Title I Federal Programs
What is Title I?Schoolwide Program (SWP) Definition:
A comprehensive reform strategy designed to upgrade the entire educational program in a Title I school. Primary Goal of Title I: To ensure that all students, particularly those who are low-achieving and/or are socio-economically disadvantaged, demonstrate proficient and advanced levels of achievement on State academic achievement standards. The 3 Core Elements of a Schoolwide Plan: 1. Conduct a comprehensive needs assessment that identifies the school’s strengths and challenges in key areas that affect student achievement. 2. Develop a comprehensive schoolwide plan that describes how it will achieve the goals it has identified as a result of its needs assessment. 3. Evaluate annually the outcomes and success of the plan’s implementation to determine whether the academic achievement of all students, and particularly of low-achieving and/or socio-economically disadvantaged students, improved; whether the goals and objectives contained in the plan were achieved; and if the plan is still appropriate as written. Major Components of a Comprehensive Schoolwide Plan: 1. Comprehensive needs assessment of the entire school based on achievement of children in relation to the State academic content standards and State student academic achievement standards. 2. Schoolwide reform strategies. Instructional strategies in the comprehensive plan must be based on scientifically based research, strengthen the core academic program, increase the quality and quantity of learning time, and address the learning needs of all students in the school. 3. Instruction by highly qualified teachers and paraprofessionals. 4. High-quality and ongoing professional development for staff. 5. Strategies to increase parental involvement, especially in helping their children do well in school. In addition, parents must be involved in the planning, implementation, and evaluation of the schoolwide program. 6. Measures to include teachers in decisions regarding the use of academic assessments. In addition to State assessment results, teachers need current and ongoing assessment data that describes student achievement. The schoolwide program should provide teachers with professional development that increases their understanding of the appropriate uses of multiple assessment measures and how to use assessment results to improve instruction. 7. Activities to ensure that students who experience difficulty attaining proficiency receive effective and timely additional assistance. The schoolwide program must identify students who need additional learning time to meet standards and provide them with timely, additional assistance that is tailored to their needs. This assistance must be available to all students in the school who need it. 8. Coordination and integration of Federal, State, and local services and programs. For more information on Title I Schoolwide Programs, please visit the California Department of Education’s website at: http://www.cde.ca.gov/sp/sw/rt/ What Does It Mean that TTUSD is in "PI"?Tahoe
Truckee Unified School District remains as a Program Improvement (PI) local
educational agency (LEA) in Year 3+ under the federal Elementary and Secondary
Education Act (ESEA) of 1965, as amended. The ESEA requires the California
Department of Education (CDE) to annually review the student academic progress
of federally funded Title I LEAs and schools and to identify LEAs and schools
in need of improvement. An LEA is identified as a PI LEA if it fails to meet
yearly student performance goals, known as Adequate Yearly Progress (AYP), for
two consecutive reporting cycles.
Why is our LEA remaining in PI?
The U.S. Department of Education (ED) invited states to apply for a one-year waiver that would allow PI determinations to be made using only the participation rate, attendance rate, and graduation rate for the 2014–15 school year. California applied for the waiver and the ED has approved this waiver request. As a result, Title I funded schools and LEAs will:
Our LEA remains in PI because it: Did not meet the AYP targets for two reporting cycles As a continuing PI Year 3+, Corrective Action LEA, Tahoe Truckee Unified School District must continue to implement the following corrective action(s):
How can parents/guardians help the LEA improve? Research shows that strong parental involvement leads to student success at school. Here are some suggestions to help you work with your school and county to support improvements:
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What requirements do Title I schools have to meet in addition to the requirements that non-Title I schools have to meet?According to the California Department of Education, there are 10 additional components that Title I schools should be integrating into their Single Plan for Student Achievement (SPSA--formerly referred to as the "site plan"), and they are: 1. A comprehensive needs assessment of the entire school (including the needs of migrant children as defined in Section 1306) with information about the academic achievement of children in relation to the state academic content standards as described in Section 1111(b)(1). 2. Schoolwide reform strategies that: • Provide opportunities for all children to meet the state's proficient and advanced levels of student academic achievement described in Section 1111(b)(1)(D). • Use effective methods and instructional strategies based on scientific research that: ◾ Strengthens the core academic program in the school. ◾ Increases the amount and quality of learning time, by providing an extended school year, before- and after-school and summer programs and opportunities, and an enriched and accelerated curriculum. ◾ Include strategies for meeting the educational needs of historically underserved populations. • Address the needs of all children in the school, especially those of low-achieving children and those at risk of not meeting the state academic content standards who are members of a population targeted by the schoolwide program. The services of such a program include: ◾ Counseling, pupil services, and mentoring services. ◾ College and career awareness and preparation, such as college and career guidance, personal finance education, and innovative teaching methods, which may include applied learning and team-teaching strategies. ◾ The integration of vocational and technical education programs. • Address how the school will determine if such needs have been met. • Are consistent with the state plan and any local improvement plans. 3. Instruction by highly qualified teachers. 4. High-quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the state academic content standards in accord with Section 1119 and subsection 1114 (a)(4). 5. Strategies to attract highly qualified teachers to high-need schools. 6. Strategies to increase parental involvement through means such as family literacy services in accord with Section 1118 of ESEA 7. Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a state-run preschool program, to local elementary school programs. 8. Measures to include teachers in decisions regarding the use of academic assessments (described in Section 1111 [b][3]) to provide information on, and to improve, the achievement of individual students and the overall instructional program. 9. Effective, timely assistance for students who experience difficulty in attaining the proficient or advanced level of the academic content standards as required by Section 1111(b)(1). Students' difficulties must be identified in a timely way and in such a way as to provide information on which to base effective assistance. 10. Coordination and integration of federal, state, and local services and programs, including programs supported under ESEA, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training. For more information, please go to the CDE website. What is School Choice?School Choice, or PISC, is a program that is offered under the Elementary and Secondary Education Act (ESEA). For those students who attend a Title I school that has been identified as PI year 2+ they are eligible to attend a non-Title I PI school in the district (as funding and space allows).
According to ESEA: "The option of Choice must be made available to all students the first year a school is identified for PI and all subsequent years thereafter, until the school has made adequate yearly progress for two consecutive years and exits the PI status. LEAs must offer more than one school of choice if more than one non-PI school is available although they should strive to provide as many schools of choice as possible. The final decision as to which school a student attends is up to the LEA while it must take parents' preferences into consideration in their decision-making. Students who exercise their right to attend another school under the school choice provision must be given the option to continue to attend that school until they complete the highest grade of that school, even if the home school is no longer in PI, corrective action, or restructuring. LEAs that are offering Choice must provide transportation to students to, and from the school of choice until the home school exits PI." For more information, please see the website at the California Department of Educations PISC webpage.
For information regarding Supplemental Educational Services (SES free tutoring), please go to our SES page here. |