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Title I & Title III Annual Parent Meeting

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1 Title I & Title III Annual Parent Meeting
No Child Left Behind

2 What is “No Child Left Behind”?
It is an education act (signed into law in 2002) that aims to: Raise accountability Provide more financial flexibility Set goals Improve teacher quality Provide school choice Make schools safer Raise accountability – by carefully measuring school progress every year Provide more financial flexibility – by allowing federal money to be used to meet school or school district needs Set goals – to improve student performance in reading or math, for example Improve teacher quality – by perhaps providing funds for professional development Provide school choice – if a school doesn’t meet specific educational standards Make schools safer – and drug-free

3 Four Basic Principles of NCLB

4 What Should I Learn About It?
Students are challenged to meet high standards Taught by highly qualified teachers using proven teaching methods Helps ensure that students are able to learn in a safe, drug-free environment Parents have access to annual state and district report cards that allow you to learn how well your child’s school is performing. As a parent, you play an important role in your child’s education. NCLB requires states to have accountability systems for all schools and students that involve setting high standards, testing student progress, and measuring each school’s and district’s progress

5 Ten Facts Every Parent Should Know About NCLB
NCLB gives schools more money. NCLB holds schools accountable for results. NCLB gives states and cities more control and flexibility to use resources where they are needed most. NCLB gives parents report cards. NCLB focuses on teaching methods that have been proven to work.

6 6. NCLB provides funding to help teachers learn to be better teachers.
7. NCLB provides more than $1billion to help children learn to read. 8. NCLB may let you transfer your child to a better public school if the state says the school your child attends needs to improve. 9. NCLB may provide your child with free tutoring if the state says that their school needs to improve and your child is eligible. 10. NCLB requires reading and math testing in grades 3 through 8 each year.

7 What is Title I? It is the largest federal assistance program for our nation’s schools. The goal of Title I is a higher quality of education for every child. The program serves millions of children in elementary and secondary schools each year. Title I also serves children who attend parochial and private schools. Title I seeks to provide supplemental support to those students that are the furthest from meeting the standards the state has set for all children.

8 How Title I Works The federal government provides funding to states each year for Title I. The State educational agencies send the money to the school district. The local school district identifies eligible schools and provides Title I resources. Title I serves children through Schoolwide Programs or Targeted Assistance Programs. Schools work to identify students most in need of educational help. Students do not have to be from low-income families to receive help. The schools set goals for improvement, measure student progress, using standards set forth in the state’s Title I plan, develop programs that add to regular classroom instruction, and involve parents in all aspects of the program.

9 Title I Programs generally offer……..
Smaller classes Additional teachers and paraprofessionals Additional training for school staff Extra time for instruction A variety of teaching methods and materials

10 What is Title III? The Title III program for English language acquisition is funded with federal dollars. These funds are distributed to the states and then to the local school districts to use in providing services in English language instruction. In Georgia, students are offered ESOL – English for Speakers of Other Languages. The purpose of Title III is to ensure that limited English proficient children master English and meet the same rigorous standards for academic achievement as all children are expected to meet, and to support to the extent possible, the native language skills of such children.

11 Objectives of Title III
To attain English proficiency To achieve at high levels in core academic subjects To develop high-quality language instruction educational programs and employ highly qualified teachers To promote parental and community participation

12 Program Flexibility Under Title III:
States, districts, and schools select scientifically-based methods of instruction, programs and assessments proven effective and appropriate for ELL (English Language Learners) students. No particular programs for instruction are prescribed or recommended.

13 English Language Learners (ELL)
Between 3-21 years of age US born 46%, foreign born 54% Enrolled/preparing to enroll in elementary or secondary school Not born in the USA or native language is no English, including Native Americans, Native Alaskans, or those from outlying territories. Migratory, whose native language is not English.

14 How Are Students Identified?
Each student entering Forsyth County Schools completes a Home Language Survey in the registration materials. This survey asks for information about the student’s first, home, or dominant language. If a student answers “other than English” to the following 3 questions, they are considered a Language Minority student and may be tested for eligibility in the ESOL program.

15 What was the first language that you learned to speak?
What language do you speak most often? What language is most often spoken in your home?

16 Eligibility for ESOL Services
Upon entry into the district at this time, Language Minority students are given the Language Assessment Battery (LAB) to determine their level of English language proficiency. Students are tested in four areas: reading, writing, speaking and listening. In 2006, Georgia ELL students were given the ACCESS test this semester to measure their English language skills and to determine if they will remain eligible for ESOL services. If a student scores at or above the 25% on the LAB, they are given the reading comprehension portion of the Stanford 9 – SAT9. If they score below the 40% on the SAT9, they are eligible for ESOL. Students that score below the 25% on the LAB are eligible for services and do not need to take the additional test. Students scoring at or above the 40% on the SAT9 are considered English proficient and are not eligible for ESOL services. These criteria are used to determine when a student may exit the program. All English Language Learners are tested each spring to determine if they will be eligible for services in the upcoming school year. New students who enter during the school year will be given the LAB and, if needed, the Reading Comprehension portion of the SAT 9 to determine if the student qualifies for placement in the ESOL program.

17 What Can I Expect to Learn?
Parents are to be notified of the following: Reasons for identifying your child as an English Language Learner and placing them in the ESOL program. Your child’s level of English proficiency, including how the determination was made and the status of the child’s academic achievement. The method of instruction that will be used in your child’s ESOL program. How the ESOL program will meet the educational strengths and needs of your student. How the ESOL program will help your child learn English and meet academic achievement standards. An explanation of exit requirements, expected rate of transition to a mainstream, regular classroom and the expected rate of graduation from secondary school. How the program will meet the needs of an individualized education program (IEP) for a child with a disability. Your parental rights under Title III of No Child Left Behind.

18 Parental Notification – Parental Rights Include:
Right to remove child upon request Option to decline enrollment in ESOL program/method of instruction In addition, a separate notification to inform parents within 30 days if the school district fails to meet objectives Information that is understandable and uniform format in the parents’ native language Parents must be informed of eligibility for ESOL program services with two weeks if their student is enrolled after the school year begins

19 Parental Involvement You have the ability to influence your child’s education more than any teacher or school. You know your child best. Share information about your child’s interests and abilities with teachers. Ask to see progress reports on your child and the school. By taking an active role in Title I, you’ll show your child: How important he or she is to you How important education is to you That you and the school are a team Speak up if you notice any problems – But, don’t criticize the school or a teacher in front of your child.

20 Connect with the School
Review the Title I parent-school compact which states the goals and responsibilities of both parents and schools. Read the Title I District Parent Involvement Policy so that you better understand and can support the school’s efforts. Attend the annual Title I & Title III meetings to learn more about the programs learn about your rights and responsibilities, learn about parent training opportunities, meet other parents and the teachers, & begin the process of communication and cooperation between your home and your child’s classroom and Title I and ESOL teachers.

21 What Can I Do To Support My Child?
Share a love of learning Read to your child Ask your child to read to you Limit TV time Take advantage of the public library and the school media center Show interest in your child’s school day Ask questions Ask to see homework Praise their efforts Encourage good study habits-set aside a time and a quiet place for them to study and do homework

22 Get to Know Your School & Communicate With Teachers
Attend school events Visit the classroom Volunteer at the school Join parents’ organizations Keep teachers informed Attend special parent trainings through Title I or Title III Attend parent-teacher conferences Be prepared for the meetings Consider whether you have met your responsibilities as stated in the parent-school compact List your questions before the meeting

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