Title I and Families

Title I and Families

Purpose of Meeting

According to the No Child Left Behind Act of 2001, schools are required to host an Annual Meeting to explain and discuss: Title I programs and requirements

• Family Involvement Policy/Plan• School-Parent Compact • Parents’ Right to Know

Additional support• School and Parent Partnerships• Business Partnerships

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What is Title I?Title I is a federal grant that: provides supplemental funds to

school districts to assist schools with high concentrations of poverty to meet educational goals

assists with building capacity of parents and teachers

encourages parents to be involved in their children’s education 

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Goal of Title I

To ensure that all children have the opportunity to obtain a high-quality education and reach proficiency on challenging state academic standards and assessments

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Title I Funding Districts allocate Title I funds to

qualifying schools based on the number of students eligible to receive free/reduced price meals

Title I must supplement District funds A specified amount of the Title I grant

must be spent on Family Involvement and Professional Development

Parents have the right to give input regarding how the school will use its Title I funds

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Title I Programs

All Title I schools in Palm Beach County are schoolwide programs

All students in Title I schools are served, but primary focus is on the lowest achieving students

All staff, resources, and classes are part of the overall schoolwide program

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Family Involvement Policy/Plan

Each Title I school must jointly develop, agree upon, and distribute to parents a written Family Involvement Policy/Plan

The Family Involvement Policy/Plan describes how the school will carry out the parent involvement requirements, including the development of a School-Parent Compact

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Family Involvement Policy/Plan

Title I schools must:adopt and implement parental involvement programs

provide timely information about Title I programs to parents

involve parents in making decisions about how Title I funds reserved for parent involvement should be spent

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Family Involvement Policy/Plan

Title I schools must: explain the curriculum,

assessments, and the minimum standards that students are required to meet

provide trainings to staff and parents designed to increase student achievement and support family involvement, including literacy training, parent conferencing, etc.

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Family Involvement Policy/Plan

Title I schools must:

involve parents in the development of staff trainings and train parents to help other parents

offer a flexible number of meeting/training dates and times

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Title I schools must: show evidence of continuous

communication between the school, families, students, and community

provide documents to show that families were given information translated in their native language

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Family Involvement Policy/Plan

Family Involvement Policy/Plan

Title I schools must: provide information on how the

school worked with the community, volunteers, and business partners to increase student achievement

develop roles for community organizations and/or businesses in family involvement activities

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Family Involvement Policy/Plan

Title I schools must: monitor and evaluate the strategies

of the Family Involvement Policy/Plan periodically

jointly conduct an annual evaluation of the content and effectiveness of the school’s Family Involvement Policy/Plan

use the findings of the evaluation to design and revise strategies for more effective family involvement 13

School-Parent Compact Each school must have a School-Parent Compact that is written by parents and school personnel

The compact sets out the responsibilities of the students, parents, and school staff in striving to raise student achievement

The compact should be shared during parent-teacher conferences

The compact is to be reviewed and signed each year by the parent, student, and teacher

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Parents’ Right to Know Parents have the right to request and receive timely information regarding the professional qualifications of their child’s teachers and paraprofessionals

Parents must be notified if their child is assigned to or taught for four or more consecutive weeks by a teacher who is not highly qualified

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Parents’ Right to Know

Parents should be provided information regarding the level of achievement of their child on each state academic assessment required by law

To the extent that is feasible, information must be in a language the parents can understand

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Research shows…(Epstein and Associates, 2009)

No matter the socio-economic status, when parents are involved, students are more likely to: attend school regularly earn better grades obtain better test scores pass courses be promoted to the next grade adapt to change have better social skills graduate continue their education

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School and Parent Partnership School should work with parents to ensure child’s success

School and parents should jointly make decisions that affect child’s education

School and parent partnerships are built within School Advisory Councils, District Parent Advisory Council, and school decision making committees 18

School provides opportunities for parents to volunteer time and talents

School offers parent workshops, trainings, and parent/teacher conferences

School and Parent Partnership

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School provides materials to help parents work with their children. Some Title I schools have Parent Resource Centers that provide materials and resources that parents may check out to use at home.

