September 13, 2012
ESD 113
Title I, Part A Program
Program Models
Private School Requirements
 Parent Engagement Requirements
 Fiscal Requirements
 WA Flexibility Waiver – Support for
Priority, Focus, and Emerging Schools
 Learning Assistance Program (LAP)



2

Purpose is to increase the achievement of all students,
particularly those who are disadvantaged

Ensure all children have fair, equal, and significant
opportunity to obtain high quality education

Reach, at minimum, proficiency on challenging state
standards & assessments (reading, mathematics, and
readiness)
3
The program focuses on promoting reform
in high-poverty schools
and
ensuring student access
to scientifically-based instructional strategies
and challenging academic content.
4

Title I, Part A 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.

Funds flow to States then to Districts and
finally to Title I schools.
5

Statute [Elementary and Secondary Education Act (ESEA) currently
authorized as – No Child Left Behind (NCLB)]

Regulations [Code of Federal Regulations (CFR), 34 CFR section 200,
administrative requirements are included in Education Department General
Administrative Regulations (EDGAR)]

Policy letters

Non-regulatory guidance (ED website: www.ed.gov)

Federal Register

Office of Management and Budget (OMB) Circulars A-8 (2 CFR 225) and
A-133

OSPI Bulletins and Memoranda
6
Title I, Part A
Sections 1114 and 1115
7
Targeted Assistance Model
Provides supplemental services to “identified” children
who are low-achieving or at risk of low achievement.
Section 1115, Targeted Assistance
Schoolwide Model
Ensure all students, particularly those who are lowachieving, demonstrate proficient and advanced level
in the state achievement standards.
Section 1114, Schoolwide
8

Supplemental/additional assistance to core
instruction for eligible students, particularly
addressing the needs of low-achieving children and
those students at risk of not meeting the state’s
academic achievement standards:

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In-class supplemental model (Push-in)
Pull-out class model
Before school-after school
Saturday school
Extended school year
Summer school
9
The school selects “eligible children” from this larger
pool of students by identifying those who are
“failing, or most at risk of failing, to meet the state’s
challenging student academic achievement
standards.”
The school makes the determination based on
multiple, educational related, objective criteria
established by the district and supplemented by the
school.
Selection is based entirely on low-achievement, not
low income.
10

Comprehensive needs assessment.

Ensure planning for low achieving students incorporated into current
School Improvement Plan.

Methods and strategies are based on scientifically-based research.

Coordination and support to the general education program.

Provide instruction by highly-qualified teachers and paraprofessionals.

Provide opportunities for professional development.

Strategies to increase parent involvement.

Coordination of federal, state, and local services.
11
The program must contain the following components:

Improve achievement of participating children.

Use effective instructional strategies that give primary consideration to
extended-time strategies.

Provide accelerated, high-quality curricula.

Minimize the removal of children from the regular classroom during
regular school hours.

Coordinate with and support the general education population.

Provide instruction by highly-qualified and trained professional staff.

Implement strategies to increase parent involvement
12

Only teachers & paraprofessionals are funded
directly by Title I, Part A (in whole or in part)who
provide direct services to eligible students

Only eligible students who receive services are
counted (rank order list) as Title I, Part A students
for reporting purposes

All students eligible for Title I, Part A services
receive services, even if a student is eligible for
other program services
13

The schoolwide program model is a comprehensive
reform strategy designed to upgrade the entire reading
and mathematics program for the Title I, Part A building.

The primary goal of the schoolwide program is to ensure
that all students, particularly those who are low-achieving,
demonstrate proficient and advanced levels in the state
academic achievement standards.

