consultation meeting may 16, 2014 · consultation meeting may 16, 2014 houston independent school...
TRANSCRIPT
Title I, Part AImproving Basic Programs
Consultation MeetingMay 16, 2014
HOUSTON INDEPENDENT SCHOOL DISTRICT
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Public Law 107‐110
The Title I, Part A, Program (Improving Basic Programs) was authorized by the Elementary and Secondary Education Act of 1965 and reauthorized by the No Child Left Behind (NCLB) Act of 2001.
Purpose
Purpose
The purpose of the Title I, Part A, Program is to provide funding for resources to help schools with high concentrations of students from low‐income families provide a high‐quality education that will enable all children to meet the state's student performance standards. Title I, Part A provides support to schools in implementing either a school‐wide program or a targeted assistance program and requires that these programs use effective methods and instructional strategies that are grounded in scientifically based research.
Purpose
The purpose shall be accomplished by: • Providing children an enriched and accelerated educational program;
• Promoting school wide reform and ensuring access for children (from the earliest grades) to effective instructional strategies and challenging academic content;
• Significantly upgrading the quality of instruction;• Affording parents meaningful opportunities to participate in the education of their children at home and at school.
Title I Eligibility
Title I Eligibility
• Campuses with a low‐income percentage of 40100% are considered “school‐wide” campuses.
• Campuses with a low‐income percentage of 3539% are considered a “targeted assistance” campus.
• Campuses with a low‐income percentage below 35% are not eligible for Title I.
School‐wide Campus
• All students enrolled in a school‐wide campus are eligible for Title I, Part A, services.
• There are 10 required components of a school‐wide program:1. Comprehensive needs assessment2. School‐wide reform strategies3. Instruction by highly qualified teachers4. High‐quality professional development5. Strategies to attract highly qualified teachers6. Strategies to increase parental involvement
School‐wide Campus
7. Plans for assisting preschool children in the transition from early childhood programs
8. Measures to include teachers in the decisions regarding academic assessments
9. Timely identification and additional assistance to students having academic difficulty
10. Coordination and integration between federal, state, and local service programs
Targeted Assistance Campus
• On a targeted assistance campus, Title I, Part A, services are provided only to students identified as failing, or most at risk of failing, to meet the state’s performance standards.
• There are 8 required components of a targeted assistance campus:1. Use resources to help participating children meet state
achievement standards
2. Incorporate planning for targeted students into existing school planning
Targeted Assistance Campus
3. Use methods and strategies based on scientifically based research
4. Coordinate with and support the regular education program
5. Provide instruction by highly qualified teachers6. Provide high quality professional development for staff
working with targeted students7. Provide strategies to increase parental involvement8. Coordinate with other federal, state, and local service
programs
Reservation and Allocation of Funds
Campus Allocations
Funds are allocated to each Title I eligible school served by multiplying a per‐pupil costby the number of low‐income students enrolled.
Reservation of FundsHISD follows the regulations as stated in NCLB statute for the reservation of Title I, Part A, funds.• District Level:
– Professional Development for teachers to become highly qualified.
– Per pupil amount for private school students, children in institutions for the neglected, and identified homeless students in non‐Title I schools.
Use of Funds
• Campuses may use Title I, Part A, fundsonly for activities that are designed and implemented to meet the educational needs of economically disadvantaged students. Activities may include, but are not limited to:– Instructional materials and equipment– Employment of special instructional personnel, school counselors, and other pupil‐services personnel
Use of Funds (cont.)
– Employment and training of instructional aides– Training of teachers, librarians, and other instructional and pupil‐services personnel
– Parental‐involvement activities– Planning for and evaluation of Title I, Part A, activities and projects
• Programs purchased with Title I, Part A, funds must be scientifically research based, and these funds must be used to supplement, not supplant local or state funds.
Parental Involvement
Parental Involvement
• All Title I, Part A, campuses may use their Title I allocation to implement parent involvement activities, including the promotion of family literacy and parenting skills.
Parental Involvement
– Convene an annual meeting to inform parents of their school’s participation in the Title I, Part A Program and to explain the requirements and rights of parents (offer a flexible number of meetings, such as mornings and evenings).
– Involve parents in the planning and improvement of Title I programs and in the use of Title I funds.
– Provide parents timely information about Title I programs and activities, and a description of the curriculum and academic assessment used to measure student progress.
– Jointly develop with parents a school‐parent compact and parent involvement policy that outlines the shared responsibility for improving the students’ academic achievement.
