U.S. DEPARTMENT OF EDUCATION. Title I - Part A In a nutshell….a primer.
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Transcript of U.S. DEPARTMENT OF EDUCATION. Title I - Part A In a nutshell….a primer.
U.S. DEPARTMENT OF EDUCATION
Title I - Part A
In a nutshell….a primer
What is Title I?
• Supplemental Federal funding for improving student achievement, especially in high-poverty schools
• A program which provides extra academic support and learning opportunities for children farthest from meeting challenging State standards
Show me the money !!
$ 8.4 billion was distributed to the 50 states, DC, Puerto Rico, BIA, and
the outlying
territories in FY 2001.
$ 135 billion has been distributed since 1965.
Money travels to the classroom
U.S.CensusStates
School District
Highest Poverty Individual BuildingsIndividual students
How does money flow to districts?
• Two kinds of grants--basic & concentration• Both based primarily on census poverty data• Basic Grant eligibility--No. of formula children
in district equals at least 10 and number greater than 2% of school age population
• Concentration Grant eligibility--No. of formula children greater than 6,500 and number greater than 15% of school age population
More about the money and where it goes. . .
• Districts determine which schools are eligible based on their poverty rates and allocate funds in rank order of poverty.
• Title I can serve schools above the district-wide poverty average or those above 35% poverty.
• Schools with 75% or greater poverty must be served.• The highest poverty schools must receive equal or
greater funding than schools with lower rates of poverty.
• The amount of per pupil allocation changes if schools with less than 35% poverty are served.
How can Title I funding help low-performing schools?
By SUPPLEMENTING and improving the regular education program to help
them meet the State standards
TYPES OF TITLE I SCHOOLS
Targeted Assisted Schools
Serve identified children who are at risk of not meeting the State’s high standards.
Schoolwide Schools
Upgrade the entire educational program within a school to meet the needs of the
lowest achieving children.
In both types of Title I schools
Children farthest away from meeting the State standards must be considered first.
Services are to be based on academic needs of individual children, not on the poverty of a child or his or her family.
Migrant ChildrenEnglish Language Learners
Children Who Are HomelessChildren With Disabilities
Any Child
Who is served?
Parental Involvement is an important component of Title I
• Planning
• Policy
• Participation
• Partnering
• Program evaluation
Title I serves approximately:
13,000 school 47,000 school districts buildings
12.5 million children
The types of services are limited only by the imagination and by solid research.
Flexibility with Accountability
For example, Title I can provide. . . .
Pre-school Programs
Extra Classroom Teachers
Extended Day/Extended Year Programs
Learning Laboratories for Science, Mathematics,
Computers
Professional Development for Teachers and Parents
And more ways to ensure student success. . .
Whatever the service, these questions must be answered--
How will what you chose improve student achievement to meet the challenging State
standards?
How will you know it’s working?
Accountability
Title I requires States to develop standards and assessments that will challenge students served by Title I to perform to higher levels. Research suggests that high standards, when coupled with valid and reliable assessment and aligned support, can exert a powerful influence over what children are taught and how much they learn.
Accountability
The inclusion of all children in appropriate assessments is intended to hold school systems accountable for all children, including those who are English language learners or have disabilities.
Accountability
State Educational Agencies are required to identify schools in need of improvement and take corrective actions for continuously low performing schools and districts whose students fail to make adequate progress toward meeting challenging State standards.
Accountability
What progress are States making to develop assessment systems aligned with their standards?
West Virginia
Illinois
Washington
Oregon
California
Nevada
Idaho
Montana
Wyoming
Utah
Arizona
Texas
New Mexico
Colorado
Kansas
Nebraska
South Dakota
North Dakota Minnesota
Wisconsin
Iowa
Missouri
OklahomaArkansas
Louisiana
Mississippi Alabama
Georgia
Florida
South Carolina
North Carolina
Kentucky
Virginia
Indiana
Ohio
Pennsylvania
New York
Vermont
Maine
New Hampshire
Massachusetts
Maryland
Delaware
Connecticut New Jersey
Rhode Island
Alaska
Puerto Rico
District of Columbia(not pictured)
Hawaii
Tennessee
Full Approval
Timeline Waiver
Compliance Agreement Recommended
Michigan
Assessment Systems Map
Resourceshttp://www.ed.gov Department of Education Home Site
http://www.ed.gov/offices/OESE/CEP/Office of Compensatory Education
Programs/Title I
This Presentation
More Resourceshttp://www.ed.gov/offices/OESE/index.htmlOffice of Elementary and Secondary Education Home
Site
http://www.ed.gov/offices/OESE/saa/index.html
Standards, Assessment and Accountability
http://www.ed.gov/pubs/index.html
Publications and Products
Thank you for your time and attention.