How to Implement a Title I Program Office of State/Federal Education Policy and School Improvement Programs (OSFEP) Spring 2018
Topics For Discussion • Overview of Title I • Title I and Every Student Succeeds Act (ESSA) • School Based Planning • Meaningful Parent and Family Engagement and Education • Coordination of Title I Resources and Supports • Assessing Progress of the CEP 2
What Is the Goal of Title I? The goal of Title I is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments. Source: www.ed.gov Simply stated, Title I is all about improving student achievement! 3
Title I and Every Student Succeeds Act (ESSA) • ESSA replaces the NCLB/ESEA waiver. • Key components of Title I are maintained under ESSA. • ESSA gives more flexibility and empowers New York State to define the educational standards for districts and schools. • As ESSA begins to be implemented, changes and/or clarifications to the Title I requirements will be shared with school communities and posted online. 4
Key Components of Title I Closing Schoolwide Student Planning, Achievement Communication, Gaps and Implementation Accountability for Student Outcomes Coordination of Resources Meaningful Parent and Family Engagement and Education High-quality Standards- based High-quality Curriculum Teacher and Preparation Instruction and Training 5
What is Title I What is a Title I Targeted Assistance? Schoolwide Program? All Title I eligible schools start as Targeted Assistance (TA). • Use Title I Part A funds to provide services to a select group of children - those identified as not meeting, or most • A Title I Schoolwide Program (SWP) at- risk of not meeting the state’s content addresses the educational needs of all standards-rather than for overall school students with comprehensive strategies for improvement. improving the whole school so that every • The Title I targeted students are the only student achieves high levels of academic students in the school that are eligible proficiency. to participate in a Title I funded activity. • SWP can improve academic achievement throughout a school so that all students , particularly the lowest-achieving students, Example: Math software demonstrate proficiency related to the state’s purchased with Title I academic content standards. funds can only be used with Title I eligible • SWP builds on schoolwide reform strategies, students that are targeted rather than separate, add-on services. for assistance. 6
Schoolwide Planning, Communication, and Implementation 7
School Leadership Team Governance State City School Chancellor’s Regulation New York State Education Law, School Leaders are required to establish Section 2590-h A-655 (CR A-655) School Leadership Teams (SLTs). The SLT in consultation with the Title I Commissioner’s Regulation parent representative develops the 100.11 http://schools.nyc.gov/NR/rdonlyr Schoolwide plan and addresses all of the es/C0B7B29D-3A0C-480F-8A32- key components of the Title I plan. Title I funding supports programs for at- 29E14CAC8E24/82007/A655FIN risk students. SLTs are in place in every AL1.pdf NYC Public School where school- based planning and shared decision- making among parents, teachers and SLTs are required to have bylaws that conform administrators impact student to the requirements of CR A-655. achievement. Attachment 4 of CR A-655 includes a bylaws template. 8
Purpose of the School Leadership Team Every New York City Public School must have a School Leadership Team (SLT) that is governed by SLT bylaws. The SLT: • Plays a significant role in creating a structure for school-based decision-making and shaping the path to a collaborative school culture. • Develops the school’s annual Comprehensive Educational Plan (CEP) and school -based educational policy that is aligned with resources and the school-based budget to implement the plan. • Addresses schools implementing schoolwide programs and targeted assistance, using the cycle of continuous improvement planning process to support students at-risk of not meeting state standards. • Provides assistance in the evaluation and assessment of the school’s educational programs and their impact on student achievement. • Is responsible for facilitating consultation with the Title I Parent Committee regarding the joint development of the CEP, Parent and Family Engagement Policy, and School-Parent Compact in Title I schools. • Communicates the outcomes of the SLT meetings and activities to their school communities. 9
Consensus-Based Shared Decision-Making The Model • If consensus is reached about a proposal, a To ensure that all members have an opportunity decision is made. to express their ideas, SLTs must use • If not, modifications are consensus-based decision-making as their made to the proposal means of making decisions. until consensus is reached. IDEA • Members need not agree about every decision, but those who IDEA IDEA disagree must be willing Discussion Proposal to move forward; otherwise, consensus has not been achieved and a new proposal IDEA IDEA must be considered. No Yes DECISION Consensus 10 Check 10
Support for School Leadership Teams District Leadership Team (DLT) If the SLT is unable to reach consensus for developing a CEP that aligns with the school-based budget, the SLT may seek assistance from the DLT. DLTs will also provide support, guidance, technical assistance, and conflict resolution to the SLTs in their districts. Division of Family and Community Engagement (FACE) SLTs in need of support can contact FACE at: FACE@schools.nyc.gov 11
Implementing Schoolwide Planning for All Stakeholders Schoolwide Planning, Communication, and Implementation High-quality, Standards-based Closing Student Curriculum and Achievement Instruction Gaps High-quality Teacher Preparation and Training 12
iPlan - An Online Portal for Schoolwide Comprehensive Educational Planning • NYCDOE developed an online portal known as iPlan, as a venue for strengthening parent and family engagement and support school communities in schoolwide comprehensive educational planning. (iplanportal.com) • This portal provides school communities with an efficient, transparent system that fosters communication, collaboration and assessment through a dynamic continuous improvement planning process. This includes a web-based feedback function available to multiple users. • The online document editor in the iPlan portal provides SLTs with an online platform for developing action plans and monitoring progress towards achieving annual goals. • Each plan is customized based on city and state accountability initiatives. • iPlan houses educational resources and models embedded within the Portal to assist SLTs throughout the year. Note: A new feature in iPlan is the S/CEP Snapshot, which includes the school Overview and Annual Goals. 13
Comprehensive Educational Planning is Required under ESSA and Title I The CEP guides school communities in a cycle of ongoing review and analysis of student needs to identify gaps in student achievement, set annual goals and to implement activities and programs that improve outcomes for students aligned with the elements of the Framework for Great Schools . The NYCDOE initiative on Equity and Excellence for All: Diversity in New York City Public Schools , the Framework for Great Schools and other initiatives strengthen educational programs so that all students reflective of NYC’s diversity have opportunities to reach their full potential. CEP is designed to meet city initiatives and SED regulatory requirements 14
Support At-Risk Students As part of educational planning, schools identify services to ensure that students who experience difficulty meeting state standards have Academic Intervention Services (AIS) and additional supports. AIS provides: • Additional instruction that supplements the regular classroom instruction, and/or specialized instructional materials to support targeted supplementary instruction. • Student support services that address barriers to improved academic performance. Under the McKinney-Vento Homeless Assistance Act and Chancellor’s Regulations A-780, schools must address the needs of students identified as Students in Temporary Housing (STH). • All schools must identify, serve, and report on how they support students living in temporary housing. • Title I and Non-Title I schools receive Title I funds to provide services to their STH eligible students . 15
Implementing AIS Under Title I Communicating to Parents: • Parents must be notified when their child begins receiving AIS. • Parents must also be notified when AIS services are no longer required. • Parents must receive notification of AIS services in a language that they understand or in their home language. Evaluating AIS Services: • SLTs should use data to track the effectiveness of AIS programs to determine if the AIS programs are supporting student academic progress or social/emotional growth. 16
Meaningful Parent and Family Engagement 17
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