2015-2016 Hart County
Title 1 Program Handbook
Introductory Statement…………………………….…………………..Page 3
General Title 1 Information..........................................................… Pages 3-4
Program Design…………………………….…………………...…..... Page 4
Components of a Schoolwide Program……….………………...… Pages 5-7
Schoolwide Plan……………………………………...…….…… Pages 7-8
Schoolwide Program Personnel……….……………..……….…. Pages 8-11
Parent Involvement………………………………...…………... Pages 11-13
Title 1 Advisory Council………………………………..……… Page 13-14
Parent’s Right to Know …………………………..………….…. Page 14-15
School/Parent Compact …………….………………..……………... Page 15
Concluding Statement………………………..……..………………. Page 16
2015-2016 Title I Overview
The purpose of this handbook is to provide helpful information regarding the Title 1 Program in the Hart County Schools for the 2015-2016 school year. Hart County Title I program continues to have substantially higher expectations for all students. The factors to accomplish this goal include high standards, enriched educational programs, school wide reform, effective professional development, involvement of parents, and distribution of resources to areas where needs are greatest. A summary of general information is provided regarding program requirements and the implications of No Child Left Behind regulations in the Title 1 program. For complete information regarding Title 1 regulations schools should refer to the 2015-2016 Title 1 Handbook provided by the Kentucky Department of Education.
General Title I Information
Title 1, Part A of the Elementary and Secondary Education Act (ESEAA), as amended by the No Child Left Behind (NCLB) Act of 2001, is designed to help disadvantaged children reach high academic standards. Academic assessments and other indicators are used to annually review the progress of each school. A school should meet annual measurable objectives (AMO) in reading and mathematics, show progress (i.e., met requirements) on the “other academic indicator” based on:
- Prior year graduation rate at the high school level
- Prior year KCCT classification at the elementary and middle school levels
- Tested at least 95% of enrolled students and subpopulations of sufficient size.
Gap groups include All Students, White (non-Hispanic), African-American, Hispanic, Asian, Limited English Proficiency, Economically Disadvantaged (Free/Reduced Lunch), and Students with Disabilities.
The purpose of Title 1, according to Congress, continues to be to have substantially higher expectations for all students. The factors to accomplish this goal include high standards, enriched educational programs, schoolwide reform, effective professional development, coordination of services across agencies, involvement of parents, distribution of resources to areas where needs are greatest, improvement of accountability, and an increase of decision making authority and flexibility at the school level.
Funds for the Hart County Schools Title I Program are based upon the number of students who reside in low-income families from each school. Based upon the percentage of low-income students, each school is given a Title I allocation to be used in order to improve student achievement (for Schoolwide Programs) or to improve student achievement in specific content areas that show the greatest need (in Targeted Assistance Schools).
During the 2015-2016 school year, all elementary schools in Hart County will implement schoolwide Title 1 programs.
Components of a Schoolwide Program
A school with at least 40% low-income is eligible to plan and implement a schoolwide program (SWP). A schoolwide program must upgrade the entire educational program in the school in order to raise academic achievement for all the students.
The school is not required to identify particular children. The focus is on the instructional program instead of particular children. As a part of comprehensive school improvement planning, the school conducts a needs assessment of all children in the school based on their performance toward meeting the academic expectations. The needs assessment should identify priority needs in student performance in core areas of English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography. The priority needs identified must determine how resources are used.
Title 1, Part A does not have to pay for the ten components in a schoolwide program, but a school with a schoolwide program must include these components in its school. The schoolwide program must:
- Be based on a comprehensive needs assessment of the entire school that is based on information on the performance of children in relation to the state content and student performance standards.
- Engage in schoolwide reform strategies that:
- Provide opportunities for all children to meet Kentucky’s proficient and distinguished levels of student performance;
- Are based on effective means of improving children’s achievement that strengthen the core academic program;
- Use effective instructional strategies that are based on scientific research that increase the amount and quality of learning time (such as extended school year, before-and after-school and summer programs); help provide an enriched and accelerated curriculum; and meet the educational needs of historically underserved populations;
- Address the needs of all children in the school, but particularly the needs of subgroup populations and determine how these needs are met. Programs may include counseling, pupil services, mentoring, college and career awareness and preparation, and integration of vocational and technical education programs.
- Provide instruction by highly qualified professional staff.
- Provide for high quality and on-going professional development for teachers and paraeducators, parents, principals, and other staff to enable all children in the schoolwide program to meet the state’s student performance standards.
- Include strategies to attract high-quality highly qualified teachers to high-need schools.
- Include strategies to increase parent involvement such as family literacy services.
- Use strategies for assisting children in transition from early childhood programs to public elementary schools.
- Include teachers in the decisions regarding the use of assessments to provide information on and to improve the achievement of individual students.
