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Ann Alexis-Straun

on 16 October 2013

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Transcript of Copy of Untitled Prezi

Title 1. Improving the Academic Achievement of the Disadvantaged
By :
Cristina Stevens
Velma Johnson
Stephanie Hardmon
Ann Alexis-Straun
EDL 525
Linda Williams

Part A Continues
Title 1of No Child Left Behind tries to ensure that every child has a fair and equal chance to receive a quality education regardless of their background. This program focuses on different strategies that will raise student achievement in high poverty areas. Funding is provided to cover supplementary services and programs for students based on academic need. This presentation will give readers an overview of the different components Title 1.
Part A-Improving Basic Programs Operated by Local Educational Agencies
General Requirements for states:
1. Challenging academic content standards and challenging student academic achievement standards.
All children should be held to the same academic standard.
2. A system for accountability.
3. Measurable objectives.
Every student should meet or exceed set objectives.
Part H
Part G - Advanced Placement Programs
Part F- Comprehensive School Reform
Part E - National Assessment of Title 1
Part C - Migratory Children (continues)
Part B-Student Reading Skills Improvement Grants
4. Valid and reliable assessments.
5. Provisions for students with disabilities, delinquent or neglected students, homeless and students who speak a language other than English.
6. Increased parental involvement as well as increased communication with parents.
7. Quality, on-going professional development.
This program provides assistance to students in grades K-3 to ensure that all students will will read at or above grade level by the end of the third grade.
Teachers should receive training on how to screen at risk students and assistance with developing strategies
Part B Continues
There are also provisions for preschool children from economically challenged families. Children within this group should receive support in early language, pre reading skills and literacy.
Assessments are necessary to identify children who are at risk. Professional development is also necessary to screen and provide for students.
All proposed materials and strategies should meet the needs of children with disabilities, special needs, and children with limited English proficiency. This program also takes into consideration that parents play a n important role in their children's education. Parenting education, adult education and early education are combined to increase the opportunities of low income families.

Department of Education, (2005)
Department of Education, (2005)
Department of Education, (2005)
U.S. Department of Education. (2005). Elementary and Secondary Education. Title 1-Improving the Academic Achievement of the Disadvantaged. Retrieved from http://www2.ed.gov/policy/elsec/leg/esea02/index.html

School Dropout Prevention
Part H - Dropout Prevention (continues)
In an attempt to encourage and support all students to stay in school and/or encourage reentry, grants are provided to raise academic achievement levels.

(Department of Education, 2005)

Photo source: shutterstock.com
Appropriations are authorized each fiscal year to support the programs to continue encouraging students to achieve high academic challenges.

Department of Education 2005
Part H - Dropout Prevention (continues)
Part H - Dropout Prevention (continues)
The federal government employs agencies to collect data evaluating the effectiveness of the programs. Schools that have made extraordinary progress receive recognition in the form of monetary awards.

(Department of Education, 2005)
Part I - General Provisions
The Secretary of Education has the responsibility of overseeing and enforcing all standards and assessments of Title 1 - NCLB.

(Department of Education, 2005)
* Federally Administered *
1 - Publicized report cards to teachers, school staff, students, parents, and the community.
2- Funds are used to provide preschool and family literacy services to impact school readiness .
3 - Afforded parents meaningful opportunities to be involved in their education of their children
4 - Resources ot support schools and provide technical assistance to improve the achievement of students in low-performing schools.
5 - Help schools in which 50 percent of more of the students are from families with incomes below the poverty line.
Provides funds primarily to disadvantaged schools to facilitate school improvement that is based on rigorous research.
(Department of Education, 2005)
"The focus of the CSR Program is to raise student achievement by employing proven methods and strategies to produce comprehensive school reform. "
The Secretary regulates the rule making for each state ensuring the states' rules, regulations, and policies relates to Title 1.
Part I - General Provisions (continued)
States are encouraged to expand their support. This support should especially be considered for low-income areas.

- Included are academically challenging courses and tests that can help high school students earn college credit.
(Department of Education, 2005)
(Department of Education, 2005)
Under Title 1 regulation each state creates a committee to advise and carryout responsibilities under this title. Members include teachers, parents, student representatives, and lawmakers.
Part I - General Provisions (continues)
picture source: shutterstock.com
picture source: shutterstock.com
Part I - General Provisions (continues)
Reports - each state must report all school data regarding annual dropout rates by race and ethnicity, thus conforming with the National Center for Education Statistics Common Core of Data within one year of receiving funds.

(Department of Education, 2005)
Department of Education, (2005)
Shutterstock - http://www.shutterstock.com

Audits - U.S. Comptroller audits the funding to ensure funds are expended according to the title regulations.
Part I - General Provisions (continues)
Part C - Education of Migratory Children
Migratory children who move among the states are not penalized in any way among the States in curriculum, graduation requirements and State academic content and student achievement standards.

Department of Education, (2005)
* Migratory children will be provided with appropriate educational services.
* Programs are designed to help migratory children overcome educational disruption, cultural and language barriers, isolation and health problems.

Part D - Prevention and intervention programs for children and youth who are neglected, delinquent, or at-risk
*These programs help improve educational services for children and youth in local and State institutions for neglected or delinquent children and youth so that children and youth have the chance to encounter the same challenging State academic content standards and challenging State student academic achievement standards that all children in the State are likely to meet.

Department of Education, (2005)
Part D - (continues)
*Programs offer children and youth with the services necessary to make a successful transition, from institutionalization, to further education or employment.

*They also help prevent at-risk youth from dropping out of school, and to provide dropouts, and children and youth returning from correctional facilities or institutions for neglected or delinquent children and youth, with a support system to guarantee their continued education.

Department of Education, (2005)
In conclusion, Title 1 of NCLB is designed to afford every child, regardless of race, disabilities, and disadvantages in the United States, an opportunity to achieve higher academic success. Programs are designed to encourage students to stay in school or to return to school to further their education. States receive appropriations to fund these programs, but there are regulations and policies that must be adhered to.
(Department of Education, 2005)
Reading Programs that are working.
ABC Phonetic Reading School. (Producer). (2010, August 17). No child left behind. Retrieved from www.youtube.com/watch?v=_OCQ79sBnak
picture source:
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