"Think Title 1 is Boring? Think Again." Official Handout for ACET 4.11.12

“Think Title 1 is Boring? Think Again.” Official Handout

Chris Shade, Spring ACET Conference, April 11, 2012 3:45 PM 1|Page
www.facebook.com/cshadedentonisd

Here’s the deal our parents signed up for: Our world is filled with
factories. Factories that make widgets and insurance and websites,
factories that make movies and take care of sick people and answer the
telephone. These factories need workers. If you learn how to be one of
these workers, if you pay attention in school, follow instructions, show up
on time, and try hard, we will take care of you. We will pay you a lot of
money, give you health insurance, and offer you job security. It was the
American Dream. It worked.

But in the face of competition and technology, the bargain has fallen
apart. Job growth is flat at best. Wages in many industries are in a
negative cycle. The middle class is under siege like never before, and the
future appears dismal. People are no longer being taken care of—
pensions are gone; 401(k)s have been sliced in half; and it’s hard to see
where to go from here. It’s futile to work hard at restoring the take-care-
of-you bargain. The bargain is gone and it’s not worth whining about and
it’s not effective to complain. There’s a new bargain now, one that
leverages talent and creativity and art more than it rewards obedience.


Do you remember the old American Dream?

Keep your head down. Follow instructions. Show up on time. Work hard.
Suck it up. …you will be rewarded.

That dream is over.


The new American Dream is this: Be remarkable. Be generous. Create art.
Make judgment calls. Connect people and idea. …and we have no choice
to reward you.

Imagine a stack of 400 quarters. Each quarter represents 250 years of
human culture, and the entire stack signifies the 100,000 years we’ve had
organized human tribes. Take the top quarter off the stack. This one
quarter represents how many years our society has revolved around
factories and jobs and the world as we see it. The other 399 coins stand
for a very different view of commerce, economy, and culture.

Most white-collar workers wear white collars, but they’re still working in
the factory. They push a pencil or process an application or type on a
keyboard instead of operating a [machine]. The white-collar job was
supposed to save the middle class, because it was machine-proof. Of
course, machines have replaced those workers. If we can measure it, we
can do it faster. If we can put it in a manual, we can outsource it. If we can
outsource it, we can get it cheaper.


The new form of marketing is leadership, and leadership is about building
tribes and connecting tribes of like-minded people.

Of course, we’ve always had tribes.

Mostly 3: a church…


…a job (one factory per town)…

…local tribe

But with the advent of the internet, specialized “like-minded” tribes with
similar interests could be formed.


The rodeo is a central gathering for one tribe.


While Rodeo (Drive) is the gathering point for another.

There’s a principals’ tribe, and a Federal Programs’ Directors’ tribe.

For tens of thousands of years, our nomadic ways, small villages, and lack
of transport kept the world small. The key unit of tribal measures was the
village or the nomadic tribe. When our community got too big, it split and
people moved on—we needed to know the people in our tribe, and since
we couldn’t process more than 150 people, we divided. We had a
brotherhood, an extended family, people who watched our back, helped
us succeed, and did business with us.


Technology (travel, communication, and manufactured goods) meant that
a few thousand years ago, a great leap of productivity was ready to occur.
This leap could only occur if we had more people to trade with, more
people to hire and interact with. We could make the leap if we were able
to make the world bigger. This need to make the world bigger, though,
conflicted with our cultural and biological desire to keep the world small.

A lot of the stress we feel in the modern world comes from this conflict
between the small world in which we’re wired to exist and the large world
we use to make a living.

The biblical proscription against usury goes all the way back to Moses. The
rule was simple: you couldn’t charge interest on a loan to anyone in your
tribe. Strangers, on the other hand, paid interest.


The Protestant Reformation permitted the explosion of commerce that
led to the world we live in now. Commercial interests supported its spread
because they needed the moral authority to lend and borrow money.

As Thomas Jefferson wrote, it created a world where “the merchant has
Which 20 can
we rake from
The merchant
has no
no homeland.” If everyone was a stranger, then we can charge for things
the rubbish?
homeland. that used to be gifts.

The ban on usury was refined, double-talked, and eventually eliminated.
The money flowed, investments were made, business grew, and
productivity soared. People could view every transaction as a chance to
lend or make money because they were independent agents. Everyone
became a businessman, a borrower, or a lender.

Chris Shade, Spring ACET Conference, April 11, 2012 3:45 PM 10 | P a g e

The ban on usury was refined, double-talked, and eventually eliminated.
The money flowed, investments were made, business grew, and
productivity soared. People could view every transaction as a chance to
lend or make money because they were independent agents. Everyone
became a businessman, a borrower, or a lender.

