Title I and Families

Purpose of Meeting According to the No Child Left Behind Act of 2001, schools are required to host an Annual Meeting to explain and discuss:  Title I programs and requirements including  Family Involvement Policy/Plan  School-Parent Compact  Parents’ Right to Know  Additional support  School and Parent Partnerships  Family Information Notebook (FIN)

What is Title I? Title I  is a federally funded educational grant  provides supplemental funds to school districts to assist schools with the high concentrations of poverty to meet school educational goals  assists with building capacity of parents and teachers  encourages parents to be involved in their child’s education

Goal of Title I To ensure that all children have the opportunity to obtain a high-quality education and reach proficiency on challenging state academic standards and assessments

Title I Funding  District allocates Title I funds to each qualifying school based on the number of eligible students for free/reduced priced meals  Title I must supplement District funds  A minimum amount of the Title I grant must be spent on Family Involvement and Professional Development  Parents have the right to give input into how the school will use their Title I funds

Title I Programs  All Palm Beach County Title I schools are schoolwide programs  Serve all students in the school, but focus on lowest achieving students  All staff, resources and classes are part of the overall schoolwide program

Family Involvement Policy/Plan  Each Title I school must jointly develop, agree upon, and distribute to parents a written Family Involvement Policy/Plan  The Family Involvement Policy/Plan describes how the school will carry out the parent involvement requirements including the development of a School-Parent Compact

Family Involvement Policy/Plan  Provide timely information about Title I programs to parents  Explain the curriculum, assessments, and the minimum standards that students are required to meet  Offer a flexible number of meeting dates and times spent  Involve parents in the decisions about how Title I Funds reserved for parent involvement are spent

Family Involvement Policy/Plan  Provide documents to show that families were given information translated in their native language  Show evidence of continuous communication between the school, families, students, and community  Provide information on how the school worked with community, volunteers, and business partnerships to increase student achievement

Family Involvement Policy/Plan  Provide trainings to staff and parents on a variety of subjects that address the needs of students and parents to support Family Involvement  Jointly conduct an annual evaluation of the content and effectiveness of the school’s Family Involvement Policy/Plan

Family Involvement Policy/Plan  Continuously monitor and evaluate the strategies of the Family Involvement Policy Plan  Use the findings of the evaluation to design and revise strategies for more effective parent involvement

School-Parent Compact  School must have a School-Parent Compact that is written by parents and school personnel  The compact sets out the responsibilities of the student, parents, and school staff in striving to raise student achievement  The compact should be shared at parent- teacher conferences in elementary schools  The compact is to be reviewed and signed each year by the family, student, and teacher

Parents’ Right to Know  Parents have the right to request and receive timely information on the professional qualifications of their child’s teachers  Parents must be notified if their child is assigned or taught by a teacher who is not highly qualified for four or more consecutive weeks

Parents’ Right to Know  Parents will be provided information on the level of achievement of their child in each of the state academic assessments required by law  Information must be in a language the parents can understand if feasible

Research shows… No matter the socio-economic status, when parents are involved, students are more likely to:  earn better grades  obtain better test scores  pass courses  be promoted to the next grade  attend school regularly  have better social skills  continue their education  adapt to change  graduate

School and Parent Partnership  School works with parents to ensure child’s success  School and parents make decisions that affect child’s education  School and parent partnerships are built within School Advisory Committee, Title I District Parent Advisory Council, and school decision making committees 

 School provides opportunities for parents to volunteer time and talents  School offers parent workshops, trainings and parent/teacher conferences School and Parent Partnership

School provides materials to help parents work with their child. Some Title I schools have Parent Resource Rooms allowing parents to check out materials. School and Parent Partnership

Family Information Notebook  Available in front office of school  Review Title I information such as Parents’ Right to Know, School-Parent Compact, Family Involvement Policy/Plan and much more  Learn about State and District resources such as PIRC (Parent Information Resource Center) and the District Policy

Family + School = Success

The Federal Consequences of Not Making Adequate Yearly Progress (AYP)

22 Federal Adequate Yearly Progress (AYP) Measures proficiency of all students in reading, math, and writing Measures graduation rates School must receive grade of “C” or better If a Title I school does not make AYP in all areas and all subgroups, consequences are applied

