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Provided by Education Service Center Region XI
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Title I, Part A Overview
Provided by
Education Service Center Region XI
2008-2009
Provided by Education Service Center Region XI
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Purpose of Title I, Part A
•Provide opportunities for children served to acquire the knowledge and skills contained in the state content standards (TEKS) and to meet the state performance standards (TAKS).
Campus Eligibility for Title I, Part A
• Title I, Part A campuses have higher than the district’s average of poverty level students
• Poverty is usually determined by the district’s free and reduced lunch count
Provided by Education Service Center Region XI
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Campus Eligibility for Title I, Part A
• Single Attendance Area (No grade duplication)
LEA has total enrollment of less than 1,000 students or no grade duplication– May serve any or all of its campuses– Must apply the 125% Special Allocation
Rule if serving campus below 35% poverty
Campus Eligibility for Title I, Part A
• Multiple Attendance Area = (Grade duplication)• Serve campuses in rank order• Serve campuses 75% and below by grade span• Serve campuses to 35% poverty• “Skip” a campus if being served at equal level as
Title I• Optional method by using feeder pattern• One-year transition if no longer eligible for Title I
Provided by Education Service Center Region XI
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Title I, Part A Reserved Funds
• Administration of Title I, Part A program• Homeless students on
non-Title I campuses• Parental involvement = 1% of entitlement if
over $500,000• Professional development
• Other
Provided by Education Service Center Region XI
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Homeless Students• Now McKinney-Vento Homeless
Education Act with broader definition
• Must be served by Title I, Part A
• Required homeless liaison at each district
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Who Can Be Served in
Title I, Part A
Two types of Title I, Part A programs
• Targeted Assistance
• Schoolwide
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Who Can Be Served in
Title I, Part A• A targeted assistance program serves only
eligible children who are identified with the “greatest need” for special assistance.
• A schoolwide program permits a school to use funds from Title I, Part A to upgrade the entire education program of the school in order to raise academic achievement for all students.
Targeted Assistance Programs
Eligibility Criteria:• Campus must be a Title I school• Only identified students and identified Title I teachers can utilize resources• Campus plan must be revised to include the Title I TA eight components
Schoolwide ProgramsEligibility Criteria:• Campus must be a Title I school• 40% of the children residing or enrolled in the school must be from low-income families• A campus team must have a year of planning and training• Campus plan must be revised to include the ten Title I SW components
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Requirements for
Title I, Part A• Comprehensive needs assessment• Campus planning• Highly qualified teachers• Principals’ attestation• Parents’ right to know• Parent involvement• School parent compacts• Adequate Yearly Progress
Comprehensive Needs Assessment
• Data provided MUST be auditable• Multiple data sources must be reviewed• A look at the needs of the entire school or
district, called “findings”• Needs of students, staff, parents and
community, and facility must be identified and addressed
Campus Planning• Low-income data provided MUST be
auditable.• Title I program, campus plan, and parent
involvement activities must be developed in consultation with teachers, principals, administrators, other appropriate school personnel, and parents of children in Title I, Part A schools
• Campus plan must be reviewed and updated annually
Provided by Education Service Center Region XI
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10 Schoolwide Components
Comprehensive Needs Assessment
SW Reform Strategies (Scientifically Research Based)
Instruction by Highly Qualified Teachers
High Quality & On-going Professional Development
Strategies to Attract High-Quality, Highly Qualified Teachers
Provided by Education Service Center Region XI
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10 Schoolwide ComponentsParental Involvement Strategies
Transition Activities for Preschool Children
Inclusion of Teachers in Academic Assessment Decisions
Assisting Students Experiencing Difficulty Mastering the Proficient or Advanced Levels of Achievement Standards
Coordination and Integration of Federal, State, and Local Services & Programs
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Targeted Assistance Campus Improvement
Plans1. Include the 8 components for
targeted assistance campuses
2. CIP’s must show how students are identified
3. CIP’s must identify supplementary services that address student needs
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8 Targeted Assistance Components
Use Title I resources to help participating children meet state’s academic achievement standards
