Transcript 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

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
 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. 

Provide an overview of “What is Title I?” PowerPoint
resource can be found on Title I website.

Title I

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

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

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

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

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
 Creating
•
•
a Compact Team
Parents (required)
Teachers (required)
* Optional:
- Students
- Administrators
- Community Members
- Business Partners
- Community Organizations
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?
All parents and teachers want to ensure that every child is:
 Healthy
 Safe
 Engaged
in learning
 Supported
 Exposed
by caring adults
to a challenging curriculum in all classes
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
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?
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.
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.

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

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.
1.

Comprehensive Needs Assessment (CNA)
needs of the whole school
Schoolwide Reform strategies
2.

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
3.
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.
Highly Qualified and On-going Professional Development
4.

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
5.
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
Parental Involvement
6.

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
Preschool Transitioning
7.

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
Measures to include Teachers in the Use of Academic
Assessment Decision-Making Using Data
8.

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
Effective, Timely Assistance
9.

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
Coordination and Integration of Federal, State, and Local
Services and Programs
10.

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.
Questions
 LaTashia
Abrams
[email protected]
Office: 281-985-6418

Alonda Jacks-Moorehead
[email protected]
Office: 281-985-7274
 Nancy
Gauthier
[email protected]
Office: 281-985-6954
Eisenhower/Carver
Vertical, Davis
Vertical, and Private
Non-Profits
MacArthur Vertical,
Davis Vertical, and
Private Non-Profits
Aldine Vertical
Nimitz Vertical