23 Proficiency Targets for AYP Each year proficiency targets increase YearReadingMath

24 Federal Adequate Yearly Progress (AYP) NCLB requires all schools to measure Adequate Yearly Progress (AYP) ALL public schools receive AYP Scores  Non-Title I Schools  Title I Schools  Charter Schools AYP measures progress of nine subgroups

25 Nine Subgroups Total Students White Black Hispanic Asian American Indian Economically Disadvantaged Students Limited English Proficient Students (ELL) Students with Disabilities (SWD)

26 No Adequate Yearly Progress (NAYP) ALL schools receive an AYP score Under No Child Left Behind, only Title I schools receive consequences if AYP not met “School in Need of Improvement” (SINI) after 2 years of NAYP

27 Adequate Yearly Progress (AYP) AYP determines which Title I schools and students are eligible for NCLB Choice Options.

28 Adequate Yearly Progress (AYP) Report Insert your school’s AYP Report

29 Federal Consequences for Not Making AYP (NAYP). 1 Year NAYPReview School Improvement Plan – Address subgroups not meeting AYP 2 Years NAYP - SINI 1*Supplemental Educational Services 3 Years NAYP - SINI 2*NCLB Choice Transfer with Transportation 4 Years NAYP - SINI 3*Corrective Action Plan 5 Years NAYP - SINI 4*Planning for Restructuring 6 Years NAYP - SINI 5*Implement Restructuring Plan * Consequences are cumulative. Each year same consequences apply, plus new consequences added

30 NCLB Choice Options for all SINI Schools All parents of students attending a Title I school that does not make AYP for two or more years are offered choices for their child’s education. School did not make AYP NCLB Choice 2 or more Years Remain at Assigned School OR Receive Supplemental Educational Services (SES) (if eligible) 3 or More Years Remain at Assigned School OR Receive Supplemental Educational Services (SES) (if eligible) OR Transfer to Another School

31 Corrective Action - SINI 3 Replace school staff relevant to failure to make AYP Implement new curriculum Decrease management authority at school Extend school year or school day Restructure internal organization of the school No Child Left Behind dictates one or more of the following options:

32 Reopening as public charter school Replacing school staff, including principal Entering into contract with a private entity State takeover Other major restructuring reform No Child Left Behind dictates one or more of the following options for restructuring: Planning for Restructuring - SINI 4

33 Restructuring - SINI 5 Reopening as public charter school Replacing school staff, including principal Entering into contract with a private entity State takeover Other major restructuring reform No Child Left Behind dictates one or more of the following options for restructuring: Implement the Plan prepared while a SINI 4

34 Restructuring - SINI 6 and 7 Continue implementing Restructuring Plan

35 Two Accountability Systems Federal No Child Left Behind - AYP State Differentiated Accountability – School Grades + AYP

36 Two Accountability Systems Uses AYP Schools in Need of Improvement Corrective Action Planning for Restructuring Restructuring Federal No Child Left Behind State Differentiated Accountability Uses AYP and School Grades Prevent IPrevent II Correct ICorrect II Not in DAIntervene

37 Florida’s Differentiated Accountability (DA) Plan DA Categories Prevent I A, B, C, or ungraded schools that have missed AYP for two years in a row or a third year and have met at least 80% of AYP criteria Prevent II D schools that have missed AYP less than two years in a row D schools that have missed AYP for 2 years in a row or a third year A, B, C or ungraded schools that have missed AYP for two years in a row or a third year and have met less than 80% of AYP criteria Correct I A, B, C, or ungraded schools that have missed AYP for four or more years and have met at least 80% of AYP criteria Correct II All F schools regardless of AYP status D Schools that have missed AYP for four or more years A, B, C, or ungraded schools that have missed AYP for four or more years and have met less than 80% of AYP criteria

38 Florida’s Differentiated Accountability (DA) Plan More DA Categories Not in DA  A, B, C, or ungraded schools that have met 100% of AYP criteria for two or more consecutive years  A, B, C or ungraded schools that have not missed AYP for two consecutive years Intervene Current F schools that have earned at least four F grades in the last six years D or F schools that meet three of the following four conditions: 1) Percentage of non-proficient students in reading has increased over last 5 years 2) Percentage of non-proficient students in math has increased over last 5 years 3) 65% or more of students not proficient in reading 4) 65% or more of students not proficient in math

39 Discuss your school’s DA Category and District Interventions Florida’s Differentiated Accountability (DA) Plan