For the last 500 years, the best way to succeed has been to treat everyone
as a stranger you do business with. We’ve abandoned the idea of a village
as a tribe. Instead, we’re left with the tribe of our birth family and the
tribe at work. Human beings have a need for a tribe, but the makeup of
that tribe has changed, probably forever. Now, the tribe is composed of
our coworkers or our best customers, not only our family or our village or
religious group. The best professional entanglements aren’t with
strangers; they are with the tribe.

Tribe members are family, and we shouldn’t be charging them interest!
Tighter bonds produce better results, and so the gift culture returns. Full
circle, from gift to usury and back to gift. A loan without interest is a gift. A
gift brings tribe members closer together.


3 ways people give gifts: 1) Give me a gift!

2) Here’s a gifts; now you owe me, big-time.

3) Here’s a gift, I love you.


My gift to you is to make Title 1 not BORING!


The CNA is like romance

commitment
Think of a healthy marriage on a Venn Diagram…
love
…if you focus too much on 1 area, the rest will suffer and diminishing the
mutuality
communication trust
value and opportunity for the 1 area you desire.

hobbies To say that examining one point of data to drive the plan is to suggest that
it will fix all the others…i.e. sex…
personal space interests

individuality

STAAR is kind of like…


SEX

commitment
love
…if you focus too much on 1 area, the rest will suffer and diminishing the
mutuality
communication trust
value and opportunity for the 1 area you desire.

hobbies To say that examining one point of data to drive the plan is to suggest that
it will fix all the others…i.e. sex…
personal space interests

individuality

STAAR is kind of like… SEX


You’re shocked. I know. But if it wasn’t for sex, you wouldn’t have jobs!


http://www.screencast.com/users/CarlosRamirez/folders/Default/media/
d0e33b4f-b9a4-46c2-8ec0-c1f568beba3e

http://www.screencast.com/users/CarlosRamirez/folders/Default/media/d0e33b4f-b9a4-46c2-8ec0-c1f568beba3e


http://www.doc-tracking.com/


TEA’s view of district and campus improvement plans:
• Is this a living, breathing document?
• Are time lines established?
• Are goals realistic/attainable?
• Are activities high quality?
• Are objectives measurable?
• Is the evaluation system related to the measurable objectives and then
to the goals?
• Do the goals and objectives of the campus plan relate to the district
goals?


But, let’s pause for a moment before we begin.


You have a classroom of 20 students.

20
The district administers a benchmark assessment.

You have limited resources to provide tutorials to 7 students.

How will you decide which students to tutor?
You have a classroom of 20 students.

The district administers a benchmark assessment.

You have limited resources to provide tutorials to 7 students.

How will you decide which students to tutor?

100

90
Assessment Scores

80

70

60

50

40
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

Students

You offer good, sound instruction to all 20 students.

Good sound instruction for all
You see, you offer good, sound instruction to ALL 20 students throughout the
school day using all of the resources you have been provided.


But, you have limited resources (time and supplemental materials) to provide
supplemental instruction (i.e. before/after school tutorials).
You must target these resources to the students identified most in need (i.e.
the 7 students most in need of additional assistance from the previous graph).

Target supplemental You have limited resources to provide additional instruction. You must
resources to student target these resources to the students identified in need.
identified most in need

The purpose of this title (Title I, Part A) is to ensure that all children have a
What’s fair, equal, and significant opportunity to obtain a high-quality education
Title I? and reach, at a minimum, proficiency on challenging State academic
achievement standards and state academic assessments.

The purpose of this title [Title I, Part
A] 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.

Denton ISD received $2.5 million in Title I, Part A funds in 2011-12*
Denton ISD received $2.8 million in Title I, Part A funds in 2010-11.

— That’s a lot of zeroes!

