Title 1, Part A Under NCLB Jan, 2002

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Title 1, Part A Under NCLB (Jan, 2002)
Part A - Improving the Academic
Achievement of the Disadvantaged
Part B Student Reading Skills Improvement
Part C Migrant Education Program
Part D Neglected and Delinquent

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What is Title I, Part A

• Federally funded compensatory grant to offset the
  effects of poverty on the educational
  opportunities of low-performing children in
  high-poverty schools

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What Does This Mean inBibb County?
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Bibb County DemographicsPoverty Status in 1999

• Households
• Income less than 10,000.. 15.1
• 10,000 to 14,999 . 8.5
• 15,000 to 24,999... 14.0
• 37.6 of households in Bibb County have
• a total annual income less than 25,000.
• 70 of Bibb County students are eligible for free
  or reduced lunch

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Educational AttainmentPopulation 25 years and
over

• Bibb County population 25 years and over97,463
• Less that 9th grade . 7.0
• 9th to 12th , no diploma.. 15.8
• High school graduate 31.7
• (includes equivalency)

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Bibb County DemographicsPoverty Status in 1999

• 6,207 families in Bibb County have incomes below
  the poverty level.
• 23.4 of these families have children under the
  age of 18
• 29.7 of these families have children under the
  age of 5
• 4,538 grandparents are primary caregivers for one
  or more grandchildren
• 70 of Bibb County students are eligible for
  free or reduced lunch

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Poverty Level in 2004

• Percent of persons living below poverty level
  19.10
• Size of Family Unit Poverty
  Threshold
• One person under 65
  9,827
• 65 years and over
  9,060
• Two people under 65
  12,649
• Two people 65 and older
  11,418
• Three people
  14,776
• Four people
  19,484
• Five people
  23,497
• Six people
  27,025

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Federal Spending on K-12 Education under the
Elementary and Secondary Education Act and NAEP
Reading Scores (Age 9)
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Purpose of Title I, Part A

• To ensure that all children have the opportunity
  to obtain a high quality education and reach
  proficiency on challenging state academic
  standards and assessments.

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Charge of NCLB
Close the achievement gap no
excuses 1965 to 2003 more than 242 billion
federal dollars spent to help educate
disadvantaged children Only 32 of
fourth-graders can read at a proficient level
based on NAEP NAEP-National Assessment of
Educational Progress
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Title I, Part A under NCLB

• Tightly narrows the focus
• -Reading/English/Language Arts, Math and
  Science
• Requires use of proven educational methods
• Requires stronger accountability for results
• Requires stronger accountability for targeted use
  of funds/personnel
• Provides choices to parents of students in NI
  schools
• Empowers parents as equal partners
• - Remove barriers
• - Build capacity of parents for quality
  parental
• involvement
• Parents right to know clause
• -Academic achievement of students
  
• -Teacher qualifications

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Types of Programs

• Targeted Assistance Programs (TAP) provide
  services to students with the greatest need of
  academic assistance and assistance in meeting
  challenging student academic achievement
  standards. The school is either not eligible for
  school-wide or chooses not to implement one.
• Schoolwide Programs (SWP) are designed to
  generate high levels of academic achievement in
  core academic areas for all students, and
  especially those who are not demonstrating
  proficiency in meeting the states academic
  content and achievement standards.

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TAP SWP

• No poverty threshold
• Planning for students is incorporated into
  existing school
• Student identification-ranked and required
• Utilization of effective methods and
  instructional strategies based on scientifically
  based research
• Employs strategies to increase parent involvement
• Instruction by highly qualified teachers
• Professional development
• Coordinate and support the regular program
• Coordinate and integrate federal, state and local
  services and programs
• Student placement based on multiple criteria (ex.
  Grades, teacher recommendation, CRCT score, grade
  retention)

• 40 poverty threshold
• One year structured planning period
• Student identification not required
• Utilization of effective, proven, and research
  based practices
• Employs strategies to increase parent involvement
• Instruction by highly qualified teachers
• Professional development
• Coordinate and support the regular program
• Coordinate and integrate federal, state and local
  services and programs

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Targeted Assistance Programs

• The program should
• Strengthen the core academic program
• Provide extended learning time
• Provide accelerated, high quality curriculum,
  including applied learning
• Minimize removing children from the regular
  classroom

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Targeted Assistance Programs

• Provide assistance to enable children to meet the
  states challenging student academic achievement
  standards by
• Extending the school year
• Before and after school and summer programs
• Training for teachers in how to identify students
  who need additional assistance
• Training for teachers regarding how to implement
  student academic standards in the classroom

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Targeted Assistance Programs

• Targeted Assistance school staff should
• Be integrated into regular school program and
  overall school planning and improvement efforts
• Participate in general professional development
  and planning activities
• Assume limited duties that are assigned to
  similar personnel not paid by Title I
• Review, on an ongoing basis, the progress of
  participating children
• Revise the program as needed

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Schoolwide Programs

• A schoolwide program is a comprehensive school
  reform model.
• The model is designed to generate high levels of
  academic achievement in core academic areas for
  all students, especially those who are not
  demonstrating proficiency in meeting the states
  academic content and achievement standards.