To create schoolwide reform, the primary focus of the
schoolwide program is to design and implement a well
defined “schoolwide-system model”, of tiered/leveled
additional interventions.
14
 Eligible if at least 40 percent of resident children are
from low-income families
 Upgrade entire program/Reading and Math
 Clarify the vision of reform/A clear focus
 Discuss with staff shared vision
 Analyze ten-components of schoolwide plan
15
Develop a comprehensive needs assessment for the entire building:
 Modify schoolwide needs based on annual evaluation and
review of program
 Determine where the building is now and where it wants to be
when its vision is realized
 Collect, sort, analyze data
▪ Reading, mathematics, language arts, and science
 Set priorities and concerns
 Identify strengths and weaknesses
16
1.
Comprehensive needs assessment
2.
Schoolwide reform strategies
3.
Instruction by high-qualified staff
4.
Professional development activities
5.
Attract high-quality, highly qualified teachers
6.
Strategies to increase parent involvement
7.
Transition
8.
Include teachers in assessment decisions
9.
Strategies for additional assistance to students experiencing difficulties
10.
Coordinate and integrate federal, state and local services
17
Build Schoolwide comprehensive component plan to identify reform strategies:
 Create a tiered/leveled model of additional intervention
 Identify proven researched-based strategies, designed to facilitate reform and
improvement
 Accept a collective responsibility for reaching and teaching all students
 Tie all components to needs assessment (including which programs to be
combined in the schoolwide program)
 Set measurable goals that define an action plan for reform
 Includes matrix of programs combined, amount combined and how their
intent and purpose of each combined program are met in the schoolwide plan
and program
18
Implement the plan
 Ongoing review of action plans
 Review effectiveness of systematic-intervention model
 Keep documentation of implementation
 Modify and make adjustments, as needed, during the year
 Evaluate, evaluate, evaluate…
19
Schoolwide Program
Cannot Include
Transitional Bilingual
State Special Education
State Highly Capable
O
I ther State Programs which are
limited only to certain
students (not available to all
students in the building)
Restricted
Migrant
Indian Education
Federal Special Education
LAP
Title I, Part A Schoolwide Program
Title I, Part A (Disadvantaged)
Title II, Part A (Professional Development)
BEA (Basic Education)
Local Funding, Levy, District, etc.
Title III, (Immigrant)
Most ED Programs
20
▪ To help schoolwide school effectively design and implement
a comprehensive plan to upgrade the entire educational
program in the school based on needs identified in the needs
assessment
▪ When combining BEA funds, instructional staff become
schoolwide staff
▪ Instructional staff are part of an additional tiered-model of
interventions
▪ Use of all available resources to meet needs
▪ Flexibility in use of resources
21
Title I, Part A
Section 1118

Districts receiving $500,000 or more in Title I, Part A
funds must set aside, at minimum, 1% for parent
involvement purposes, including promotion of parent
literacy and developing parenting skills. 95% of the
district set-sides must be allocated to Title I buildings
for building-level parent involvement (Cell A1, Page 4).

Districts < $500,000 must also provide parent
involvement opportunities at the district and building
levels (Cell 5, Page 4-optional).
[NCLB Section 1118(a)(3), Parent Involvement Guidance C-14]
23

District Parent Involvement Policy
 Each district will have a Title I, Part A Parent
involvement policy

School Parent Involvement Policy (Plan)
 Each school must have its own policy/plan
**If the district and/or school has a parental
involvement policy and/or plan that applies to all
parents, it may be amended to meet the requirements of
Title I.
24
Components of Title I District Policy
-Page 4, Question 14 of Title I application
 A written document.
 Jointly developed and agreed upon with parents.
 Describes elements of parent involvement activities that will be implemented at
Title I schools.
 Distributed to all parents of participating students.
*Sample district parent involvement policy and procedures
4130/4130P - Title I page on OSPI website:
http://www.k12.wa.us/TitleI/TitleI/Guidance.aspx
**Bulletin 67-11 – Includes both district and building parent policy
requirements (side-by-side)
25

Components of School Policy/Plan
▪ Page 4, Question 16 of Title I application

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.

Provide timely information about programs.

Involve parents in an on-going, timely planning, review, and improvement of the school
parental involvement policy and the joint development of the schoolwide program plan.

