Presentation on theme: "Title IA-Improving The Academic Achievement of the Disadvantaged Federal Program’s Coordinator (Local Liaison) Tom Farley Family Liaison Facilitators San."— Presentation transcript:
Title IA-Improving The Academic Achievement of the Disadvantaged Federal Program’s Coordinator (Local Liaison) Tom Farley Family Liaison Facilitators San Juanita De La Cruz – Migrant Coordinator Anna Cruz Title I-A is intended to help 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-A targets these resources to the districts and schools where the needs are greatest.
Title IA Continued: Title I-A provides flexible funding that may be used to provide additional instructional staff, professional development, extended-time programs, and other strategies for raising student achievement in high-poverty schools. The program focuses on promoting schoolwide reform in high-poverty schools and ensuring students' access to scientifically based instructional strategies and challenging academic content. Title I-A provisions provide a mechanism for holding states, school districts, and schools accountable for improving the academic achievement of all students and turning around low- performing schools, while providing alternatives to students in such schools to enable those students to receive a high-quality education.
Overview of Schoolwide Programs A Schoolwide Program is based upon a comprehensive reform strategy and is designed to upgrade the entire educational program in a Title I school. Its primary goal is to ensure that all students, particularly those who are low-achieving, demonstrate proficient and advanced levels of achievement on State academic achievement standards. This schoolwide reform strategy requires that a school – Conduct a comprehensive needs assessment; Identify and commit to specific goals and strategies that address those needs; Create a comprehensive plan; and Conduct an annual review of the effectiveness of the Schoolwide Program and revise the plan as necessary.
Overview of Targeted Assistance Programs Title I targeted assistance programs only provide educational services to identified individual students who have been targeted based on academic needs. WILDER SCHOOLS ARE NOT A TARGETED ASSISTANCE, THEY ARE SCHOOLWIDE Whereas Schoolwide Programs allow staff in schools with high concentrations of students from low-income families to redesign their entire educational program to serve all students. The emphasis in Schoolwide Program schools is on serving all students through integration of services, improving all structures that support student learning, and combining all resources, as allowed, to achieve a common goal. Schoolwide programs maximize the impact of Title I.
Schoolwide Programs provide flexibility in: How & which monies can be spent How services can be delivered Who can deliver services The critical difference between Targeted Assistance and Schoolwide Programs is in the process of how students are identified for services. See handout for Schoolwide and Targeted Assisted programs.
Title IA Set Asides “ Set Asides” include percentages of allocation for: Administration Salaries Parent Involvement SES – NOT REQUIRED AT THIS TIME Transportation Professional Development Etc. A maintenance of effort is required of all federal educational programs.
Title IA Goals A growing body of evidence shows that it is possible to create schools where all students achieve to high standards, even when most students in the school are poor or disadvantaged. These schools share nine common characteristics, including: 1. A Clear and Shared Focus 2. High Standards and Expectations for All Students 3. Effective School Leadership 4. High Levels of Collaboration and Communication 5. Curriculum, Instruction, and Assessment Aligned with Standards 6. Frequent Monitoring of Learning and Teaching 7. Focused Professional Development 8. A Supportive Learning Environment 9. High Levels of Family and Community Involvement
Title IC – Migrant Education Federal Program’s Director (Local Liaison) Tom Farley Family Liaison Facilitators San Juanita De La Cruz – Migrant Coordinator Anna Cruz The purpose of the program is to support high-quality and comprehensive educational programs for migratory children to help reduce the educational disruptions and other problems that result from repeated moves; ensure that migratory children who move among the States are not penalized in any manner by disparities among the States in curriculum, graduation requirements, and State academic content and student academic achievement standards; ensure that migratory children are provided with appropriate educational services (including supportive services) that address their special needs in a coordinated and efficient manner;
ensure that migratory children receive full and appropriate opportunities to meet the same challenging State academic content and student academic achievement standards that all children are expected to meet; design programs to help migratory children overcome educational disruption, cultural and language barriers, social isolation, various health-related problems, and other factors that inhibit the ability of such children to do well in school, and to prepare such children to make a successful transition to postsecondary education or employment; and ensure that migratory children benefit from State and local systemic reforms.
Title I Part D – Neglected, Delinquent Federal Program’s Director (Local Liaison) Tom Farley Family Liaison Facilitator San Juanita De La Cruz – Migrant Coordinator Title I, Part D, of NCLB, also called The Prevention and Intervention Programs for Children and Youth who are Neglected, Delinquent or At-Risk,... “Neglected programs” are institutions for children and youth who are neglected and are in public or private residential facilities, other than a foster home, that are operated primarily for the care of children who have been committed to the institution or voluntarily placed under applicable State law due to abandonment, neglect, or death of their parents or guardians. Neglected programs and students receiving funds solely through Title I, Part A, should not be reported under Title I, Part D.
