Overview of Title I Part A

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Overview of Title I Part A

• Title I Staff
• Office of Superintendent of Instruction OSPI

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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.

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

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How It Works

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

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• 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.

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Two Program Models for Title I Part A

• Targeted Assistance program model
• Schoolwide program model

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Targeted Assistance Model

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

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• 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.

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

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

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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

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

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

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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

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• 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.

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

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

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Essential Elements Consolidated Program Review
(CPR) Targeted Assistance Model

• Principal Attestation (Highly qualified
  certification form)
• Building Parent Involvement Plan

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• Targeted Assistance Building Plan
• Parent-Teacher Student Compact

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

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• Student Monitoring Progress Reports
• Annual Evaluation of Program

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

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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.

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• 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.

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

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• 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

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

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

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

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• 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.

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Identification of Schoolwide Students

• All students are eligible to participate in all
  aspects of the schoolwide program.

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• 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.

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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

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• 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.

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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

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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.

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• 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.

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

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• 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.

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• 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.

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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.

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• 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.

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Essential Elements Consolidated Program Review
(CPR) Schoolwide Model

• Principal Attestation (highly qualified
  certification form)
• Building Parent Involvement plan

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

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

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• Student Monitoring Progress Reports
• Annual Evaluation of Program