1. Federal Programs Forum
May 31, 2016

2. Agenda What are the Title Programs? General Requirements
Program Evaluation
What did we do this past year? How effective was it?
Title I, Part A: Improving Basic Programs
Parent Involvement and Policy
Title I, Part C: Migrant Education
Title II, Part A: Teacher Training and Recruiting
Title III, Part A: Limited English Proficient
Comprehensive Needs Assessment
After reviewing the data, what needs do we see?
If we list it, we MUST address it.
These needs become our plan for for our funds.

3. What are the Title Programs?
Federal government money provided to schools for educational purposes
Also known as NCLB: No Child Left Behind or Elementary and Secondary Education Act (ESEA)
Starting , ESSA (Every Student Succeeds Act) is the new act with new requirements
Some requirements go into effect in but limited
No more Highly Qualified for teachers but still required for aides
No AYP or AMAO’s-accountability system incorporates state and federal standards, including those for ELLs

4. VVISD Title Programs
VVISD applies for two program grants but is eligible for four program grants
Preliminary planning amounts unavailable.
Final amounts:
Title I, Part A: $64,070
Title II, Part A: $18,374
Title III, Part A: $5,907
STRINGS ARE ATTACHED!

5. General Requirements Serve students with greatest need
Low-income
Did not pass state assessments
Funds for students at all campuses
Consultation/involvement of stakeholders
Annual evaluations of programs
Comprehensive needs assessment for each program
Coordination of programs
Scientifically research based activities
Supplemental in nature
Identify barriers to success
Include plan activities in the campus/district improvement plans

6. Program Evaluation for 2015-16

7. Comprehensive Needs Assessment
Planning for

8. Demographics Data Sources: Strengths: Needs: Priorities: TAPR
Attendance
At-Risk
Ethnicity
Staff Demographics in comparison to Student Demographics
PEIMS
Enrollment-General growth
Any recent changes? ESL
Attendance-97.29%
Low-income data-49.10%
Special Programs Enrollment
Enrollment in programs-TAPR
Migrant IDR
GT report Survey results
Strengths:
Attendance
Experienced teachers
Low at-risk numbers compared to state
Needs:
Fine arts instruction
More ESL teachers
Priorities:
Fine arts at elementary/middle school/high school (choir)

10. Student Achievement Data Sources: Strengths: Needs: Priorities:
Targeted Improvement Plan
TAPR/State Accountability
State Assessment Data for all groups-pg. 1-8
Graduation, Completion, Dropout and GED Rates
SAT/ACT Results
Advanced Placement
Dual Credit
TELPAS Data ESL report
TPRI
Preliminary Test Results
Unavailable due to later test dates
Strengths:
Drop out/graduation rates
Needs:
ESL certified instructors
computers
Priorities:

11. Targeted Improvement Plan:
Goal 1: 45% of Special Ed students in grades 3-8 will pass the math assessments this year
Met Goal? Unable to state yet due to not receiving the scores at this time
To do’s:
Analyze test scores once received
Adapt Scope and Sequence based on results
Review SMART goals and set new ones for based on results
Continue discussing tutoring program
Determine if computer based instruction helped students
Eagle Academy/Study Island/Imagine Learning

12. Goal 2: 55% of Special Ed students in grades 3-8 will pass the state reading assessments
Met Goal? Unable to state yet due to not receiving the scores at this time
To do’s:
Analyze test scores once received
Adapt Scope and Sequence based on results
Review SMART goals and set new ones for based on results
Continue discussing tutoring program
Determine if computer based instruction helped students
Eagle Academy/Study Island/Imagine Learning

13. Met Goal? No. Actually increased to 11.7%
Goal 3: Decrease Special Education students from 11.2% to 10%; continue to monitor Hispanic Special Education enrollment
Met Goal? No. Actually increased to 11.7%
To do’s:
Determine number of referrals made to Special Ed vs. number of students who moved in already in Special Ed
Continue to monitor Hispanic Special Education enrollment (Male 20.9%/Female 11%)

14. Goal 4: The passing rate for 8th grade Social Studies students will increase from 40.6% to 50%. White will increase to 60%; Economically Disadvanted will increase to 45%. Districtwide, Econically Disadvanted will increase to 65%
Met Goal? Unable to state yet due to not receiving the scores at this time
To do’s:
Analyze use of STAAR resources and discuss need for a purchased program
Analyze test scores once received
Adapt Scope and Sequence based on results
Review SMART goals and set new ones for based on results
Determine if computer based instruction helped students
Eagle Academy/Study Island/Imagine Learning