- Ensure that students who experience difficulty mastering any of Kentucky’s standards will be provided with effective, timely additional assistance.
- Coordinate and integrate federal, state, and local services.
During a one-year period (in consultation with the district, SBDM council, parents, staff and other members of the community) the school must include the following in the Comprehensive School Improvement Plan or in the Schoolwide Program Component Report:
- How the school will implement the ten components;
- How resources will be used to implement the components;
- A list of programs to be used; and
- How the school will provide parents with individual student assessment results in a language the parents can understand.
The Comprehensive School Improvement Plan must be:
- Effective for the duration of the school’s participation as a schoolwide program;
- Reviewed and revised as necessary; and
- Available to the district, parents, and public.
School wide Program Personnel
- Teachers in a Schoolwide Program
The focus of a schoolwide program is to raise the performance level of all students by improving the overall instructional program in the school through the integration of federal, state, and local funds. Each Title 1 school must provide each parent timely notice that the parent’s child has been assigned, or has been taught for four or more consecutive weeks by a teacher of a core academic subject who does not meet the qualification requirements. Each year the principal of a Title 1 school must certify in writing that the school is complying with NCLB’s mandate for highly qualified teachers. Regardless of funding, all teachers:
- Must meet the No Child Left Behind (NCLB) definition of “highly qualified.”
- Must address identified needs through the comprehensive needs assessment; and
- Assist the school in increasing the effectiveness of the staff, parents, community and agencies in improving the school’s performance.
- Paraeducators in a Schoolwide Program
In a schoolwide program, paraeducators may be used to assist with instruction to students. NCLB requirements apply to all paraeducators with instructional duties in a schoolwide program. Regardless of funding, the district and school must ensure that all paraeducators with instructional duties:
- Have completed at least 2 years of study at an institute of higher education, obtained an associate’s degree, or met a rigorous standard through Kentucky’s Paraeducator Assessment or an assessment that meets the required criteria.
- Are included in professional development activities.
- Are under the direct supervision of a teacher who has primary responsibility for providing instructional services. The following is considered to be direct supervision of a teacher.
- The teacher prepares the lessons and plans the instructional support activities the paraeducator carries out and evaluates the achievement of the students with whom the paraeducator is working; and
- The paraeducator works in close and frequent proximity with the teacher.
- Are not pulled to be a substitute teacher in a classroom as the paraeducators would not be under the direct supervision of a teacher.
A program where a paraeducator provides instructional support and a teacher visits a site once or twice a week, but otherwise is not in the classroom, would be inconsistent with the requirement that paraeducators work in close and frequent proximity to a teacher. A program where a paraeducator works with a group of students in another location, while the teacher provides instruction to the rest of the class, would also be inconsistent with the requirement that paraeducators work in close and frequent proximity to a teacher.
Because paraeducators provide instructional support, they should not be providing planned direct instruction or introducing to students new skills, concepts, or academic content. Paraeducators working in a schoolwide program may:
- Participate in general professional development and school planning activities;
- Provide one-on-one tutoring at a time when a student would not otherwise receive instruction from a teacher;
- Provide assistance in a computer lab;
- Conduct parent involvement activities;
- Act as a translator; or
- Provide instructional services to students under the direct supervision of a teacher.
- Title I Curriculum/Instruction/Technology Specialist
Hart County Schools may choose in their SBDM staffing decisions to have a position of Curriculum/Instruction/Technology (CIT) specialist through Title 1 to provide job-embedded professional development to school personnel in order to build capacity for sustained improvement. Professional development responsibilities include:
- Providing ongoing, job-embedded professional development training to schoolwide personnel
- Modeling teaching strategies to teachers in schools
- Providing technical assistance to schools in the implementation of the Title 1 program.
In addition, the CIT/Title I Representative is responsible for:
- Maintaining budgetary information for the school’s Title 1 Program and consulting with the school’s principal and site-based council in spending any available Title 1 funds.
- Maintaining Title 1 data collection information throughout the school year.
- Promoting parent involvement activities to facilitate continuous information exchange.
- Sharing information with parents about the Title 1 Program at an Open House/PTO meeting at the beginning of the school year.
- Coordinating the development, dissemination, and collection of the school-parent compacts.
- Coordinating a minimum of three Title 1 parent activities conducted during the school year, which will include training and materials to help parents work with their children to improve their achievement.
- Assisting in the completion and implementation of the school’s Comprehensive School Improvement Plan.
- Maintaining a Title 1 inventory in the school.
- Disseminating information to parents and staff.
- Completing required documentation.
Parents are encouraged to be actively involved in our schoolwide Title I programs. Family and community members are provided opportunities to serve as volunteers in our schools, and are asked to serve as collaborative parents with the schools to meet the needs of our students. An annual parent survey is conducted at each school to allow parents to provide input regarding the Title I program.
