Understanding Title ITargeted Assistance
Programs &
Schoolwide Programs
Understanding Title ITargeted Assistance
Programs &
Schoolwide Programs
Presented by:Illinois State Board of Illinois State Board of
Education Education
Division of Grants & Programs
Dana Kinley, Principal Consultant
Illinois Association of Title I Illinois Association of Title I DirectorsDirectors
Annual Fall Conference
September 29 – 30, 2009
Springfield, Illinois
www.isbe.net/grants/html/title1.htm
Understanding Title I ProgramsUnderstanding Title I Programs
The No Child Left Behind Act (NCLB) of 2001 authorizes two distinct program structures under Title I, Part A:
1. Targeted Assistance School Programs - - DefaultDefault
2. Schoolwide Programs – Conditions Conditions RequiredRequired 2
Program DefinitionsProgram DefinitionsTargeted Assistance School Program
(TASP)
A TASP is a school that receives Title I, Part A funds, yet is ineligible or has chosen not to operate a SWP, and provides supplemental educational services to eligible children identified as having the greatest need for special assistance
Schoolwide Program
(SWP)
A SWP is a comprehensive reform model used to upgrade the entire educational program in a Title I school, and it has the primary goal of ensuring that all students, particularly those who are low-achieving, demonstrate at least proficient levels of achievement of the Illinois Learning Standards
3
Presentation Objectives:Presentation Objectives:
1. Explain the similarities and differences between targeted assistance school programs and schoolwide programs
2. Explain the requirements to implement a schoolwide program
3. Explain the process to become a schoolwide program
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4. Explain continuation requirements for operating a schoolwide program
5. Explain the benefits of operating a schoolwide program
6. Explain the role of the Illinois State Board of Education (ISBE) regarding schoolwide plans
Presentation Objectives . . . ContPresentation Objectives . . . Cont
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7. Provide supporting resources
8. Answer questions
Presentation Objectives . . . ContPresentation Objectives . . . Cont
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Program SimilaritiesProgram Similarities
Targeted Assistance Program Schoolwide Program
Goals of TASP and SWP goals are the same:
to improve teaching and learning
to enable participating students to meet the Illinois Learning Standards
Objective #1:
7
Program Similarities . . . ContProgram Similarities . . . ContTargeted Assistance Program Schoolwide Program
Must be eligible to receive Title I, Part A funds
Must use scientifically proven effective methods and instructional strategies
Must coordinate with and support the regular education program
Objective #1:
8
Program SimilaritiesProgram Similarities . . . ContProgram SimilaritiesProgram Similarities . . . Cont
Must provide instruction by highly-qualified teachers
Must implement strategies to increase parental involvement
Must be used to supplement educational services and not supplant
9
Objective #1:
Targeted Assistance Program Schoolwide Program
Program SimilaritiesProgram Similarities . . . Cont.:Program SimilaritiesProgram Similarities . . . Cont.:
May provide services to children who are: not older than age 21 who are entitled to a free public education through grade 12, and/ornot yet at a grade level where the local educational agency (LEA) provides free public education
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Objective #1:
Targeted Assistance Program Schoolwide Program
Program SimilaritiesProgram Similarities
Targeted Assistance Program
Although Title I, Part A funds may not be used to
provide services that are otherwise provided by law for
homeless children, neglected and delinquent youth,
children with disabilities, children of migrant families,
children who are limited English proficient, funds can be
used to coordinate or supplement such services
Schoolwide Program
Objective #1:
11
Program DifferencesProgram Differences
Targeted Assistance Program
Staff use Title I funds to provide supplemental educational services only to a select group of children identified for failing, or most at risk for failing, to meet the Illinois Learning Standards
Schoolwide Program
Uses Title I funds to meet the needs of all students in the school. Individual students are not identified as eligible to participate
Objective #1:
12
Program Differences . . . Cont.:Program Differences . . . Cont.:Targeted Assistance Program
Staff use multiple measures of student academic achievement to determine which students are eligible to participate in Title I program
Schoolwide Program
No requirement
Objective #1:
13
Program Differences . . . Cont.:Program Differences . . . Cont.:Targeted Assistance Program
Children in preschool through grade 2 are assessed for eligibility using criteria such as
teacher judgmentinterviews with parentsdevelopmentally appropriate measures (subjective)