Include a description and explanation of the curriculum in use at the school, the forms of
academic assessment used to measure student progress, and the proficiency levels
students are expected to meet.
26
In addition to the school parent involvement policy/plan
requirements (see Bulletin 67-11), each Title I school must also
develop and distribute the following:
School-Parent Compact:
Each Title I school shall jointly develop with parents, for all
children served, a school-parent compact that outlines how
parents, the entire school staff, and students will share the
responsibility for improved student academic achievement
and the means by which the school and parents will build and
develop a partnership to help children achieve the state’s high
standards.
27

Building and District Parent Involvement Policies
[NCLB Section 1118(a)(2) and (b)(1), Parent Involvement Guidance, C-3 and C–4 (district), and D-1
(school)]

Compact
[NCLB Section 1118(d)], Parent Involvement Guidance D-8]

Annual Report Cards
[NCLB Section 1111(h)(1) and (2), Parent Involvement Guidance, B-5 (State) and C-7 (District)]

Individual Student Assessment
[NCLB Section 1111(h)(6)(B)(i), Parent Involvement Guidance, D-10]

Progress Review
[NCLB Section 1116(a)(1)(C), (c)(1)(B) and (c)(6), Parent Involvement Guidance, B-7 (State) and C-20
(District)]

Annual Measurable Objectives (AMO): (Focused, Priority, or
Emerging)
[Flexibility waiver]
28
Title I , Part A
Section 1120
If a Title I, Part A program is available to public
school students, teachers and parents, then
equitable, educational services are available to
eligible private school students, teachers and
parents.
– ESEA, NCLB Section 1120 – Participation of Students Enrolled
in Private Schools
– 34 CFR 200.62-67
30
Eligible Private School
 State approved
 Not-for-profit
 Completed the OSPI Intent to Participate process
 See OSPI Bulletin 087-11 for detailed information
31
Eligible Private School Students - [34 CFR 200.62]
 Reside in the participating Title I, Part A public
school attendance area, and
 Selected on the same basis as “targeted
assistance” students – academic need.
Eligible Private School Teachers and Parents
 Teachers and parents of private school students
who receive Title I services.
32
Consultation with eligible private schools must occur before
the school district makes any decision that affects the services
of eligible private school children, teachers and parents.

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
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Timely and meaningful.
Completed on an annual basis, and continue throughout
the year.
Documented by the school district: sign in sheets,
agenda, written affirmation.
Complaint Process available to private school officials if
not in agreement with school district about services
33
Identify the design and development of equitable services
specific to the private school students’ needs.

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Method or sources of data used to determine number of
eligible children – allocation and educational services
What services will be offered – how, where and by whom
How services will be academically assessed
How assessment results will be used to improve services
Size and scope of equitable services
How the district will make decisions about delivery of
services
Proportion of funds that is allocated for services
34
Funding
 Private school allocation for services is determined by the
number of low-income private school students residing in
the geographic attendance area of the public school selected
to be served under Title I, Part A.
Student Selection for Services
 Reside in the participating Title I, Part A public school
attendance area, and
 Selected on the same basis as “targeted assistance” students
– academic need
35
Title I, Part A - Form Package 201- Page 7
Please enter the information for: St. Michael School
Public/Private School Data Grid
Allocation
Low Income Number of
Students Attending
Public School
Low Income Number of
Students Attending
Private School
Garfield Elementary
$223,300
203
1
Madison Elementary
$88,000
88
2
LP Brown Elementary
$107,350
113
1
$418,650
404
4
Title I Public School Name
Total
36

All services are provided by and under the control
and supervision of the public school district.

Services for private school children must begin at the
same time as services for public school children.
[Non-Regulatory Guidance B39 & B40]
37
 The school district maintains control of all materials,
supplies, equipment, and property acquired with Title
I funds for the benefit of eligible private school
students.
[34
CFR 200.67]
 Key word is services. No public funds are distributed
to private schools, only services and materials.
[Non-Regulatory Guidance B-28]
38
Title I, Part A

Up to 4 Grants, based on formulas
 Basic
 Concentration
 Targeted
 Education Finance Incentive Grants (EFIG)

Based on counts of students
 Poverty data from Census, not F & R lunch
40

Based on poverty of school, generally use
free and reduced lunch percentage

Follow ranking and allocation rules
 Higher poverty school must have higher per pupil expenditure (PPE)




than lower poverty school
Over 75% poverty school must be served
After 75% schools served, choose either grade span or district average
Can reach down to poverty average or 35%, whichever is lower
If serve a school with less than 35% poverty must use 125% rule (see
application)
41