Title IIA – Improving Teacher Quality Federal Program’s Director (Local Liaison) Tom Farley The Title program is a restructuring of the former Eisenhower Professional Development Program combined with the federal Class Size Reduction Funds. The purpose of No Child Left Behind (NCLB) Act of 2001, Title II, Part A is to increase student academic achievement through strategies such as: Improving teacher and principal quality; Increasing the number of highly qualified teachers (HQT) in the classroom;HQT Increasing the number of highly qualified principals and assistant principals in the classroom; and Holding school districts and schools accountable for improvements in student academic achievement
TITLE IIA ALLOWABLE ACTIVITES 1. Initiatives to assist in recruiting highly qualified teachers, including Provide scholarships, signing bonuses, other financial incentives for teachers to teach in academic subjects where there exists a shortage of hqt within a school or LEA Recruit and hire hqt to reduce class size, particularly in the early grades Initiatives to assist in recruiting highly qualified teachers, including programs that: Train and hire regular and special ed. teachers Train and hire hqt of special needs children Recruit qualified professionals from other fields, including hq paraprofessional, and provide such professionals with alternative routes to teacher certification Provide increased opportunities for minorities, individuals with disabilities, and underrepresented individuals
ALLOWABLE ACTIVITES Continued: 2. Professional development activities that improve knowledge of teachers and principals and paraprofessionals, in: –Core academic subjects –Effective instructional strategies, methods, and skills to improve teaching practices 3. Professional development activities that concern effective instructional practices and: –Involve collaborative groups of teachers and administrators –Address needs of students with different learning styles –Provide training in methods of improving student behavior in classroom and identify early and appropriate interventions –Provide training to enable teacher and principals to involve parents in their child’s education, esp. parents of LEP and migrant children –Provide training on how to understand and use data and assessments to improve classroom practice and student learning
ALLOWABLE ACTIVITES Continued: 4. Initiatives to promote retention of highly qualified teachers and principals, particularly within schools with a high percentage of low- achieving students, such as: –Teacher mentoring programs –Financial incentives to retain teachers and principals who have a record of helping students achieve academic success 5. Programs and activities designed to improve the quality of the teaching force, such as: Innovative professional development programs that focus on technology literacy Tenure reform, Testing teachers in the academic subject in which teachers teach, and merit pay programs
ALLOWABLE ACTIVITES Continued: 6. Professional development activities designed to improve the quality of principals and superintendents to become outstanding managers and educational leaders 7. Teacher advancement initiatives that promote professional growth and emphasize career paths, such as paths to becoming a career teacher, mentor teacher, or master teacher and pay differentiation 8. Programs and activities related to exemplary teachers
Idaho Title III/ State LEP Program's Federal Program’s Director (Local Liaison) Tom Farley Mission is: To provide assistance to school districts in meeting Federal and State regulations in regards to the education of English language learners. To assist school districts in creating, implementing and maintaining English language development programs that provide academically rigorous and equitable learning opportunities for English language learners. To promote culturally relevant and responsive curricula and pedagogies that embrace the unique identities of English language learners. To help break down social and academic barriers that prevent English language learners from succeeding in schools.
LEP Definitions Districts that receive Title III funds must submit a new corrective action plan that details how the LEP program and curriculum will be significantly modified. Input from staff, administrators, parents and community members is required. The State LEP program will make the determination whether Title III funding will be continued and/or require that staff be reorganized and/or terminated. Further guidance from the State LEP program will detail what the corrective action plan must include. LEP students may be coded: LEP1, LEP2, LEPx for ISAT purposes.
Title III/LEP Plan -- There must be a description of the community served by the district, a description of the specific schools being served, the number and characteristics of the school's students and faculty, the grades served, and any other pertinent information that helps to describe the context in which the LEP students are served. Three Essential Topics– To complete the components that address the linguistic, academic, and cultural needs of LEP students. LEP Improvement Plan—This section must be completed by districts that have not made Annual Measurable Achievement Objectives (AMAOs) for two or more consecutive years. Focus on the area(s) that have kept the district from meeting their AMAO targets. Corrective Action Plan--Provide further guidance to districts that are in Year 4 of not meeting Title III/LEP AMAOs. Budget Narrative--include a detailed budget narrative detailing all the various sources that the district is using to serve LEP students, including additional resources that your district will use to augment the services to LEP students.