Schoolwide Program
No requirement
Objective #1:
14
Program Differences . . . Cont.:Program Differences . . . Cont.:Targeted Assistance Program
Children in grades 3 – 12 are assessed for eligibility using multiple, educationally related, objective criteria established by the school district
Schoolwide Program
No requirement
Objective #1:
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Program Differences . . . Cont.:Program Differences . . . Cont.:Targeted Assistance Program
Staff must equitably apply the same selection criteria to determine eligibility for participation to children who are/have:
economically disadvantaged disabilities migrant limited English proficiency
Schoolwide Program
No requirement
Objective #1:
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Program Differences . . . Cont.:Program Differences . . . Cont.:Targeted Assistance Program
Staff must serve the following children by virtue of their status regardless of their performance against the eligibility criteria:
Homeless children attending any school in the districtChildren living in local institutions or attending day programs for neglected or delinquent youth
Schoolwide Program
Must serve within school population
Objective #1:
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Program Differences . . . Cont.:Program Differences . . . Cont.:Targeted Assistance Program
Must serve children who, at any time in the 2 years preceding the year for which Title I services are available, participated in:
educational programs for migratory childrenHead Start, Even Start, Early Reading First, or in preschool services funded with Title I
Schoolwide Program
Must serve within school population
Objective #1:
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Program Differences . . . Cont.:Program Differences . . . Cont.:Targeted Assistance Program
Title I funds may be used to employ staff who serve only those students who have been identified with multiple measures as eligible for participation by being the most at-risk of not meeting the Illinois Learning Standards
Schoolwide Program
No distinctions are made between staff members paid with Title I funds and staffers who are notAll school staff work toward upgrading the entire educational program and improving the achievement of all students, particularly those who are low achieving
Objective #1:
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Program Differences . . . Cont.:Program Differences . . . Cont.:Targeted Assistance Program
Records must be maintained documenting that Title I funds are spent on activities and services for only eligible and participating students
Schoolwide Program
No requirement
Objective #1:
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Program Differences . . . Cont.:Program Differences . . . Cont.:Targeted Assistance Program
Individual program funds are limited to the intent and purpose of each grant
Schoolwide Program
School may consolidate funds from Title I and other federal education program funds and resources administered by the U.S. Department of Education to improve the entire educational program of the school with the intended purpose of raising academic achievement for all students
Objective #1:
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Program Differences . . . ContProgram Differences . . . ContTargeted Assistance Program
Title I funds may be used for children under the age of six who reside in the school’s attendance area and are selected for participation on the basis of criteria such as teacher judgment, interviews with parents, and developmentally appropriate measures
Schoolwide Program
Consolidated funds may be used to pay for pre-kindergarten programs for all children under six years of age who reside in the school’s attendance area
Objective #1:
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Requirements to Implement a Schoolwide ProgramRequirements to Implement a Schoolwide Program
Each school, within the LEA, authorized
to operate with schoolwide authority
must have documentation to
demonstrate the following criteria have
been met prior to or upon initial prior to or upon initial
implementationimplementation: 23
Objective #2:
Requirements to Implement . . . ContRequirements to Implement . . . Cont
At least 40%40% of the students enrolled in the school, or residing in the attendance area served by the school, are from low-income families
The following are acceptable determinants of poverty: Current Income Eligibility Guidelines published by the U.S. Department of Agriculture for its National School National School Lunch and School Breakfast ProgramLunch and School Breakfast Program (i.e. Free & Reduced Lunch Count)
Temporary Assistance for Needy Families Temporary Assistance for Needy Families (TANF)
MedicaidMedicaid 24
Objective #2:
Requirements to Implement . . . ContRequirements to Implement . . . Cont
A one year planning period one year planning period is completed
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Objective #2:
Process to Become a Schoolwide Program Process to Become a Schoolwide Program
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Objective #3:
Communicate your intent to ISBE Communicate your intent to ISBE Begin the one year planning phase by completing the Schoolwide Programs section
and clicking on the appropriate radio buttons
Process to Become a Schoolwide Program Process to Become a Schoolwide Program
During the one year planning phase, a comprehensive comprehensive plan plan is developed in consultation with the LEA and the school support team or other technical assistance provider. The following individuals must be involved in the plan development:
Parents, Community members, Teachers, Principals, Administrators, and if appropriate, Pupil services personnel, Technical assistance providers, School staff, and Students (if the plan is for a secondary school)
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Objective #3:
Developing The Schoolwide The Schoolwide PlanPlan
Developing The Schoolwide The Schoolwide PlanPlan
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The The
Ten Ten
ComponentsComponents
Objective #3:
Component 1: Comprehensive Needs AssessmentComponent 1: Comprehensive Needs Assessment
A school planning to operate with schoolwide authority must conduct and write a comprehensive needs assessment that:
identifies the school’s strengths and challenges in key areas that affect student achievement,
reveals the priority areas on which the program will focus, and
guides the development of the comprehensive schoolwide plan
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Objective #3:
Component 2: Schoolwide Reform StrategiesComponent 2: Schoolwide Reform Strategies
A schoolwide plan must describe reform strategies that:
Provide opportunities for all children to accomplish the “meets” and “exceeds” levels of achievement on State assessments
Use effective methods and instructional strategies that are based on scientific research that: strengthens the core academic program core academic program in the school
increasesincreases the amount amount and qualityquality of learning time learning time (e.g. before- and after-school and summer
programs)
includes strategies for meeting the educational needs of historically underserved populationshistorically underserved populations30
Objective #3:
Component 2: Schoolwide Reform StrategiesComponent 2: Schoolwide Reform Strategies
Use strategies to address the needs of allall students in the
school with particular focus on particular focus on the needs of low-achieving low-achieving
childrenchildren and those at risk of not meeting standards that are
members of the target population members of the target population of any program that is
included in the SWP which may include:
counseling, mentoring, or other pupil services
college and career awareness and preparation
vocational and technical education programs 31
Objective #3:
Component 3: Instruction by Highly Qualified TeachersComponent 3: Instruction by Highly Qualified Teachers
A schoolwide plan must describe how
instruction will be provided by highly highly
qualified teachers qualified teachers to all students
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Objective #3:
Component 4: Professional DevelopmentComponent 4: Professional Development
A schoolwide plan must describe how high high
quality and ongoing professional development quality and ongoing professional development
will be provided to the following individuals:Teachers,
Principals, and
Paraprofessionals, and if appropriate,
Pupil services personnel,
Parents, and
Other staff33
Objective #3:
Component 5: Attracting Highly Qualified TeachersComponent 5: Attracting Highly Qualified Teachers
A schoolwide plan must describe strategies to
attract high-qualityattract high-quality, highly qualified teachers to highly qualified teachers to
high-need schoolshigh-need schools
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Objective #3:
Component 6: Parental InvolvementComponent 6: Parental Involvement
A schoolwide plan must describe strategies to
increase parental involvementparental involvement
35
Objective #3:
Component 7: Preschool Transition (if applicable)
Component 7: Preschool Transition (if applicable)A schoolwide plan must describe how
assistance will be given to preschool children assistance will be given to preschool children
making the transition making the transition from early childhood
programs, such as Head start, Even Start,
Early Reading First, or pre-kindergarten to
local elementary school programs 36
Objective #3:
Component 8: Including Teachers in Decision MakingComponent 8: Including Teachers in Decision Making
A schoolwide plan must describe how teachers teachers
will be included in making decisionswill be included in making decisions regarding
the use of academic assessments in order to
provide information on, and to improve, the
achievement of individual students and the
overall instructional program 37