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Schoolwide Programs

• Schoolwide programs provide
• Flexibilitycombining resources, serving all
  students, redesigning the school and its services
• Coordination and integrationreduction in
  curricular and instructional fragmentation
• Accountabilityclear and coordinated all
  students are responsible for achieving the same
  high standards
• Unified goalsschoolwide programs bring parents,
  the community, and the school together to
  re-design and improve the school.

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Schoolwide Programs

• Implementation components
• Instruction by highly qualified teachers
• High quality and ongoing professional development
• Strategies to attract highly qualified teachers
• Strategies to increase parental involvement
• Plans for assisting pre-school children in the
  transition from early childhood programs to local
  elementary schools
• Inclusion of teachers in decisions about the use
  of academic assessment information or the purpose
  of improving student achievement
• Effective, timely, and additional assistance for
  students who have difficulty mastering the
  standards at proficient and advanced levels
• Coordination and integration of federal, state,
  and local services and programs

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Schoolwide Programs

• Other requirements of SWPs include
• Schoolwide programs are not relieved of
  requirements relating to health, safety, civil
  rights student and parental participation and
  involvement services to private school children
  maintenance of effort comparability of services
  and distribution/receipt of funds to state and
  local educational agency.
• A schoolwide program shall maintain records that
  demonstrate that the program, as a whole,
  addresses the intent and purposes of each of the
  federal programs consolidated to support it.
• The amount of federal funds used in a schoolwide
  program must be supplemental to the amount of
  state and local funds the school would otherwise
  receive.
• A schoolwide program that consolidates funds is
  not required to maintain separate fiscal
  accounting records for each of those programs.
• Monitoring Agencies LEA, state, federal

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Title I Schools in Bibb County

• Elementary Schools
• Barden (SWP)
• Bernd (SWP)
• Brookdale (SWP)
• Bruce-Weir (SWP)
• Burdell-Hunt (SWP)
• Burghard (SWP)
• Burke (SWP)
• Hamilton (SWP)
• Hartley (SWP)

• Elementary Schools
• Ingram-Pye (SWP)
• Jones (SWP)
• King-Danforth (SWP)
• Lane (TAP)
• Morgan (SWP)
• Rice (SWP)
• Riley (SWP)
• Skyview (SWP)
• Union (SWP)
• Vineville Academy (SWP)
• Williams (SWP)

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Title I Schools in Bibb County

• Middle Schools
• Appling (SWP)
• Bloomfield (TAP)
• McEvoy (SWP)
• Miller (SWP)
• Rutland (SWP)
• Weaver (SWP)

• High Schools
• Hutchings Career Center (TAP)
• Northeast (SWP)
• Southwest (SWP)

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Title I Services to Other Education Agencies in
Bibb County

• Group Homes
• Georgia Childrens Home
• Hephzibah Childrens Home
• Masonic Childrens Home
• Methodist Home for Children and Youth

• Private Schools
• Progressive
• St. Peter Claver School

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Adequate Yearly Progress

• Adequate yearly progress (AYP) is a series of
  performance goals that every school, local
  education agency, and state as a whole must
  achieve within time frames specified in law in
  order to meet the 100 proficiency goal of the No
  Child Left Behind (NCLB) Act.

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AYP Under NCLB Guidelines

• January 8, 2002 ESEA of 2001 signed into
  lawbetter known as NCLB.
• 2002-2003 school year, the state had to submit a
  plan for Adequate Yearly Progress.
• - Single Statewide Accountability goes into
  effect.

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Adequate Yearly Progress

• What happens if a Title I school does not make
  AYP?
• First year not making AYP----no consequences
• If a school does not make AYP for two consecutive
  years in the same academic subject, the school is
  identified for school improvement and certain
  sanctions are specified.

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CRCT Math

• 2003 50
• 2005 58.30
• 2008 66.70
• 2011 75
• 2012 83.30
• 2013 91.7
• 2014 100

Fieldbook Page 164
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CRCT Reading / Lang. Arts

• 2003 60
• 2005 66.7
• 2008 73.3
• 2011 80
• 2012 86.7
• 2013 93.3
• 2014 100

Fieldbook Page 165
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2004 NEW
Fieldbook Page 167
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2004 NEW
Fieldbook Page 167
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Sanctions

• NI-1
• Public school choice
• School improvement plan
• Technical assistance from the LEA
• NI-2
• Public school choice
• Supplemental educational services
• Continue technical assistance
• NI-3
• Public school choice
• Supplemental educational services
• Continue technical assistance
• Corrective action

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Sanctions

• NI-4
• Public school choice
• Supplemental educational services
• Continue technical assistance
• Continue corrective action
• Plan for restructuring

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Sanctions

• NI-5 or more
• Public school choice
• Supplemental educational services
• Continue technical assistance
• Continue corrective action
• Implement restructuring plan

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School Improvement

• How does a school get out of needs improvement?
• When a school makes AYP for two consecutive
  years, it is removed from Needs Improvement
  status.