If district enrollment is less than 1000
students, ranking and allocation rules need
not be followed, so long as a viable program
is offered

If a school was both eligible and served in the
prior year an otherwise ineligible school may
be served for one additional year (waiver rule)
42
Set-asides are amounts used at district level before allocating funds to schools;
some are required, others are optional.
Required Set Asides
 Parent involvement—1% of allocation required if receive >$500,000, otherwise must do but no
minimum
 Homeless—amount needed to provide equitable services especially to homeless students not
attending schools with Title I, Part A programs
 Neglected—amount needed to serve students in neglected facilities
 Private schools
▪ In district—equitable share for students, teacher and parents
▪ Out of district—equitable share for students
 Priority, Focus and Emerging schools—Up to 20% of allocation
Optional set asides
 Administration, must include indirect costs taken on budget
 Summer school, extended day, other instructional programs
 Preschool
 On going professional development
 Additional parent involvement
 Incentives and rewards
 Other
43

ESEA Section 1127

Up to 15% of prior year allocation
 May apply for waiver once every three years

Use iGrant form package 200
 Available December/January
44

An district must:
 Maintain fiscal effort with state and local funds;
▪ Section 1120A(a) and 9521 of NCLB; 34 CFR 299.5
 Provide services in its Title I schools with State and
local funds that are comparable to services provided
in its non-Title I schools;
▪ Section 1120A(c) and (d); 34 CFR 200.79; and
 Use Title I, Part A funds to supplement, not supplant
non-Federal funds.
▪ Section 1120A(b) and (d) of NCLB; 34 CFR 200.79
45

The district has maintained fiscal effort if either…
 the combined fiscal effort (of district and state) per
student or
 the aggregate (total of included) expenditures of the
district and state for public education
… were at 90% of that of the preceding year.

This shows the district maintained its non-federal funding within
90% and is eligible to receive its full allocation of I-A funds.

OSPI calculates based on information from the F-196.
46

An district must use state and local funds to provide services
in Title I schools that, taken as a whole, are at district
comparable to the services provided in schools that are not
receiving Title I funds.

If the district serves all of its schools with Title I funds, the
district must use State and local funds to provide services
that, taken as a whole, are substantially comparable in each
Title I school.
47
Federal funds must be used to “supplement, not
supplant” services, staff, programs, or materials
that would otherwise be paid with state or local
funds (and, in some cases, other federal funds).
Ask: “What would have happened in the
absence of federal funds?”
48
Presumptions of supplanting for districts and targeted
assistance schools (may be rebutted in some instances)

Title I funds are used to provide services that the
district is required to make available under other
federal, state or local laws.

Title I funds are used to provide services provided with
non-federal funds in the prior year(s).

Title I funds are used to provide services for Title I
children that it provided with non-federal funds for
non-participating children.
49

Grant Period (27 months)
 12 months
 12 month carryover
 3 month close-out

Allowable Expenses
 OMB Circular A-87, Cost Principles for State, Local and
Indian Tribal Governments; codified as 2 CFR Section 225

Time and Effort
 Included in allowable cost principles (OMB Circular A-87)
50

All Costs Must Be (OMB Circular A-87,
Attachment A):
̶
Allowable under grant requirements
̶ Necessary & reasonable to grant
̶ Allocable (proportionate to program)
̶ Legal under state and local law

Then look to Specific Items of Cost (OMB
Circular A-87, Attachment B)
51

Time and effort reporting is required when any
part of an individual’s salary is charged to a
federal program.
 Single cost objective → Semi annual certification.
▪ Signed by employee or first level supervisor
▪ Completed after the fact (dated) at least twice per year
 Multiple cost objectives → Monthly time reports or
Personnel Activity Reports (PARs).
▪ Must be signed by employee after the fact (dated) each
month and supported by schedule, calendar, etc.
52

Schoolwide plan must specify programs to be included (not
all programs may be included).

