What Teachers Need to Know! Federal Programs What Teachers Need to Know!

Elementary and Secondary Education Act (ESEA) Each school and school district are measured by how well students are progressing towards and meeting standards. All students are required to make progress as measured by state tests (Georgia Milestones) or District test (Student Learning Objectives) Georgia Milestones assess academic subjects (reading, ELA, math, science, & SS) SLOs assess all courses not assessed on the Georgia EOC or EOG

What is Title I? Provides financial assistance to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and to achieve at a minimum on state academic achievement standards and state academic assessments.

Why does our school receive Title I funding? Schools in which 35% or more of students are from low-income families may receive Title I funding. All schools in Crisp County qualify for school-wide Title I Programs. Poverty rate of about 98%

How may Title I funds be used? The majority of Crisp County’s Title I funds are allocated to schools for use in improving instruction and student achievement. Title I funds in a schoolwide program may be used to hire additional staff, purchase additional supplies and technology, pay for after/before/Saturday/Summer school programs, provide professional learning opportunities to staff members at the school, and provide parent workshops and training. Title I funds may only be spent on the academic content areas of English/Language Arts/Reading, Mathematics, Science, and Social Studies. Be sure to

Title II, Part A Improving teacher and principal effectiveness and increasing the number of highly qualified teachers in the classroom and highly qualified principals and assistant principals in schools; and

Teacher Qualifications All teachers and paraprofessionals in Title I schools must meet requirements to be “highly qualified.” Parents of students in Title I schools have the right to know the professional qualifications of staff working with their child. Crisp County only hires highly qualified paraprofessionals and attempts to retain and maintain 100% HiQ teachers.

Title III  Ensures that limited-English-proficient (LEP) students (called English learners), including immigrant children and youths, attain English proficiency and meet the same challenging academic content and achievement standards that other students are expected to meet. 

Migrant The Migrant Education Program (MEP) provides supplemental support beyond what is offered in the classroom for migrant children to ensure they have the opportunity to meet the same challenging state content and student performance standards that all children are expected to meet. Examples of services: tutorial, after school programs, summer programs, supportive services.

McKinney Vento Homeless Assistance Act Addresses the problems that homeless children and youth have faced in enrolling, attending, and succeeding in school. Anyone having a concern regarding any child or youth that may be homeless should contact the following for assistance: Lisa Simpson at lsimpson@crispschools.org, Pamela Braziel at pbraziel@crispschools.org or 229-26-3400, or The Building Administrator For more information regarding Crisp County’s policies and procedures to assist homeless students, please visit the Federal Programs link at www.crispschools.org

How To Be An Be An Effective Teacher By Harry Wong The First Days of School How To Be An Be An Effective Teacher By Harry Wong

The First Days Are Critical What you do on the first days of school will determine your success or failure for the rest of the school year. You will either win or lose your class on the first days of school.

Dress for Sucess You do not get a second chance at a first impression. It is not what is, but what is perceived. You dress for four main effects: Credibility Acceptance Authority Respect

Top Dozen “To Do’s” Before School Starts 1. Plan seating assignments. This prevents misbehaving because students believe, “S/he knows who I am.” Determine essential procedures for a smooth-running classroom Plan! Post rules (3-5) Identify a location to post daily agenda (“Today’s Targets”) Create a daily routine for the first 5 min. of class (Bellringers)

Anticipate and prepare all supplies needed (dry erase markers, hall passes, stapler, tape, etc.) Over PLAN! Organize and prepare classroom so it is ready for learning. Think of ways to learn students’ names quickly Introduce yourself to the teachers next door and across the hall Commit to connecting with each student daily through eye contact, greetings, acknowledgements, quick notes, high five, etc.

Create a positive classroom community by - Establishing routines and work habits in students first; worry about content later Teaching organizational skills Learning students’ names Planning your first day down to the minute Standing as you speak- walk around the room to monitor student progress and increase on-task behaviors Using a firm but soft voice Beginning many sentences with “You will…”

… and …. Standing outside your door when students arrive. This establishes authority and suggests you consider them important enough to be waiting on them.

Parent Conference Are you prepared?

Document, Document, DOCUMENT! Keep accurate documentation of all academic and behavioral problems - Use notebook with one page designated for each student, 3x5 index card, back of information sheet Provide specific, factual, observable data Keep folder with student work, copies of correspondence, notes of phone conversations

The All-Important Conference Begin and focus on the positives, as well as the areas that need improvement. Consider asking your mentor, counselor, or a member of the administrative staff to be in attendance. However, parents need to be informed if additional school personnel will be present.  

A Teacher’s Influence “I've come to the frightening conclusion that I am the decisive element in the classroom. It's my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child's life miserable or joyous.

Dr. Haim Ginott Teacher and Child (1976) I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized.” Dr. Haim Ginott Teacher and Child (1976)

Questions? You may also contact: Pamela Braziel Federal Programs Director pbraziel@crispschools.org 229-276-3400