School and Parent Partnership

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Family + School = Success

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Consequences for Not Making Adequate Yearly Progress

(NAYP)

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Adequate Yearly Progress (AYP)

Measures proficiency of all students in reading, math, and writing

Measures graduation rates Requires school to make

grade of “C” or better Applies consequences if a Title I school

does not make AYP in all areas and all subgroups

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Proficiency Targets for AYP

Proficiency targets increase yearly until 100% of students are proficient in 2014.

Year Reading Math

2009-10 72% +7 74% +62010-11 79% +7 80% +62011-12 86% +7 86% +62012-13 93% +7 93% +72013-14 100% +7 100% +7

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Adequate Yearly Progress (AYP)

NCLB requires all schools to measure Adequate Yearly Progress (AYP)

All public schools receive AYP designationsNon-Title I SchoolsTitle I SchoolsCharter Schools

AYP measures progress of nine subgroups

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Nine Subgroups Total Students White Black Hispanic Asian American Indian

Economically Disadvantaged Students

Limited English Proficient Students (ELL)

Students with Disabilities (SWD)

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Adequate Yearly Progress (AYP) Report

Insert your school’s AYP Report

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Adequate Yearly Progress AYP

ALL schools receive an AYP designation

Under the No Child Left Behind Act of 2001, only Title I schools receive consequences if AYP is not met

After 2 years of not making AYP (NAYP), a school is identified as a School in Need of Improvement (SINI)

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Adequate Yearly Progress (AYP)

Consequences for Title I schools that did not make AYP (NAYP) are as follows :

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Federal Consequences for Not Making AYP (NAYP)

1 Year NAYP Review School Improvement Plan –Address subgroups not meeting AYP

2 Years NAYP - SINI 1 *Supplemental Educational Services3 Years NAYP - SINI 2 *NCLB Choice Transfer with Transportation 4 Years NAYP - SINI 3 *Corrective Action Plan5 Years NAYP - SINI 4 *Planning for Restructuring 6 Years NAYP - SINI 5 *Implement Restructuring Plan 7 Years NAYP - SINI 6 *Implement Restructuring Plan, year 28 Years NAYP - SINI 7 *Implement Restructuring Plan, year 39 Years NAYP - SINI 8 *Implement Restructuring Plan, year 4

Consequences are cumulative. Each year, new consequences are added to those applied the previous year.

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NCLB Choice Options for SINI Schools

Parents of students attending a Title I school that did not make AYP for two or more consecutive years are offered NCLB Choice for their children’s education.

If school did not make AYP NCLB Choice

2 or more Years

Remain at Assigned School OR Receive

Supplemental Educational Services (SES)(if eligible)

3 or More Years

Remain at Assigned School OR Receive

Supplemental Educational Services (SES)(if eligible)

ORTransfer to Another School

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Corrective Action - SINI 3

Replace school Implement new curriculum Decrease management authority at school Extend school year or school day Restructure internal organization of the

school

No Child Left Behind dictates one or more of the following options for SINI 3 schools:

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Reopening as public charter school Replacing school staff, including principal Entering into contract with a private entity State takeover Alternative major restructuring reform

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

Planning for Restructuring SINI 4 Schools

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Restructuring Schools SINI 5

Reopening as public charter school Replacing school staff, including principal Entering into contract with a private entity State takeover Alternative major restructuring reform

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

**Implement the plan prepared while a SINI 4

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Restructuring Schools SINI 6, 7, 8 and 9

Continue implementing Restructuring Plan

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Two Accountability Systems

Federal No Child Left Behind

AYP

State Differentiated Accountability

School Grades + AYP

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Two Accountability Systems

Uses AYPSchools in Need of ImprovementCorrective ActionPlanning for RestructuringRestructuring

Federal No Child Left

Behind

State Differentiated Accountability

Uses AYP and School Grades

Prevent I Prevent II

Correct I Correct II

Not in DA Intervene

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Discuss your school’s DA Category and

District Interventions

Florida’s Differentiated Accountability (DA) Plan