The document discusses the provisions of Title I funding and NCLB waivers in Minnesota Public Schools (MPS). Key programs funded by Title I include tutoring through RAMPP and family engagement activities. MPS must adhere to federal regulations under ESEA, including Titles I, II, and III. Schools receive Title I funding based on their poverty levels and funds must supplement, not supplant, existing programs. Under the new NCLB waiver accountability system, schools will receive an annual rating based on multiple measures of proficiency, growth, achievement gap closure and graduation rates.
2. Funded Programs and School
Improvement
Ensure adherence to federal and
state regulations under ESEA,
which includes Title IA, Title ID,
Title II and Title III
Provide support for schools under
the Elementary and Secondary
Education Act (ESEA), commonly
referred to as NCLB
3. Title I
Additional support and funding for at
risk students, based on poverty level of
the school
Only some schools are eligible
Eligible schools get the same $$ amount
for all free / reduced students (per pupil
allocation)
District funded activities and set-asides
Must supplement the core program
4. Supplement not Supplant
If a school or district would be
required to do something in the
absence of federal funds, then it
should not use federal funds to do
it.
If a school or district uses state or
local funds to provide a service at
non-title schools, it should not use
Title funds to provide the same
service at Title schools.
5. Programs funded by
Title I
• Schoolwide and Targeted
Assistance school level programs
• Family Involvement (Schools and
district)
• Connecting Parents to Educational
Opportunities
• Early Childhood (High Five and Three
School)
• Tutoring after school
• Professional development for high
need schools
• Neglected and Delinquent (St. Joes
and Stadium View)
• District departments (FPSI, REA,
Finance, Contract Alternatives)
6. Family Engagement
1% of Title I allocation is set aside for
Family Engagement activities
95% of the 1% goes to schools and is
distributed on a per pupil allocation
5% of the 1% goes to district for
district activities
MPS allocates additional funds for CPEO
7. RAMPP - Tutoring
• 40+ hours of tutoring
• Reading and/or math
• Grades K, 3, 6, and 9
• Standards-based programs
aligned to daytime instruction
• Student eligibility based on
academic need (not FRL
status)
• Priority and Focus (not SIG)
schools as designated by MDE
8. RAMPP (cont.)
• Small group or individual
instruction
• Max. student/tutor ratio of
5:1
• Tutoring may take place at
school, at community
locations, or in home
• November 5th - April 30th
• Progress monitoring
9. RAMPP Students
• Enrolled in grades K, 3, 6, or
9
• Enrolled at a Title I Priority or
Focus school (except round 1
SIG) as defined by MDE
• Recent standardized test
score designated by MDE or
MPS as “not proficient” and/or
“partially proficient”
• Submit completed application
11. Provisions of NCLB
Waived
2014 goal of 100% proficiency
Sanctions on schools and districts
resulting from not making AYP
Mandatory financial set-asides for
School Choice and Supplemental
Educational Services (tutoring)
Identification of schools in need of
improvement, corrective action or
restructuring
Identification of districts in need of
improvement or corrective action
12. Four Principles of NCLB
Waiver
College- and career-ready
academic standards
State-developed system of
differentiated recognition,
accountability, and support
Supporting effective instruction
and leadership
Reducing unnecessary
administrative burdens
13. Accountability System:
Multiple Measurements
ALL schools will be given an annual
Multiple Measurements Rating (MMR)
by MDE.
The new system is focused on
closing the achievement gap and
promoting high growth for all
students
14. MMR Measurements
1. Proficiency
Did the school meets its targets for
Adequate Yearly Progress?
2. Student Growth
Did each student grow and by how
much?
3. Achievement Gap Closure
Did all groups grow and how fast
was that growth?
4. Graduation Rate
Did graduation rates improve
for all students?
15. Designations
Reward = Top 15% of Title I Schools Statewide
Celebration = 10% of Title I Schools (next 25%
eligible)
Continuous Improvement = Bottom 25% of Title I
Schools Statewide, excluding Priority and Focus
Focus = 10% of Title I Schools Contributing Most to
State Achievement Gap
Priority = Bottom 5% of Title I Schools Statewide,
and Current SIG Schools
15
16. Distribution of Schools
K-5
High
and 6-8 Total
School
K-8
Title I 34 7 21 62
Schoolwide
Title I 2 1 1 4
Targeted
Assistance
Priority 7 1 5 13
Focus 21 - 1 22
Continuous 1 2 2 5
Improvement
Celebration - 1 1 2
Eligible
Reward - - - -
18. Flow of Title I Funds
• Passes allocation which is then signed by
Congress the President
U.S. Dept. • Determines an allocation for each district
of and sends to the state.
Education
• Reserves money for administration, school
MN Dept. of improvement and charter schools and then
Education distributes money to districts
• Funds required set-asides, administration
and other LEA activities and then distributes
MPS
money to schools.
School
• Uses funds to support school improvement
plan.
Editor's Notes
NicoleNCLB was a reauthorization of ESEA
JessicaOur largest allocation of federal funds under ESEA is Title I
Jessica and Nicole if needed.
Nicole (I can talk about CPEO if needed)
Jessica
Jessica BrigidAs mentioned research shows 40+ hours of tutoring needed in order for it to be effectiveGrades K, 3, 6, & 9 – are RAMPP on these grades – curriculum guidesOur goal is to begin aligning what students are learning after school to what they are learning during the school daySince MPS now has curriculum guides for these grades, we will be able to provide some PD for your tutors as a starting point for this alignment This will also enable us to begin a better collaboration between tutors & school/districtEmphasize students are eligible based on being not proficient or partially proficient in reading and math, knowing that all of the schools we are targeting are Title I schools. Priority & Focus Schools (about 28-30) – we chose those schools to have tutoring programs because those are some of our most academically struggling schoolsNot SIG schools because they already have extended day programs - would be too much
JessicaBrigidNo more than 5 students with each tutor – that way can meet the individual needs of each studentChoice of where tutoring takes place. It is up to the provider to make arrangements with MPS to work at a school location. More info in the FAQ6 months – we want to make sure students are getting started on time and ending by April 30th. We’ve seen a drop off in participation after April so that is why we chose this time frame – along with the fact we can get the majority of the tutoring in before state assessments in the springProgress monitoring – important as students and tutors work together to continually monitor and adjust throughout the 6 months. More than the quarterly requirement of SES
JessicaBrigid As much as possible, depending on the grade of the student and time in MPS, we try to identify students who need additional academic support with more than one test score.
NicoleThe overarching goal for NCLB was that all students would be proficient on the state assessment by the year 2014. This provision was waved and MN’s new goal is to reduce the achievement gap by 50% in 6 years. Sanctions on schools and districts for not making AYP are waived, this includes the mandatory financial set-asides. Districts now have more flexibility in how Title I funds are used and can target efforts they believe will have a greater impact on student achievement.The current labels for schools and districts in need of improvement are no longer in existence. There will be new designations that I will discuss later.MDE will annually publish two measurements for every school in the state: Adequate Yearly Progress (AYP) and the MMR. AYP results will be reported with new targets and no sanctions for not making AYP. The new targets will reduce the achievement gap by half within six years.
NicoleIn order to have the provisions waived, Minnesota’s application had to meet four principles: Minnesota was well-positioned in three of the four principles: standards, teacher and principal evaluation, and streamlining of reporting. The accountability system was the principle for which Minnesota had to do the most work, and therefore it is the area of the application that has drawn the most attention. ‘I’m going briefly go over that accountability system.
Jessica or NicoleEach measure is worth 25 pts for a total of 100 pts for most high schools and 75 pts for most elementary and middle schools.The MCA assessments are still used
