Annual Title I Meeting | 2014-2015 Prepared by: BCSD Family Engagement Team Rice Elementary School...

Annual Title I

Meeting |2014-2015

Prepared by: BCSD Family Engagement Team

Rice Elementary SchoolOctober 21, 2014

Janice Sharpe, Ed.S, PrincipalGreg Milner,

Assistant Principal

Title I Annual Meeting |2014-2015

1. What is Title I?Title I Requirements

2. Possible Benefits of Title ITitle I Parental Involvement Budget

3. Common Core Georgia Performance Standards (CCGPS)/College and Career Ready Performance Index (CCPRI)Georgia Milestones TestGeorgia Student Growth Model

4. School ClassificationsFlexible Learning Program

5. Parental Involvement2

Overview

Section 3

Section 4

Section 2

Section 5


What is Title I?

Section 1

Section 3

Section 4

Section 2

Section 5


What is Title I?Section 1

• Title I was enacted in 1965 under the Elementary and Secondary Act. It is the largest Federal Assistance Program for our nation’s schools.

• Title I provides federal funds through Georgia Department of Education to schools with at least 40% of the student population receiving free and reduced meals.

Section 3

Section 4

Section 2

Section 5


What is Title I?Section 1

• Title I is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and meet and exceed state standards.

• The goal is to provide a high-quality education for every child, so the program provides extra help to students who need it most.

Section 3

Section 4

Section 2

Section 5


Section 1 Title I Requirements

• All teachers must be highly qualified in the core subjects they teach. Parents have the right to know the qualifications of the teachers.

• Proven, research based instructional methods must be utilized in the classrooms.

Section 3

Section 4

Section 1

Section 5


Benefits of Title I FundsSection 2


Title I School Budget

As a parent of a child who receives Title I

services in our school, you have the

right to give input about how Title I

Parental Involvement Money is spent.

Section 3

Section 4

Section 1

Section 5


Benefits of Title I Funds

Section 2

• Hiring additional teachers and other support staff to reduce class size.

• Purchasing supplemental instructional materials and educational programs.

• Conducting parent activities and workshops focusing on content academic areas.

• Providing professional development for teachers and staff.

Section 2

Section 4

Section 1

Section 5


Section 3

Common Core Georgia PerformanceStandards (CCGPS)

College and Career ReadyPerformance Index (CCPRI)


CCGPSThe CCGPS outlines grade-level student expectations and core subjects.

The CCPRI is the state accountability method used to measure school performance.

CCPRI

The following indicators will be used to determine performance instead of a single test score:

1. Achievement 2. Achievement Gap Closure3. Progress4. Exceeding the Bar Indicators


Our District’s Elementary School 2013 CCRPI Score:

66.3

Our School’s 2013 CCRPI Score:

49.7


13


“Academic achievement only tells part of the story. The addition of student growth tells a more complete story about the academic performance of students.”

Section 2

Section 3

Section 1

Section 5


School Classification &Flexible Learning Program

Section 4

Reward Schools

Highest-Performing Reward School • Five percent of Title I schools in Georgia.• Highest performance for the “All Students” group

over three years.• High schools with the highest graduation rates.

High-Progress Reward School • Ten percent of Georgia Title I schools.• Highest progress in performance for the “All

Students” group over three years.• High schools that are making the most progress in

increasing graduation rates.


Priority Schools


There are three ways to be identified:

• School Improvement Grant School (SIG),• Graduation rate lower than 60% for the past

two years, or• Lack of progress on student achievement for

the past three years in a row.

FocusSchools


There are two ways to be identified:

• Graduation rate lower than 60% for the past two years, or

• Largest in-school achievement gap between the highest achieving subgroup of students and the lowest achieving subgroup of students.

AlertSchools


There are three ways to be identified:

• Low graduation rates,• Low achievement in a particular student

subgroup (such as English Learners or Special Education), or

• Low achievement in a particular subject content area (such as math or science).


Our School’s Classification:

No Designation!

Section 2

Section 3

Section 1

Section 5


Flexible Learning Program

Section 4

The Flexible Learning Program (FLP) is a supplemental academic intervention that allows Bibb County School District the flexibility in designing an extended learning program to meet the needs of students with the greatest academic need.

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FLP is a supplemental academic intervention that is required for Priority, Focus, and Alert Schools, (where applicable).

FLP is for all eligible students in the school. FLP services may not be limited to a specific grade level(s) or a specific subgroup of students (students with disabilities, ELLs, females, white students, etc.).