A schoolwide program is a single cost objective
 If employee works 100% on programs combined
→ Semi-annual certification.
 If employee works partially on programs
combined and partly on those not combined →
Monthly time report (PAR).
53
Title I, Part A
Highlights:
1.
Flexibility to determine new ambitious and achievable annual targets for reading,
mathematics, and graduation rates.
2.
Elimination of AYP determinations and associated sanctions for schools in
improvement, including 20% set-aside of Title I, Part A funds for Public School Choice
and Supplemental Education Services and 10% set-aside for professional
development for schools.
3.
Elimination of associated sanctions for districts in improvement and the 10% setaside for professional development for districts.
55
Up to 2011-12
AYP Determinations
•Sanctions for schools and districts
“in improvement”
•Set-asides required for Public
School Choice and Supplemental
Education Services
2012-13 and 2013-14
2014-15 and beyond
AMO Calculations
•Annual targets intended to close proficiency gaps by half by 2017; uses 2011 as baseline
and adds equal annual increments (1/6 of proficiency gap) to get to 2017 target; each
subgroup, school, district, and state have unique annual targets.
•Calculations reported on Report Card
•No AYP sanctions based on identification of schools and districts “in improvement”
•Requires districts to set-aside up to 20% for Priority, Focus, and Emerging Schools
School Improvement
•Uses AYP calculations to identify
schools and districts in a step of
improvement (Title I)
•Uses PLA Methodology based on
AYP calculations to generate list of
Persistently Lowest Achieving
Schools (PLASs)
SBE/OSPI Achievement
Index
ESEA Request Accountability
System
Washington State’s New
Accountability System
Used to identify Reward, Priority, Focus,
and Emerging schools
Used to identify Reward, Priority, Focus,
and Emerging schools for Title I and
non-Title I schools
Used to identify Award Schools
56
57
58
Proficiency Gap

Schools are no longer identified as in improvement.

Only Priority, Focus, and Emerging Schools are identified.
 All schools must write school improvement plans. [Chapter 180-16-220(2)(b)WAC]
 Only Priority, Focus, and Emerging Schools must send their Student and
Success Action Plan (school improvement plan) to OSPI for review.

Elimination of AYP determinations and associated sanctions for
schools in improvement, including 20% set-aside of Title I, Part
A funds for Public School Choice and Supplemental Education
Services and 10% set-aside for professional development for
schools.
[See B-9 through B-10a. ESEA Flexibility Frequently Asked Questions]
59
Category
Description
HIGHEST
PERFORMING
TITLE I
SCHOOLS*
•Title I schools only
•Met AYP in all students group and/or in all subgroups for 3
years in both R and M; highest performing at each level over
3 years
HIGHPROGRESS
TITLE I
SCHOOLS*
•N = up to 92 (10%) Title I schools showing greatest
improvement and performance in R/M or graduation rates
over 3 years
•Ratio of current performance to improvement is 1:1
* The school cannot have significant gaps among subgroups, which means the
school is not on the list of Focus Schools or the list of Emerging Schools.
60
Category
PRIORITY
FOCUS
EMERGING
Description
• Lowest performing in all students group over 3 years
• N = at Districts 46 (5%) schools; includes 27 SIGs
• Remaining 19 chosen using PLA methodology for R/M
(Title I schools) and grad rates < 60% (Title I and Title Ieligible secondary schools that graduate students)
•
•
•
•
•
Lowest performing subgroups over 3 years
N = 92 (10%) Title I schools only
Uses PLA methodology for R/M and grad rates < 60%
Identified from bottom of ranked list of all subgroups
School could be identified for multiple subgroups
• N = 138
• Includes next 5% up from bottom of Priority Schools list
(46 schools) and next 10% up from bottom of Focus
Schools list (92 schools)
61
SAMPLE Notification -- Letter for Priority–Focus–Emerging Schools
Dear Parent/Guardian:
We hope this letter finds you enjoying the last few days of summer and preparing for another year of learning as your son/daughter
returns to ______________ School.
The purpose of this letter is to reaffirm our commitment to the success of ALL students and to inform you that we are still working to
improve. During the summer, your school, _________________________________was identified as a (Priority, Focus, or Emerging) school
based on an analysis of student achievement in relationship to how we compare with other schools in our state. This analysis, specifically
identified that our________________ (sub group or all students) has/have not met our goals or expectations over the past three years (on
state assessments in Reading and Mathematics OR with respect to graduation rates).
To increase learning outcomes for all of our students, we are taking the following action steps over the course of the school year:
•Participate in a Needs Assessment to identify strengths and challenges in our school; the assessment will also include
recommendations for improvement.
•Identify next steps we will take to improve learning outcomes for our students, by completing our “Student and School Success
Action Plan”; the plan must be submitted to the Office of Superintendent of Public Instruction for review and approval.
•Implement our plan and examine a variety of data to ensure we are making progress.
•Engage parents/guardians and our school community in our improvement efforts.
Attached is a brief description of the basis for the school’s identification as a (Priority, Focus, or Emerging) school.
More details about the movement of our state, district, and school in pursuit of ongoing improvement for all our students can be found at
http://www.k12.wa.us/ESEA/PublicNotice.aspx).
We are committed to continued growth as we work together to support our most valuable resource, our children.
Sincerely,
A letter must be sent by September 14, 2012
62
Requirement
Priority Focus
Emerging
Engage in Needs Assessment (Sept – Oct)
√
√
√
Develop Student and School Success Action
using findings from Needs Assessment (Oct –
Nov)
√*
√*
√**
Implement Plan aligned with Turnaround
Principles
√
Implement Plan aligned with meaningful
interventions that match unique needs of
school and subgroups
√
√
√
Districts set-aside up to 20% of Title I, Part A
funds; ensure school(s) implements Plans as
designed; build capacity to sustain
√
√
√
*Use findings from external Needs Assessment (NA)
**Use findings from internal Needs Assessment (NA)
***If Emerging School is identified from Priority Schools list
√***
64







