1. Title I Program Directors WELCOME YOU!
Newcomer’s & Refresher
Meeting
October 15, 2014
Resource Center Room 103
8:30-10:00
1:00-2:30

2. Agenda Welcome Introduction of Program Directors and Participants
Purpose
Requirements of your campus PAC meetings
Parental Involvement Policy & School-Parent Compact (specific to your campus)
Review documents to be submitted at BOY and MOY meetings
Campus Improvement Plan
* 10 Schoolwide Components identified and evidence collection
Q & A
Adjourn

3. Purpose Provide continued and on-going support to Title I SSTs.
Review and explain Title I, Part A indicators and components in depth.
Discuss sample actions that would fulfill compliance requirements.
Answer burning questions. 

4. Requirements of the Campus PAC Meeting
Provide an overview of “What is Title I?” PowerPoint resource can be found on Title I website.
Title I

5. Parental Involvement Policy
Requirements of the Campus PAC Meeting
Parental Involvement Policy
Review and discuss the Parental Involvement Policy.
Parental Involvement means the participation of parents in regular, two-way and meaningful communication involving student academic learning and other school activities ensuring-
that parents play an integral role in assisting their child’s learning
that parents are encouraged to be actively involved in their children’s education at school
that parents are full partners in their children’s education and are included, as appropriate in decision-making and on advisory committee to assist in the education of their children

6. Parental Involvement Policy
Involve the parents in the Title I, Part A decisions about how Title I, Part A funds for parental involvement are spent
Jointly develop/revise with parents the school parental involvement policy and distribute it to the parents of participating children and make available the plan to the local community
Jointly conduct, with the involvement of parents, an annual evaluation of the content and effectiveness of the school’s parental involvement policy
Use the findings of the parental involvement policy evaluation to design strategies for more effective parental involvement, and to revise, if necessary, the school’s parental involvement policy

7. Parental Involvement Policy
Provide to each parent an individual student report about the performance of their child on the State assessment in at least mathematics, language arts, and reading
Provide each parent timely notice when their child has been assigned or has been taught for four (4) or more consecutive weeks by a teacher who is not highly qualified
Provide each parent timely notice and information regarding the professional qualifications of the student’s classroom teachers and paraprofessional
Offer a flexible number of meetings at various times

8. Parental Involvement Policy
Provide parents timely information about the Title I programs
Description and explanation of the curriculum at the school, the forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet
Opportunities for regular meeting to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children

9. Requirements of the Campus PAC Meeting
Review and discuss the School-Parent Compact.
A School–Parent Compact is a written agreement between the school and the parents that identifies the activities the parents, school staff, and the students will do to-
Improve student academic achievement; and
Build partnership with families
Compact Definition

10. Parent-School Compact
Creating a Compact Team
Parents (required)
Teachers (required)
* Optional:
- Students
- Administrators
- Community Members
- Business Partners
- Community Organizations

11. Parent-School Compact
Goals of Parents and Teachers
Discussion Questions:
Parents: What do you want for your child as they go through school?
Parents: What goals do you have for your child after they graduate?
Teacher: What goals have you set for your students this year?
Teacher: What do you want for their future?

12. What Do We Expect?
All parents and teachers want to ensure that every child is:
Healthy
Safe
Engaged in learning
Supported by caring adults
Exposed to a challenging curriculum in all classes

13. Developing Your Compact
Compacts are required to address three areas for families and the school to work together
Student learning and high achievement
Effective and frequent communication between school and home, and
Opportunities for parents to be involved

14. Review of the Current Compact: Student Learning and High Achievement
Discussion Questions:
What does our current compact include to address student learning and high achievement?
Parents
What do you see happening in your child’s school and/or classroom?
What can parents do at home and school to help students achieve?
Are there other things we can add to the compact?

15. Building Capacity for Parental Involvement
Suggestions for Compact
School agrees to involve parents in school governance by…
training parents on strategies to help their children to do better in school.
Parents agree to volunteer at least ___ hours a year at the school in some capacity.

16. Using the Compact Move the Compact to an Action Document
Use to compact in all parts of your school program.
Discuss the compact during parent-teacher conferences (required by No Child Left Behind (NCLB) for elementary schools)
Support training the teachers and other staff to work with families to build a partnership.
Help partners discuss their responsibilities in meeting the goals of the school.

