U.S. DEPARTMENT OF EDUCATION

Title I - Part A

In a nutshell….a primer

What is Title I?

• Supplemental Federal funding for improving student achievement, especially in high-poverty schools

• A program which provides extra academic support and learning opportunities for children farthest from meeting challenging State standards

Show me the money !!

$ 8.4 billion was distributed to the 50 states, DC, Puerto Rico, BIA, and

the outlying

territories in FY 2001.

$ 135 billion has been distributed since 1965.

Money travels to the classroom

U.S.CensusStates

School District

Highest Poverty Individual BuildingsIndividual students

How does money flow to districts?

• Two kinds of grants--basic & concentration• Both based primarily on census poverty data• Basic Grant eligibility--No. of formula children

in district equals at least 10 and number greater than 2% of school age population

• Concentration Grant eligibility--No. of formula children greater than 6,500 and number greater than 15% of school age population

More about the money and where it goes. . .

• Districts determine which schools are eligible based on their poverty rates and allocate funds in rank order of poverty.

• Title I can serve schools above the district-wide poverty average or those above 35% poverty.

• Schools with 75% or greater poverty must be served.• The highest poverty schools must receive equal or

greater funding than schools with lower rates of poverty.

• The amount of per pupil allocation changes if schools with less than 35% poverty are served.

How can Title I funding help low-performing schools?

By SUPPLEMENTING and improving the regular education program to help

them meet the State standards

TYPES OF TITLE I SCHOOLS

Targeted Assisted Schools

Serve identified children who are at risk of not meeting the State’s high standards.

Schoolwide Schools

Upgrade the entire educational program within a school to meet the needs of the

lowest achieving children.

In both types of Title I schools

Children farthest away from meeting the State standards must be considered first.

Services are to be based on academic needs of individual children, not on the poverty of a child or his or her family.

Migrant ChildrenEnglish Language Learners

Children Who Are HomelessChildren With Disabilities

Any Child

Who is served?

Parental Involvement is an important component of Title I

• Planning

• Policy

• Participation

• Partnering

• Program evaluation

Title I serves approximately:

13,000 school 47,000 school districts buildings

12.5 million children

The types of services are limited only by the imagination and by solid research.

Flexibility with Accountability

For example, Title I can provide. . . .

Pre-school Programs

Extra Classroom Teachers

Extended Day/Extended Year Programs

Learning Laboratories for Science, Mathematics,

Computers

Professional Development for Teachers and Parents

And more ways to ensure student success. . .

Whatever the service, these questions must be answered--

How will what you chose improve student achievement to meet the challenging State

standards?

How will you know it’s working?

Accountability

Title I requires States to develop standards and assessments that will challenge students served by Title I to perform to higher levels. Research suggests that high standards, when coupled with valid and reliable assessment and aligned support, can exert a powerful influence over what children are taught and how much they learn.

Accountability

The inclusion of all children in appropriate assessments is intended to hold school systems accountable for all children, including those who are English language learners or have disabilities.

Accountability

State Educational Agencies are required to identify schools in need of improvement and take corrective actions for continuously low performing schools and districts whose students fail to make adequate progress toward meeting challenging State standards.

Accountability

What progress are States making to develop assessment systems aligned with their standards?

West Virginia

Illinois

Washington

Oregon

California

Nevada

Idaho

Montana

Wyoming

Utah

Arizona

Texas

New Mexico

Colorado

Kansas

Nebraska

South Dakota

North Dakota Minnesota

Wisconsin

Iowa

Missouri

OklahomaArkansas

Louisiana

Mississippi Alabama

Georgia

Florida

South Carolina

North Carolina

Kentucky

Virginia

Indiana

Ohio

Pennsylvania

New York

Vermont

Maine

New Hampshire

Massachusetts

Maryland

Delaware

Connecticut New Jersey

Rhode Island

Alaska

Puerto Rico

District of Columbia(not pictured)

Hawaii

Tennessee

Full Approval

Timeline Waiver

Compliance Agreement Recommended

Michigan

Assessment Systems Map

Resourceshttp://www.ed.gov Department of Education Home Site

http://www.ed.gov/offices/OESE/CEP/Office of Compensatory Education

Programs/Title I

This Presentation

More Resourceshttp://www.ed.gov/offices/OESE/index.htmlOffice of Elementary and Secondary Education Home

Site

http://www.ed.gov/offices/OESE/saa/index.html

Standards, Assessment and Accountability

http://www.ed.gov/pubs/index.html

Publications and Products

Thank you for your time and attention.