Provide strong leadership.
Ensure that teachers are effective and able to improve instruction.
Redesign the day or school year to provide additional time for student
learning and teacher collaboration.
Ensure instructional program is research-based, rigorous, and aligned
with standards in order to meet the academic needs of all students.
Use data to inform instruction and for continuous improvement and
provide time for collaboration on the use of data.
Improve school safety and discipline and other non-academic factors,
such as students’ social, emotional, and health needs.
Provide ongoing mechanisms for family and community engagement.
65
Supports and Services
Leadership Coaching, Technical
Assistance, and Progress Monitoring
(Differentiated)
Priority
Focus
Emerging
√
√
√
Support to
conduct using
web-based tools
Needs Assessment
√
√
Data Packages
√*
√**
Review of Plan by OSPI
√
√
√
Access to OSPI and ESD PD and services
√
√
√
Minimal iGrants to support engagement
in PD and services
√
√
*Generated with support of Student & School Support Coach and external partners before Needs Assessment
**Generated with support of Student & School Support Coach as part of Needs Assessment process
66
iGrants Form Package 201
Page 4-Program Plan
(Q. 10) If applicable, describe the actions the school district will take to assist any schools which have not met Annual Measurable
Objectives (AMOs) regardless of whether they receive Title I, Part A funds. [Sec. 1112 (b)(1)(L)]
(Q. 11) Are any schools in the district identified as Priority, Focus or Emerging?
If yes, Districts complete the following:
---Identify number of schools identified as Priority, Focus or Emerging
---Amount of up to 20% reservation set-aside (Page 5, Cell B)
Briefly describe:

Why the amount set-aside is adequate to support schools identified as Priority, Focus or Emerging in their efforts to implement
turnaround criteria,