Flexible Learning ProgramFLP

Allows districts to design and provide supplemental extended learning opportunities to eligible students based on Federal Rank Order

Is designed to improve the academic achievement of individual students

SESRequired the use of outside providers approved by GaDOE to provide free tutoring to eligible students based on Federal Rank Order

Was designed to improve the academic achievement of individual students

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FLP Federal Rank Order

Student in a school offering FLP

Most Academically At-Risk AND

Free and Reduced,Student with Disabilities,

or English Learner

FLP Rank Order I

FLP Rank Order II

Other Most Academically At-Risk Students

FLP Rank Order III

Students who are NOT Most Academically

At-Risk

FLP Rank Order I: Students in the following subgroups that are not meeting standards as identified by state assessment results: students with disabilities, English Learners, or free- and reduced price lunch subgroups; and, if funding levels allow;

FLP Rank Order II: All other students that are not meeting standards, as identified by state assessment results; and, if funding levels allow;

FLP Rank Order III: Students who are meeting standards, as identified by state assessment results.



Districts must first rank students by academic needThen Districts apply the Federal Rank Order for FLP to the

ranking of academically at-risk studentso If Student A is receiving free and/or reduced price

meals (FRM) and is most academically at-risk, then this student is served in Rank I.

o If Student B is not receiving FRM, but is a special education student and is most academically at-risk, then this student is served in Rank I.



If Student C is not receiving FRM, is not a special education student, but is an EL student and is most academically at-risk, then this student is served in Rank I.

If Student D is not receiving FRM, is not a special education student, and is not an EL student, and is most academically at-risk, then this student is served in Rank 2.

If Student E is not receiving FRM, is not a special education student, and is not an EL student, and is NOT most academically at-risk, then this student is served in Rank 3.

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All Focus Schools must offer FLP

Elementary schools offering specials or an activity class (music, art, etc.) are encouraged to offer FLP as a part of the rotation during this time period.

Middle schools offering connections are encouraged to offer FLP as a part of the rotation during this time period.


New for FLP

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New for FLP

For all schools not implementing the FLP through either specials/activity classes, connections classes, or an extended school day offering, such schools must offer two of these opportunities for all students to access FLP:

o Before Schoolo Intercession

o After Schoolo Summer Sessiono Other

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FLP Funding May not be used to:

• Provide incentives/rewards for students.• Provide field trips.• Provide credit recovery activities.• Provide initial credit in any course. • Provide homework help.• Provide enrichment activities.• Provide attendance for time missed.• Provide interventions related to student behavior/conduct.• Pay for teachers to attend conferences.

Section 2

Section 3

Section 1

Section 4


Parental Involvement

Section 5

Section 2

Section 3

Section 1

Section 4



Section 5

As mandated by the Elementary and Secondary Education Act of 1965 (ESEA), schools and districts must ensure that strong strategies are in place to:

1) Build capacity to involve parents/stakeholders in an effective partnership with the school; and 2) Share and support high student academic achievement.


Parental Involvement• Develop a relationship with your child’s teacher.

• Support your child’s academic skills by providing reinforcement at home.

• Actively serve on advisory teams, school councils, parent leadership teams, and parent councils.



• Participate in the school’s needs assessment surveys to determine parental involvement needs and goals.

• Attend parent training workshops and school conferences.

• Assist with the development and review of the Schoolwide Improvement Plan.


Parental Involvement• Involve yourself with the development and review of the

District and School Parental Involvement Plan and Policy, School-Parent Compact, FLP and the District’s Comprehensive Improvement Plan.

• Receive a description of the school’s curriculum, information on student’s progress on academic assessments, and guidance on the State’s academic content standards and assessments.

• Collaborate with planning parental involvement activities.

Parental Involvement Policy&

School-Parent Compact

•http://bcsdk12.net/site/

Parental Involvement Plan&

School Compact

http://bcsdk12.net/site/





Questions


School Contact Information:Vicki Dent

Family Engagement Facilitator478-779-4261

[email protected]@gmail.com

Facebook: Rice Elementary Parental Involvement

mailto:[email protected]


District Contact Information:

Family Engagement Program (FEP)(478) 297-0208 or (478) 951-9675

Lottie Hayes, FEP Coordinator, Hutchings [email protected]

Pamela Richardson, FEP Specialist, Howard/Westside [email protected]

Makeba Rogers, FEP Specialist, Central/Southwest [email protected]

Dawn Scott, FEP Specialist, Northeast/Rutland [email protected]

Flexible Learning Program (FLP)(478) 765-8745

Joanna Gittens-Summerow, Title I Education Specialist/[email protected]






Annual Title I Meeting | 2014-2015 Prepared by: BCSD Family Engagement Team Rice Elementary School...

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