Objective #3:
Component 9: Effective, Timely, Additional Assistance
Component 9: Effective, Timely, Additional Assistance
A schoolwide plan must describe how students
who experience difficulty mastering the
proficient or advanced levels of academic
achievement standards will be provided provided
effective, timely, additional assistanceeffective, timely, additional assistance38
Objective #3:
Component 10: Coordination of Federal, State, and Local Programs
Component 10: Coordination of Federal, State, and Local Programs
A schoolwide plan must describe how school
personnel will coordinate and integrate Federal, coordinate and integrate Federal,
State, and local services State, and local services and programs, including
programs supported under the NCLB Act, violence
prevention programs, nutrition programs, housing
programs, Head Start, adult education, vocational
and technical education, and job training 39
Objective #3:
Process to Become a Schoolwide ProgramProcess to Become a Schoolwide Program
Write the Schoolwide PlanWrite the Schoolwide Plan
Describe how the school will implement the ten (10) required components
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Objective #3:
Process to Become a Schoolwide ProgramProcess to Become a Schoolwide Program
Package the Schoolwide PlanPackage the Schoolwide PlanDescribe how the school will use resources from other sources to implement the ten (10) required componentsInclude a list of State Educational Agency (i.e. Illinois State Board of Education) and LEA programs and other Federal programs that will be consolidated to support the SWP
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Objective #3:
Process to Become a Schoolwide ProgramProcess to Become a Schoolwide Program
Describe how the school will provide individual student academic assessment results in a language the parents can understand, including an interpretation of those results, to the parents of children who take the Illinois Standards Achievement Test (ISAT) or the Prairie State Achievement Examination (PSAE)
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Objective #3:
A Note to Grandfathered ProgramsA Note to Grandfathered Programs
Those schools that were authorized to
operate with schoolwide authority on the
day before the date of the enactment of
NCLB are required to amend their plans to
meet these criteria.
Objective #3:
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Process to Become a Schoolwide ProgramProcess to Become a Schoolwide Program
Get Local School Board of Education Get Local School Board of Education ApprovalApproval
When written, the schoolwide plan must be officially approved
by local board of education prior to implementation
By statute, only the local board of education has the authority
to approve schoolwide plans
ISBE staff can provide technical assistance for plan
development and implementation; however, they are not
required to approve schoolwide plans 44
Objective #3:
Continuation Requirements for Operating a Schoolwide ProgramContinuation Requirements for Operating a Schoolwide Program
Fulfill Program RequirementsFulfill Program Requirements
Schools operating with schoolwide authority must:
Maintain the intent and purpose of each of the Federal
programs that was consolidated in an effort to support the
SWP
Uphold requirements relating to health, safety, civil rights,
student and parental participation and involvement, services
to private school children, maintenance of effort, and
comparability of services45
Objective #4:
Continuation Requirements for Operating a Schoolwide ProgramContinuation Requirements for Operating a Schoolwide Program
Schools operating with schoolwide authority must:Use Title I funds to supplement educational services and not supplantsupplement educational services and not supplant those
funds that would, in the absence of Title I funds, be made available from
non-Federal sources for the school. Funds that would normally flow to the
school from non-Federal sources must continue to be provided to the school
Conduct an annual evaluationannual evaluation of the implementation of, and results
achieved by, the SWP. This evaluation must determine whether the SWP
was effective in increasing the achievement of students in meeting the
Illinois Learning Standards, particularly those students who had been
furthest from achieving the standards 46
Objective #4:
Continuation Requirements for Operating a Schoolwide ProgramContinuation Requirements for Operating a Schoolwide Program
Schools operating with schoolwide authority must:Review and revise the plan as necessary based on the results of the evaluation to ensure continuous improvement in student achievement
Although statute does not require schools to annually seek the local school board of education’s approval of the program evaluation and/or revised plan after the initial plan approval, a practical way of securing necessary documentation for future monitoring and auditing purposes is to submit the annual evaluation and/or revised plan for inclusion into the local board of education’s official record of regular meeting minutes. This action is not required by ISBE and is completely at the discretion of the local school district 47
