1. Title I and Families

2. 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 Family Involvement Policy/Plan School-Parent Compact Parents’ Right to Know  Additional support School and Parent Partnerships Business Partnerships 2

3. What is Title I? Title I is a federal grant that:  provides supplemental funds to school districts to assist schools with high concentrations of poverty to meet educational goals  assists with building capacity of parents and teachers  encourages parents to be involved in their children’s education 3

4. 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 4

5. Title I Funding  Districts allocate Title I funds to qualifying schools based on the number of students eligible to receive free/reduced price meals  Title I must supplement District funds  A specified amount of the Title I grant must be spent on Family Involvement and Professional Development  Parents have the right to give input regarding how the school will use its Title I funds 5

6. Title I Programs  All Title I schools in Palm Beach County are schoolwide programs  All students in Title I schools are served, but primary focus is on the lowest achieving students  All staff, resources, and classes are part of the overall schoolwide program 6

7. 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 7

8. Family Involvement Policy/Plan Title I schools must:  adopt and implement parental involvement programs  provide timely information about Title I programs to parents spent  involve parents in making decisions about how Title I funds reserved for parent involvement should be spent 8

9. Family Involvement Policy/Plan Title I schools must:  explain the curriculum, assessments, and the minimum standards that students are required to meet  provide trainings to staff and parents designed to increase student achievement and support family involvement, including literacy training, parent conferencing, etc. 9

10. Family Involvement Policy/Plan Title I schools must:  involve parents in the development of staff trainings and train parents to help other parents  offer a flexible number of meeting/training dates and times 10

11. Title I schools must:  show evidence of continuous communication between the school, families, students, and community  provide documents to show that families were given information translated in their native language 11 Family Involvement Policy/Plan

12. Title I schools must:  provide information on how the school worked with the community, volunteers, and business partners to increase student achievement  develop roles for community organizations and/or businesses in family involvement activities 12

13. Family Involvement Policy/Plan Title I schools must:  monitor and evaluate the strategies of the Family Involvement Policy/Plan periodically  jointly conduct an annual evaluation of the content and effectiveness of the school’s Family Involvement Policy/Plan  use the findings of the evaluation to design and revise strategies for more effective family involvement 13

14. School-Parent Compact  Each school must have a School-Parent Compact that is written by parents and school personnel  The compact sets out the responsibilities of the students, parents, and school staff in striving to raise student achievement  The compact should be shared during parent- teacher conferences  The compact is to be reviewed and signed each year by the parent, student, and teacher 14

15. Parents’ Right to Know  Parents have the right to request and receive timely information regarding the professional qualifications of their child’s teachers and paraprofessionals  Parents must be notified if their child is assigned to or taught for four or more consecutive weeks by a teacher who is not highly qualified 15

16. Parents’ Right to Know  Parents should be provided information regarding the level of achievement of their child on each state academic assessment required by law  To the extent that is feasible, information must be in a language the parents can understand 16

17. Research shows… (Epstein and Associates, 2009) No matter the socio-economic status, when parents are involved, students are more likely to:  attend school regularly  earn better grades  obtain better test scores  pass courses  be promoted to the next grade  adapt to change  have better social skills  graduate  continue their education 17

18. School and Parent Partnership  School should work with parents to ensure child’s success  School and parents should jointly make decisions that affect child’s education  School and parent partnerships are built within School Advisory Councils, District Parent Advisory Council, and school decision making committees 18

19.  School provides opportunities for parents to volunteer time and talents  School offers parent workshops, trainings, and parent/teacher conferences School and Parent Partnership 19

20. School provides materials to help parents work with their children. Some Title I schools have Parent Resource Centers that provide materials and resources that parents may check out to use at home. School and Parent Partnership 20

21. Family + School = Success 21

22. Consequences for Not Making Adequate Yearly Progress (NAYP)

23. 23 Adequate Yearly Progress (AYP) Measures proficiency of all students in reading, math, and writing Measures graduation rates Requires school to make grade of “C” or better Applies consequences if a Title I school does not make AYP in all areas and all subgroups

24. 24 Proficiency Targets for AYP Proficiency targets increase yearly until 100% of students are proficient in 2014. YearReadingMath 2009-1072%+774%+6 2010-1179%+780%+6 2011-1286%+786%+6 2012-1393%+793%+7 2013-14100%+7100%+7

25. 25 Adequate Yearly Progress (AYP) NCLB requires all schools to measure Adequate Yearly Progress (AYP) All public schools receive AYP designations  Non-Title I Schools  Title I Schools  Charter Schools AYP measures progress of nine subgroups

26. 26 Nine Subgroups Total Students White Black Hispanic Asian American Indian Economically Disadvantaged Students Limited English Proficient Students (ELL) Students with Disabilities (SWD)

27. 27 Adequate Yearly Progress (AYP) Report Insert your school’s AYP Report

28. 28 Adequate Yearly Progress AYP ALL schools receive an AYP designation Under the No Child Left Behind Act of 2001, only Title I schools receive consequences if AYP is not met After 2 years of not making AYP (NAYP), a school is identified as a School in Need of Improvement (SINI)

29. 29 Adequate Yearly Progress (AYP) Consequences for Title I schools that did not make AYP (NAYP) are as follows :

30. 30 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 7 Years NAYP - SINI 6*Implement Restructuring Plan, year 2 8 Years NAYP - SINI 7*Implement Restructuring Plan, year 3 9 Years NAYP - SINI 8*Implement Restructuring Plan, year 4 Consequences are cumulative. Each year, new consequences are added to those applied the previous year.

31. 31 NCLB Choice Options for SINI Schools Parents of students attending a Title I school that did not make AYP for two or more consecutive years are offered NCLB Choice for their children’s education. If 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

32. 32 Corrective Action - SINI 3 Replace school 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 for SINI 3 schools:

33. 33 Reopening as public charter school Replacing school staff, including principal Entering into contract with a private entity State takeover Alternative major restructuring reform No Child Left Behind dictates one or more of the following options for restructuring: Planning for Restructuring SINI 4 Schools

34. 34 Restructuring Schools SINI 5 Reopening as public charter school Replacing school staff, including principal Entering into contract with a private entity State takeover Alternative 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

35. 35 Restructuring Schools SINI 6, 7, 8 and 9 Continue implementing Restructuring Plan

36. 36 Two Accountability Systems Federal No Child Left Behind AYP State Differentiated Accountability School Grades + AYP

37. 37 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

38. 38 Discuss your school’s DA Category and District Interventions Florida’s Differentiated Accountability (DA) Plan