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School Improvement

• Public School Choice
• Parents have the option to transfer their child
  to another school in the LEA that is not
  identified for improvement
• LEA pays for transportation
• Parents notified not later than first day of
  school year
• All students in the school have the option

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School Improvement

• Supplemental Educational Services
• Provided outside the school day
• Tutoring services
• Eligible studentsthose in the school from
  low-income families
• LEA pays for services from the Title I funds
• Parents promptly notified

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Highly Qualified Teachers

• NCLB places a major emphasis upon teacher quality
  as a factor in improving student achievement.
• ALL teachers must be highly qualified.
• Applies to all public k-12 teachers who teach
  core subjects
• English, reading, or language arts
• Mathematics
• Broad field science (such as physics,
• biology, or chemistry)
• Broad field social studies (such as
  civics and
• government, economics, history, or
  geography)
• Foreign language
• Arts (visual arts, music, band, and
  chorus)

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Highly Qualifiedmeans that the teacher is

• Certified by the PSC
• plus
• Content test (PRAXIS II or other state
  certification test
• or
• Major/concentration in subject/content area(s)
• or
• HOUSSE (veterans only) to establish content
  expertise
• and
• Teacher must be assigned to teach appropriate
  subject/content area(s)

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Highly Qualified Compliance Timeline

• Core teachers hired and placed in TA or SW Title
  I programs after the first day of school 2002-03
  must be highly qualified upon employment.
• If hired before the first day of school 2002-03,
  the core teacher must meet the highly qualified
  requirement by the end of the 2005-06 school
  year, both in Title and non-Title programs.
• Core teacher hired after the first day of school
  2002-03 not working in Title I programs must be
  highly qualified by the end of school year
  2005-06.

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Title ISupport Staff

• Valeria Cordy (Program Director) 765-8584
• Shemika Gary (Secretary) 765-8582
• Liz Moore ( Budget Manager) 765-8581
• Title I Coordinators
• Brenda Carter
  765-8655
• Deborah White
  765-8580
• School Improvement Specialist
• Shelila Culver
  318-5147
• Tina May
  318-7419

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Title I School Improvement Specialists

• The Title I School Improvement Specialists
  provide instructional support to principals and
  teachers in order to maximize student
  opportunities and instructional effectiveness and
  to achieve administrative directives and goals
  established by the Bibb County Board of Education.

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Shelila Culver

• School Served
• Bruce

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Tina May

• Schools Served
• Bernd
• Hamilton
• Hartley
• Jones
• Morgan
• Rice
• Riley
• Skyview
• Vineville Academy
• Williams
• Bloomfield Middle
• Miller Middle
• Weaver Middle
• Methodist Childrens Home

• Other Duties
• Success Maker
• Parent Involvement / Home-school facilitators

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Deborah White

• Other Duties
• Coordinator of Academic Coach Program (Appling,
  McEvoy, Rutland)
• Coordinator of Reading First Program
• Coordinator of School Improvement Plans
• SES
• Professional Learning Communities
• 9th Grade Academy
• RESA / GADOE Collaboration
• School Improvement Grant / Distinguished School
  Budgets

• Schools Served
• Bruce-Weir
• Burke
• Ingram-Pye
• Union
• McEvoy
• Southwest
• Progressive Christian
• St. Peter Claver

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Brenda Carter

• Schools Served
• Barden
• Brookdale
• Burghard
• Lane
• Appling
• Rutland Middle
• Hutchings
• Georgia Childrens Home
• Masonic Childrens Home

• Other Duties
• AYP School Choice Transfers
• HQT Requirements
• Literacy Coaches
• Monthly Title I Update
• Success Maker
• Neglected / Delinquent Home Services
• Title I Monitoring Documents
• Parent Involvement
• Collaboration with Homeless Programs
• Monitor School Budgets
• Comparability Report

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Congratulations!2006 Title I Schools of
Distinction

• Bernd Elementary
• Brookdale Elementary
• Burdell-Hunt Elementary
• Burghard Elementary
• Burke Elementary
• Hartley Elementary
• Jones Elementary

• Morgan Elementary
• Rice Elementary
• Riley Elementary
• Union Elementary
• Vineville Academy
• Williams Elementary

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Quality Support

• Highly visible
• Easily accessible

The measure of our success is student learning.