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Title I Overview Presentation

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Brian Hubbard

on 10 August 2018

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Transcript of Title I Overview Presentation

The Title I Program
Everything You Wanted to Know About Title I, But Were Afraid to Ask!
Part of the Elementary and Secondary Education Act
Reauthorized under the No Child Left Behind Act 2001. Reauthorized again this year as the Every Student Succeeds Act.
Largest portion is Title I.A improving the academic achievement of the disadvantaged
Targeted to students failing or most at-risk of failing
Title I.D Prevention and intervention programs for delinquent and at-risk students
The U.S. Department of Education provides Title I funds to states to give to school districts based on the number of children from low-income families in each district.
Based on a poverty census
Districts must serve all buildings with a percentage of low-income children of 75% or higher
Eligible schools are ranked by free/reduced lunch percentage and funds are allocated
Districts can’t allocate money to schools with below 35% free/reduced lunch rates
What is Title I?
No Child Left Behind Act
Accountability for results
Annual state and school district report cards local control and flexibility
More choices for parents
Greater local control and flexibility of federal grant money
An emphasis on doing what works based on scientific research
No Child Left Behind Act
Title I Funding
Where Does the Rest of the
District allocations are broken down into different categories
District-wide Preschool
Neglected and Delinquent
District-wide Parent Involvement
Highly Qualified Teacher and Paraprofessionals
Focus School Accountability Plans
Title I Sites in SPS
Bingham, Bissett, Bowerman, Boyd, Campbell, Cowden, Fremont, Holland, McGregor, Portland, Robberson, Watkins, Weaver, Weller,
Westport K-5, Williams, York
Middle School
Pipkin, Reed Academy, Westport 6-8
2 Types of Title I Implementation
Funds are used to serve the most academically at risk students as determined through multi-criteria. Only teachers with students served by Title I may access these funds for professional development or supplies.
All students are eligible for services based upon the school’s Title I school-wide plan. All teachers are now Title I teachers and may access Title I site funds based on the school-wide plan for professional development and supplies.
*Springfield schools implement school-wide Title I.
school-wide plan
at each site determines which students will be the focus of services
Use local and state data to identify students at-risk
Targeted interventions still occur in school-wide programs
The majority of funds will be spent on Title I staffing
Title I services must be in addition to regular/LEP/IEP instruction
School-wide Site Plan: 10 Components
Needs Assessment
School-wide reform strategies.
Instruction by highly qualified teachers.
High-quality and Ongoing Professional Development
Parental involvement
Additional Support
Transition—helping preschool children transition to local SW programs
Teacher Participation in Making Assessment Decisions
Timely and Additional Assistance to Students Having Difficulty Mastering the Standards
Coordination and Integration of Federal, State and Local Programs and Resources
Services provided in Springfield
Wonder Years Preschool Program
Parent Involvement Program
Title I Reading and Math small intervention groups
Reading Recovery
Math Recovery
Literacy and Math Coaches
School/Home Specialists
The Title I Department provides professional development for positions listed above
Wonder Years
WY- Children who will be four years-old before August 1 and will attend kindergarten the following school year are eligible
Parent Involvement Program
Wonder Years-Minimum 2 home visits per year
Title I sites- Quarterly parent involvement meetings
Parent education newsletters sent monthly and quarterly
Each Title I school develops a parent involvement plan and compact
What questions do you have?
We ask that principals focus on:
Meeting with the Literacy/Math Coach weekly
Supporting teachers, yet holding them accountable for differentiating instruction and growing as educators
Being purposeful with Title funds
Seeking input from parents, and finding ways to get them involved
Focusing on opportunities for PD and ways to intervene with students at-risk
Title I Office Staff
Brian Hubbard- Director of Title I
Kathleen Bargo- Adm Asst.
Lee Ann Marsh- PD Secretary
Jennifer Richardson- Lit. Coach Facilitator
Julie Veatch- Math Facilitator
Shelly Shaver- Reading Recovery Tch. Leader

Please visit the SPS Title I website for more information. Or, feel free to email or call with questions: bhubbard@spsmail.org 523-1131
Baccalaureate degree and Missouri teacher’s certificate for grade level assigned
Wonder Years must have PK-3 or Early Childhood Special Ed. certificate
Title I Reading teachers and Literacy Coaches must have a Special Reading Certification
Lang. Arts, math, and tutors must have appropriate grade level certification
Paras must have minimum 60 semester hours of college credit or pass the ParaPro Assessment
Reading and Math Specialists
Reading Specialists- small intervention groups, Reading Recovery, and/or kindergarten push-in
Math Specialists- small intervention groups and/or Math Recovery
Literacy and Math Coaches
On-site professional development
Coach teachers
Facilitate team meetings and intervention walls
Model lessons, analyze data, collaborate with teachers and principal
Facilitate the Comprehensive Intervention Model at their site
Utilized in kindergarten classrooms
1:1 tutoring for eligible students
Small group tutoring
The Title I Site Budget
Based on number of students receiving free/reduced lunch
Principals meet with me in the spring to make decisions about staffing based on the student needs at their sites
Remaining allocation after staffing goes into their site Title I budget
Neglected and Delinquent Programs
Neglected student program
Title I.A
Girl’s Shelter and Boy’s and Girl’s Town
Delinquent program
Title I.D
Juvenile Justice
Greene County Youth Academy
Lakeland Regional Hospital
Missouri's ESEA Waiver
FOCUS schools
Title I schools whose Student Gap Groups are among the lowest-performing in the state over the past three years
Reward Schools
Title I schools that demonstrated high performance, high progress, or both, on measures of academic achievement over the last three years
School Choice
Priority Schools
Among the lowest-performing Title I schools in the state for overall student achievement in English language arts and mathematics on state assessments over the past three years
OTIS (Other Title I Schools)
Title I schools that are close to being identified as focus schools based on their AMOs for the past 3 years in language arts and math.
When will a focus school be eligible to exit?
Schools will be exited from focus status when the school no longer meets the definition of a focus school for three consecutive years and demonstrates that the Student Gap Group that caused the school to be identified as a focus school has decreased the number of non-proficient students by 3 percent over a period of three years in both English language arts and mathematics.
The Super Subgroup
Comprised of five subgroups; black students, Hispanic students, low-income students, students with disabilities and English language learners. Use of a Super Subgroup allows for inclusion of students otherwise missed due to a low number of students in a single subgroup, eliminates a duplicated count of an individual student who may fall into numerous subgroups, and holds all districts accountable for the same number of subgroups
Hindsight is 20/20
Full transcript