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Title I Faculty Presentation (Faculty Title I and AYP Combined Presentation). Department of Federal and State Programs 434-8017 or PX 48017. No Child Left Behind Act.

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Title I Faculty Presentation (Faculty Title I and AYP Combined Presentation)

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Title i faculty presentation faculty title i and ayp combined presentation

Title I Faculty Presentation(Faculty Title I and AYP Combined Presentation)

Department of Federal and State Programs

434-8017 or PX 48017


No child left behind act

No Child Left Behind Act

  • NCLB is the reauthorization of the Elementary and Secondary Education Act originally passed under President Johnson’s Administration

  • Title I is part of the NCLB Act

  • All requirements regarding Title I are specified in theNCLB Act of 2001


Title i schools

Title I Schools

  • 125 Title I schools in Palm Beach County for FY12

    • 100 Public Schools

    • 19 Charter Schools

    • 6 Alternative Schools

  • Charter and Alternative Schools must follow same requirements as other public schools.


  • Purpose of title i

    Purpose of Title I

    • To ensure ALL children have a fair, equitable, and significant opportunity for a high quality education


    Qualifying for fy12 title i funding

    Qualifying for FY12 Title I Funding

    • Each year schools are identified as Title I based on the percentage of students in the school eligible for free and reduced (f/r) price meals on Date Certain.

    • Date Certain for the FY12 school year was December 17, 2010.

    • Schools meeting the minimum percentage qualify for Title I funding. The FY12 percentage is 49.5%.


    Qualifying for fy12 title i funding1

    Qualifying for FY12 Title I Funding

    • The number of eligible students is multiplied by the per pupil allocation.

      Example

    • On Date Certain, 312 students were eligible for f/r priced meals at Sunshine Elementary. This group represents 69% of the total student population.

      Per pupil allocation = $355 (set by District)

      School allocation = 312 x $355 or $110,760


    Highly qualified staff

    Highly Qualified Staff

    • ALL core subject area teachers must be highly qualified:

      • Bachelor’s degree

      • State certification

      • For elementary teachers, a subject area exam or completed HOUSSE plan or NBPTS certificate for appropriate level or completed Out of State HQ Verification Form

      • For new middle/secondary teachers, a subject area exam or completed HOUSSE plan for the appropriate subject and level or NBPTS certificate for appropriate subject area and level or completed Out of State HQ Verification Form


    Highly qualified staff1

    Highly Qualified Staff

    • Teachers must be highly qualified upon hiring in the following content areas: elementary education, reading, math, science, history, civics and government, economics, geography, music, art, and drama, English, and foreign languages

    • ALL non-instructional staffproviding academic support to studentsmust be highly qualified:

      • Two years of college or

      • 60 college credits or

      • Pass a rigorous test


    Professional development

    Professional Development

    • Must be evidenced-based and on-going

    • Must be reflected in the School Improvement Plan/Schoolwide Plan (SIP/SWP)

    • Must address the needs of students in all subgroups with an emphasis on those not meeting AYP

    • All out-of-county/state travel must be documented in the SIP/SWP and related to subgroups not meeting AYP


    Required for audit documentation

    Required for Audit Documentation

    10


    Parents right to know

    Parents’ Right to Know

    • The professional qualifications of their child’s classroom teacher and paraprofessional.

    • If their child is taught by a teacher who is not highly qualified for four or more consecutive weeks, the parents must receive timely notice.

    • FCAT results must be provided to parents, in an appropriate language, regarding the achievement level of their child.


    Family involvement

    Family Involvement

    • Karen Mapp, parent involvement researcher at Harvard Graduate School of Education, says students in schools with solid family involvement programs:

      • Are more likely to enroll in higher-level programs and earn more credits

      • Have better social skills, behavior, and adapt more easily to school

      • Attend more regularly and are more likely to graduate


    Family involvement1

    Family Involvement

    School-Parent Compact

    A compact is an agreement between the home and the school, which outlines how families, staff and students will share the responsibility for improving student achievement.

    • Written with input from parents and staff

    • Required to document distribution of Compact

    • Compact reviewed with parents at a parent/teacher conference

    • Addresses the importance of communication between teachers and parents on an ongoing basis


    Family involvement2

    Family Involvement

    Family Involvement Policy/Plan

    • Jointly developed with input from parents and staff

      • Required to document distribution of Family Involvement Policy

      • Provide parent trainings and meetings at flexible times

      • Involve parents in an organized, ongoing and timely way in planning, reviewing, and improving Title I programs

      • Provide parents with an opportunity to submit dissenting views if the SIP/SWP is not acceptable to them

  • Educate teachers and other staff on the value and contributions of parents; how to reach out to, communicate with, and work with parents


  • Family involvement3

    Family Involvement

    Positive Impact Activities:

    • Frequent face-to-face, written, and phone contact between teachers and parents

    • School-based parent activities, which help train parents to work with their children at home

    • Interactive homework assignments that require parents to participate in learning

    • www.floridapirc.usf.edu Parental Information and Resource Center (PIRC)


    The federal consequences of not making adequate yearly progress ayp

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


    Adequate yearly progress

    Adequate Yearly Progress

    • AYP reports the performance and participation of nine subgroups according to:

      • Race/ethnicity – Total, White, Black, Hispanic, Asian, American Indian

      • Socio-economics

      • Students with Disabilities (SWD)

      • Limited English Proficient (LEP/ELL)

  • AYP Measures proficiency of all students in reading, mathematics, and writing


  • Adequate yearly progress1

    Adequate Yearly Progress

    • Measures graduation rates

    • School must receive grade of “C” or better

    • If a Title I school does not meet AYP, consequences are applied.

    • AYP determines which Title I schools and students are eligible for Public School Choice


    Proficiency targets for ayp

    Proficiency Targetsfor AYP

    Each year proficiency targets increase.


    Proficiency targets for ayp1

    Proficiency Targetsfor AYP

    **Insert your school’s AYP Report**


    Consequences for not making ayp

    Consequences For Not Making AYP

    All schools receive AYP designation, but only Title I Schools receive consequences for not meeting AYP and are identified as School in Need of Improvement (SINI). The following chart shows the accumulation of consequences for not making AYP (NAYP).


    Nclb choice options for sini schools

    NCLB Choice Options for SINI Schools

    All parents of students attending a Title I school that does not meet AYP for two or more years are offered choices for their child’s education.


    Corrective action sini 3 4 years nayp

    Corrective Action – SINI 3(4 years NAYP)

    No Child Left Behind dictates one or more of the following options for corrective action:

    • 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


    Planning for restructuring sini 4 5 years nayp

    Planning for Restructuring – SINI 4 (5 years NAYP)

    No Child Left Behind dictates one or more of the following options for restructuring:

    • Reopen as a public charter school

    • Replace school staff, including principal

    • Enter into contract with a private entity

    • State takeover

    • Other major restructuring reform


    Restructuring sini 5 6 years nayp

    Restructuring – SINI 5+ (6 +years NAYP)

    No Child Left Behind dictates one or more of the following options for restructuring:

    (Implement the Plan prepared while a SINI 4)

    • Reopen as a public charter school

    • Replace school staff, including principal

    • Enter into contract with a private entity

    • State takeover

    • Other major restructuring reform


    Two accountability systems

    Two Accountability Systems

    Federal

    No Child Left Behind

    (Title I Schools Only)

    State

    Differentiated Accountability

    (All Schools)

    NOTE: Different requirement/consequences

    for each accountability system.


    Florida s differentiated accountability da plan

    Florida’s Differentiated Accountability (DA) Plan

    • Discuss your school’s DA Category and District Interventions


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