*not including maximum entitlements and roll forward (unspent funds from 2010-11)


100
Free & Reduced Lunch Percentages Comparing 2010-11 to 2011-12
May be eligible for T1 funds if over 40%; May be eligible for Targeted Assistance T1 funds if over 35%
Note: Only elementary and middle schools are funded with Title 1 dollars in Denton ISD)

88.01
88.3
90

83.6
79.6
77.87
75.22
76.7
80

73.57

73.33
74.8
74.1

76
71.29
72

69.5
68.3

67.6
70

63.24
63.8

61.19
56.68
60

52.91
54.4
48.09

47.75
48.8
47.7
44.82
46.2

46.1
50

45.1
43.47
42.22
40.9
35.96
35.92

40
36.1

40

33.37
34.4
34.1
32.27
33.1

30.65
35
30.9
27.7
27.1
24.69

30

25.1
23.32
22.32
19.53

20.9
18.83
20

20

15.77
17.1

18
20
9.72
11
8.76
8.3

10

0
McNair ES

Ginnings ES

Ronny Crownover MS

Denton HS

Fred Moore HS
Providence ES

Savannah ES

Paloma Creek ES

Cross Oaks ES

WS Ryan ES

Hodge ES
Mildred Hawk ES

Annie Webb-Blanton ES

Robert E. Lee ES
Sam Houston ES

LA Nelson ES

Olive Stephens ES

Woodrow Wilson ES
Pecan Creek ES

Newton Rayzor ES

Evers Park ES

Borman ES

Thomas Rivera ES

Tom Harpool MS

Navo MS

Billy Ryan HS

Carroll McMath MS

AO Calhoun MS
John Guyer HS

Chester O. Strickland MS

Lester Davis School

There is a common misconception about Title campuses.

When additional campuses are added, federal funding does NOT increase.

The pie is divided amongst more campuses.

It would be the same as having 12 kids over at your house sharing a pizza
together. Each kid gets 1 slide of a 12-slice pizza. But, if 3 kids show up at
the door, you have to take the 12 slides back (before they eat them), and
There is a common misconception about Title I funding. When additional campuses are added,
federal funding does NOT increase. The money is divided amongst more campuses.
slide it 15 ways.
It would be the same as having 12 kids over sharing a large pizza with each kid getting 1 slide
of a 12-slice pizza. If 3 more kids knocked on the door, you’d have to take the 12 slides back
(before they eat them), and slice it 15 ways thus providing smaller pieces to all.


Professional Administration Homeless
Parent Development 0.40% 0.25%
Involvement 5.00% Neglected
1.00% 0.00%
Preschool
0.11%
Indirect Costs
1.89%

Campus
Allocations
Reading Recovery
45.12%
(6)
18.77%

DLL (8)
23.47%

PNP MS Support
1.21% Teacher (1)
2.78%

# free & reduced (FR) lunch students
x per pupil amount (PPA)
campus Title I funds

Denton ISD Title I 2011-12 Campus Allocations



Denton ISD schoolwide* (SW) campuses that receive Title I funds
*SW campuses (over 40% poverty) do not have to identify particular children as eligible for services


Percentage of students that qualify
for free and reduced (FR) lunch


Per Pupil Amount (PPA)
*$205 PPA for elementary/middle school campuses
*$107 PPA for targeted assistance campuses



Salaries paid from campus
Title I, Part A funds


Campus Title I, Part A funds
available to spend on staff
development, services (such
as tutorials, consultants, etc.)
supplies and materials, etc.


Title I, Part A funding
set aside for private
nonprofit (PNP)
schools that serve
eligible students of
poverty from Denton
ISD attendance zones



Title I, Part A funding set aside for
private nonprofit (PNP) schools that
serve eligible students of poverty
from Denton ISD attendance zones


Reasonable
Costs that are
consistent with
prudent business
practice and
comparable to current
market value.

Allowable?
You must be able to
respond appropriately
to and maintain
documentation for
each of the following
questions to determine
whether an
expenditure would be
allowable:


DISD provides
½ of a reading
interventionist
& ½ of a math
interventionist

…Title I may
fill in the other
1/2


Supplement

to add to, to enhance,
to expand, to increase,
to extend.


Supplant
to take the place of, to replace


A comprehensive needs assessment of the entire school (including taking
into account the needs of migratory children) that is based on information
on the performance of children in relation to the state content and
student performance standards.

Schoolwide reform strategies that—
provide opportunities for all children to meet the state’s proficient and
advanced levels of student performance;
use effective methods and instructional strategies that are based on
scientifically based research that—
strengthen the core academic program in the school;
increase the amount and quality of learning time, such as
providing an extended school year, before- and after-school and
summer programs, and help provide an enriched and accelerated
curriculum; and
include strategies for meeting the educational needs of historically
underserved populations.
include strategies to address the needs of all children in the school, but
particularly the needs of children of low-achieving children and those at
risk of not meeting the state student academic achievement standards
who are members of the target population of any program that is included
in the schoolwide program, which may include
counseling, pupil services, and mentoring services;
college and career awareness and preparation, such as college
and career guidance, personal finance education, and innovative


teaching methods, which may include applied learning and team-
teaching strategies; and
the integration of vocational and technical education programs;
and
address how the campus will determine if such needs have been met; and
are consistent with, and are designed to implement, the state and local
improvement plans, if any.

