Transcript The Basics of Title I The 2010 Florida Charter School Conference (FCSC) November 10, 2010

The Basics of Title I
The 2010 Florida Charter School Conference
(FCSC)
November 10, 2010
Overview of Title I Programs
Emphasizing Public School Choice and
Parental Involvement
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How Funds are Allocated
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US Department of Education (USED) grants
funds to states
LEA allocations are based on statutory
formulas
School allocations after set-asides are based
on total number of low-income students
residing in an eligible school attendance area
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Eligible School Attendance Area
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LEA may only use Title I, Part A funds for
students residing in “eligible school
attendance areas”
Eligible area = school attendance area in
which the percentage of children from lowincome families is at least as high as the
percentage of children from low-income
families in the LEA
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Program Design
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Two models of Title I, Part A program:
1. Schoolwide (SW)
2. Targeted Assistance (TA)
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Schoolwide Program (SWP)
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Upgrade the entire educational program
Ensure all children meet standards,
particularly those most at risk
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Targeted Assistance Schools (TAS)
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Must identify eligible students:
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Students failing, or most at risk of failing, to meet
the state’s challenging academic achievement
standards
Migrant
Neglected and delinquent
Homeless
Head Start, Even Start, Early Reading First
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Allocating Title I, Part A Funds
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LEA Reservations of Title I Funds
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20%
1%
10%
5%
Choice with Transportation & SES
Parental Involvement (PI)
LEA and School Improvement (SI)
Highly Qualified Teachers (HQT)
Homeless
Neglected and Delinquent
LEA-wide activities
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Public School Choice & Supplemental
Educational Services (SES)
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Use of 20% Choice Set-Aside
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If no SES, then:
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If no Choice, then:
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20% on choice
20% on SES
If both, then:
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Minimum of 5% for choice
Minimum of 5% for SES
10% on either
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General Points
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20% cannot include:
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Administration for Choice or SES
SES transportation
Choice – prioritize low achieving students
from low income families, but choice must be
offered to all
SES – prioritize lowest achieving students
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Public School Choice
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Parents of all children enrolled in a school identified
as in need of improvement for two or more years,
have the choice to transfer their children to a higher
performing school
LEA must offer at least one choice
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Must be a school NOT in need of improvement
No exception for lack of capacity
Transportation to the new school of choice is
provided by the district at no cost to the family
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Supplemental Educational Services
(SES)
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Florida offers SES in Title I schools that do not
make AYP for two and more consecutive years
Free tutoring beyond normal school day provided by
state-approved SES providers
Offer services that focus on evidence-based
programs and strategies
Students eligible to receive free or reduced priced
meals are eligible for SES
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Supplemental Educational Services
(cont.)
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Information is mailed and is also available in
school offices
If needed, staff are available to help parents to
select an SES provider that best meets the
needs of their child
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Waivers
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Approving LEAs and schools in need of improvement,
corrective action, or restructuring as SES providers
Excluding American Recovery and Reinvestment Act
(ARRA) funds in the calculation of 20% choice set-aside
Excluding ARRA funds in the calculation of the Per Pupil
Allocation (PPA) for SES
Excluding ARRA funds from the 10% SI set-asides for highquality professional development in LEAs and schools in
improvement
Ability to grant LEAs a waiver of the carryover limitation of
15% more than once every three years
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Parental Involvement (PI)
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Use of 1% PI Set-Aside
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1% must be set aside unless LEA allocation is
less than $500,000
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LEAs must still meet all parent involvement
requirements
95% of 1% set-aside must be allocated to
schools
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Who decides how funds are used?
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Parents must be involved in decision
 Every school has a School Advisory Council
(SAC) composed of:
Parents, teachers, other staff that work at the
school, principal and students (at middle and
high school)
 In most cases, the SAC determines how to use
Title I funds
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Parent’s Rights
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Be involved and request regular meetings to express
opinions and concerns
Be provided information on their child’s level of
achievement on assessments like FCAT in
reading/language arts, mathematics, and science
Request and receive information on the
qualifications of their child’s teacher
Be informed if their child is taught by a non-highly
qualified teacher for four or more consecutive weeks
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Parental Involvement Requirements
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Annual meeting
Parental Involvement Policies
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LEA Level Parental Involvement Policy
School Level Parental Involvement Policy
Title I Plan - School Improvement Plan
Parent-School Compact
Specific parental notifications
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Annual Meeting
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Convene an annual meeting to inform parents
of Title I students about Title I requirements
and their rights to be involved in the Title I
program
Offer meetings at flexible times to maximize
participation
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LEA Parental Involvement Policies
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Describe how the LEA will:
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Jointly develop the LEA’s plans
Coordinate and provide support to schools
Build the schools’ and parents’ capacity for strong
parental involvement
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LEA Parental Involvement Policies
(cont.)
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Describe how the LEA will:
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Coordinate and integrate with other programs
such as Head Start, Even Start, Parents as
Teachers, Home Instruction Program for
Preschool Youngsters (HIPPY), etc.
Involve parents in the activities of its Title I
schools
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LEA Parental Involvement Policies
(cont.)
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Evaluate annually:
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Identify barriers to participation
Use the findings to design strategies for more
effective parental involvement
Revise, if necessary, the LEA’s parental
involvement policies
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School Parental Involvement Policy
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Involve parents in the planning, review, and
improvement of the policy
Involve parents in the joint development of
school plans and provide opportunity to
comment
Hold an annual meeting to inform parents of
and explain requirements for Title I
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Convenient time
Offer a number of meetings with flexible times
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School Parental Involvement Policy
(cont.)
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Provide to parents information on the
curriculum and assessments
Upon request, provide regular meetings for
parents to participate in decisions about their
children’s education
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School-Parent Compact
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Describe the school’s responsibility to provide
high-quality curriculum and instruction in a
supportive and effective learning environment
Identify ways in which parents will be
responsible for supporting their children’s
learning
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School-Parent Compact (cont.)
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Describe the importance of communication between
teachers and parents on an ongoing basis through, at a
minimum:
 Parent-teacher conferences at least annually where
the compact will be discussed in relation to an
individual child’s achievement (elementary only)
 Frequent reports to parents on their child’s progress
 Reasonable access to staff, opportunities to
volunteer and participate in their child’s class, and
observation of classroom activities
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Building Capacity
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Schools and LEAs must help parents
understand:
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The Next Generation Sunshine State Standards and
Florida Comprehensive Assessment Test
Local academic assessments, including alternative
assessments
The parental involvement requirements
How to monitor their child’s progress and work
with educators to improve their child’s
achievement
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Building Capacity
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Examples:
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Literacy programs
Reading and math nights to help parents support
their child’s learning
Training parents in the use of the Internet to
access their children’s homework, communicate
with teachers, and review information about the
school and LEA
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Parental Notifications
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Annual LEA report cards
Parents’ Right To Know about teacher qualifications
Highly qualified teacher status
Achievement levels on state academic assessments
School improvement status
Supplemental educational services as a result of
school improvement status
Schoolwide/targeted assistance plans, school
improvement plans, parent involvement plans,
school-parent compacts
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Parental Notification Timelines
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More available at:
http://info.fldoe.org/docushare/dsweb/Get/Do
cument-5747/dps-tap-2010-04.pdf
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LEA and School Improvement (SI)
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Use of 10 % SI Set-Aside
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10% for LEAs and schools in need of
improvement
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Does not apply when in corrective action
High-quality professional development
specifically designed to improve classroom
teaching
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Highly Qualified Teachers (HQT)
and Paraprofessionals
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Use of 5% HQT Set-Aside
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Use funds to ensure teachers meet federal
qualifications
Amount of set-aside
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At least 5%
Unless a lesser amount is needed
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Professional Qualifications
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Teachers:
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Full state certification
At least a bachelor’s degree
Subject matter competency
Paraprofessionals:
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At least two years of study at an institution of
higher education;
An Associate’s or higher degree; or
Subject matter competency
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Professional Qualifications
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Core courses for NCLB – Highly-Qualified
Teacher (HQT) requirement can be found at:
http://www.fldoe.org/eias/dataweb/database_0910/ap
pendr.pdf
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Contact
Florida Department of Education
Bureau of Federal Educational Programs
[email protected]
850.245.0479
Additional information can be found at
www.fldoe.org/bsa
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