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Title I: A Definition of Participation & Services
What is Title I?
Title I began with the passage of the Elementary and Secondary Education Act of 1965, and it is the single largest federal funding source for education. Its purpose is to ensure that all children have a fair, equal, and significant opportunity to get a high-quality education and at a minimum, reach proficiency on challenging state academic standards. It accomplishes this purpose by ensuring that there are high-quality assessments, accountability systems, teacher preparation & training, and instructional materials aligned with state academic standards so that students, teachers, parents, and administrators can measure progress against common expectations for student achievement. Title I also meets the needs of low-achieving students and closes the gap between high- and low-performing children and advantaged and disadvantaged children. It distributes and targets resources to make a difference in schools and improves accountability, teaching, and learning.
What is a Title I school and what does it have to do with No Child Left Behind?
A Title I school is a school that receives Title I money, the largest single federal funding source for education. All Wilcox County Schools receive some form of Title I funding. Schools use Title I funds help students who are behind academically or at risk of falling behind. Services can include: hiring teachers to reduce class size, tutoring, computer labs, parental involvement activities, professional development, purchase of materials and supplies, pre-kindergarten programs, and hiring teacher assistants or others.
How is Title I school funding determined?
Title I is a federal entitlement program, or non-competitive formula fund
allocated on the basis of student enrollment for ages 5-17, and census poverty and other data. The U.S. Department of Education distributes these funds to State Education Agencies (SEAs) that in turn, distribute the funds to Local Education Agencies (LEAs) or school districts. This funding includes a 1% set aside that must be used for parental involvement. Parents have a right to know how this money is spent at their child’s school.
Are there different types of Title I schools?
Yes. Funding supports Title I Schoolwide Programs and Targeted Assistance Schools, depending on the level of poverty in the school and how the school wants to function.
Schoolwide Program schools have 40 percent or more of the children on free or reduced-price lunch and go through a one-year planning process. Schoolwide Programs have flexibility in using their Title I funds, in conjunction with other funds in the school, to upgrade the operation of the entire school. Targeted Assistance Schools have 35
percent or more of the students on free or reduced-price lunch and use Title I funds to focus on helping the students most at risk of academic failure on state assessments. ABC Elementary is a Schoolwide Title I school.
What are the state and federal standards for low-income students and schools in poverty?
Low-income students are defined as those meeting free or reduced-price lunch criteria. Schools in poverty are defined by the percentage of low-income students. A Title I school must have: 1) a percentage of low-income students that is at least as high as the district's overall percentage; or 2) have at least 35 percent low-income students (whichever is
the lower of the two figures).
What happens to Title I schools that do not make Adequate Yearly Progress (AYP)?
Title I schools not making AYP in the same subject (reading/language arts or mathematics) for two years in a row are identified for Title I School Improvement. In the first and subsequent years of Title I School Improvement, the school must provide
students with public school choice. In the second and subsequent years of Title I School Improvement, schools must offer tutoring services to economically disadvantaged students who choose not to transfer. These special tutoring services, known as supplemental educational services (SES), are offered while continuing to offer transfer option(s) to all students. For districts participating in a federal SES pilot program, the options are reversed. Schools in these districts offer SES after not making AYP in the same subject for two years in a row and offer transfer options in the
next year if they continue to not make AYP. In the third year of Title I School Improvement, schools must take corrective actions, such as replacing school staff,
implementing a new curriculum, or changing the school's internal organization structure while continuing to offer choice and SES. In the fourth year of Title I School Improvement, schools must plan for restructuring. Schools in the fifth year of Title I School Improvement must implement the restructuring plan. ABC Elementary School has consistently met the AYP standards.
After… / Then… / School Must Implement…1 year of not making Adequate Yearly
Progress (AYP) in mathematics or
reading/language arts, / The school addresses challenge areas, / No sanctions under NCLB.
2 consecutive years of not making
AYP in the same subject, / The school enters Year 1 of Title I
Improvement at the beginning of the
next school year / School choice, unless the school is in
a pilot district offering supplemental
educational services as the first year
option, and receives technical assistance
3 years of not making AYP in the
same subject, / The school enters Year 2 of Title I
Improvement at the beginning of the
next school year / School choice, supplemental
educational services and receives
technical assistance.