Instruction by highly qualified teachers.

High-quality, ongoing professional development for teachers, principals,
and paraprofessionals and, if appropriate, pupil services personnel,
parents, and other staff to enable all children in the school to meet the
state’s student academic achievement standards.


Strategies to attract high-quality highly qualified teachers to high-need
schools.

Strategies to increase parental involvement in accordance with Section
1118, such as family literacy services.

Plans for assisting preschool children in the transition from early
childhood programs, such as Head Start, Even Start, Early Reading First, or
a state-run preschool program, to local elementary school programs.


Measures to include teachers in the decisions regarding the use of
academic assessments described in section 1111(b)(3) in order to provide
information on, and to improve, the performance of individual students
and the overall instructional program.

Activities to ensure that students who experience difficulty mastering the
proficient or advanced levels of academic achievement standards shall be
provided with effective, timely additional assistance, which shall include
measures to ensure that students’ difficulties are identified on a timely
basis and to provide sufficient information on which to base effective
assistance.

Coordination and integration occurs between federal, state, and local
services and programs, including programs under NCLB, violence
prevention programs, nutrition programs, housing programs, Head Start,
adult education, vocational and technical education, and job training.


There are certain requirements come with federal funds…
In 2008, there were 35 compliance indicators.
There are certain requirements come with federal funds.
In 2011, there are 141 compliance indicators.


Think Title 1 is boring? Think again.

This [free] open-source website is the place for educators who work with
Title 1 funds to share ideas, forms, spreadsheets, presentations, etc. to
help meet the Title compliance indicators and to aid in the
implementation of best practices on campuses that receive Title 1 funds.

So, browse around, lend your expertise and help others by adding to the
site, and <insert Title 1 here>.

The following set of slides is a guide of how to share content on the
<insert Title 1 here> website
(https://sites.google.com/site/inserttitle1here/).


1. Sign up for a Google Sites account.

2. Send an email requesting “permission” to inserttitle1here@gmail.com
with your name and email address.

3. Wait for approval to be granted “site permission.”

4. Sign-in to the website by clicking the “Sign In” tab at
https://sites.google.com/site/inserttitle1here/. Click the link,
https://sites.google.com/, which will take you to the following screen…


5. Enter your “Email” and “Password” and click “Sign in.”

6. Click on <inserttitle1here> under “My sites” which redirects you to
https://sites.google.com/site/inserttitle1here/.

7. Click on Documents and Resources.


8. Click on any one of the 10 components (i.e. Strategies to increase
parental involvement).

9. To view a document someone has created, click “View.”

10. To download a document someone has created, click “Download.”

11. To share a document you’ve created, click “Add file.” (See next slide
for additional steps for uploading a document.)

12. Click “Browse” to find the file on your computer.

13. Enter a “File description” (i.e. “Denton ISD Calhoun MS Campus Parent
Involvement Policy”).

14. Click “Upload.”


15. Click on “Blog.”

16. Click on a blog post (such as “1% Parent Involvement Funds”).

17. Click on the “+” next to “Comments.”

18. Enter a response in the “Comments” section and click “Add comment.”


19. To have a video (i.e. from YouTube) uploaded to the site, email
inserttitle1here@gmail.com with the YouTube video website address.

20. To suggest books to read, click on “Reading Recommended Reading
List” on the right-hand side of the screen.

21. Enter the “Author” (i.e. Jensen, Eric), the “Title” (Teaching with
Poverty in Mind), and “Description” (Veteran educator and brain expert
Eric Jensen takes an unflinching look at how poverty hurts children,
families, and communities across the United States and demonstrates
how schools can improve the academic achievement and life readiness of
economically disadvantaged students.), and click “Save.”


Disclaimer: The contents of this website reflect the views of the authors
and do not necessarily reflect the views or policy of any Local Education
Agency (LEA) or State Education Agency (SEA). The opinions expressed are
those of the authors and do not necessarily reflect the views of any LEA or
SEA. Publication on this website should not be considered an
endorsement. The authors of this website do not express or imply any
warranty or assume any legal liability or responsibility for the accuracy,
completeness, or usefulness of any information on this website. The
authors will not be held liable for any direct or indirect loss or damage
arising under this disclaimer or in connection with this website. By using
this website, you accept this disclaimer in full.

What still feels like nailing Jell-o to the wall (hard to do or understand)?


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