Title 1, Part A Campus Responsibilities

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Title 1, Part A

Campus Responsibilities

NCLB

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Introduction

The purpose of Title I, Part A is to provide financial assistance to districts and schools that serve high percentages or high numbers of economically disadvantaged children. These federal program funds, which are provided through the Texas Education Agency (TEA), help ensure that the needs of children who are failing, or most at risk of failing, to meet the state’s challenging student academic performance standards and assessments are addressed. Title I, therefore, is designed to help students served by the program to achieve proficiency on challenging State content and academic achievement standards, the Texas Essential Knowledge (TEKS), and State Assessments.

It is important to note that there are two Title I, Part A program models: schoolwide and targeted assistance. Title I schools with percentages of students from low-income families of at least 40 percent may use Title I funds, along with other federal, state, and local funds, and operate a "schoolwide program" to upgrade the entire educational program and raise academic achievement for all students. This contrasts with Title I schools with less than the 40 percent schoolwide threshold or that choose not to operate a schoolwide program and offer a "targeted assistance program" in which the school identifies a select group of students who are failing, or most at risk of failing, to meet the state's challenging academic achievement standards. Targeted assistance schools, in consultation with parents, staff, and district staff, design an instructional program to meet the needs of those students. Regardless of which type(s) of Title I, Part A program the LEA operates, it is possible that some Title I, Part A administrative, professional development, parental involvement, or even some instructional activities are conducted through the central office.

Federal law requires that the TEA monitor the operation of Title I, Part A programs in each district. This guide, therefore, helps districts and schools understand the program requirements to ensure that all statutory obligations are addressed with fidelity as intended in law. It is recommended that all Title I, Part A campuses have a school support team consisting of two to three members, including a district-level contact to monitor program compliance, effectiveness, and most importantly how students served through the program are meeting state and federal expectations for performance.

The following sections provide detailed requirements by topic area, including implications for

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Funding

The United States Department of Education (USDE) allocates, through the TEA, Title I, Part A funds by district using the Census Bureau’s school district estimates of poor school-age children based on the most recent Census update, and the annual update of neglected and foster home children. Title I, Part A funds are used to provide services that are in addition, or supplemental to, the regular services normally provided by a district or targeted assistance campus for participating children. On a schoolwide campus, the services need not be supplemental, but Title I, Part A funds must supplement the state and local resources the campus would receive in the absence of federal funds.

The LEA or a targeted assistance campus may not fund any program activity required by state law, State Board of Education (SBOE) rule, or local board policy. In addition, state or local funds may not be decreased or diverted for other uses merely because of the availability of these funds. This section provides guidance regarding funding implications for Title I, Part A campuses.

Schoolwide Campuses

Targeted Assistance

Campuses

Campus administration is knowledgeable about allowable and unallowable costs and the use of funds for Title I, Part A campus allocations.

Applicable for all schoolwide program principals.

Applicable for all targeted assistance program principals who oversee a Title I, Part A budget. Campus administration is knowledgeable

about the campus budget, and campus administration and staff provided input on how funds were to be expended.

Applicable for all targeted assistance program principals who oversee a Title I, Part A budget. Campus administration ensures that the

funds allocated to the campus for parent involvement activities were expended to improve family and community engagement, i.e., parent involvement.

Applicable for all targeted assistance program principals who oversee a Title I, Part A budget.

Schoolwide Programs—For schoolwide

program campuses, Title I, Part A funds may be used for activities that are identified as a need in the comprehensive needs assessment and included in the campus improvement plan to improve student performance and upgrade the entire educational program.

Applicable for all

schoolwide programs. Not Applicable.

Targeted Assistance Programs—For

targeted assistance campuses, Title I, Part A funds may only be used to meet the needs of children identified as being in greatest need of services. Students must be selected using multiple, educationally-related, objective criteria established by

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Schoolwide Campuses

Targeted Assistance

Campuses

On a targeted assistance program, records must be maintained that document that Title I, Part A funds are expended on activities and services for only Title I, Part A eligible children identified as having the greatest need for special assistance.

Not Applicable Applicable for targeted assistance programs.

Campus administration must be able to respond appropriately to and maintain documentation for each of the following questions to determine whether an expenditure would be allowable:

1. How is the expenditure reasonable and necessary to carry out the intent and purpose of the program?

2. What need, as identified in the comprehensive needs assessment, does the expenditure address? Explain how the expenditure addresses this need.