Contact Information
Pamela Evans, ManagerTiffany Green, Grants AdministratorDepartment of External Funding
Phone: 713‐556‐6928Fax: 713‐556‐6946
Migrant Education Program
Title I, Part C Parent Consultation Meeting
May 16, 2014
Multilingual Programs Department
HOUSTON INDEPENDENT SCHOOL DISTRICT
Migrant Education Program
• The Texas Education Agency (TEA) is responsible for the identification and recruitment of all eligible migrant children in Texas. TEA carries out this effort through the Education Service Centers and the migrant‐funded districts to assist in locating and providing services to migratory children.
• The Houston Independent School District is a Migrant – Funded District.
Funding• Funding for the Migrant Education Program 2014‐2015
will impact identified eligible migrant students in HISD’s Migrant Education Program.
• The per‐pupil allocation of migrant students is determined by the state’s New Generation System (NGS).
• The funds allow district to hire migrant staff and provide services to migrant students and their families.
• Migrant monies are not decentralized to the schools.
How Does the Student Enter the Migrant Education Program?
Students living within the HISD school boundariesare identified and recruited by the MEP recruitersaccording to the eligibility criteria.
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What Does Identification and Recruitment Mean?
• Identification means determining the location and presence of migrant children.
• Recruitment means making contact with migrant families, explaining the Migrant Education Program (MEP), securing the necessary information to make a determination that the child is eligible.
Who Is a Migrant Student?
A migrant student (ages 3‐21) is a child who is, orwhose parent, spouse, or guardian is a migratoryagricultural worker or a migratory fisher, and who inthe preceding 36 months has moved from one schooldistrict to another, in order to obtain or seektemporary or seasonal employment in agricultural orfishing industries due to economic necessity.
Purpose of Migrant Education Program
The purpose of the Migrant Education Program is tohelp migrant students succeed in school and tosuccessfully transition to postsecondary education oremployment and to overcome the challenges of
Mobility
Cultural and language barriers
Social isolation
Other difficulties associated with a migratory lifestyle
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New Generation System (NGS)
• Web‐based interstate information network serving America’s migrant children.
• Allows for complete access and update capability for all migrant students.
• Includes enrollment, health and education records.
Early Education for Migrant Children Age 3 ‐ 4
• Early education for 3 and 4 year olds enhances performance opportunities for young migratory students.
• The Migrant Education Program provides models for home based education directly involving parents.
Migrant Services Coordination
• District MEP personnel handle a comprehensive set of instructional, guidance and support activities for migrant students which includes inter‐agency coordination with existing community agencies.
Graduation Enhancement (Grades 9‐12)
• Programs include, but are not limited to, tutorials, on‐line courses, credit by exam, vouchers for weekend/evening high school classes and summer school classes, drop‐out recovery and parent training on graduation requirements.
Parental Involvement
• A migrant‐funded district is required to have a Migrant Parent Advisory Committee.
• In addition, a series monthly parent meetings are presented by MEPpersonnel for parents which focus on educational,social, and urban issues.
Benefits of the Migrant Program
• School Supplies and Clothing Vouchers• Stepping Stones, a home based program for parents of children, ages 3‐4
• Parental Information Meetings (PIM)• Parent Advisory Council (PAC)• Service coordination for migrant children• Coordination with other summer programs• Tutorials for identified priority elementary and middle school students
• Monitoring of academic achievement33
Additional Benefits of the Program for High School Migrant Students
• Vouchers for night, weekend, and summerhigh school tuition classes at HCC (Adult HighSchool)
• University of Texas correspondence, On‐Lineand credit by exam courses
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Migrant Education Program StaffMagda Galindo, Migrant Program Manager
David Glaesemann, Migrant Specialist [email protected]
Rosa González‐Décou, [email protected]
Imelda Alvarado, [email protected]
Joanna Solis, Data Specialist [email protected]
Irasema Gonzalez, Data Specialist [email protected]
Isela Anaya, Migrant Representative [email protected]
Office: 713‐556‐7288 Fax: 713‐556‐6980
TITLE II, PART A –Improving Basic Programs
Consultation MeetingMay 16, 2014
HOUSTON INDEPENDENT SCHOOL DISTRICT
TEACHER AND PRINCIPAL TRAINING AND RECRUITING (TPTR) FUND
What is the purpose of the Title II, Part A TPTR Program?
The purpose of Title II, Part A – Teacher and Principal Training and Recruitment (TPTR) program is to:
• Increase student academic achievement through strategies such as:– Improving teacher and principal quality– Increasing the number of highly qualified:
• teachers in the classroom; and• principals and assistant principals in the schools
• Increase accountability for improvements in student academic achievement.