17. Annual Meeting to Review the Results
How do you know whether of not your compact is working?
Schools are required to review the compact each year to determine if they are effective and to make changes, if needed
Parents must be involved
Review must determine if the compact is effective in improving student achievement, and
Review should identify areas that may need revisions

18. Document Verification Requirements for November

19. Document Verification Requirements for December

20. TIA14 Campus Improvement Plan
The Title I, Part A Schoolwide Program consist of 14 indicators.
Indicator 14 contains evidence of the 10 Schoolwide Components that are embedded in the Campus Improvement Plan.
We are going to examine those 10 Schoolwide Components.

21. 10 Schoolwide Components
Comprehensive Needs Assessment (CNA)
needs of the whole school
Schoolwide Reform strategies
Provide opportunities for all students
Use effective methods and instructional strategies
Stengthens the core academic program
Increases learning time
Include strategies for serving underserved populations
Include strategies to address the needs of all children, but particularly low achieving children and those at risk of not meeting state standards
Address how the school will determine if those needs of the children have been met

22. 10 Schoolwide Components
Highly Qualified Teachers in all Core Area Classes
Definition of “highly qualified”
The federal definition of a “highly qualified” teacher is one who is fully certified and/or licensed by the state; holds at least a bachelor’s degree from a four-year institution; and demonstrates competence in each core academic subject area in which the teacher teaches.

23. 10 Schoolwide Components
Highly Qualified and On-going Professional Development
Professional development must be aligned to achieving the goals of the schoolwide program
Focus on improving classroom instruction to reach schoolwide goals
Statue requires that professional development be extended, as appropriate to those who partner with teachers to support students’ achievement, such as principals, paraprofessionals, and parents

24. 10 Schoolwide Components
Highly Qualified Teachers (HQT) to High Needs Schools
The schoolwide plan must describe the strategies it will use to attract and retain highly qualified teachers
A statement citing the district of campus only hires HQT is not sufficient in a schoolwide plan

25. 10 Schoolwide Components
Parental Involvement
Research continues to demonstrate that successful schools have significant and sustained levels of parental involvement
Schoolwide plans must contain strategies to involve parents, especially in helping their children do well in school
Must have at least one parent (non-school representative) on the planning team

26. 10 Schoolwide Components
Preschool Transitioning
Schoolwide programs are required to implement effective preschool transitioning programs in order to better prepare students for kindergarten curriculum
Early childhood programs include Head Start, Even Start, Early Reading First, state-run preschool programs, and private preschool programs
All schoolwide programs should have a strong plan for connecting with preschool-aged children
Title I Department requires all campuses to provide evidence of transitioning between feeder pattern
Example: PK to Elementary, Elementary to Intermediate, etc.
Evidence would be flyers, agenda of the program, Sign in sheets if applicable, and Handouts

27. 10 Schoolwide Components
Measures to include Teachers in the Use of Academic Assessment Decision-Making Using Data
Evidence that teachers are able to use data to determine the instructional needs of their students
Data meetings, Department meetings, Grade level meetings
Actions made from the data results/flexible grouping charts
Reteach-Retest samples
Evidence of multiple forms of assessments
Teachers should know, understand, and be able to use assessment data on a regular basis to inform instruction

28. 10 Schoolwide Components
Effective, Timely Assistance
All teachers are responsible for implementing strategies to raise the achievement of all students, especially at-risk students.
Plan must include regular assessments of all students and specific plans for what happens when a student is not achieving

29. 10 Schoolwide Components
Coordination and Integration of Federal, State, and Local Services and Programs
A schoolwide program is expected to use the flexibility available to integrate services and programs with the aim of upgrading the entire education program and helping all students reach proficient and advanced levels of achievement.
The schoolwide program may combine most Federal, State, and Local funds to provide services to reach the goals of the program.

30. Thank You!
Questions

31. Contact Information
Eisenhower/Carver Vertical, Davis Vertical, and Private Non-Profits MacArthur Vertical, Davis Vertical, and Private Non-Profits Aldine Vertical Nimitz Vertical
LaTashia Abrams
Office:
Alonda Jacks-Moorehead
Office:
Nancy Gauthier
Office: