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.
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
#1: School Wide
(All schools in OMSD are considered school wide)
#2: Targeted Assistance
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.
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)
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
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
Under School Choice, the district is responsible 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.
for providing transportation to the new school,
following district guidelines.School Choice
If your child is successful at school and you are 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.
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
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
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 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 in Program Improvement schools must initially meet
OMSD criteria to qualify for SES
L 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 ow income criteria
The district bases low income eligibility upon enrollment in the Free or Reduced Lunch Program#1: First Criteria
Must be at the At-Risk Academic Levels 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
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
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 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)
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
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.
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.
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 differences in services range from location
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
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:
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:
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
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 differences in services range from location 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.
9. The existence and purpose of federally funded Parent Information and Resource Centers (PIRCs) in California.