3. Provide the description, as written in the campus or district improvement plan, of the program, activity, or strategy that will be addressed by the expenditure requested. How would the program, activity or strategy be funded if the Title I, Part A funds are not available? 4. How will the expenditure be evaluated

to measure a positive impact on student achievement?

5. For a schoolwide campus, how will the expenditure upgrade the entire educational program on the campus? 6. How is the expenditure supplemental to

other nonfederal programs on a targeted assistance campus?

# 1-5 Applicable for all schoolwide program principals.

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this goal, the act requires all teachers teaching core subject academic areas to meet specific competency and educational requirements. Teachers who meet these requirements are considered “highly qualified.” Teachers are required to be highly qualified if they are the Teacher of Record providing direct instruction to students in any core academic subject area, including English, reading or language arts, mathematics, science, foreign languages (languages other than English), civics and government, economics, arts, history, and geography. This section provides guidance regarding campus-level requirements in implementing the highly qualified mandates in statute for teachers and paraprofessionals.

Schoolwide Campuses

Targeted Assistance

Campuses

(Although the following is a district-level responsibility, it is often conducted in conjunction with schools.) At the beginning

of each school year, the district will notify the parents of each student attending any school receiving Title I, Part A funds that the parents may request and the district will provide the parents on request (in a timely manner and in an understandable and uniform format and, to the extent practicable, in a language that the parents can understand) information regarding the professional qualifications of the student’s class¬room teachers, including at a minimum, the following:

• whether the teacher has met state qualifications and licensing criteria for the grade levels and subject areas in which the teacher provides instruction; • whether the teacher is teaching under

emergency or other provisional status through which state qualification or licensing criteria have been waived; • what the baccalaureate degree major

of the teacher is and whether any other graduate certification or degree is held by the teacher, and what field of discipline for the certification or degree; and • whether the child is provided services

by paraprofessionals, and if so, their qualifications.

Applicable for all parents

on schoolwide campuses. Applicable only for parents of students who are taught by a core academic subject teacher who is funded by Title I, Part A.

Campus administration works with district personnel to hire highly qualified teachers in core academic subject areas.

Applies to all core

academic teachers who are the teachers of record.

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Schoolwide Campuses

Targeted Assistance

Campuses

The campus principal of each Title I, Part A campus attests in writing to the status of each campus being in compliance with Section 1119 requirements for highly qualified teachers. The district has copies of the signed attestation form(s).

Applies to all core

academic teachers who are the teachers of record.

Applies only to core academic area teachers who are funded by Title I, Part A.

If the campus does not have 100% of core academic subject area classes taught by highly qualified teachers, it has a Highly Qualified Teacher Plan that details, for each class without a highly qualified teacher, the actions being taken to assist that teacher in becoming highly qualified for that assignment.

Applicable if the campus does not meet the 100% highly qualified requirement.

Applicable if 100% of the staff core academic area teachers who are funded by Title I, Part A are not highly qualified.

Paraprofessionals who perform instructional duties in a Title I, Part A program:

• have completed at least two years of study at an institution of higher education [defined as completion of 48 semester hours (or equivalent trimester hours) of college coursework or an applicable number of semester hours as defined by the institution of higher education attended, whichever is less]; or

• have obtained an associate’s (or higher) degree; or

• have met a rigorous standard of quality and can demonstrate, through a formal state or local academic assessment— - knowledge of, and the ability to assist

in instructing, reading, writing, and mathematics; or

- knowledge of, and the ability to assist in instructing, reading readiness, writing readiness, and mathematics readiness, as appropriate.

Applicable for all paraprofessionals who perform instructional duties, whether funded through Title I, Part A or not.

Applicable for paraprofessionals who perform instructional duties and are funded through Title I, Part A.

The campus principal of each Title I, Part A campus ensures that paraprofessionals who provide instructional support work under the direct supervision of a highly qualified teacher. The campus(es) and district have copies of the list of paraprofessionals and designated teachers.

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Schoolwide Campuses

Targeted Assistance

Campuses

If Title I, Part A staff assume limited duties that are assigned to similar personnel who are not working in Title I, including duties beyond classroom instruction or that do not benefit participating children, the amount of time spent on such duties must not exceed in the same proportion of total work time as prevails with respect to similar personnel at the same school.