15. Goal 5: Percentage of 5th/8th students passing science will increase to 70%.
Met Goal? Unable to state yet due to not receiving the scores at this time
To do’s:
Analyze test scores once received
Adapt Scope and Sequence based on results
Review SMART goals and set new ones for based on results
Determine if computer based instruction helped students
Eagle Academy/Study Island/Imagine Learning

16. Goal 6: Percentage of ELL students passing the Reading/ELA assessments will increase to 60%. Hispanic passing rate will increase to 50%
Met Goal? Unable to state yet due to not receiving the scores at this time
To do’s:
Analyze test scores once received
Adapt Scope and Sequence based on results
Review SMART goals and set new ones for based on results
Determine if computer based instruction helped students
Eagle Academy/Study Island/Imagine Learning

22. ESL Report Staff ESL Certification and Student Instruction
Elementary—18 Middle School—4 High School—2
TOTAL=24 ESL certified teachers
Teachers attend a local review of ESL information at the beginning of the year.
TELPAS raters take a refresher course in the spring in preparation to rate students.
Some teachers attend outside professional development on ESL issues.
Exiting
Approximately 3 exits if students pass STAAR exams
Reporting to Parents
Parents receive the following:
State Assessment/TELPAS results
Progress reports/Report cards
LPAC Meeting form
Invitation to LPAC meeting during the school year
Elementary Grades K-2 only—TPRI results

23. Staff Quality/Professional Development
Data Sources:
Highly Qualified Report-All 100%
TAPR
Staff mobility/stability
Teacher-Student Ratios
ESL Report
ESL certifications
Professional Development Survey
Certifications
Strengths:
Experienced teachers
Needs:
ESL certified teachers at MS/HS
Priorities:
ESL certified teachers as MS/HS

25. Curriculum, Instruction, Assessment
Data Sources:
Scope and Sequence sample
DMAC reports
Schedules
Interventions for students
ESL after school program
Preliminary Test Results
Strengths:
ESL after school program
Needs:
ESL interventions
ESL instructors
Priorities:
ESL program

26. Family and Community Involvement
Data Sources:
TAPR
Demographic Data
Parent Involvement Policy
Title Programs Parent Involvement Survey
School-Parent Compact
Elementary compact
Parent and Community Engagement Accountability
Materials in home language
Strengths:
Parent participation
Strong parent groups
Needs:
More fine art activities
Priorities:
Fine arts

28. School Context and Organization
Data Sources:
Schedules
Cognitive Coaching/Observation checklists
School Violence Data (PEIMS reports)
Tobacco/Alcohol/Drug Use Data
Emergency Operations Plan
School Safety Choice Option Plan
Facilities
PBMAS-Targeted Improvement Plan
All campuses are Title I Schoolwide
Accreditation
Strengths:
Elementary fine arts
HS choir
Needs:
Fine arts
Priorities:
Fine Arts programs at elementary, middle schools, and high schools (choir program)

29. Prior Year Barriers to Success
Staff development on effective teaching strategies for diverse populations and learning disabilities
Presentations regarding dangers of alcohol/tobacco/drugs/abstinence
Intervention programs
Increase support from parents
Elementary: focus on paper communication
Middle/High Schools: focus on Facebook
Materials in home language
Child care for school activities

30. Barriers to Success
Staff development on effective teaching strategies for diverse populations and learning disabilities
Presentations regarding dangers of alcohol/tobacco/drugs/abstinence
Intervention programs
Increase support from parents
Elementary: focus on paper communication
Middle/High Schools: focus on Facebook
Materials in home language
Child care for school activities

31. Plan for 2016-17 Title I, Part A: Improving Basic Programs
Use funds to provide fine arts at elementary and middle schools in addition to choir at high school
Parent Involvement and Policy
Title I, Part C: Migrant Education
SSA with ESC XI
Title II, Part A: Teacher Training and Recruiting
Consolidate funds with Title I
Title III, Part A: Limited English Proficient

32. Thank you for your time and energy!
Questions? Call Monica Parkhill at