Planning for Title I students is incorporated into existing school planning
Use effective methods and instructional strategies that are based on scientifically based research
Provided by Education Service Center Region XI
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8 Targeted Assisted Components
Coordination with & support of regular education program
Instruction by highly qualified teachers
Professional Development
Parental involvement strategies
Coordination & integration of federal, state, and local services and programs
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Highly Qualified Teachers
To ensure that low-income and minority students are not taught by unqualified,
out-of-field, or inexperienced teachers
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Highly Qualified Teachers• Any teacher in a core
academic subject must be highly qualified when hired
• Now only a very few extensions, for rural schools, multi-subject special education teachers, and international teachers
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Core Subject Areas•English• reading or
language arts
•mathematics
•science• foreign
languages
•civics & government
•economics
•Arts - music, art, dance or theatre
•history•geograph
y
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Highly Qualified Teachers• Determined by meeting all
three requirements
1) Bachelors’ degree
2) Full state certification
3) Demonstration of competency
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Title I, Part A Paraprofessionals
Any paraprofessional working in a Title I, Part A program must have a secondary school diploma or GED AND meet one of the following qualifications:
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Title I, Part A Paraprofessionals
1. Have completed at least two years of study at an institution of higher education; or
2. Have obtained an associate’s (or higher) degree; or
3. Have met a rigorous standard of quality and can demonstrate, through a formal state or local academic assessment ---
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Title I, Part A Paraprofessionals
-- knowledge of, and the ability to assist in instructing reading, writing, and mathematics; or
-- knowledge of, and the ability to assist in instructing reading readiness, writing readiness, and mathematics readiness, as appropriate.
Provided by Education Service Center Region XI
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Title I, Part A Paraprofessionals
ExceptionsExceptions
• Primary responsibility is to serve as a translator; or
• Duties consist solely of conducting parental involvement activities under Title I, Part A
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Who is considered to be a Title I, Part A
paraprofessional on a Title I, Part A Schoolwide
Campus?• Any paraprofessional providing instruction
• Paraprofessionals must be under the direct supervision of a teacher.
Title I, Part A Principals’ Attestation
Principals of Title I, Part A campuses must attest annually that the campus is in compliance with teacher and paraprofessional requirements of Title I, Part A
Title I, Part A Principals’ Attestation
Copies must be maintained
• At each Title I, Part A campus
• District’s central office
• Available to general public for review
• Document is available on NCLB website, under “Sample Forms”
Provided by Education Service Center Region XI
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Title I, Part A Parents Right to Know
A school receiving Title I, Part A funds must provide each individual parent:
the child’s level of achievement in each state academic assessment, and
timely notice if the child has been assigned or taught for 4 or more consecutive weeks by a teacher who is not highly qualified
Provided by Education Service Center Region XI
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Title I, Part AParental Involvement
• Information must be in a language that parents can understand
• Parents must be involved in how the parental involvement reserved funds are to be used
• Must provide materials and “capacity building” training for parents
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Title I, Part A Parental Involvement
• Written district parental involvement policy (plan)
• Written campus parent involvement policy (plan)
• On-going opportunities for involvement
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Title I, Part A School Parent Compacts
• Informal written agreement between the school, parents, and students
• Defines roles and responsibilities for students’ academic success
• Must be developed with parent input
• Must be reviewed and revised annually
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Adequate Yearly Progress• Federal evaluation system created in No Child
Left Behind
• Districts/campuses must reach or exceed state performance targets
• School Improvement Program (SIP) sanctions can be imposed if targets are not met
• Performance targets will rise until they reach 100% in the 2013-2014 school year
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For more information:
Linda Currier
Title I, Part A Consultant
817 740 7544
Provided by Education Service Center Region XI
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