Applicable for paraprofessionals who perform instructional duties and are funded through Title I, Part A.

The campus principal provides timely written notice to the parent if the parent’s child has been assigned or has been taught for four or more consecutive weeks by a teacher who is not highly qualified.

Applicable if the four-week non-highly qualified staff applies.

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Comprehensive Needs Assessment and

Planning

ESEA statute requires that each funded program conduct a comprehensive needs assessment to determine the priorities for the intended program recipients. For Title I, Part A, districts and campuses are required to conduct a comprehensive needs assessment and use the results to develop the comprehensive plan and program. While statute does not define the areas which must be reviewed to determine need, the term ‘comprehensive’ implies that campuses will use multiple sources of data to assess aspects of the school system which have an impact on instruction – the focus for this fund source. This section describes what campuses must do to meet the needs assessment and planning requirements in statute. For additional information regarding the comprehensive needs assessment process and to download the toolkit, go to

http://www.region10.org/capacity-building-initiative/capacity-building-links/nclb-publications.

Schoolwide Campuses

Targeted Assistance

Campuses

The Title I, Part A schoolwide program plan is developed with the involvement of parents and other members of the community to be served and individuals who will carry out the plan, including teachers, principals, and administrators (including administrators of other Title I programs) and if appropriate, pupil services personnel, technical assistance providers, school staff, and, if the plan relates to a secondary campus, students from such campus.

Applicable for all

schoolwide programs Not Applicable.

Title I, Part A schools are required to conduct a comprehensive needs assessment of the entire school, based on information about the performance of children in relation to the state content and student performance standards.

Applicable for all

schoolwide programs. Applicable for all targeted assistance programs.

Title I, Part A campus plans show evidence of a comprehensive needs assessment being conducted that includes all students as well as all required subgroups -- economically-disadvantaged students, students from major racial and ethnic groups, students with disabilities, students with limited English proficiency, and migratory students .

Applicable for all

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Schoolwide Campuses

Targeted Assistance

Campuses

The Title I, Part A campus plan is available to the LEA, parents, and the public, and the information contained in the plan is in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand.

Applicable for all

schoolwide programs Applicable for all targeted assistance programs.

If state and federal funds are combined on a Title I, Part A schoolwide campus, the campus plan must include a list of combined funds.

Applicable for all

schoolwide programs Not Applicable. The Title I, Part A campus plan

incorporates the following 10 components of a schoolwide program:

1. Comprehensive needs assessment of the entire school based on information that includes the achievement of children; 2. Schoolwide reform strategies; 3. Instruction by highly qualified staff; 4. Opportunities for professional

development;

5. Strategies for attracting highly qualified teachers;

6. Strategies to increase parental involvement;

7. Plans for assisting preschool children in the transition from early childhood programs;

8. Measures to include teachers in the decisions regarding the use of assessments;

9. Provision of effective, timely, additional assistance provided to students who experience difficulty mastering the proficient or advanced levels of academic achievement standards; and 10. Coordination of federal, state, and local

services and programs and integration with the schoolwide program.

(See Schoolwide Planning.)

Applicable for all

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Schoolwide Campuses

Targeted Assistance

Campuses

The targeted assistance campus plan incorporates the following eight components of a targeted assistance program:

1. Program resources are used to help participating children meet state academic achievement standards. 2. Planning for identified students is incorporated into existing school planning.

3. Effective methods and instructional strategies are based on scientifically based research that strengthens the core academic program.

4. Each targeted assistance program is coordinated with and supports regular education programs.

5. Instruction is provided by highly qualified teachers.,

6. Opportunities for professional development are provided. 7. Strategies to increase parental

involvement are used.

8. Federal, state, and local services and programs are coordinated and integrated with the targeted assistance program.

(See Targeted Assistance.)

Not Applicable. Applicable for all targeted assistance programs.

The criteria for identifying students for Title I, Part A targeted assistance services must be clearly defined in the campus improvement plan, including any supplemental criteria established at the campus level. Criteria must be established for every grade that receives services under Title I, Part A targeted assistance programs. Multiple, educationally-related, objective criteria must be used.

The Title I, Part A campus plan describes how Title I, Part funds are spent on effective methods and instructional strategies that are based on scientific research for participating Title I, Part A students.

Applicable for all

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Parent Involvement/Family and Community

Engagement

Parents, families, educators, and communities all have a stake in each child’s education and are accountable for improving student achievement by fully participating in the education of all children.