Objective #4:
Continuation Requirements for Operating a Schoolwide ProgramContinuation Requirements for Operating a Schoolwide Program
Schools operating with schoolwide authority must:
Make the plan available to the LEA, parents, and the general
public. To the extent practicable, the information contained in
the plan must be understandable to parents and other
constituents including publication in an understandable
language
Coordinate with Reading First, Early Reading First, Even
Start, Carl D. Perkins Vocational and Technical Education Act
of 1998, and the Head Start Act if appropriate 48
Objective #4:
Continuation Requirements for Operating a Schoolwide ProgramContinuation Requirements for Operating a Schoolwide Program
Schools operating with schoolwide authority must:
Maintain Documentation related to three core
components:
1. Comprehensive needs assessment
2. Comprehensive schoolwide plan approved by local board of
education
3. Annual evaluation of program effectiveness 49
Objective #4:
Benefits of Operating a Schoolwide ProgramBenefits of Operating a Schoolwide Program
Greater flexibility is afforded to schools operating with
schoolwide authority. They have the flexibility to:
consolidate resources,
serve all students,
include all staff, and
redesign the school and its services for the intended
purpose of improving student achievement 50
Objective #5:
Benefits of Operating a Schoolwide ProgramBenefits of Operating a Schoolwide Program
According to the U.S. Department of Education,
Designing Schoolwide Programs, Non-Regulatory
Guidance, March 2006, Appendix I – Eligibility/Poverty
Determinations, if a school’s poverty threshold falls
below 40% in any subsequent year after
implementation, it may continue to operate with
schoolwide authority 51
Objective #5:
Benefits of Operating a Schoolwide ProgramBenefits of Operating a Schoolwide Program
SWPs can consolidate resources and use Title I, Part A
funds with fewer restrictions, as long as they engage in
reform strategies that increase the amount and quality
of learning time and provide a high-quality curriculum to
help all children meet the Illinois Learning Standards
The effort to accomplish this must be clearly articulated
in the comprehensive schoolwide plan 52
Objective #5:
An Example: Benefits of Operating a Schoolwide ProgramAn Example: Benefits of Operating a Schoolwide Program
The following is an example of the flexibility afforded to schools operating with schoolwide authority. Consider a SWP
funded under Title I, Part A that also receives professional development funds under Title II, Part A and
educational technology monies under Title II, Part D. This school could request via the NCLB Consolidated
Application to spend Title II, Part D funds under Attendance and Social Work Services (Function 2110) to pay
the salary (Object 100) of a school social worker. The school could also request to purchase computers under
Educational Media Services (Function 2220/Object 500) with Title II, Part A funds. In a TASP, these activities
are not approvable, but in a SWP, they are allowable expenditures. The following screenshot, taken from the
NCLB Consolidated Application, illustrates how this can happen. Notice the white and gray-filled budget cells.
In a targeted assistance school, only the white cells are open for allowable expenditures. The gray-filled cells
are blocked because they are not allowable costs. In a school operating with schoolwide authority, however,
both the white and gray-filled cells are accessible and reflect allowable expenditures. The blackened cells
across all budgets are blocked for all schools and cannot be opened for any reason.
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Objective #5:
Illinois State Board of Education’s Role Illinois State Board of Education’s Role
Provides technical assistance,
Monitors for compliance,
Does not approve final schoolwide plans.
By statute, this official action is reserved
for the local school board of education55
Objective #6:
Supporting Resources Statute by Section
Supporting Resources Statute by Section
Section 1111 State Plans Section 1112 Local Educational Agency Plans
Section 1114 Schoolwide Programs
Section 1115 Targeted Assistance Programs Section 1116 Academic Assessment & LEA and School
Improvement Section 1117 School Support and Recognition Section 1118 Parental Involvement Section 1119 Qualifications for Teachers & Paraprofessionals
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www.ed.gov/policy/elsec/leg/esea02/index.html
Objective #7:
Contact InformationContact Information
Dana Kinley, Principal ConsultantIllinois State Board of EducationDivision of Grants and Programs
Springfield Office217.524.4832
Objective #7:
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