No Child Left Behind (NCLB)

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No Child Left Behind (NCLB)
Title I
Faculty Presentation
Department of Federal and State Programs
434-8017 or PX 48017
The Evolution of Title I
 Title I is part of the federally regulated
Elementary and Secondary Education Act.
 The Elementary and Secondary Education Act
(ESEA) originally passed under President
Johnson’s Administration in 1965 as part of the
“War on Poverty” agenda.
 ESEA was last reauthorized in 2001 and
renamed the No Child Left Behind Act.
 The current trend is to move away from this
term pending reauthorization.
Purpose of Title I
To ensure ALL children have a fair,
equitable, and significant opportunity
for a high quality education and reach,
at a minimum, proficiency on rigorous
state standards and assessments
The “How” of Title I
Title I schools are provided additional
funding to supplement the existing
curriculum, parent involvement programs,
and professional development.
Title I Schools
 There are 131 Title I schools in Palm Beach
County for FY15, including traditional public
schools, charter schools, ESE sites, and
alternative schools.
 Charter and alternative schools must follow
the same requirements as traditional public
Qualifying for Title I
 Each year schools are identified as Title I based
on the percentage of students in the school
eligible for free and reduced price meals (FRPL)
on Date Certain.
 Date Certain for the FY15 school year was
December 20, 2013.
 Schools meeting the District’s minimum
percentage qualify for Title I funding.
 The FY15 minimum percentage is 59.5%.
 Date Certain for FY16 is December 19, 2014.
Title I Basic Allocations
 The number of eligible students is multiplied by the
per pupil allocation set by the District.
• On Date Certain, 312 students were eligible for free
or reduced price meals at Sunshine Elementary.
This group represents 69% of the total student
Per pupil allocation = $355
School allocation = 312 x $355 or $110,760
Title I at Our School
Regardless of the funding source, every teacher
in a schoolwide program is considered a
“Title I” teacher.
Additionally, every student in a schoolwide
program is considered a “Title I” student.
Title I at Our School
 Title I funds are used at our school to….
<Insert school information prior to sharing>
Title I Requirements
 Core subject area teachers must be highly qualified.
 Parents have the right to know the credentials of
 Parents must be involved in the development of
plans for parent involvement and spending of Title I
 Professional development is required as a means to
improve instructional skills and the education
Title I Requirements
• Focus is shifting to effectiveness of programs
with less emphasis on collecting items to meet
• The use of funds must impact student
• Programs must be monitored and evaluated to
measure effectiveness in raising student
• Schools must collect data to validate the
proficiency of programs.
Highly Qualified Staff
 Teachers must be highly qualified upon hiring in the
following content areas: elementary education, reading,
math, science, history, civics and government, economics,
geography, music, art, drama, English, and foreign
 Highly qualified teachers possess:
 a Bachelor’s degree,
 State certification, and
 Elementary teachers: a subject area exam or completed
HOUSSE plan or NBPTS certificate for appropriate level
or completed Out-of-State HQ Verification, or
 Middle/high teachers: a subject area exam or completed
HOUSSE plan for the appropriate subject and level or
NBPTS certificate for appropriate subject area and level
or completed Out-of-State HQ Verification.
Highly Qualified Staff
 ALL non-instructional staff providing academic support to
students (paraprofessionals) must be highly qualified.
 Highly qualified paraprofessionals possess:
high school diploma/GED and
two years of college (60 credits), or
a conferred Associates Degree, or
a passing score on the rigorous ParaPro
Parents’ Right to Know
 Upon request, Title I parents may view the
professional qualifications of their child’s teachers
and paraprofessionals.
 If a student is taught by a teacher who is not highly
qualified for four or more consecutive weeks, the
parents must receive timely written notice.
 State assessment results regarding the
achievement level of their child must be provided to
parents in the appropriate language.
Family Involvement
• Karen Mapp, parent involvement researcher at
Harvard Graduate School of Education, says
students in schools with solid family
involvement programs:
 are more likely to enroll in higher-level programs
and earn more credits,
 have better social skills, behavior, and adapt more
easily to school, and
 attend more regularly and are more likely to
Family Involvement is a major focus of Title I.
Family Involvement
Parent Involvement Plan
The Parent Involvement Plan (PIP) is a blueprint
of the school’s parent activities to build capacity
and empower parents as their child’s first teacher.
The Parent Involvement Plan must:
 be jointly developed with input from parents and
 be distributed to all parents in appropriate
 demonstrate involvement of parents in an
organized, ongoing and timely manner with the
planning, reviewing, and improvement of Title I
programs, and
 provide parents the opportunities to be
Family Involvement
School-Parent Compact
The School-Parent Compact is an agreement
between the home and the school which outlines
how families, staff, and students will share the
responsibility for improving student achievement.
The School-Parent Compact must be:
 developed with input from parents and staff,
 distributed to all parents in appropriate language,
 utilized during parent/teacher conferences
(required for elementary schools).
Professional Development
Professional development must:
 be evidenced-based and on-going,
 be reflected in the School Improvement
Plan/Schoolwide Plan (SIP/SWP), and
 address the needs of students not meeting high
Note: All travel must be documented in the
SIP/SWP and address core content areas.
Additionally, out-of-county/state travel must be
approved prior to incurring travel expenses.
Required for
Final Words
Title I impacts an entire school through
supplemental classroom support, parent
involvement, and professional development.
Keep in mind the following key points.
 All staff members are responsible for
understanding Title I compliance and may be
asked to participate in onsite interviews during
 Schools may be asked to provide supporting
documentation to show evidence of compliance.
 Title I funding is supplemental and frequently
monitored by District, State, and Federal
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