Provided by Education Service Center Region XI 1 Title I, Part A Overview Provided by Education Service Center Region XI

Provided by Education Service Center Region XI 2 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

Provided by Education Service Center Region XI 4 Campus Eligibility for Title I, Part A 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

Campus Eligibility for Title I, Part A 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

Provided by Education Service Center Region XI 6 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

Provided by Education Service Center Region XI 7 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

Provided by Education Service Center Region XI 8 Who Can Be Served in Title I, Part A Two types of Title I, Part A programs Targeted Assistance Schoolwide

Provided by Education Service Center Region XI 9 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 Programs Eligibility 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

Provided by Education Service Center Region XI 12 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

Provided by Education Service Center Region XI 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

Provided by Education Service Center Region XI Schoolwide Components Parental 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

Provided by Education Service Center Region XI 17 Targeted Assistance Campus Improvement Plans 1.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

Provided by Education Service Center Region XI 18 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

Provided by Education Service Center Region XI 19 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

Provided by Education Service Center Region XI 20 Highly Qualified Teachers To ensure that low-income and minority students are not taught by unqualified, out-of-field, or inexperienced teachers

Provided by Education Service Center Region XI 21 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

Provided by Education Service Center Region XI 22 Core Subject Areas English reading or language arts mathematics science foreign languages civics & government economics Arts - music, art, dance or theatre history geography

Provided by Education Service Center Region XI 23 Highly Qualified Teachers Determined by meeting all three requirements 1) Bachelors’ degree 2) Full state certification 3) Demonstration of competency

Provided by Education Service Center Region XI 24 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:

Provided by Education Service Center Region XI 25 Title I, Part A Paraprofessionals 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 ---

Provided by Education Service Center Region XI 26 Title I, Part A Paraprofessionals -- 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.

Provided by Education Service Center Region XI 27 Title I, Part A Paraprofessionals Exceptions Primary responsibility is to serve as a translator; or Duties consist solely of conducting parental involvement activities under Title I, Part A

Provided by Education Service Center Region XI 28 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”

Provided by Education Service Center Region XI 31 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

Provided by Education Service Center Region XI 32 Title I, Part A Parental 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

Provided by Education Service Center Region XI 33 Title I, Part A Parental Involvement Written district parental involvement policy (plan) Written campus parent involvement policy (plan) On-going opportunities for involvement

Provided by Education Service Center Region XI 34 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

Provided by Education Service Center Region XI 35 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 school year

Provided by Education Service Center Region XI 36 For more information: Linda Currier Title I, Part A Consultant

Provided by Education Service Center Region XI 37