Title I Faculty
Presentation
(Faculty Title I and AYP Combined Presentation)
Department of Federal and State Programs
434-8017 or PX 48017
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No Child Left Behind Act
 NCLB is the reauthorization of the Elementary
and Secondary Education Act originally passed
under President Johnson’s Administration
 Title I is part of the NCLB Act
 All requirements regarding Title I are specified
in the NCLB Act of 2001
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Title I Schools
 125 Title I schools in Palm Beach County for
FY12
 100 Public Schools
 19 Charter Schools

6 Alternative Schools
 Charter and Alternative Schools must follow
same requirements as other public schools.
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Purpose of Title I
To ensure ALL children have a fair,
equitable, and significant opportunity
for a high quality education
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Qualifying for
FY12 Title I Funding
 Each year schools are identified as Title I based on
the percentage of students in the school eligible for
free and reduced (f/r) price meals on Date Certain.
 Date Certain for the FY12 school year was
December 17, 2010.
 Schools meeting the minimum percentage qualify for
Title I funding. The FY12 percentage is 49.5%.
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Qualifying for
FY12 Title I Funding
 The number of eligible students is multiplied by the
per pupil allocation.
Example
• On Date Certain, 312 students were eligible for f/r
priced meals at Sunshine Elementary. This group
represents 69% of the total student population.
Per pupil allocation = $355 (set by District)
School allocation = 312 x $355 or $110,760
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Highly Qualified Staff
 ALL core subject area teachers must be highly qualified:
 Bachelor’s degree
 State certification
 For elementary teachers, a subject area exam or
completed HOUSSE plan or NBPTS certificate for
appropriate level or completed Out of State HQ
Verification Form
 For new middle/secondary 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 Form
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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, and drama, English, and foreign languages
 ALL non-instructional staff providing academic support to
students must be highly qualified:
 Two years of college or
 60 college credits or
 Pass a rigorous test
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Professional Development
 Must be evidenced-based and on-going
 Must be reflected in the School Improvement
Plan/Schoolwide Plan (SIP/SWP)
 Must address the needs of students in all subgroups
with an emphasis on those not meeting AYP
 All out-of-county/state travel must be documented in
the SIP/SWP and related to subgroups not meeting
AYP
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Required for
Audit
Documentation
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Parents’ Right to Know
 The professional qualifications of their child’s
classroom teacher and paraprofessional.
 If their child is taught by a teacher who is not
highly qualified for four or more consecutive
weeks, the parents must receive timely notice.
 FCAT results must be provided to parents, in an
appropriate language, regarding the
achievement level of their child.
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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
Attend more regularly and are more likely to
graduate
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Family Involvement
School-Parent Compact
A 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.
 Written with input from parents and staff
 Required to document distribution of Compact
 Compact reviewed with parents at a
parent/teacher conference
 Addresses the importance of communication
between teachers and parents on an ongoing
basis
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Family Involvement
Family Involvement Policy/Plan
 Jointly developed with input from parents and staff
 Required to document distribution of Family
Involvement Policy
 Provide parent trainings and meetings at flexible times
 Involve parents in an organized, ongoing and timely
way in planning, reviewing, and improving Title I
programs
 Provide parents with an opportunity to submit dissenting
views if the SIP/SWP is not acceptable to them
 Educate teachers and other staff on the value and
contributions of parents; how to reach out to,
communicate with, and work with parents
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Family Involvement
Positive Impact Activities:
 Frequent face-to-face, written, and phone
contact between teachers and parents
 School-based parent activities, which help train
parents to work with their children at home
 Interactive homework assignments that require
parents to participate in learning
 www.floridapirc.usf.edu Parental Information
and Resource Center (PIRC)
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The Federal Consequences
of Not Making
Adequate Yearly Progress
(AYP)
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Adequate Yearly Progress
 AYP reports the performance and participation
of nine subgroups according to:
Race/ethnicity – Total, White, Black, Hispanic,
Asian, American Indian
Socio-economics
Students with Disabilities (SWD)
Limited English Proficient (LEP/ELL)
 AYP Measures proficiency of all students in
reading, mathematics, and writing
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Adequate Yearly Progress
 Measures graduation rates
 School must receive grade of “C” or better
 If a Title I school does not meet AYP,
consequences are applied.
 AYP determines which Title I schools and
students are eligible for Public School Choice
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Proficiency Targets
for AYP
Year
Reading
Math
2009-10
72
+7
74
+6
2010-11
79
+7
80
+6
2011-12
86
+7
86
+6
2012-13
93
+7
93
+7
2013-14
100
+7
100
+7
Each year proficiency targets increase.
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Proficiency Targets
for AYP
**Insert your school’s AYP Report**
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Consequences For Not Making AYP
All schools receive AYP designation, but only Title I Schools receive
consequences for not meeting AYP and are identified as School in Need of
Improvement (SINI). The following chart shows the accumulation of
consequences for not making AYP (NAYP).
1 Year NAYP - SINI 0
Review School Improvement Plan
Address subgroups not meeting AYP
2 Years NAYP - SINI 1
Supplemental Educational Services (SES)
3 Years NAYP - SINI 2
Public School Choice
Supplemental Educational Services (SES)
4 Years NAYP - SINI 3
Public School Choice
Supplemental Educational Services (SES)
Corrective Action Plan
5 Years NAYP - SINI 4
Public School Choice
Supplemental Educational Services (SES)
Corrective Action Plan
Planning for Restructuring
6 Years NAYP - SINI 5
Public School Choice
Supplemental Educational Services (SES)
Implement Restructuring Plan
7 + Years NAYP - SINI 6+
Public School Choice
Supplemental Educational Services (SES)
Continue Implement Restructuring Plan
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NCLB Choice Options
for SINI Schools
All parents of students attending a Title I school
that does not meet AYP for two or more years
are offered choices for their child’s education.
School did not make AYP
NCLB Choice
2 Years NAYP - SINI 1
Remain at Assigned School
Supplemental Educational Services
(SES), if eligible
3 Years NAYP - SINI 2
Remain at Assigned School
Supplemental Educational Services
(SES), if eligible
Public School Choice by
Transferring to Another School
Selected by District
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Corrective Action – SINI 3
(4 years NAYP)
No Child Left Behind dictates one or more of
the following options for corrective action:
 Replace school staff relevant to failure to make
AYP
 Implement new curriculum
 Decrease management authority at school
 Extend school year or school day
 Restructure internal organization of the school
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Planning for Restructuring – SINI 4
(5 years NAYP)
No Child Left Behind dictates one or more of
the following options for restructuring:
 Reopen as a public charter school
 Replace school staff, including principal
 Enter into contract with a private entity
 State takeover
 Other major restructuring reform
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Restructuring – SINI 5+
(6 +years NAYP)
No Child Left Behind dictates one or more of
the following options for restructuring:
(Implement the Plan prepared while a SINI 4)
 Reopen as a public charter school
 Replace school staff, including principal
 Enter into contract with a private entity
 State takeover
 Other major restructuring reform
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Two Accountability Systems
Federal
State
No Child Left
Behind
Differentiated
Accountability
(Title I Schools Only)
(All Schools)
Uses AYP to Determine
SINI Status
SINI designation determines
consequences …
SES
Public School Choice
Corrective Action
Planning for Restructuring
Restructuring
Uses AYP and
School Grades to
determine DA Status
Prevent I Prevent II
Correct I Correct II
Not in DA Intervene
NOTE: Different requirement/consequences
for each accountability system.
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Florida’s Differentiated
Accountability (DA) Plan
• Discuss your school’s DA Category and
District Interventions
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No Child Left Behind (NCLB)