How the funds will be used to support these schools, and

How the district will evaluate the effectiveness of the use of these funds on student academic achievements.
---------Date notification of schools identified as Priority, Focus, and/or Emerging was sent to the community.
Page 5-Required Expenditures - Buildings in Improvement
(Q.B) The district must reserve up to 20% of its Title I, Part A allocation to ensure their Priority, Focus and Emerging schools receive
sufficient resources and support to implement meaningful interventions aligned with the school’s needs as articulated in the school’s
improvement plan.
[See B-10. ESEA Flexibility Frequently Asked Questions]
67
Question:
In an ESEA flexibility State, if a student has transferred
under the public school choice provisions of section 1116
of ESEA, may she stay at the school she attends until
completion of the highest grade for the school?
Answer:
Yes. The student must be allowed to stay at the school
as the ESEA flexibility waiver pertaining to public school
choice did not waive this requirement.
[See ESEA 11169b)(13), 34CFR 200.44(g),
B-8 Public School Choice Non-Regulatory Guidance]
68
Question:
May a District continue to use Title I, Part A funds to
pay for the Public School Choice transportation of a
student that had transferred in the previous years?
Answer:
Yes, as long as the District takes into consideration
the other needs of its Title I program.
[See ESEA 11169b)(13), 34CFR 200.44(g),
B-8 Public School Choice Non-Regulatory Guidance]
69
May Title I, Part A funds be used to provide
Supplemental Educational Services?

A District may continue to provide SES as long as it
is an activity identified in the Priority, Focus and
Emerging school’s school improvement plan.

OSPI is no longer required to select or monitor SES
providers.

Districts may contract directly with tutoring
providers.
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Districts are no longer identified as in
improvement.

Eliminates the requirement to write a
district improvement plan.

Eliminates the 10% set-aside for
professional development for districts.
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Background
ESEA requires a District identified for improvement to spend
not less than 10% of its Title I allocation to “address the
professional development needs of the instructional staff.”
Change
Districts may not use Title I professional development funds to
support non-Title I staff.
[See B-12a. ESEA Flexibility Frequently Asked Questions]
72
What does the flexibility include with respect to rural
districts?

Permits districts that receive Small, Rural School
Achievement Program or Rural and Low-Income School
Program funds to use those funds for any purpose
authorized under the applicable program regardless of
AYP status.

Removes the requirement that rural districts that had
not made AYP be required to only use the funds for
activities under 1116.
[See B-14. ESEA Flexibility Frequently Asked Questions]
73
A Priority and a Focus school may implement a
schoolwide program with less than 40%
poverty .
 Title I, Part A funds may then be used to
implement interventions aligned with the
turnaround principles, which would affect the
entire educational program of the school in which
they are implemented.
[See C-28. ESEA Flexibility Frequently
Asked Questions]
74
Due October 1, 2012

2012-13 Title I Distinguished Schools
 Memorandum No. 044-12M.
 Exceptional student performance for 2 or more
consecutive years.
 Significantly closed the Achievement Gap between
student groups.

2012-13 Academic Achievement Award
Program
 Memorandum No. 044-12M.
 Met AMOs in all cells for the last year (2012) and
AYP in all cells in 2009-10 and 2010-11.
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Report Card – Prior to 2012-13
76
DRAFT for 2012-13 Report Card
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Section 1113 waiver allows a District to serve
“out of rank order” a Title I eligible high
school with graduation rate below 60 percent
that has been identified as a Priority school.
If a Priority school becomes a Title I school
 then Title I requirements apply to the school and
 an “equitable share” for private schools must be
provided.
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School
Grades
served
Total number of
low‐income
Students enrolled in
school
Per‐pupil
amount
Allocation
to
School
1
K-5
450
$600
$270,000
2
6-8
940
$475
$446,500
3
K-5
300
$0
$0
4
9-12
825
$0
$0
5
9-12
750
$500
$375,000
6
K-5
100
$0
$0
79
Principle remains the same:
Generally, Title I, Part A funds may not be
used to conduct activities that benefit all
students or teachers in an District, except
when specifically authorized.
80
Scenario:
A district turnaround specialist who worked
with Title I schools in restructuring was
originally supported with Title I, Part A funds.
Because the District needed to use the full 20
percent of its Title I allocation to provide
choice and SES in more Title I schools, the
District switched his salary to local funds.
81
Question:
Now that some of the Title I schools are priority
schools, may the District pay the specialist again
with Title I funds as more of its Title I funds are now
available to allocate to schools because of
ESEA flexibility?
Answer:
Possibly. If the District turnaround specialist’s work
was redesigned and that person was assigned to a
Priority school, this would not violate the
supplement not supplant requirement.
82
Examples of unchanged requirements:
 Operation of a schoolwide program or targeted
assistance program
 Equitable services to private schools
 Fiscal requirements
 Parent involvement
 Calculation of graduation rate
 OSPI and district allocations
 Civil rights laws
 Cost principles in OMB Circular A-87
 Supplement not supplant
83
LAP is designed to:
 Promote the use of assessment data when
developing programs for under achieving students.

