Corliss Reese, Director
Federal Programs Coordinator
Title I is a part of the No Child Left Behind Act of 2001 (NCLB) signed into law by President George W. Bush on January 8, 2002. Title I is a federally funded program, which provides services to schools based on student economic need. Schools are ranked according to percentage of students receiving free/reduced lunches and are funded in descending order until funds are depleted. Title I is designed to support state and local school reform efforts tied to challenging state academic standards in order to reinforce and enhance efforts to improve teaching and learning for students. Title I programs must be based on effective means of improving student achievement and include strategies to support parental involvement.
Title I programs are either schoolwide or targeted assistance. Schools must have a 40% free and/or reduced lunch count for students to qualify as a Title I school. Charter Conservatory receives Title I, Part A consolidated funds to support their schoolwide program. Funds at Charter Conservatory are used to provide tutoring services, web-based resources, and to purchase supplemental instructional and technological materials to help increase student achievement.
Schoolwide programs have plans which address the following ten components:
- A comprehensive needs assessment of the school.
- Proven methods and strategies for student learning, teaching, and school management based on scientific research and effective practices.
- Instruction by highly qualified teachers.
- High quality, ongoing, professional development based on scientifically based research for teachers, principals, and paraprofessionals.
- Strategies to attract high-quality, highly qualified teachers.
- Strategies to increase parent involvement.
- Measures to include teachers in decisions regarding the use of academic assessments.
- Activities to ensure that students having difficulty mastering the proficient or advanced levels of academic achievement standards shall be provided with effective, timely, additional assistance.
- Coordination and integration of federal, state, and local services and programs.
Public School Choice
Currently, Charter Conservatory is NOT a need’s improvement school; however, this information is provided as required by law. In addition, Charter Conservatory is a school of choice already and we will accept students in grades 6-12 from schools in Bulloch County identified as need’s improvement.
§ NCLB requires a public school system to offer students attending schools identified as needs improvement by the state to offer Choice transfer options. Choice transfer options are offered to all students when the school they attend is identified as needs improvement for the first time, corrective action, or restructuring. The public school system must offer all students the option to transfer to another public school within the system and provide or pay for the transportation for all who opt to transfer. The transfer option must be offered no later than the first day of school following the year in which the school system administered the assessments that resulted in the status. Parents must respond to the notification within 20 school days of the initial notification. Parents of eligible students must be promptly notified of their option to transfer.
Students may transfer to another public school or a public charter school; however, schools to which students may transfer may not include those that are identified for needing improvement, corrective action, or restructuring and those that are persistently dangerous as determined by the State. If a student opts to transfer to another public school, the school system must allow the student to remain in that school until the student has completed the highest grade; however, the school system is only required to pay for transportation as long as the student’s original school is identified for school improvement, corrective action, or restructuring.
Supplemental Educational Services
Currently, Charter Conservatory is NOT a need’s improvement school; however, this information is provided as required by law. In addition, Charter Conservatory currently provides house SES.
NCLB requires that school systems arrange for Supplemental Educational Services (SES) to eligible students of any school that is identified as “needs improvement” for two or more years. SES providers must have a demonstrated record of effectiveness and be approved by the State Board of Education. Parents may select the provider of this service from the approved list. SES are defined as tutoring and other supplemental academic enrichment services that are in addition to instruction provided during that school day. Services must be of high quality, research-based, and specifically designed to increase the academic achievement of eligible students to attain proficiency in meeting the state’s academic achievement standards. School systems are prohibited from paying the provider for religious worship or instruction.
Students in schools that are identified for “needs improvement” two or more years are eligible for SES. Eligible students are defined as students from low-income families. If the amount of funds available for supplemental educational services is insufficient to provide services to each student who requests such services, the school system must give priority to the lowest achieving students.
Corliss Reese Cindy Harrison
firstname.lastname@example.org Family Involvement Parent Liasion
Title I, Part A - Parental Involvement
The purpose of parental involvement under Title I is to promote active engagement among local school officials and staff, education leaders, technical assistance providers, parents, parent advocacy organizations, parental involvement coordinators/ liaisons, and others working to improve student achievement and learning.
