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Overview of Title I Part A

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Services may be delivered in a number of ways such as: In ... Schoolwide Model. A Title I school is eligible to become a schoolwide program when the poverty ... – PowerPoint PPT presentation

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Title: Overview of Title I Part A


1
Overview of Title I Part A
  • Title I Staff
  • Office of Superintendent of Instruction OSPI

2
The Intent of Title I Part A
  • The intent is to help all children to have the
    opportunity to obtain a high quality education
    and reach proficiency on challenging state and
    academic standards and assessments.

3
  • The program focuses on promoting reform in
    high-poverty schools and ensuring student access
    to scientifically based instructional strategies
    and challenging academic content.

4
How It Works
  • Title I distributes funds to schools based on
    the number of children from low-income families
    rather that achievement scores.

5
  • Title I Part A provides federal dollars to help
    supplement educational opportunities for children
    who live in high poverty areas who are most at
    risk of failing to meet states challenging
    achievement standards.

6
Two Program Models for Title I Part A
  • Targeted Assistance program model
  • Schoolwide program model

7
Targeted Assistance Model
  • A Targeted Assistance program is one which
    individual students are targeted to receive Title
    I services.

8
  • The term targeted assistance signifies that
    the services are provided to a select group of
    children-those identified as failing, or most at
    risk of failing, to meet the states academic
    achievement standards.

9
  • Students are identified based on multiple,
    objective, educationally related criteria and
    assessments.

10
  • Services may be delivered in a number of ways
    such as
  • In-class instruction
  • Pull-out model
  • Extended day

11
To accomplish this goal, a targeted assistance
program must be based on
  • Improving achievement of participating children
  • Using effective instructional strategies that
    give primary consideration to extended-time
    strategies

12
  • Providing accelerated, high-quality curricula
  • Minimize the removal from the regular classroom
    during regular school hours

13
  • Coordinating with and supporting the general
    education population
  • Providing instruction by highly-qualified and
    trained professional staff
  • Implement strategies to increase parent
    involvement

14
Components of Targeted Assistance Building Plan
  • 1. Comprehensive needs assessment (Use Title I
    resources to help participating children to meet
    states academic standards expected for all
    children)
  • 2. Ensure planning for students incorporated
    into existing plan

15
  • 3. Use effective methods and strategies that
    rely on scientifically based research that
    strengthens the core academic program of the
    school
  • 4. Coordination and support the general
    education program, which may include services to
    assist preschool children in transition from
    preschool programs to elementary school programs.

16
  • 5. Provide instruction by highly qualified
    teachers and paraprofessionals
  • 6. Provide opportunities for professional
    development using Title I resources and other
    sources

17
  • 7. Provide strategies to increase parent
    involvement
  • 8. Coordinate and integrate federal, state and
    local services and programs

18
Essential Elements Consolidated Program Review
(CPR) Targeted Assistance Model
  • Principal Attestation (Highly qualified
    certification form)
  • Building Parent Involvement Plan

19
  • Targeted Assistance Building Plan
  • Parent-Teacher Student Compact

20
  • Rank Order List of identified students served
  • Letter To Parents (Teacher highly-qualified
    qualifications)

21
  • Student Monitoring Progress Reports
  • Annual Evaluation of Program

22
  • Made Adequate Yearly Progress (AYP)
    Yes_____No_____
  • School Improvement Step Status Step _____

23
Schoolwide Model
  • A Title I school is eligible to become a
    schoolwide program when the poverty level counted
    in the most recent census data is at or above 40
    percent.

24
  • A schoolwide program is designed with the
    knowledge that there is a link between poverty
    and low achievement therefore, when there are
    large numbers of disadvantaged students,
    interventions will be successful when implemented
    schoolwide.

25
  • A schoolwide program has more flexibility in the
    use of Title I funds and in the delivery of
    services.