Guide school districts in providing the most
effective and efficient practices when
implementing supplemental instruction and
services to assist underachieving students.
RCW28.A.165.005
85

Approved program means a program submitted to and approved by OSPI.

Basic skill areas means reading, writing, and mathematics as well as readiness
associated with these skills.

Participating student means a student in kindergarten through grade 12 who
scores below standard for his or her grade level on the state assessments and
who is identified in the approved plan to receive services.

Statewide assessments means one or more of the several basic skills
assessments administered as part of the state assessment system, and
assessments in the basic skills administered by the local school district.

Underachieving students means students with the greatest academic deficits in
basic skills as identified by the statewide assessments.
RCW 28A.165.015
86
The school district plan shall include:
(1) District and state level data on reading, writing, and
mathematics.
(2) Process used to identify the underachieving students to be
served by the program.
(3) How accelerated student learning plans are developed and
implemented for participating students.
Accelerated student learning plans shall include:
 Achievement goals.
 Roles of the student, parents, or guardians in the
plan.
 Communication procedures regarding student
accomplishment.
 Plan reviews and adjustments process.
87
4) How state level and classroom assessments are used to
inform instruction.
(5) How focused and intentional instructional strategies have
been identified and implemented.
(6) How highly qualified instructional staff are developed and
supported in the program and in participating schools.
(7) How other federal, state, district, and school resources
are coordinated with school improvement plans and the
districts strategic plan to support underachieving
students.
(8) How a program evaluation will be conducted to
determine the direction the following school year.
RWC 28A.165.025
88

The extended learning opportunities program is created
for eligible eleventh and twelfth grade students who are
not on track to meet local graduation requirements.

Districts shall make available to students in grade
twelve who have failed to meet one or more local
graduation requirements the option of continuing
enrollment in accordance with RCW 28A.225.160
RCW 28A.320.190
89
Services can include, but are not limited to:







Individual or small group instruction.
Instruction in English language arts and/or mathematics needed
by eligible students to pass all or part of the state assessments.
Attendance in public high school or public alternative school
classes or at a skill center.
Inclusion in remediation programs, including summer school.
Language development instruction for English language learners.
Online curriculum and instructional support, including programs
for credit retrieval for Grades 11 and 12 and preparatory classes for
the state assessments.
Reading improvement specialists available at the ESDs to serve
11th, and 12th grade educators through professional development.
RCW 28A.320.190
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Director, Gayle Pauley: Gayle.Pauley@k12.wa.us
Assistant to the Director, Kevan Saunders:
Kevan.Saunders@k12.wa.us
Program Supervisors
•Larry Fazzari: Larry.Fazzari@k12.wa.us
•Mary Jo Johnson: MaryJo.Johnson@k12.wa.us
•Jamilyn Penn: Jamilyn.Penn@k12.wa.us
•John Pope: John.Pope@k12.wa.us
•Reginald Reid: Reginald.Reid@k12.wa.us
•Petrea Stoddard: Petrea.Stoddard@k12.wa.us
Administrative Support
•Julie Chace: Julie.Chace@k12.wa.us
•Tony May: Tony.May@k12.wa.us
91
U.S. Department of Education’s ESEA flexibility website
(includes FAQs and approved requests):
http://www.ed.gov/esea/flexibility
U.S. Department of Education’s Title I Fiscal Guidance:
http://www.ed.gov/programs/titleiparta/fiscalguid.doc
U.S. Department of Education’s Title I Equitable Services
to Private School Students:
http://www.ed.gov/programs/titleiparta/psguidance.doc
OSPI’s Flexibility Waiver
http://www.k12.wa.us/ESEA/PublicNotice.aspx
92