Technical Assistance and Support for LEAs and Schools
- Support effective practical, research-based parental involvement practices of LEAs and schools;
- Provide technical assistance relating to parental involvement;
- Consult with parents and other stakeholders in developing a state plan;
- Review LEA’s plan and compliance with parental involvement provisions of Title I Part A;
- Publicly disseminate the results of the parental involvement compliance review;
- Upon request, provide technical assistance and address problems in implementing parental involvement activities for LEAs identified for improvement or corrective action;
- Notify parents of students enrolled in LEAs identified for improvement or corrective action
Parent Resource Center at Charter Conservatory
Charter Conservatory has many resources available to parents on a variety of topics. Our resource center is open every day from 10:30am to 12:00pm. In addition, we have before school and after school hours available for your use. Our teachers and staff are also available as needed to assist parents with concerns they have regarding their child’s education, mental or physical well-being, or other concerns. We are also available to refer parents to community agencies around town should you require any services that we can provide.
Frequently Asked Questions
(Note: Charter Conservatory is considered it’s own Local Educational Agency (LEA))
1. What is a highly qualified teacher?
NCLB defines a highly qualified teacher as a teacher who –
- Holds a minimum of a Bachelor’s Degree.
- Has obtained full state certification or licensure.
- Has demonstrated competency:
- For a new middle and secondary teacher, "competency" is shown by passing a rigorous State academic subject test in each of the academic subjects in which the teacher teaches; or successful completion, in each of the academic subjects in which the teacher teaches, of an academic major, a graduate degree, coursework equivalent to an undergraduate academic major, or advanced certification or credentialing.
2. Are there funds available to assist teachers and paraprofessionals in meeting these new requirements?
The two major fund sources that an LEA may use include, but are not limited to:
- Title 1, Part A statute requires the LEA to reserve not less than five percent and no more than ten percent, unless a lesser amount is needed for assisting teachers to meet the highly qualified definition.
- Title II, Part A funds may be used for: recruiting, hiring, and retaining highly qualified teachers, principals, and core academic specialists; Title II, Part A funds may also be used for teacher professional development or assisting teachers to meet the teacher quality requirements under section 1119.
3. Whom does NCLB affect? Does the law affect only teachers? Who is exempt?
All professional staff must comply with the requirements of NCLB. The exceptions to the highly qualified mandate are teachers with certificates in vocational courses, physical education, counseling, and media specialists who are working 100 percent of their instructional day in the specific areas. Any of these individuals teaching a core academic course, even one class period, in addition to the areas cited above must be highly qualified in that core academic subject.
4. Do long-term substitutes have to meet the highly qualified definition?
It is strongly recommended that long-term substitutes meet the requirements for a highly qualified teacher. Since Title I of NCLB require that parents must be notified if their child has received instruction for 4 or more consecutive weeks by a teacher who is not highly qualified, this would include long-term substitutes.
5. Do summer school teachers need to meet the highly qualified requirements?
Yes. Title 1 does not exclude the requirements of the highly qualified teacher for summer school.
6. Do teachers who teach instructional technology, health, physical education, and business have to be highly qualified?
No. The statute does not consider these to be core academic subjects. This does not mean, however, that these subjects are any less important to the academic success of students.
7. What are the "core academic subjects?
The term "core academic subjects" means English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography.
8. What is the timeline for implementation of the new requirements for highly qualified teachers?
Title 1, required all teachers of core academic subjects hired after the first day of instruction in the 2002-2003 school year and teaching in a program supported with Title 1, Part A funds be "highly qualified."
9. What happens if a teacher is unable to meet the requirements for a highly qualified teacher?
The individual would be ineligible to remain as a teacher after the end of the 2005-2006 school year.
10. What does "paraprofessional" mean within the context of NCLB?
A paraprofessional in NCLB is an instructional aide in a Title 1 school wide or targeted assistance school who works directly with students.
11. Are all paraprofessionals from all schools under the requirements of NCLB?
Only paraprofessionals in Title 1 schools are presently affected by the mandate of NCLB to highly qualified.
12. What qualifications must "paraprofessional" meet under NCLB?
A paraprofessional in NCLB is an instructional aide in a Title 1 school wide or targeted assistance school who works directly with students.