4 years of not making AYP in the
same subject, / The school enters Year 3 of Title I
Improvement at the beginning of the
next school year / School choice, supplemental educational
services, corrective action and receives
technical assistance.
5 years of not making AYP in the
same subject, / The school enters Year 4 of Title I
Improvement at the beginning of the
next school year / School choice, supplemental educational
services, devises a plan for restructuring
and receives technical assistance.
6 years of not making AYP in the same subject / The school enters Year 5 of Title I
Improvement at the beginning of the next school year / School choice, supplemental educational
services, restructuring and receives technical assistance
How do regulations regarding parent communication and involvement differ at Title I schools?
Title I schools are required to notify parents of their rights to receive certain information. Parents may request information concerning the professional qualifications of their child's teacher(s) including the degrees held, certifications held, and whether the teacher is certified in the area he/she is teaching. Title I schools must notify parents if their child has been assigned, or has been taught for at least four consecutive weeks by a teacher who does not meet the "Highly Qualified" definition. Parents also may request information concerning whether or not their child is receiving instruction by teacher assistants, and if so, their qualifications. The law states that parents in Title I schools:
• Have a right to be involved in the planning and implementation of the parent involvement program in their school.
• Can receive materials and training for parents and staff to foster greater parent involvement.
• Must have the opportunity to jointly develop, with school staff, a school-parent compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the state's high standards.
The School Curriculum & Continuous Improvement Plan: What They Mean to You
What is the School Curriculum?
School curriculum is the set instructional plan of courses and their content. It includes the instructional objectives, skills, and lessons for a particular subject. ABC Elementary School follows the Wilcox County School System’s curriculum which is based on the Alabama Course of Study for each academic subject, and incorporates state initiatives such as the Alabama Reading Initiative (ARI) and the Alabama Math, Science, and Technology Initiative (AMSTI).
What is a Continuous Improvement Plan (CIP)?
The Continuous Improvement Plan (CIP) is the driving force in Title I schools. This document examines a variety of factors that influence student achievement. The examination of those factors is used to identify the most important needs of the school. A plan is then developed to address those needs with the ultimate goal being the improvement of student achievement.
What data is examined for the CIP and what happens next?
ABC Elementary School examines classroom performance and data from the following assessments: SAT-10, Alabama Reading and Mathematics Test (ARMT), Alabama Direct Assessment of Writing (ADAW), the Alabama Science Assessment (ASA), and DIBELS. The school also examines data from parent surveys and the PRIDE survey. Student and teacher attendance, existing technology, and school demographics are also considered. Based on the information gathered, a minimum of two goals are identified (ex: ARMT reading scores will increase by 5% on spring 2010 testing), and plans are made for reaching those goals. The plans can include but are not limited to supplemental services, extra materials, professional development for teachers, and workshops for parents.
How are parents involved in the development of the CIP?
Parents are a part of the CIP committee. All parents are surveyed to gather input of parent feelings about the school and school needs. The CIP is explained at the annual meeting each year. It is available in the school office and in the school library for parent review and comment.
Does the CIP change?
Yes. The CIP must be revised each year.
The Parental Involvement Plan
Parents are a critical part of a school’s success. Title I recognizes that fact and requires each school to have a parental involvement plan. This plan addresses communication, resources, and activities that can help parents play an active, meaningful role in their child’s education.
Communication
ABC Elementary School communicates with parents consistently and in a variety of ways including:
*School Newsletter
*School Website
*Parent Handbook
*Grade-Level Communication
*Local Newspaper
Parental Input
Parents are encouraged to contact the school by phone or letter with concerns, comments, or questions. Surveys are used to gather information from parents and guardians with regards to their feelings about the school, areas for improvement, and involvement needs. Input is also collected during parenting events.
Activities
ABC Elementary encourages parents to visit the school at any time, but special activities are also planned to provide meaningful opportunities for parental involvement. These activities include, but are not limited to, “Back-to-School Night,” PTA, Parenting Day, academic workshops, and performance programs.