special Education) *
50,000
50,000
Title V, Part A
70,000
70,000
80,000
30,000
Carl D. Perkins Career and Technical Education Act
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50,000
Documentation
 A school operating a SWP must retain the following
documentation for five years:
 Documentation related to the three core components:

Comprehensive Needs Assessment

Comprehensive Plan

Annual Review
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Benefits
of a Schoolwide Programs
36
Benefits of Schoolwide Programs
 Flexibility


Must meet “intent and purpose” of program
Not required to identify particular children: all children
 Coordination and Integration

Not required to provide supplemental services: can use all resources of the
school
 Accountability
 Unified Goals
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Guiding Principals and Practices of
Effective Schoolwide Programs
Numbers in parenthesis correlate with the Nine characteristics of High Performing Schools
1)
2)
3)
4)
5)
Redesign of organizational Infrastructure
Use of meaningful planning process subject to continual review
and monitoring of teaching and learning (6)
Reform goals that are based on clear focus and shared vision by
stakeholders (1)
Reform strategies to accommodate a variety of approaches which
reflect high standards and expectations (2)
Effective school leadership which nurtures an instructional
program conductive to student and teacher growth (3)
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Guiding Principals and Practices of Effective
Schoolwide Programs (cont.)
6) Collaboration and communication across grade level
that accommodates all students populations and
community needs (4)
7) Ongoing, focus professional development, based on the
share vision and identified student needs (7)
8) Investment of resources to support the emerging
system that is supportive of a stimulating learning
environment, aligned curriculum, instruction and
assessment with standards (5 & 8)
9) Sustainable high levels of communication with, and
feedback from families and community members (9)
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Going from
Targeted Assistance to Schoolwide
Personnel Reorganization
 The school will do the needs assessment to determine the
goals…
 The team should analyze how the Title I teachers can take
a new role at the school to help you reach your
schoolwide goals
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Ideas for new roles
 Parent Involvement Coordinator
 Before and after school program teacher
 Summer school teacher
 Regular classroom teacher (reducing class size for all subjects






or specifically to reduce a specific subject’s class size)
Math/Reading coaches
Assessment and/or Curriculum coordinator
Instructional facilitator
Family literacy coordinator
Technology teacher
Any position that will result in the school’s progress towards
achieving the schoolwide goals.
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Interested in Becoming
a Schoolwide School?
 First Steps:
Send an intent form to your regional coordinator to lock the
start date for planning (Found in DFP’s website)
 Is your building less than 40% poverty level?
 Submit a waiver request and have it approved by PDE
before starting the planning process. (Found in DFP’s
website)

 Required
Application as of 2010-2011
Getting Results
or
 SWP Template found in DFP’s website

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Title I funding
will support
the implementation
of your Schoolwide Plan.
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Resources
U.S. DEPARTMENT OF EDUCATION
www.ed.gov
AN IDEA BOOK OF PLANNING: IMPLEMENTING SCHOOLWIDE
PROGRAMS-VOLUME 1, AND PROFILES SUCCESSFUL PROGRAMS:
IMPLEMENTING SCHOOLWIDE PROGRAMS VOLUME
www.ed.gov/pubs/idea_planning
WHAT WORKS CLEARINGHOUSE
http://ies.ed.gov/ncee/wwc/
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Note: If additional copies of packet or PowerPoint Presentation
are needed, please phone or email
Reba at 717-783-6903 or rkansiewic@state.pa.us
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