After January 8, 2002, an LEA must only hire paraprofessionals who meet one of the following qualifications:
- Have completed at a least two years of study at an institution of higher education
- Have obtained an associate’s (or higher) degree
- Can demonstrate, through a formal state or local academic assessment:
- Have met a standard of quality and can demonstrate knowledge of and the ability to assist in instructing, reading writing and mathematics.
Refer to the Professional Standards Commission Web site for further information on Criteria for Highly qualified teachers as required by, NCLB, Title II, Part A
13. What happens if a school that is schoolwide drops below the initial 40 percent poverty threshold for eligibility in a subsequent year?
To promote effective, long-term planning, a school can maintain its schoolwide program eligibility even if it drops below the initial 40% poverty threshold, if the school continues to be a Title 1, Part A eligible school. There is no required predetermination of school wide program status as long as the school continues to operate a schoolwide program. Therefore, a school that became a schoolwide in 2002-2003 with 40% poverty can continue its schoolwide program even if its poverty level falls below 40% in following years, as long as the school meets the general Title1, Part A eligibility and selection requirements, continues to operate as a schoolwide program, and the LEA has sufficient funds to serve the school.
14. Can a school use an existing comprehensive school plan to satisfy the schoolwide planning requirements?
A school with a comprehensive plan does not have to develop a separate schoolwide plan to satisfy Title I. Rather it can, and is encouraged to incorporate the ten schoolwide components into its overall plan.
15. If a schoolwide program combines funds from other Federal education programs and is not required to identify particular children, how does the school determine whether it is meeting the needs of the intended beneficiaries?
A schoolwide program is not required to identify particular children as eligible to participate in a schoolwide program because it is not required to focus federal education funds on particular children. All children are eligible to participate in all aspects of the schoolwide program, as appropriate. However, the school must include sufficient activities and strategies to reasonably address the needs of all children, especially low-achieving children and those at risk of not meeting the state student academic content standards, thus meeting the intent and purposes of each program.
16. How does the LEA identify students for a Title I, Part A Targeted Assistance Program?
Students must be identified on the basis of multiple, educationally related, objective criteria established by the LEA and supplemented by the school. The LEA’s criteria for identifying students for Title I, Part A services must be clearly defined in the LEA’s district improvement plan and in the school improvement plan. Any supplemental criteria established at the school level must also be described in the school improvement plan. The LEA must have criteria for every grade that receives services under Title I, Part A Targeted Assistance programs.
17. May a school provide services to particular children for less than a full school year?
A school may serve students who are in greatest need of assistance for only a particular skill for the period of time it takes the student to master the skill. In other words, if not necessary, a student need not be a participant for an entire school year.
18. How may Title I, Part A funds be used in a Targeted Assistance School?
Title I, Part A funds may only be used to supplement the amount of funds that would, in the absence of Title I, Part A funds, be made available from state and local sources. Title I, Part A funds may not supplant or replace state and local funds.
Title I, Part A funds cannot be used to provide services that are required by law to be provided to children with disabilities, migrant children, limited English proficient children, or economically disadvantaged children, but they may be used to coordinate or supplement those required services.
19. Is the LEA required to reserve any funds to implement the parental involvement requirements?
NCLB requires an LEA with a Title I, Part A entitlement of $500,000 or more to reserve at least 1 percent of that entitlement to carry out the Title I, Part A parent involvement activities, including family literacy and parenting skills.
20. Are parent notification documents required to be provided in languages other than English?
Notification and information provided to parents must be in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand.
21. Have the new Parental Involvement requirements under Title I, Part A empowered parents?
Yes. The new NCLB statue has greatly strengthened parents’ right-to-know and to be informed on several topics, including the following:
- Achievement level of their child in each of the state’s academic assessments;
- Professional qualifications of their child’s teachers; and
- Timely notice that their child has been assigned to or has been taught for four or more consecutive weeks by a teacher who is not highly qualified as defined by NCLB.
In addition to these three areas, parents must be included in the planning processes for Title I, Part A Schoolwide and Targeted Assistance programs; the LEA’s and school’s written parent involvement policies; and school-parent compacts.
