Title I Overview

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2005-2006 Title I Overview
Specially Funded Programs Branch
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Purpose of No Child Left Behind
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
Specially Funded Programs Branch
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Definition Supplemental Funds
Supplemental funds are those funds which are
granted to districts and to schools for specific
program purposes and which are over and above
the general revenue funds the districts and
schools receive to support the base
program. Supplemental funds must be used only to
support and enhance the districts and schools
regular program. Supplemental funds may not be
used to replace or supplant the funds
and programs the district provides the schools.
Specially Funded Programs Branch
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How can schools use these funds?

• Personnel
• Certificated
• Classified
• Instructional Materials
• Equipment
• Parent Involvement
• Professional Development

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Description of Schoolwide Program (SWP) Schools
The supplemental services listed below must
correspond to those outlined in the schools
Title I Notification letter to parents.

• English-language arts (ELA)
• (list programs/resources/services supporting ELA
  instruction)
• Mathematics
• (list programs/resources/services supporting
  Mathematics instruction)
• Auxiliary Support Services
• (list programs/resources/services providing
  auxiliary support)

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Schoolwide Programs

• Prerequisites
• 40 percent poverty based on
• The number of children eligible for free or
  reduced-priced lunches
• CalWorks (determined by Central)
• Schoolwide plan approved by LEA

Specially Funded Programs Branch
Sec. 1114
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Schoolwide Programs

• Consolidate federal, state, and local funds to
  upgrade entire program
• Ensure all children meet standards, particularly
  those most at risk

Specially Funded Programs Branch
Sec. 1114
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Description of Targeted Assistance School (TAS)
Programs
The supplemental services listed below must
correspond to those outlined in the schools
Title I Notification letter to parents.

• English-language arts (ELA)
• (list programs/resources/services supporting ELA
  instruction to identified Title I-eligible
  students)
• Mathematics
• (list programs/resources/services supporting
  Mathematics instruction to identified Title
  I-eligible students)
• Other At-Risk Factors
• (list programs/resources/services supporting
  identified Title I-eligible students and the
  at-risk factors affecting these students)
• Auxiliary Support Services
• (list programs/resources/services providing
  auxiliary support to identified Title I-eligible
  students)

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Targeted Assistance Schools (TAS)

• In general, Targeted Assistance Schools shall
• use resources to help participating children
  meet the
• state academic achievement standards
• ensure that planning for participating students
  is
• incorporated into school planning
• use effective scientifically based research
  methods
• and strategies that strengthen the core
  academic
• program
• coordinate with and support the regular
  education
• program.

Specially Funded Programs Branch
Sec. 1115
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Targeted Assistance Schools (TAS) (continued)

• provide instruction by highly qualified
• teachers
• provide opportunities for professional
• development
• provide strategies to increase parental
• involvement

Specially Funded Programs Branch
Sec. 1115
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New Staffing Requirements

• New staffing requirements in Title I, Part A
• Requirements relate to staff qualifications
  (Section 1119)

Specially Funded Programs Branch
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Teacher Qualifications

• Teachers who were credentialed or enrolled in a
  CCTC- approved intern program on or after July 1,
  2002 should be highly qualified at the time of
  employment
• Teachers credentialed or enrolled in a CCTC
  approved intern program prior to July 1, 2002
  must be highly qualified by the end of the
  2005-06 school year and may undergo the HOUSSE
  process
• All teachers teaching core academic areas in
  Title I schools must meet the highly qualified
  standard. By the end of 2005-06 teachers in core
  academic areas in all schools must meet that
  standard.
• Charter schools are not exempt from the teacher
  quality standard

Sec. 1119
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Paraprofessional Qualifications

• Qualifications
• Hired using Title I funds before January 8, 2002,
  must complete requirements by June 30, 2006.
• Have 60 semester or 90 quarter units from a
  recognized college or university OR
• Have an associate ( or higher) degree from a
  recognized college or university OR
• Pass the District Proficiency Test and the
  Instructional Assistance Test

Sec. 1119
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Paraprofessional Qualifications

• -Hired using Title I funds after January 8, 2002
  and new hires are required to pass the District
  Proficiency Test, and must meet one of the below
  criteria.
• Have 60 semester or 90 quarter units from a
  recognized college or university OR
• Have an associate degree from a recognized
  college or university OR
• Pass the Instructional Assistance Test

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Paraprofessional Qualifications

• All paraprofessionals must have high school
  diploma or GED
• Dutiesinstruction only if under direct
  supervision of highly qualified teacher

Specially Funded Programs Branch
Sec. 1119
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Paraprofessional Qualifications

• Applies to paraprofessionals who assist in
  classroom instruction
• Exception translating and parental
• involvement

Specially Funded Programs Branch
Sec. 1119
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Elements of Parental InvolvementA Summary of No
Child Left Behind, Section 1118

• Each Title I, Part A, funded school must develop,
  jointly with parents of children receiving Title
  I services, a written school parental involvement
  policy that describes how the school will carry
  out the parental involvement requirements in No
  Child Left Behind, Section 1118. The
  requirements consist of four components
• Parent Involvement Policy
• Parents Right to Know
• School-Parent Compact
• Building Capacity for Involvement
• The LAUSD Parent Student Handbook, provides
  parents with information on parental involvement
  and NCLB mandates.

