Title I and FamiliesTitle 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 including

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

Additional support School and Parent Partnerships Family Information Notebook (FIN)

What is Title I?Title I is a federally funded educational

grant provides supplemental funds to

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

assists with building capacity of parents and teachers

encourages parents to be involved in their child’s education 

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

Title I Funding

District allocates Title I funds to each qualifying school based on the number of eligible students for free/reduced priced meals

Title I must supplement District funds

A minimum amount of the Title I grant must be spent on Family Involvement and Professional Development

Parents have the right to give input into how the school will use their Title I funds

Title I Programs

All Palm Beach County Title I schools are schoolwide programs

Serve all students in the school, but focus on lowest achieving students

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

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

Family Involvement Policy/Plan

Adopt and implement parental involvement programs

Provide timely information about Title I programs to parents

Involve parents in the decisions about how Title I Funds reserved for parent involvement are spent spent

Family Involvement Policy/Plan

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

Provide trainings to staff and parents on a variety of subjects that address the needs of students and parents to support Family Involvement, including literacy training

Family Involvement Policy/Plan

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

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

Provide information on how the school worked with community, volunteers, and business partnerships to increase student achievement

Develop roles for community organizations and/or businesses in parental involvement activities

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Family Involvement Policy/Plan

Continuously monitor and evaluate the strategies of the Family Involvement Policy/Plan

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 parent involvement

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

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

The compact should be shared at parent-teacher conferences in elementary schools

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

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

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

Parents’ Right to Know

Parents will be provided information on the level of achievement of their child in each of the state academic assessments required by law

Information must be in a language the parents can understand if feasible

Research shows…

No matter the socio-economic status, when parents are involved, students are more likely to:

earn better grades obtain better test scores pass courses be promoted to the next grade attend school regularly have better social skills continue their education adapt to change graduate

School and Parent Partnership

School works with parents to ensure child’s success

School and parents make decisions that affect child’s education

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

School provides opportunities for parents to volunteer time and talents

School offers parent workshops, trainings and parent/teacher conferences

School and Parent Partnership

School provides materials to help parents work with their child. Some Title I schools have Parent Resource Rooms allowing parents to check out materials.

School and Parent Partnership

Family Information Notebook Available in front office of

school

Review Title I information such as Parents’ Right to Know, School-Parent Compact, Family Involvement Policy/Plan and much more

Learn about State and District resources such as PIRC (Parent Information Resource Center) and the District Policy

Family + School = Success

The Federal Consequences of Not

Making Adequate Yearly Progress (AYP)

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Federal Adequate Yearly Progress (AYP) Measures proficiency of all students in

reading, math, and writing Measures graduation rates School must receive grade of

“C” or better If a Title I school does not make AYP in all

areas and all subgroups, consequences are applied

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Proficiency Targets for AYP

Each year proficiency targets increase

Year Reading Math

2009-10 72 +7 74 +6

2010-11 79 +7 80 +6

2011-12 86 +7 86 +6

2012-13 93 +7 93 +7

2013-14 100 +7 100 +7

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

Adequate Yearly Progress (AYP) ALL public schools receive AYP designation

Non-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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No Adequate Yearly Progress (NAYP)

ALL schools receive an AYP designation

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

“School in Need of Improvement” (SINI) after 2 years of NAYP

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Adequate Yearly Progress (AYP)

AYP determines which

Title I schools and students are

eligible for NCLB Choice Options.

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Adequate Yearly Progress (AYP) Report Insert your school’s AYP Report

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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 Services

3 Years NAYP - SINI 2 *NCLB Choice Transfer with Transportation

4 Years NAYP - SINI 3 *Corrective Action Plan

5 Years NAYP - SINI 4 *Planning for Restructuring

6 Years NAYP - SINI 5 *Implement Restructuring Plan

7 Years NAYP - SINI 6 *Implement Restructuring Plan, year 2

8 Years NAYP - SINI 7 *Implement Restructuring Plan, year 3

9 Years NAYP - SINI 8 *Implement Restructuring Plan, year 4

*Consequences are cumulative. Each year same consequences apply, plus new consequences added

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NCLB Choice Options for all SINI Schools

All parents of students attending a Title I school that does not make AYP for two or more years are offered choices for their child’s education.

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)

OR

Transfer to Another School

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Corrective Action - SINI 3

Replace school staff relevant to failure to make AYP

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:

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Reopening as public charter school

Replacing school staff, including principal

Entering into contract with a private entity

State takeover

Other major restructuring reform

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

Planning for Restructuring - SINI 4

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Restructuring - SINI 5

Reopening as public charter school

Replacing school staff, including principal

Entering into contract with a private entity

State takeover

Other 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 - 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 AYP

Schools in Need of Improvement

Corrective Action

Planning for Restructuring

Restructuring

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