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Understanding Title I

Understanding Title I

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Understanding Title I

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  1. Understanding Title I Title I Section Utah State Office of Education Presentation for New Title I Directors

  2. Title I Defined • Title I is a federally funded program under the Elementary and Secondary Education Act of 1965 (ESEA). • Title I, Part A provides Utah approximately $92 million each year to help higher poverty schools provide supplemental educational services to meet the needs of educationally disadvantaged students.

  3. Purposes of Title I • Help students to achieve proficiency on state academic standards (primarily in Reading/Language Arts and Mathematics) • Build teacher capacity through quality professional development • Enhance parents’ abilities to help their children succeed through quality parental involvement activities

  4. Schools Eligible for Title I • A Title I school receives Title I funds under the following guidelines: • The percent of low-income children in a given school must equal or exceed district average poverty (or above 35% for LEAs with an average poverty above 35%). • To be eligible for Title I funds, a charter school must have at least 10 low income children. • In Utah, low income students are typically identified through the free/reduced lunch application (or proxy methodology).

  5. Title I School Defined • LEAs (districts and multi-school charters) are required to rank order (from high to low) all schools with 75% or greater poverty. The law requires each LEA provide Title I services to all schools* with a 75% or greater poverty. • LEAs (districts and multi-school charters) rank order (from high to low) all remaining schools in either district or grade span. LEAs may provide Title I services to schools with a poverty rate at or above the district average poverty as long as there are sufficient funds to provide the minimum amount of funding required to each school in rank order.

  6. Title I Eligibility WorksheetUp and Coming School District: District Average Poverty: 47.3%

  7. Title I Requirements • LEA Plan (District or Charter School) must annually submit the Utah Consolidated Application (UCA) • The LEA Plan (UCA) needs to be developed with input from key stakeholders: • Administrators • Parents • School Instructional staff • Students (secondary only) • Title I staff  • External support providers (optional)

  8. Targeted Assistance Schools • Schools with less than 40% poverty* must use the Targeted Assistance model. • Use Title I funds only for supplementary educational services for eligible children. • Identify as eligible those students who are failing or most at risk of failing to achieve state academic standards in reading/language arts and mathematics. • Prioritize and serve only eligible students in rank order to provide services to those in greatest need (regardless of income level).

  9. Targeted Assistance Schools • Establish staffing patterns and schedules of services to meet the needs of students. • Minimize the removal of students from the regular classroom during classroom instructional time. • Actively involve the classroom teacher in assessing individual student performance and planning additional services. Targeted Assistance Checklist available at: Charts/ComponentsofaTargetedAssistancePlan.pdf

  10. Comprehensive Schoolwide Schools • At least 40% poverty. • Create a plan that integrates a comprehensive needs assessment and schoolwide reform strategies (typically 1 year to develop plan). • Flexibility in use of funds. • Maintains schoolwide mission and goals that shape school decisions and help all students achieve high standards. Schoolwide Plan Checklist and Planning Template: Charts/ComponentsofaSchoolwidePlan.pdf

  11. Use of Title I Funds • Implement school goals and objectives. • Support individual student achievement. • Supplement not Supplant other state and federal funding sources. Title I funds may not be used to pay for services that should be provided under state and/or other federal funding.

  12. Effective Uses of Title I Funds • Supplemental personnel • Professional development • Textbooks and Supplies • Extended day/year program • Early childhood program • Parent involvement activities • Full and/or extended day kindergarten • Counseling • Accelerated, high quality curriculum that enables disadvantaged students to achieve challenging standards

  13. Improving Student Achievement • Title I schools must implement research-based instructional strategies. • Consider extended learning time options to help students needing additional help. • Before and after school programs • Summer school programs • Intersession or Saturday school programs • Other extended-day programs

  14. Improving Student Achievement • Ensure that primary core instruction is delivered by highly qualified teachers • Timely identification of learning needs through assessment • Targeted interventions for those students who need additional instructional help • Annual review of school academic progress through the new Utah Comprehensive Accountability System (UCAS)

  15. Professional Development • School plans describe the professional development that will be provided to support teachers in meeting student needs. • Quality professional development includes strategies that are ongoing and provide follow-up support to help teachers successfully implement strategies. • Professional development activities are to meet research-based standards as defined in ESEA.

  16. Parent Involvement Requirements • LEA Parent Involvement Policy • School Parent Involvement Policy • School-Parent Compact • Parents “Right to Know” requirement • Input into planning and implementation of parent involvement activities • Access to assessment and evaluation data • Set-aside (1% for LEAs receiving $500,000 in Title I)

  17. Highly Qualified Staff • Teachers must meet the Highly Qualified Teacher (HQT) requirements of ESEA (ARL teachers need to have passed Praxis). • Paraprofessionals must meet ESEA highly qualified requirements. In schoolwide programs, all instructional paraprofessionals must meet the same requirement. • Services provided by paraprofessionals must be under the direct supervision of and in close proximity to a Highly Qualified Teacher.

  18. Evaluation & Accountability • Identify additional assessment instruments that will be used to determine student progress and program effectiveness. • Annually review UCAS reports to determine if schools achieve Annual Measureable Objectives (AMOs) and report to the public. • Identify Title I schools needing improvement based on Priority, Focus, or other schools not achieving AMOs with the largest in-school achievement gaps.

  19. Title I School Improvement Process Title I School Improvement: • Parent Notification • Establish school leadership team • Contract and work with School Support Team (SST) • SST conducts the school appraisal • Revise/develop School Improvement Plan (SIP) based on appraisal results • Conduct a Peer Review of the proposed SIP • Present SIP to local board • Implement the SIP • Monitor and report school progress

  20. Reports, Applications, & Monitoring All local education agencies receiving Title I funds are required to annually submit: • Title I Statistical/Performance Report • Private Schools Checklist/Plan • Utah Consolidated Application (UCA) • Title I Comparability Report • Annual Web-based Desktop Monitoring • On-site Monitoring Visit - every four years.

  21. Title I Private Schools Requirements • Identify private schools within LEA boundaries • Annual consultation with private schools • Set-asides • Services • Title I Private School Checklist

  22. Title I Contact Information Karl Wilson Director (801) 538-7509 Sarah Moore Admin Assist/UCA (801) 538-7756 Ann White Coordinator (801) 538-7827 Becky Donaldson School Improvement (801) 538-7869 Kreig Kelley Monitoring (801) 538-7975 Sandra Grant Fiscal/Monitoring (801) 538-7844 Max Lang Migrant/Homeless (801) 538-7725 Lisa Wisham 21st CCLC (801) 538-7825