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Parental Involvement Policy
Each Title I, Part A, funded school must notify
parents of its written parental involvement
policy in an understandable and uniform format in
a language the parents can understand. The
policy must also be made available to the local
community.
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Parental Involvement Policy

• Each Title I, Part A, funded school must involve
  parents, by
• Convening an annual meeting to inform parents of
  the following
• the schools participation in the Title I, Part
  A, program
• the requirements of Title I, Part A
• the rights of parents to be involved
• Offering a flexible number of additional meetings
  (i.e., mornings or evenings)
• Involving parents, in an organized, ongoing, and
  timely way in the planning, review and
  improvement of the schools Title I program

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Parental Involvement Policy (continued)

• Each Title I, Part A, funded school must provide
  parents of participating children
• Timely information about Title I, Part A, funded
  programs
• A description and explanation of
• the curriculum in use at the school
• the forms of academic assessment used to measure
  student progress, and
• the proficiency levels students are expected to
  meet
• If requested by parents, opportunities for
  regular meetings to formulate suggestions and to
  participate as appropriate in decisions relating
  to the education of their children. The school
  must respond to any such suggestions as soon as
  practicably possible.

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Parents Right to Know

• No Child Left Behind mandates that Title I,
  Part A, funded schools give parents timely notice
  when their child has been assigned, or has been
  taught for four or more consecutive weeks, by a
  teacher who is not highly qualified.

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Parents Right to Know

• LAUSD parents may make written requests and
  receive information regarding the qualifications
  of their childs teacher (i.e., credential,
  degree, and major).
• A parent letter may be printed from the schools
  SIS that provides the teachers qualifications.

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School-Parent Compact

• Title I, Part A, funded schools must jointly
  develop, with parents of children receiving Title
  I, Part A, services, a school-parent compact as a
  component of its written parental involvement
  policy.

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School-Parent Compact

• The School-Parent Compact
• Written agreement between the school and the
  parents of children receiving Title I, Part A,
  services that
• Identifies activities that the parents, entire
  school staff, and the students will undertake to
  share the responsibility for improved student
  academic achievement.
• Outlines the activities that the parents, school
  staff, and students will undertake to build and
  develop a partnership for achieving the states
  high academic standards.

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School-Parent Compact

• The school-parent compact must describe
• The schools responsibility to provide
  high-quality curriculum and instruction to enable
  students to meet state standards
• Ways in which parents will be responsible for
  supporting their childrens learning
• The importance of ongoing communication between
  teachers and parents, at a minimum
• Annual parent-teacher conferences (elementary)
• Frequent reports to parents on their childs
  progress
• Reasonable access to staff
• Opportunities to volunteer
• Opportunities to observe classroom activities

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Building Capacity for Involvement

• Title I, Part A, funded schools must help parents
  understand topics that assist parents in becoming
  equal partners with educators in improving
  students academic achievement. Topics include
• State academic content standards
• State and local assessments including
  alternative assessments
• Parental involvement requirements in NCLB,
  section 1118
• How to monitor their childs progress and work
  with educators to improve the academic
  achievement of their child.

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Building Capacity for Involvement (continued)

• Title I , Part A, funded schools must provide
  materials and training to help parents work with
  their children to improve academic achievement.
  Suggested activities include
• Family Literacy training for parents, such as
• providing interactive literacy activities between
  parents and their children
• providing parent literacy training that leads to
  economic self-sufficiency, and
• providing training for parents on how to be full
  partners in the education of their children.
• Literacy programs that bond families around
  reading and using the public library.

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Building Capacity for Involvement (continued)

• Additional activities include
• Providing information about the essential
  components of reading instruction to enable
  parents to support the instructional practices
  used by the teacher.
• Using technology to foster parental involvement,
  such as
• Training parents in the use of the Internet to
  access childrens homework
• Communicate with teachers, and
• Review information posted in the California
  Department of Education or LAUSD websites about
  schools in program improvement, supplemental
  educational services, public school choice and
  other opportunities to promote student
  achievement.

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Specially Funded Programs

• Website
• www.lausd.k12.ca.us/lausd/offices/instruct/sfp
• Contacts
• Charleen B. Brown (AYP) 213- 229-2001
• Carolyn Williams-Marshall (PSC) 213- 229-2000
• Becki Robinson (SES) 213- 241-4109
• William Fukuhara (SWP TAS) 213- 229-2001
• Carolina Pavia (Teachers) 213-
  241-6911
• Norma Aguayo (Paraprofessionals) 213- 353-4218
• Sylvia Ruiz (Parents) 213- 217-5270