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Title I Annual Meeting. What Every Family Needs to Know! Ontario-Montclair School District 13-14 ESEA Section 1118 / 20 U.S.C. Section 6318. No Child Left Behind.

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title i annual meeting
Title I Annual Meeting
  • What Every Family Needs to Know!
  • Ontario-Montclair School District 13-14
  • ESEA Section 1118 / 20 U.S.C. Section 6318
no child left behind
No Child Left Behind
  • In January, 2002, Congress passed the No Child Left Behind (NCLB) Act of 2001. We know that children are more successful in school when parents are involved in their children’s education. Per the law, all districts /schools are required to promote parental involvement as a result of receiving Title I funding. This presentation is just one small piece in promoting a strong tie between schools and families.

The relation that gets created with Teacher and School Administrators has been a great collaboration tool. This is great for the school, parents , and  students. Parents get informed - Students succeed - Schools will do better. Maria Mendoza

DELAC President

Title I is part of the No Child Left Behind Act and provides about $12 billion per year in federal aid to local schools.
  • Title I funds are targeted to schools with high numbers of children from low income families.
  • Over 50,000 public schools receive Title I funds.
  • Title I helped serve over 17 million public school students in order to help ensure that all children meet challenging State academic content and student academic achievement standards.
types of title i programs
Types of Title I Programs

#1: School Wide

(All schools in OMSD are considered school wide)

  • Option for schools with at least 40% of the students in the school from low income families
  • Every student in the school is eligible for Title I services

#2: Targeted Assistance

  • Less than 40% of the students are low income or the school chooses to have a Targeted Assistance program
  • Only low income students are eligible for Title I services.

The NCLB law requires districts to adopt grade-level standards, use the most effective methods and instructional strategies for teaching children and to test their progress each year, as mandated by the State. Under the new NCLB program,

a greater emphasis

has been placed on student academic performance

and parent rights. Schools and districts can be put under sanctions depending on the number of years that they don’t make their annual targets.

ayp adequate yearly progress

Every state that participates in the Title I

program must establish a set of criteria

that guarantees all students will be at

proficiency by the year 2014.

California is using the Standardized

Testing and Reporting (STAR) system as the measuring tool to determine school success. All OMSD 2nd through 8th grade students take the STAR exam between the 143rd and 163rd days of school (usually in April).

AYP (Adequate Yearly Progress)
program improvement

Schools that do not meet all of the proficiency requirements for 2 years are identified as “Program Improvement” schools

This means that the school is not achieving the level of success required by the No Child Left Behind legislation

20% of Title I funds must be set aside for SES and School Choice (approximately 1.6 million dollars for 13-14).

Program Improvement
school choice1

If a school is identified as a Year 1 Program Improvement school, the district must offer parents the opportunity to transfer their students to a non-Program Improvement school. Letters are mailed to every PI school student as soon as STAR scores are received by the district. Letters are usually mailed out late July of early August. Our goal is to help ensure that students who choose school choice are able to start off at their new schools as quickly as possible.

School Choice
school choice2

Under School Choice, the district is responsible

for providing transportation to the new school,

following district guidelines.

School Choice
school choice transfers

If your child is successful at school and you are

happy with your school’s program, you do not need to request a transfer. Remember, the designation “Program Improvement” is based on group data and does not indicate how well your child performed. It also does not take into consideration how much you enjoy and appreciate your home school.

School Choice -Transfers
school choice3

Once a student has been approved as a School Choice transfer, that student will remain at their chosen school until the end of the grade span.

Students do not need to re-apply each year and are able to remain at their new school for as long as they wish.

School Choice
supplemental educational services ses1

Another option for helping students in Program Improvement Year 2-5 schools is Supplemental Educational Services (SES). These are free tutoring services outside of the regular school day. The 2013-2014 Per-Pupil-Rate for

SES in the Ontario-Montclair

School District is

about $1000 dollars.

Supplemental Educational Services (SES)

Due to availability of funds, students in Program Improvement schools must initially meet


OMSD criteria to qualify for SES

1 first criteria

Low income criteria

The district bases low income eligibility upon enrollment in the Free or Reduced Lunch Program

#1: First Criteria
2 second criteria

Must be at the At-Risk Academic Levels

Students must be at the far below basic or below basic achievement levels in English Language Arts or Math on the CST STAR Test

#2: Second Criteria
supplemental educational services ses2

In Supplemental Educational Services, the district will contract with outside agencies to provide additional support for the child outside of the school day and approved by the California Department of Education.

SES Providers are not district employees.

The parents select the company they want to provide tutoring services to their children.

Transportation for SES is not provided by the district.

Supplemental Educational Services (SES)
supplemental educational services ses3

Supplemental Educational Service Fairs will be held to give parents a chance to talk and ask questions on programs offered by each service provider. Fairs are usually held 3 or 4 times during August / September at various middle schools throughout OMSD.