This partnership is defined as the participation of parents in regular, two-way, and meaning-ful communication involving student academic learning and other school activities, including ensuring that—

• parents play an integral role in assisting their child’s learning;

• parents are encouraged to be actively involved in their child’s education at school; • parents are full partners in their child’s education and are included, as appropriate, in

decision-making and on advisory committees to assist in the education of their child; and • other activities are carried out, such as those described in section 1118.

The following section outlines campus requirements for this area. The parent involvement policy and school-parent compact requirements are included separately to detail the require-ments for each of these topics.

Schoolwide Campuses

Targeted Assistance

Campuses

Campuses must convene an annual meeting, at a convenient time, to which all parents of participating children shall be invited and encouraged to attend, to inform parents of their school’s participation in Title I and their right to be involved.

Applicable for all

Campuses must offer flexible meeting times, such as meetings in the morning or evening.

Applicable for all

schoolwide programs. Applicable for all targeted assistance programs. Campuses must involve parents, in an

organized, ongoing, and timely way, in the planning, review, and improvement of the school parental involvement policy and the joint development of the Title I, Part A campus plan.

Applicable for all

Campuses must provide parents with a description and explanation of the curriculum in use at the school, the forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet.

Applicable for all

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Schoolwide Campuses

Targeted Assistance

Campuses

Campuses must provide assistance to parents, as appropriate, in understanding such topics as the State’s academic content standards and State and local academic assessments.

Applicable for all

Campuses must provide materials and training to help parents work with their children to improve their children’s achievement, such as literacy training.

Applicable for all

schoolwide programs. Applicable for all targeted assistance programs. Campuses must, to the extent feasible

and appropriate, coordinate and integrate parent involvement programs and activities with Head Start and other preschool programs, to discuss the developmental and other needs of individual children.

Applicable for all

Campuses must ensure that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format and, to the extent practicable, in a language the parents can understand.

Applicable for all

Campuses must provide such other

reasonable support for parental involvement activities as parents may request.

Applicable for all

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Parental Involvement Policy

Each district and campus funded through Title I, Part A must develop a written parental in-volvement policy. The policy is intended to define how the district or campus will meet the re-quirements for parent involvement/family and community engagement. This section provides guidance regarding the contents of the campus-level policy and the process campuses must use to ensure compliance and to meet the intent in federal ESEA statute. For additional infor-mation regarding the parental involvement policy process and to download the toolkit, go to www.esc16.net. Click on the Title I Statewide Initiative link, then the Publications option.

Schoolwide Campuses

Targeted Assistance

Campuses

Each campus served under Title I, Part A must develop with, and distribute to, parents of participating children, a written parental involvement policy; agreed on by such parents; that shall describe the means for carrying out the requirements for parents, as noted in this section.

Applicable for all

Each campus must incorporate the written parental involvement policy into the Title I, Part A campus plan.

Applicable for all

schoolwide programs. Applicable for all targeted assistance programs. Each campus parental involvement policy

must state how the campus will involve parents, in an organized, ongoing, and timely way, in the planning, review, and improvement of programs, including the planning, review, and improvement of the campus parental involvement policy.

Applicable for all

Each campus parental involvement policy must provide a description and explanation of the curriculum in use at the school, the forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet.

Applicable for all

Each campus parental involvement policy must state how the campus will, if requested by parents, provide opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children, and respond to any such suggestions as soon as practicably possible.

Applicable for all

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Schoolwide Campuses

Targeted Assistance

Campuses

Each campus parental involvement policy must state how, if the campus plan is not satisfactory to parents of participating children, parents may submit comments to the plan.

Applicable for all

Each campus must build capacity with staff and parents regarding strong parent involvement/family and community involvement.

Applicable for all

schoolwide programs. Applicable for all targeted assistance programs. Each campus must conduct, with the

involvement of parents, an annual

evaluation of the content and effectiveness of the parental involvement policy in improving the academic quality of the schools served under Title I, Part A, including identifying barriers to greater participation by parents in activities authorized by this section (with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background), and use the findings of such evaluation to design strategies for more effective parental involvement, and to revise, if necessary, the parental involvement policies.