LEP Definition Continued A LEP student is a student who is placed in a specific language development program and receives funding for those special services. Not all English language learners (ELLs) will be placed in a specific program, due to being exited, parental waivers, etc. A student should be considered LEP and provided services if they (1) first of all, have a home language other than English then (2) secondly, score below the proficient level on a language proficiency test, and (3) thirdly, parents do not waive services. A student should not be considered LEP if their language ability is not significantly influenced by a home language other than English. If a particular student has language difficulties, but it is not because of the influence of another language, then they should not be considered as LEP. Rather, this student should be assessed by some type of “referral” team and given appropriate services for their specific need.
Title X – Homeless Education Federal Program’s Director (Local Liaison) Tom Farley Family Liaison Facilitator San Juanita De La Cruz – Coordinator Training; The local liaison will conduct training regarding Title X requirements and sensitivity/awareness activities for all LEA staff. Board Policy 605.9 - McKinney-Vento Homeless Assistance Act
Title X – Homeless Education The McKinney-Vento Homeless Assistance Act ensures that all children and youth who are homeless receive a free appropriate public education and are given meaningful opportunities to succeed in our schools. Schools in the district will ensure that children and youth who are homeless are free from discrimination, segregation, and harassment.
Title X – Homeless Education Information regarding this policy, including the educational rights of children and youth identified as homeless will be distributed to all students upon enrollment and once during the school year, provided to students who seek to withdraw from school, and posted in every school in the district, as well as other places where children, youth, and families who are homeless receive services, including family and youth shelters, motels, campgrounds, welfare departments, health departments, and other social service agencies.
Definition of Homeless Definitions: (District has an approved and published Homeless Policy.) Children and youth experiencing homelessness means children and youth who are otherwise legally entitled to or eligible for a free public education, including preschool, and who lack a fixed, regular, and adequate nighttime residence, including: Children and youth who are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason; are living in motels, hotels, campgrounds, or trailer parks due to a lack of alternative adequate accommodations; are living in emergency or transitional shelters; are abandoned in hospitals; or are awaiting placement in foster care.
Definitions Continued: Children and youth who have a primary nighttime residence that is a private or public place not designed for or ordinarily used as a regular sleeping accommodation for human beings. Children and youth who are living in a car, park, public space, abandoned building, substandard housing, bus or train station, or similar setting. Migratory children and youth who are living in a situation described above. A child or youth will be considered to be homeless for as long as he or she is in a living situation described above.
Enrollment of Homeless Enrollment may not be denied or delayed due to the lack of any document normally required for enrollment, including: Proof of residency Transcripts/school records (The enrolling school must contact the student’s previous school to obtain school records. Initial placement of students whose records are not immediately available can be made based on the student’s age and information gathered from the student, parent, and previous schools or teachers.) Immunizations or immunization/health/medical/physical records (If necessary, the school must refer students to the local liaison to assist with obtaining immunizations and/or immunization and other medical records.)
Enrollment Continued: Proof of guardianship Birth certificate Unpaid school fees Lack of clothing that conforms to dress code Any factor related to the student’s living situation Unaccompanied youth must be enrolled immediately in school. They may either enroll themselves or be enrolled by a parent, non-parent caretaker, older sibling, or local liaison.
Transportation of Homeless Parents and unaccompanied youth will be informed of this right to transportation before they select a school for attendance. At a parent’s or unaccompanied youth’s request, transportation will be provided to and from the school of origin for a child or youth experiencing homelessness. Transportation will be provided for the entire time the child or youth has a right to attend that school, as defined above, including during pending disputes. It is this district’s policy that inter-district disputes will not result in a homeless student missing school. If such a dispute arises, the will arrange transportation and immediately bring the matter to the attention of the State Coordinator for the Education of Homeless Children and Youth. In addition to receiving transportation to and from the school of origin upon request, children and youth who are homeless will also be provided with other transportation services comparable to those offered to housed students.
Services for Homeless Children Children and youth experiencing homelessness will be provided services comparable to services offered to other students in the selected school, including: Transportation Title I, Part A services - Children and youth identified as homeless are automatically eligible for Title I, Part A services, regardless of what school they attend Educational services for which the student meets eligibility criteria, including special education and related services and programs for English language learners Vocational and technical education programs Gifted and talented programs Before- and after-school programs
Services for Homeless Children Pre School - LEA will ensure that children identified as homeless receive priority enrollment in preschool programs operated by the district, including exempting homeless children form waiting lists. Homeless children with disabilities will be referred for preschool services under the Individuals with Disabilities Education Act (IDEA). The local liaison will collaborate with Head Start and other preschool programs. Free meals - On the day a child or youth identified as homeless enrolls in school, the enrolling school must submit the student’s name to the LEA Food Service office for immediate processing. When applying any district policy regarding tardiness or absences, any tardiness or absence related to a child or youth’s living situation will be excused.