Supplemental Educational Services (SES)
different programs for each ses provider

Each SES Provider develops their own program and differences in services range from location

(home, school, library or a specified outside location) to one-on-one instruction, group-instruction or computer-based instruction.

A brief description of the services provided by each company, with contact information, can be found on the district web page, under State and Federal Programs.

Different Programs for Each SES Provider
parent involvement funding 1
Parent Involvement Funding – 1%
  • At a minimum, schools have to set aside money 1% of their Title I funds for parent involvement activities as listed in their School Parent Involvement Policy. The SSC approves the school’s Single Plan for Student Achievement which includes the jointly developed Parent Involvement Policy as an addendum.
lea parent district policy
LEA Parent District Policy

Each district that receives Title I funds must jointly develop a written parent involvement policy in order to help foster stronger parent participation at the site and school level. It is our belief that by working together we can positively improve student academic performance and achievement. OMSD’s board policy (BP 6020) and Administrative Regulations (AR 6020) related to the parent involvement policy are posted on our web page.

The policy must be reviewed each year related to content and effectiveness. Evaluation findings should help design future strategies for more effective parental involvement at the district and school levels. OMSD’s DELAC and DAC boards (and members) annually review the policy near the end of each school year.

school parent involvement policy
School Parent Involvement Policy

Every Title I school must have a written parent involvement policy - jointly developed with and approved by parents.It should spell out how parents will be involved at the school in a meaningful way, must be in a language and format parents can understand, must help build capacity of parents, must have a parent compact component , and must be reviewed and updated regularly. The school policy is generally distributed to parents near the start of the school year.

All OMSD schools annual review / revise their Parent Involvement Policy and School Compact during the development of their Single Plan for Student Achievement (SPSA). Each school’s SPSA for the following school year is jointly developed with and approved by their School Site Council usually in April or May.

school parent compacts
School Parent Compacts

Every Title I school must have a School Parent Compact, developed with and approved by parents as part of their school ‘s Parent Involvement Policy.

Compacts describe how the school and parents share responsibility for student achievement. Examples would include schools being responsible for providing high quality instruction and curriculum – and parents being responsible for supporting their children’s learning.


School Parent Compacts

On-going communication is an

essential component of the

compact and should include such things as:

♣ Annual parent/teacher conferences

♣ Reports on student progress

♣ Access to staff

♣ Opportunities to volunteer

♣ Opportunities to participate

♣ Opportunities to observe

compact contents
Compact Contents

Compacts must describe how the school will “provide high quality curriculum and instruction in a supportive and effective learning environment” to help students meet state standards.

Compacts should include what the school will do to:

  • Eliminate low level classes so students are challenged;
  • Create effective working relationships with all families;
  • Make sure teachers are highly qualified;
  • Monitor all children’s progress; and
  • Report regularly.
what must the school parent compact include
What must the “School-Parent” Compact include?
  • Ways in which parents will be responsible for supporting their children’s learning (for example, monitoring attendance, homework completion, or television watching; volunteering in their child’s classroom; and participating as appropriate in decisions relating to the education of their children and positive use of extracurricular time); and
  • The importance of communication between teachers and parents on an ongoing basis through, at least:
    • Parent-teacher conferences in elementary schools, at least at least once a year, when the compact will be discussed as it relates to the individual child’s achievement;
    • Frequent reports to parents on their child’s progress; and
    • Reasonable access to staff, opportunities to volunteer and participate in their child’s class, and observation of classroom activities.  [Section 1118(d), ESEA.]
school report cards
School Report Cards

Every school and school district (even non-Title I) must have a report card that includes data for the state, district and local school including:

  • Achievement information by subgroups;
  • Percent of students not tested by subgroups;
  • Information about making adequate yearly progress (AYP);
  • 2 year trend data; and
  • Teacher qualifications.
required notices
Required Notices

Each year, the district and schools have to notify parents in a language and format they can understand (whenever possible) about the following – please be on the look out for these notices and/or look on our web page:

1. School progress (SARC)

2. Schools placed in improvement or corrective action

3. School choice or SES opportunities

  • Title I services
  • School Parent Involvement Policy
  • LEA Parent Involvement Policy
5 nclb teacher qualifications if requested
5. NCLB Teacher Qualifications (if requested)
  • Competency in subjects taught
  • Passed state tests
  • Full certification
  • College degree

If students are taught for 4 or more consecutive weeks by a teacher who is not highly qualified, parents must be notified.

6. Schools must inform parents of limited English proficient children of how they can be involved in their children’s education and be active participants in their child\'s education, including notice of opportunities for and holding regular meetings. Information regarding English Learners must also include program placement and exit requirements of the program.
  • Schools must inform parents of students with the most significant cognitive disabilities that their child’s achievement will be based on alternate achievement standards. They also have to tell parents the actual achievement levels of their students.
  • Student Achievement levels (STAR scores).

9. The existence and purpose of federally funded Parent Information and Resource Centers (PIRCs) in California.