Title II, Part A ImplementationTo ensure a successful professional development program; professional development must include, but is not limited to, activities that:
1. Improve and increase teachers’ knowledge of academic subjects and enable teachers to become highly qualified;
2. Are an integral part of a broad schoolwide and districtwide educational improvement plan;
3. Give teachers and principals the knowledge and skills to help students meet challenging Texas academic standards;
Title II, Part A Implementation
To ensure a successful professional development program; professional development must include, but is not limited to, activities that:
4. Improve classroom management skills5. Are sustained, intensive, and classroom‐focused and are
not one‐day or short‐term workshops;6. Advance teachers’ understanding of effective
instructional strategies that are based on scientifically based research; and
7. Are developed with extensive participation of teachers, principals, parents, and administrators.
Title II, Part AGeneral Program Requirements
TPTR program activitiesmust be:1. Based on a local assessment of needs for professional
development and hiring;2. Aligned with the State of Texas’ academic content and
student academic performance standards and assessments;
3. Aligned with curricula and programs tied to state academic content and student academic performance standards;
4. Based on a review of scientifically based research;
Title II, Part AGeneral Program Requirements
TPTR program activitiesmust:5. Have a substantial, measurable, and positive impact on
student academic achievement;6. Be part of a broader strategy to eliminate the
achievement gap between low‐income and minority students and other students; and
7. Be coordinated with other professional‐ development activities provided through other federal, state, and local programs.
Needs Assessment
• Data used when conducting a needs assessment
– Recommended information such as:
• Student‐achievement data
• Information on national and state initiatives
• Projections of the professional development necessary to ensure that all teachers of core academic subjects meet the highly qualified requirements in Section 9101(23).
Needs Assessment
• Recommended information such as:– Scientifically based research on proposed programs and strategies
– Projections of teacher supply in critical areas– Student enrollment data– Program assessment data– Input from the community
Contact Information
Tiffany Green, Grants Administrator
Department of External FundingPhone: 713‐556‐6945Fax: 713‐556‐6946
Title III OverviewParent Consultation Meeting
Houston ISD/Multilingual Programs
HOUSTON INDEPENDENT SCHOOL DISTRICT
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Title III, Part A ProgramRequirements in NCLB
• Provide supplemental support for the following:– English language improvement for English Language Learners (ELL) and Immigrant students
– Increased academic achievement– Professional development for teachers– Parental education
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Title III Mission Statement
• To ADVOCATE for LEP/Immigrant students and their families
• To SUPPORT campuses where LEP/Immigrant students are enrolled.
• To IMPROVE the academic achievement of LEP/Immigrant students
• To ENSURE equal educational opportunities for all LEP/Immigrant students
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Title III Support for LEP Students and their Families
• Decentralized funds (to schools):– Federal funds at a per pupil allocation to campuses based on enrolled students receiving services
– No immigrant allocation to district– Campus funds primarily used for the following:
• Tutorials• Instructional materials• Computers/software• Parent education classes• Staff development
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Title III Support for LEP Students and their Families
•Centralized funds–Intensive ESL Summer School –Summer school tuition vouchers for credit accrual–Supplemental curriculum writing–District translators – Spanish, Vietnamese & Arabic–Parent Guides in numerous languages–Adult Education Guides–Professional Development (Language Acquisition Strategies & Intervention, ongoing training for bilingual/ESL programming)
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Identification of Students
• Evidence that the student has a home language other than English– Home Language Survey (completed by parent)
• Evidence that the student has limited English proficiency– Oral Language Proficiency Test– Norm‐referenced assessment
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Title III Support SummaryWho?
– Any students identified as limited English proficient– Any teacher/staff member serving an identified student
By whom?– Title III/Multilingual Programs staff– HISD central office– Outside consultants
What?– Services, resources, materials per pupil allocation
When?– Federal funding planning amounts are received each year
Where?– On‐site, HISD facilities, other
How?– Memos, emails, meetings, phone calls, flyers, face to face training
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It takes a village…..
Title IIIFor LEP Students
Community & ParentSupport
Service Agencies
HigherEducation
Public schools
PrivateNon‐Profit
HISD Contacts
• Dr. Gracie Guerrero, Assistant Superintendent– [email protected]
• Terrie Armstrong, Senior Compliance Analyst– [email protected]
• Dr. Randal Jones, Multilingual Specialist– [email protected]
Multilingual Department713‐556‐6961
713‐556‐6980 Fax53