provided by education service center region xi 1 title i, part a overview provided by education...

Provided by Education Service Center Region XI

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Title I, Part A Overview

Provided by

Education Service Center Region XI

2008-2009


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Purpose of Title I, Part A

•Provide opportunities for children served to acquire the knowledge and skills contained in the state content standards (TEKS) and to meet the state performance standards (TAKS).

Campus Eligibility for Title I, Part A

• Title I, Part A campuses have higher than the district’s average of poverty level students

• Poverty is usually determined by the district’s free and reduced lunch count


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• Single Attendance Area (No grade duplication)

LEA has total enrollment of less than 1,000 students or no grade duplication– May serve any or all of its campuses– Must apply the 125% Special Allocation

Rule if serving campus below 35% poverty


• Multiple Attendance Area = (Grade duplication)• Serve campuses in rank order• Serve campuses 75% and below by grade span• Serve campuses to 35% poverty• “Skip” a campus if being served at equal level as

Title I• Optional method by using feeder pattern• One-year transition if no longer eligible for Title I


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Title I, Part A Reserved Funds

• Administration of Title I, Part A program• Homeless students on

non-Title I campuses• Parental involvement = 1% of entitlement if

over $500,000• Professional development

• Other


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Homeless Students• Now McKinney-Vento Homeless

Education Act with broader definition

• Must be served by Title I, Part A

• Required homeless liaison at each district


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Who Can Be Served in

Title I, Part A

Two types of Title I, Part A programs

• Targeted Assistance

• Schoolwide


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Who Can Be Served in

Title I, Part A• A targeted assistance program serves only

eligible children who are identified with the “greatest need” for special assistance.

• A schoolwide program permits a school to use funds from Title I, Part A to upgrade the entire education program of the school in order to raise academic achievement for all students.

Targeted Assistance Programs

Eligibility Criteria:• Campus must be a Title I school• Only identified students and identified Title I teachers can utilize resources• Campus plan must be revised to include the Title I TA eight components

Schoolwide ProgramsEligibility Criteria:• Campus must be a Title I school• 40% of the children residing or enrolled in the school must be from low-income families• A campus team must have a year of planning and training• Campus plan must be revised to include the ten Title I SW components


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Requirements for

Title I, Part A• Comprehensive needs assessment• Campus planning• Highly qualified teachers• Principals’ attestation• Parents’ right to know• Parent involvement• School parent compacts• Adequate Yearly Progress

Comprehensive Needs Assessment

• Data provided MUST be auditable• Multiple data sources must be reviewed• A look at the needs of the entire school or

district, called “findings”• Needs of students, staff, parents and

community, and facility must be identified and addressed

Campus Planning• Low-income data provided MUST be

auditable.• Title I program, campus plan, and parent

involvement activities must be developed in consultation with teachers, principals, administrators, other appropriate school personnel, and parents of children in Title I, Part A schools

• Campus plan must be reviewed and updated annually


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10 Schoolwide Components

Comprehensive Needs Assessment

SW Reform Strategies (Scientifically Research Based)

Instruction by Highly Qualified Teachers

High Quality & On-going Professional Development

Strategies to Attract High-Quality, Highly Qualified Teachers


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10 Schoolwide ComponentsParental Involvement Strategies

Transition Activities for Preschool Children

Inclusion of Teachers in Academic Assessment Decisions

Assisting Students Experiencing Difficulty Mastering the Proficient or Advanced Levels of Achievement Standards

Coordination and Integration of Federal, State, and Local Services & Programs


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Targeted Assistance Campus Improvement

Plans1. Include the 8 components for

targeted assistance campuses

2. CIP’s must show how students are identified

3. CIP’s must identify supplementary services that address student needs


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8 Targeted Assistance Components

Use Title I resources to help participating children meet state’s academic achievement standards

Planning for Title I students is incorporated into existing school planning

Use effective methods and instructional strategies that are based on scientifically based research


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8 Targeted Assisted Components

Coordination with & support of regular education program

Instruction by highly qualified teachers

Professional Development

Parental involvement strategies

Coordination & integration of federal, state, and local services and programs


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Highly Qualified Teachers

To ensure that low-income and minority students are not taught by unqualified,

out-of-field, or inexperienced teachers


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Highly Qualified Teachers• Any teacher in a core

academic subject must be highly qualified when hired

• Now only a very few extensions, for rural schools, multi-subject special education teachers, and international teachers


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Core Subject Areas•English• reading or

language arts

•mathematics

•science• foreign

languages

•civics & government

•economics

•Arts - music, art, dance or theatre

•history•geograph

y


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Highly Qualified Teachers• Determined by meeting all

three requirements

1) Bachelors’ degree

2) Full state certification

3) Demonstration of competency


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Title I, Part A Paraprofessionals

Any paraprofessional working in a Title I, Part A program must have a secondary school diploma or GED AND meet one of the following qualifications:


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1. Have completed at least two years of study at an institution of higher education; or

2. Have obtained an associate’s (or higher) degree; or

3. Have met a rigorous standard of quality and can demonstrate, through a formal state or local academic assessment ---


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-- knowledge of, and the ability to assist in instructing reading, writing, and mathematics; or

-- knowledge of, and the ability to assist in instructing reading readiness, writing readiness, and mathematics readiness, as appropriate.


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ExceptionsExceptions

• Primary responsibility is to serve as a translator; or

• Duties consist solely of conducting parental involvement activities under Title I, Part A


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Who is considered to be a Title I, Part A

paraprofessional on a Title I, Part A Schoolwide

Campus?• Any paraprofessional providing instruction

• Paraprofessionals must be under the direct supervision of a teacher.

Title I, Part A Principals’ Attestation

Principals of Title I, Part A campuses must attest annually that the campus is in compliance with teacher and paraprofessional requirements of Title I, Part A

Title I, Part A Principals’ Attestation

Copies must be maintained

• At each Title I, Part A campus

• District’s central office

• Available to general public for review

• Document is available on NCLB website, under “Sample Forms”


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Title I, Part A Parents Right to Know

A school receiving Title I, Part A funds must provide each individual parent:

the child’s level of achievement in each state academic assessment, and

timely notice if the child has been assigned or taught for 4 or more consecutive weeks by a teacher who is not highly qualified


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Title I, Part AParental Involvement

• Information must be in a language that parents can understand

• Parents must be involved in how the parental involvement reserved funds are to be used

• Must provide materials and “capacity building” training for parents


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Title I, Part A Parental Involvement

• Written district parental involvement policy (plan)

• Written campus parent involvement policy (plan)

• On-going opportunities for involvement


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Title I, Part A School Parent Compacts

• Informal written agreement between the school, parents, and students

• Defines roles and responsibilities for students’ academic success

• Must be developed with parent input

• Must be reviewed and revised annually


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Adequate Yearly Progress• Federal evaluation system created in No Child

Left Behind

• Districts/campuses must reach or exceed state performance targets

• School Improvement Program (SIP) sanctions can be imposed if targets are not met

• Performance targets will rise until they reach 100% in the 2013-2014 school year


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For more information:

Linda Currier

Title I, Part A Consultant

[email protected]

817 740 7544

mailto:[email protected]


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provided by education service center region xi 1 title i, part a overview provided by education...

Documents

purpose of title

title ioptional method

atwo types of title

campus eligibility

entire education program

campus team

training campus plan

resources campus plan