LEAs that have Title I, Part A schools identified for School Improvement must also provide parents with an explanation of what the identification means, why the school was so identified, what the school and LEA are doing to address the problem of low achievement, and what the parents’ options are related to school choice and transportation, and, if applicable, supplemental educational services.
22. What information must the LEA notify parents is available upon request?
At the beginning of each school year, an LEA that receives funds must notify the parents of each student attending any Title I, Part A school that the LEA will provide the parents in a timely manner upon request by the parent, information regarding the professional qualifications of the student’s classroom teachers.
23. What specific teacher qualifications are to be provided upon request?
At a minimum, the following qualifications of the student’s classroom teachers must be provided:
- Whether the teacher has met state qualification and licensing criteria for the grade levels and subject areas in which the teacher provides instruction.
- Whether the teacher is teaching under emergency or other provisional status through which State qualification or licensing criteria have been waived.
- The baccalaureate degree major of the teacher and any other graduate certification or degree held by the teacher, and the field of discipline of the certification or degree.
- Whether paraprofessionals provide services to their child and, if so, their qualifications.
24. When parents respond that they want their child moved and placed in a “highly qualified” teacher’s class, how will the LEA respond?
Student placement in classes is a principal’s decision. There is no requirement under NCLB to make such a class change. The principal should counsel with the parent, reinforcing the teacher’s qualifications, assuring the parent that the quality of instruction is monitored as with all teachers, and be able to explain what is needed for that teacher to meet “highly qualified” requirements and when the teacher is expected to meet those requirements.
25. Are the requirements the same for private and charter schools regarding certification and NCLB?
No. Instructional staffs of private and charter schools do not have to meet the highly qualified standard. However, Charter Conservatory has deemed it important to ensure our teachers are all highly qualified based on education or prior experience.
26. May the LEA parent involvement policy also serve as the parent involvement policy for each of its schools?
No. According to NCLB, each Title I school must jointly develop with, and distribute to, parents of participating children a written parental involvement policy, agreed on by such parents. Parents shall be notified of the policy in an understandable and uniform format and, to the extent practicable, provided in a language the parents can understand. Such policy must be made available to the local community and updated periodically to meet the changing needs of parents and the school.
27. What must be included in the school-parent compact?
One of the components of the school-level parental involvement policy is the school-parent compact that must be developed jointly with parents of children served under this part. This compact should 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. The compact shall-
- Describe that school’s responsibility to provide high-quality curriculum and instruction in a supportive ad effective learning environment that enables the children served under Title I, Part A to meet the State’s student academic achievement standards, and the ways in which each parent will be responsible for supporting their children’s learning, such as monitoring attendance, homework completion, and television watching; volunteering in their child’s classroom; and participating, as appropriate, in decisions relating to the education of their children and positive use of extracurricular time; and
- Address the importance of communication between teachers and parents on an ongoing basis through, at a minimum:
- Parent-teacher conferences in elementary schools, at least annually, during which the compact shall be discussed as the compact relates to the individual child’s achievement;
- Frequent reports to parents on their children’s progress; and
- Reasonable access to staff, opportunities to volunteer and participate in their child’s class, and observation of classroom activities.
29. Should a parent’s request to release their child early from school to attend SES tutoring be honored?
No. The provider has to accommodate the parent.
Web Link to “Supplemental Educational Services Non-Regulatory Guidance”
30. What is Scientifically Based Research (SBR)?
NCLB requires that federally funded education programs or practices must be based on evidence that validates their usefulness in achieving the stated outcome specified in law. As defined in section 9101(37) of NCLB, Scientifically Based Research is research that involves the application of rigorous, systemic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs. In other words this is simply the careful search or examination of evidence about any theory, practice, or method. The application of the findings of SBR, as defined in NCLB, can be found in the new Reading First program (Subpart 1 of Title I, Part B).
31. Do the provisions of NCLB, such as assessments for grades 3-8, affect home schools?
No. Nothing in NCLB affects a home school or permits any federal control over any aspect of a home school, whether that home school is treated as a home school or a private school under state law. Students who are home schooled are not required to take any assessment referenced in NCLB. Home schools may participate in NCLB programs and services, however.
32. Are only Title I schools involved in the requirements of NCLB?
No. All schools and all public LEAs are affected by mandates of NCLB.