Applicable for all

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Schoolwide Campuses

Targeted Assistance

Campuses

Each campus must also address the following required parental involvement policy activities:

1. provide assistance to parents of participating Title I children in understanding such topics as the state’s academic content and achievement standards, the assessments being used, the requirements of Title I, Part A, and how to monitor their children’s progress and work with educators to improve their achievement.

2. provide materials and training, such as literacy training and training on how to use technology, to help parents work with their children to improve achievement.

3. educate teachers, pupil services

personnel, principals and other staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs and build ties between parents and the school.

4. “to the extent feasible and appropriate,” coordinate and integrate parental involvement programs with Head Start, Even Start, and other preschool programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children.

5. ensure that information related to school and parent programs, meetings and other activities is sent to the parents of participating children in a format and, to the extent practicable, in a language the parents can understand.

6. provide such other reasonable support for parental involvement activities as parents may request.

Applicable for all

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Schoolwide Campuses

Targeted Assistance

Campuses

Each campus may also address the following required parental involvement policy activities:

1. involve parents in the development of training for teachers, principals and other educators to improve the effectiveness of such training. 2. provide literacy training for parents

with Title I, Part A funds if it has exhausted all other reasonably available sources of funding.

3. provide reasonable and necessary expenses associated with parental involvement activities, including transportation and child care costs, to enable parents to participate in school-related meetings and training sessions may be provided.

4. train parents to enhance the involvement of other parents.

5. arrange school meetings at a variety of times, or conduct in-home conferences between parents who are unable to attend the school meetings and the teachers and other educators who work with their children.

6. adopt and implement model approaches to improving parental involvement. 7. establish a district-wide parent advisory

council to provide advice on all matters related to parental involvement in funded programs through Title I, Part A and other program sources, such as special education, migrant, and others. 8. develop appropriate roles for

community-based organizations and businesses in parent involvement activities.

Applicable for all

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School-Parent Compact

As a provision of developing the parental involvement policy, each campus must also develop a school-parent compact to clarify what families and schools will do to ensure that students reach high academic achievement standards. The compact serves as a reminder of each stakeholder’s responsibilities and a commitment of shared responsibility for student learning. Campuses should understand the real strength in jointly developing the policy and how this process provides parents a sense of voice and time to outline their responsibilities. This section provides guidance regarding school-parent compacts.

Schoolwide Campuses

Targeted Assistance

Campuses

Each campus must jointly develop with parents of participating children a school-parent compact that outlines how school-parents, the entire school staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the State’s high academic standards.

Applicable for all

Each campus must ensure that the school-parent compact describes the school’s responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment.

Applicable for all

Each campus must ensure that the school-parent compact describes the ways in which each parent will be responsible for supporting their children’s learning, such as monitoring attendance, homework completion, and television watching, as well as volunteering in their child's classroom.

Applicable for all

Each campus must ensure that the school-parent compact addresses the importance of ongoing communication between teachers and parents on an ongoing basis through, at a minimum:

• Annual parent-teacher conferences in elementary schools during which the compact shall be discussed in relation to the child’s achievement;

• Frequent reports to parents on their children’s progress;

• Reasonable access to staff; • Opportunities to volunteer and

Applicable for all

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Schoolwide Planning

Schoolwide programs address the educational needs of economically disadvantaged stu-dents with comprehensive strategies for improving the whole school so every student achieves high levels of academic proficiency. Schoolwide programs have great latitude to de-termine how to organize their operations and allocate the multiple funding sources available to them. These campuses do not have to identify particular children as eligible for services. Instead, schoolwide programs can use all allocated funds to increase the amount and quality of learning time. This section provides guidance regarding the Title I, Part A requirements for schoolwide campuses.

Schoolwide Campuses

Targeted Assistance

Campuses

Each schoolwide program plan is

developed with the involvement of parents and other members of the community to be served and individuals who will carry out the plan, including teachers, principals, administrators, administrators of other Title I programs, and if

appropriate, pupil services personnel, technical assistance providers, school staff. If the plan relates to a secondary campus, students from such campus.

Applicable for all

Title I, Part A schools operating a schoolwide program must develop a schoolwide plan for reforming the total instruction program.

Because Texas Education Code requires that all Texas schools develop a campus improvement plan, the 10 Components for a Schoolwide Program are nearly always embedded in the campus improvement plan. The following 10 Components must be included in the plan.

Applicable for all

1. Schools have conducted a

comprehensive needs assessment of the entire school, based on information about the performance of children in relation to the state content (TEKS) and student performance on State Assessments. standards.