Parent volunteers provide many valuable hours of service to our school district, not only in direct assistance to students, but also in providing clerical help and support for extracurricular activities in our schools. For the protection of our students, all volunteers are required to complete a criminal background check at the start of each school year to be cleared with the Administrative Office of the Courts before they are allowed to volunteer. You may request a criminal record check from any Hart County School.
Volunteer orientations are provided by the Family Resource Center at each school to prepare the volunteers to work in classrooms and in other capacities throughout the school. During these orientations, volunteers are provided information about the state statute dealing with volunteering and are also given information regarding school policies, safety and emergency procedures and other information deemed appropriate by the local board of education. Training workshops are held each year to train volunteers and parents to work with children in the classroom and at home.
A minimum of three Title I parent activities will be conducted during the school year. The Hart County Title I program works collaboratively with the Family Resource Centers and Library / Media Center Specialists to plan activities for students and families that are designed to increase student achievement. Title I funds may only pay for snacks for these activities, if an educational objective that supports the SWP (schoolwide program) is posted on the agenda and conducted during the event. No full meals are allowed to be purchased through Title I funding.
A written parent involvement policy at the school level must be developed jointly with, agreed upon with, and distributed to all parents. The parent involvement policy must include:
- Expectations for parent involvement;
- Components for building capacity for more effective parent involvement;
- School-parent compacts, outlining shared responsibilities for high student performance;
- Annual evaluation of the content and effectiveness of the parent involvement activities in increasing participation of parents and whether there are barriers to greater participation.
Title I Advisory Council
The purpose of the Title I Advisory Council is to share concerns and provide input to the District regarding the Title I Program. In Hart County, the Title I Advisory Council will meet four times per year – once per quarter. At each meeting, information will be shared with the advisory council members about Title I SWP, and the members are requested to provide input regarding any concerns that they may have regarding the Title I SWP. Each school will have three parent representatives and one staff member on the Advisory Council.
In addition to the district’s having an advisory council, each school will have a Title I Advisory Council, made up of parents (at least three) who currently do not serve on the school’s SBDM, the school’s Title I representative, the principal or assistant principal, and teachers (at least two) who currently do not serve on the school’s SBDM for the school year of 2015-2016. This council should meet at least once each semester to monitor the effectiveness of parent involvement activities and to review the Title I SWP and its effectiveness.
Parent's Right to Know
The school must inform parents of their rights and that the school/district will provide the information to each parent as requested. There are three requirements:
1.Inform the parents that they may request certain information on the professional qualifications of the student's classroom teachers and paraprofessionals providing services to their child. [Section 1111 (h)(6)(A), ESEA]
2. Inform the parents that the school will provide to each parent timely notice that the parent's child has been assigned to, or taught, for four or more consecutive weeks by a teacher who is not highly qualified. [Section 1111 (h)(6)(B)(ii), ESEA]
3.Inform the parents that the school must provide, to each individual parent, information on the level of achievement of the parent's child in each of the state academic assessments. [Section 1111 (h)(6)(B)(i), ESEA}
At the beginning of each school year, the district must notify parents of their rights to request information regarding the professional qualifications of the student's classroom teachers, including:
1.Whether the teacher has met state qualifications for the grade levels and subject areas in which the teacher teaches.
2.Whether the teacher is teaching under emergency or other provisional status.
3.The baccalaureate degree of the teacher and any other graduate certification or degree held by the teacher and the field or discipline of the certification or degree.
4.Whether the student is provided services by paraprofessionals.
Parent notification is not required for the following:
1.For teachers who do not teach core academic subjects in Title I schoolwide or targeted assistance programs.
2.For paraprofessionals who are not highly qualified.
A school that participates under Title I must provide to each parent, information on the level of achievement of the parent's child in each of the State's academic assessments. Also, if a student has been assigned to or has been taught for four or more consecutive weeks by a teacher of a core academic subject who is not highly qualified, the parents must be provided a timely notice. All notices and information required must be in a uniform and understandable format, including alternative formats upon request and, to the extent practicable, in a language that parents understand.
Each school receiving funds under Title I, Part A of the Elementary and Secondary Education Act (ESEA) must develop a written school-parent compact jointly with parents for all children participating in Title I, Part A activities, services, and programs. That compact is part of the school's written parental involvement policy developed by the school and parents under section 1118(b) of the ESEA. The compact must outline how 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 standards.
It is the goal of the Hart County Title 1 program to provide support to the schools that will enable all students to succeed. The Hart County Title 1 Coordinator, Debbie Fowler, may be reached at the Title 1 Office at 524-KIDS (5437). If you have any questions regarding the Title 1 program, please feel free to contact her.