No Child Left Behind and Title I Programs

1
No Child Left Behind and Title I Programs

• Fontana Unified School District

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What is NCLB?

• NCLB reauthorizes the Elementary and Secondary
  Education Act and helps to close the achievement
  gap between disadvantaged and minority students
  and their peers.
• Signed into law by President Bush on
  January 8, 2002
• Four basic principles
• Stronger accountability for results
• Increased flexibility and local control
• Expanded options for parents
• Emphasis on teaching methods that have
  research- base to prove their effectiveness

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What is Title I?

• Title I is the largest federally funded program
  and serves 6.4 million children in more
  than 14,000 school districts in the U.S.
• Approximately 4,900 schools (58 percent) in 833
  (83 percent) of California's school districts
  receive Title I funds.
• Title I ensures that the following students have
  the opportunity to receive a high-quality
  education and assures that these students reach
  proficiency on state academic content and
  performance standards
• Low-achieving students who attend the
  highest-poverty schools
• Limited-English proficient students
• Students with disabilities
• Migrant students
• American Indian students
• Neglected, delinquent, or at-risk children and
  youth
• Young children who need reading assistance

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What is Title I?

• Title I is one of ten Federal titles in NCLB
• Title II Preparing, Training, and Recruiting
  High Quality Teachers and
  Principals
• Title III Language Instruction for Limited
  English Proficient and
  Immigrant Students
• Title IV 21st Century Schools
• Title V Promoting Informed Parental Choice
  and Innovative Programs
• Title VI Flexibility and Accountability
• Title VII Native Indian, Hawaiian, Alaskan
  Education
• Title VIII Impact Aid Program
• Title IX General Provisions
• Title X Repeals, Re-designations, and
  Amendments to Other Statutes

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What is a Title I Schoolwide Program?

• A Schoolwide Program . . .
• May consolidate Title I funds with other Federal,
  State, and local funds to upgrade the entire
  educational program of a school that serves a an
  attendance area in which 40 or more of the
  students are from low-income families
• Evolves from a comprehensive needs assessment
  based on student achievement

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What is a Title I Schoolwide Program?

• A Schoolwide Program . . .
• Implements schoolwide reform strategies that
  provide opportunities for all students to achieve
  at proficient levels
• Employs highly qualified teachers
• Uses strategies to increase parental involvement
  and training
• Seeks out and delivers high quality
  professional development for teachers,
  principals, and paraprofessionals

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What is a Title I Schoolwide Program?

• A Schoolwide Program . . .
• Develops plans for assisting preschool students
  in the transition from early childhood programs
  to elementary school programs
• Involves teachers in the decisions based on the
  data analysis of academic assessments
• Coordinates and integrates Federal, State,
  and local services and programs

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What standards, assessments, and adequate yearly
progress are used in NCLB/Title I programs?

• Standards . . .
• Apply the same academic content and achievement
  standards that the state applies to all public
  schools and all students in the state
• By 2005-2006 develop/implement science standards
  in addition to mandated math and English language
  arts standards
• Describe levels of achievement to identify
  student learning as Advanced, Proficient, Basic,
  Below Basic, Far Below Basic all students
  must reach Proficient or above

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What standards, assessments, and adequate yearly
progress are used in NCLB/Title I programs?

• Assessments . . .
• State developed and implemented high-quality,
  annual student assessments in grades 3-8 to
  ensure that Title I students are held to same
  achievement levels in English language arts/math
  (CST/CAT6)
• By 2007-2008 develop/implement science
  assessments
• Include Limited English Proficient and student
  with disabilities in annual assessments
  (adaptations/accommodations)
• Measure LEP students English proficiency in
  oral language, reading and writing skills yearly
• (CELDT)

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What standards, assessments, and adequate yearly
progress are used in NCLB/Title I programs?

• Assessments . . .
• Report individual student achievement results
• Disaggregate school and district data into
  subgroups by gender, major racial and ethnic
  groups, English proficiency, migrant, students
  with disabilities, economically disadvantaged
  students
• Provide results for parents, teachers, and
  principals to address specific academic needs
  of students

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What standards, assessments, and adequate yearly
progress are used in NCLB/Title I programs?

• Adequate Yearly Progress . . .
• Single state accountability system for all public
  elementary and secondary schools
• By 2014 all students must meet or exceed
  Proficient level of achievement
• 2003-2004 Elementary/Middle Schools E/LA 13.6
  Math 16.0 Proficient
• 2003-2004 High Schools
• E/LA 11.2 Math 9.6
• API 560 or above all schools

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What are NCLB/Title I requirements for Parental
Involvement?

• Parental Involvement . . .
• Notify parents of all students in all Title I
  schools of their rights to request and receive
  timely information on the professional
  qualifications of their students classroom
  teachers
• Furnish parents information on the level of
  achievement of their students
• Notify parents of LEP students of their LEP
  identification

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What are NCLB/Title I requirements for Parental
Involvement?

• Parental Involvement . . .
• Develop, with parents, a written parental
  involvement policy that outlines the schools
  responsibility to
• Hold an annual Title I meeting
• Offer a flexible number of meetings
• Involve parents in planning, reviewing, and
  improving the Title I programs
• Provide timely information about Title I programs
• Provide parents the opportunity to submit
  dissenting views to the district

14
What are NCLB/Title I requirements for Parental
Involvement?

• Parental Involvement . . .
• With parents, develop a school-parent compact
  that defines the responsibilities of school
  staff, parents, and students in striving to raise
  students achievement
• Provide full opportunities for the participation
  of parents with limited English proficiency,
  parents with disabilities, and parents of
  migratory students

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What is the Single Plan for Student Achievement?

• Comprehensive Document that. . .
• Identifies current needs for student learning,
  staff development, parent involvement
• Establishes goals and objectives to meet Adequate
  Yearly Progress (AYP)
• Coordinates federal, state, local programs/ funds
• Includes Action Plans to detail research-based
  strategies/programs/materials to improve student
  achievement
• Identifies extended learning opportunities
• Involves annual evaluation of results and
  progress toward goals/objectives