Applicable for all

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Schoolwide Campuses

Targeted Assistance

Campuses

2. Schoolwide reform strategies are implemented to do the following: • Provide opportunities for all students to

meet the state’s proficient and advanced levels of student academic achievement • Use effective methods and instructional

strategies that are based on scientifically based research that do the following:

- Strengthen the core academic program in the school;

- Increase the amount and quality of learning time, such as providing an extended school year, before- and after-school programs, and summer programs and opportunities, and help provide an enriched and accelerated curriculum; and

- Include strategies for meeting the educational needs of historically underserved populations.

Applicable for all

3. Instruction is provided by highly-qualified staff; therefore, the plan addresses any strategies/activities to ensure that staff is highly qualified and highly effective.

Applicable for all

schoolwide programs. Not Applicable. 4. High-quality and ongoing professional

development is provided for teachers, principals and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children to meet the state’s student academic achievement standards.

Applicable for all

5. Campus administrators work closely with district staff to ensure that strategies are implemented to attract highly-quality teachers to high-need schools.

Applicable for all

schoolwide programs. Not Applicable. 6. Strategies to increase parental

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Schoolwide Campuses

Targeted Assistance

Campuses

7. Campuses implement plans for assisting children in the transition from early childhood programs to local elementary school programs

Note: Transitions from elementary to middle schools, and middle to high schools should also be considered.

Applicable for all

8. Measures to include teachers in the decisions regarding the use of academic assessments in order to provide information on and to improve the achievement of individual students and the overall instructional program.

Applicable for all

9. Procedures to ensure that students who experience difficulty mastering any of the proficient or advanced levels of academic standards are provided effective, timely additional assistance.

Applicable for all

10. Coordination and integration of federal,

state, and local services and programs. Applicable for all schoolwide programs. Not Applicable. Each schoolwide program plan does the

following:

1. Describes how the campus will implement the ten schoolwide components.

2. Describes how the campus will use Title I, Part A, resources and other sources to implement those components.

3. Includes a list of state and LEA programs and other federal programs that will be included in the schoolwide program.

4. Describes how the campus will provide individual student academic assessment results in a language the parents can understand, including an interpretation of those results, to the parents of a child who participates in the academic assessments.

Applicable for all

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Schoolwide Campuses

Targeted Assistance

Campuses

Each schoolwide program plan is

developed with the involvement of parents and other members of the community to be served and individuals who will carry out the plan, including teachers, principals, administrators, administrators of other Title I programs, and if

appropriate, pupil services personnel, technical assistance providers, school staff. If the plan relates to a secondary campus, students from such campus.

Applicable for all

The schoolwide program plan is in effect during the campus’s participation under Title I, Part A, and is reviewed and revised, as necessary, by the campus.

Note: TEC requires that schools review and revise campus improvement plans annually.

Applicable for all

The schoolwide program plan is available to the LEA, parents, and the public, and the information contained in the plan is in an understandable and uniform format, and to the extent practicable, provided in a language that the parents can understand.

Applicable for all

The schoolwide program, if appropriate, is developed in coordination with programs under Reading First, Early Reading First, Even Start, Carl D. Perkins Vocational and Technical Education Act of 1998, and the Head Start Act.

Applicable for all

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Targeted Assistance

A targeted assistance school signifies that the services are provided to a select group of children--those identified as failing, or most at risk of failing, to meet the State's challenging content and student performance standards--rather than for overall school improvement, as in schoolwide programs. Like schoolwide program schools, the goal of a targeted assistance school is to improve teaching and learning to enable students to meet the challenging State performance standards that all children are expected to master. To accomplish this goal, a targeted assistance program must be based on effective means for improving achievement of participating children; use effective instructional strategies that give primary consideration to extended-time strategies, provide accelerated, high-quality curricula, and minimize removing children from the regular classroom during regular school hours; coordinate with and support the regular education program; provide instruction by highly-qualified and trained professional staff; and implement strategies to increase parental involvement. This section outlines the responsibilities for targeted assistance campuses.

Schoolwide Campuses

Targeted Assistance

Campuses

Targeted assistance programs focus on children who are failing or most at-risk of failing to meet State standards, using multiple, educationally-related, and objective criteria.

Children from preschool through Grade 2 are selected solely on the basis of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures.