26
  • Staff paid with Title I funds are free to work
    with all students in the building, for there are
    no students identified as Title I

27
  • The school works together to develop its
    curriculum and instruction to raise the
    achievement of all students.

28
  • Schoolwide programs are comprehensive programs
    of school reform, intending to meet the needs of
    all students.

29
  • Schoolwide programs have the latitude in
    determining how to spend their Title I Part A
    funds.

30
  • A schoolwide program can use their Title I Part
    A funds in the manner they choose, as long as
    they engage in reform strategies that increase
    the amount and quality of learning time and help
    provide a high-quality curriculum for all
    children, according to a comprehensive plan to
    help all children to meet the states challenging
    standards.

31
Identification of Schoolwide Students
  • All students are eligible to participate in all
    aspects of the schoolwide program.

32
  • The statute requires schools to particularly
    address the needs of low-achieving children and
    those at risk of not meeting the state student
    academic achievement standards.

33
The primary design of the Schoolwide plan must
address the following four elements
  • 1. Describe how the school will implement the
    mandatory schoolwide ten components
  • 2. Describe how the school will use resources
    from Title I and other sources to implement
    schoolwide components

34
  • 3. Include a list of federal, state, and local
    programs that will be consolidated in the
    schoolwide program
  • 4. Describe how the school will provide
    individual student academic assessment results,
    including an interpretation of those results, to
    parents in a language they can understand.

35
NCLB of 2001 Title I Improving the Academic
Achievement of the Disadvantaged Public Law
107-110
  • Section 1114(b)(1) of the statute enumerates the
    ten components of the schoolwide program model

36
Schoolwide Ten Components
  • 1. A comprehensive needs assessment of the
    entire school based on information the includes
    the performance of children in relationship to
    the states academic achievement standards.
  • 2. Schoolwide reform strategies that
  • A. Provide opportunity for all students to meet
    the states proficient and advanced levels of
    student achievement.
  • B. Use effective methods and instructional
    strategies from scientifically based research.

37
  • 3. Instruction by highly qualified teachers
    and paraprofessionals.
  • 4. High quality and ongoing professional
    development for teachers, principals, and
    paraprofessionals and, if appropriate, pupil
    service personnel, parents, and other staff to
    enable all children in the school to meet the
    states student academic achievement standards.

38
  • 5. Strategies to attract high quality, highly
    qualified teachers to high-need schools.
  • 6. Strategies to increase parental involvement,
    such as literacy services.

39
  • 7. Plans for assisting transition from early
    childhood programs to local elementary school
    programs.
  • 8. Measures to include teachers in the
    decisions regarding the use of academic
    assessments to provide information on, and to
    improve, the academic achievement of individual
    students and the overall instructional program.

40
  • 9. Activities to ensure that students who
    experience difficulty mastering the proficient or
    advanced levels of academic achievement standards
    are provided with effective, timely, additional
    assistance.
  • 10. Coordination and integration of federal,
    state and local services and programs including
    programs related to Title I, violence, nutrition,
    housing, Head Start, adult education, vocational
    and technical education, and job training.

41
Schoolwide Plan
  • The plan must be developed over a one-year
    period unless the LEA determines. After
    considering the recommendation of the requisite
    technical assistance providers, that less time is
    needed.

42
  • The plan must be developed in consultation with
    the LEA and its support team and other technical
    assistance provider.
  • Must be developed with the involvement of
    parents, and other community to be served and
    individuals who carry out such a plan, including
    teachers, principal and administrators.

43
Essential Elements Consolidated Program Review
(CPR) Schoolwide Model
  • Principal Attestation (highly qualified
    certification form)
  • Building Parent Involvement plan

44
  • Schoolwide /SIP Building plan
  • Parent-teacher student compact

45
  • Documentation to show addressing needs of low
    achieving students
  • Letter To Parents (teacher highly qualified
    qualifications)

46
  • Student Monitoring Progress Reports
  • Annual Evaluation of Program
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