Targeted assistance programs use effective methods and instructional strategies that are proven by scientifically-based research that strengthen the core academic program of the school and improve the achievement of children, and that:

• Give primary consideration to extended time;

• Help provide an accelerated, high-quality curriculum; and

• Minimize removing children from the regular classroom during regular school hours.

Targeted assistance program is

coordinated with and supports the regular education program.

Not Applicable. Applicable for all targeted assistance programs. In targeted assistance schools, instruction

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Schoolwide Campuses

Targeted Assistance

Campuses

In targeted assistance schools,

opportunities are provided for professional development for personnel and, if

appropriate, parents, who work with participating children either in the Title I program or the regular education program.

In targeted assistance schools, the progress of participating children is reviewed on an ongoing basis to make program revisions, and, if necessary, provide additional assistance to children in meeting the state's challenging academic achievement standards.

The school has a defined procedure for identifying eligible children. Identifies children who are failing or most at risk of failing to achieve state standards, including a rank order of eligible children to provide services to those in greatest need.

The school has a defined procedure for reviewing, on an ongoing basis, the progress of participating children and revising the targeted assistance program, if necessary, to provide additional assistance to enable such children to meet the state’s challenging student academic achievement standards.

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Homeless

Title I, Part A funds set aside for homeless students can be used for any of the following: • To improve educational services for homeless children and youth by assisting children and

youth in meeting social and academic challenges.

• To provide homeless children and youth with the services needed to make a successful tran-sition from their state of homelessness to school or employment.

• To prevent homeless youth from dropping out of school, and to provide dropouts and chil-dren and youth with a support system to ensure their continuing education.

Schoolwide Campuses

Targeted Assistance

Campuses

A student who is homeless and attending any campus served by the district is eligible for Title I, Part A services.

Applicable for all

Other Requirements

Schoolwide Campuses

Targeted Assistance

Campuses

Each program assisted with Title I, Part A funds must conduct an annual evaluation of the program and use the findings of this and other evaluations in modifying and improving the program. Results must be disaggregated by:

1. Gender

2. Major racial and ethnic groups 3. English proficiency status 4. Migrant status

5. Students with disabilities as compared to non-disabled students

6. Economically disadvantaged students as compared to non-economically disadvantaged students.

Applicable for all

Results of the annual review of student data from all participating schools are publicized and disseminated to parents, teachers, principals, schools, and the community.

Applicable for all

schoolwide programs. Applicable for all targeted assistance programs. Each campus must inform parents

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Other Requirements

Schoolwide Campuses

Targeted Assistance

Campuses

Each program assisted with Title I, Part A funds must conduct an annual evaluation of the program and use the findings of this and other evaluations in modifying and improving the program. Results must be disaggregated by:

1. Gender

2. Major racial and ethnic groups 3. English proficiency status 4. Migrant status

5. Students with disabilities as compared to non-disabled students

6. Economically disadvantaged students as compared to non-economically disadvantaged students.

Applicable for all

Results of the annual review of student data from all participating schools are publicized and disseminated to parents, teachers, principals, schools, and the community.

Applicable for all

schoolwide programs. Applicable for all targeted assistance programs. Each campus must inform parents

and organizations of the existence and purpose of parental information and resource centers.

Applicable for all

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Each of the areas outlined in this document are intended to ensure that all students have a fair, equal, and significant opportunity to obtain a high-quality education. It is critical that district and campus leaders remain true to the purpose and intent of the Title I, Part A program, to implement:

•

Support structures between district and campus operations;

•

Services which are coordinated with other programs and key partners to increase the

scope and resources;

•

Teacher, principal, parent and other stakeholder professional development to build capacity;

•

Challenging, standards-based curriculum and instruction to close performance gaps;

•

High-yield, research-based strategies that will be sustained over time;

•

Accountability and monitoring systems to evaluate progress; and

•

21st Century teaching and learning experiences which prepare students for complex and

changing college and career pathways.

When Title I, Part A programs are planned with multiple stakeholders, incorporate statutory requirements, and are implemented with fidelity, student results improve. It is the responsibil-ity of each campus to ensure that every student’s needs are met and all students are successful. For additional information or technical assistance, please contact the Title I representative at your respective education service center.

For information contact: Office of Intellectual Property

Texas Education Agency, 1701 N. Congress Ave. Austin, TX 78701-1494

email: [email protected]

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