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Port Arthur ISD Federal Programs

Melvin Getwood

Executive Director for Administration and Support Services

989-6291

mgetwood@paisd.org

Overview

Federal Programs

and Guiding Tenets of

"No Child Left Behind"

 

Goals and Objectives

What is the purpose?

Focus

   NCLB puts a special focus on doing what works by stressing the importance of selecting instructional approaches that have a proven track record. To say that an instructional practice or program is research-based, there must be carefully obtained, reliable evidence that the program or practice works. For example, an evaluation might measure a group of children who are learning how to read using different methods, and then compare the results to see which method is most successful.

 

     “Scientifically based research” is defined by the NBLC statute as research that involves the application of rigorous, systematic and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs.

 

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 Parent Involvement

Notification and information to parents must be in an understandable and uniform format

 

and, to the extent practicable, prov1ded in a language that the parents can understand.

 

 At the beginning of each school year, an LEA receiving Title I, Part A funds must notify the

 

 parents of each student attending any Title I, Part A campus that the LEA will provide the

 

 parents on request (and in a timely manner), information regarding the professional

 

 qualifications of the student's classroom teachers, including, at a minimum, the following:

 

 

  Title 1, Part A, Improving Basic Programs Operated by LEA’s, School Improvement Program

    

  Title 1, Part B, Reading First

 

  Title 1, Part C, Education of Migratory Children

 

  Title II, Part A, Teacher and Principal Training and Recruiting

 

  Title II, Part D, Enhancing Education Through Technology

 

  Title III, Part A, English Language Acquisition, Language Enhancement and Academic Achievement

   

  Title IV, Part A, Safe and Drug-Free Schools and Communities

   

  Title V, Part A, Innovative Programs

 

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Title Funding Allocations for PAISD

 

$4,190,599

 $196,633

$ 866,456

$ 42,140

$109,287

$ 62,249

$ 15,917

   An LEA that is a Multiple Attendance Area must allocate funds to campuses in rank order on the basis of the total number of low-income students in each attendance area.  The LEA is not required to allocate the same per-child amount to a campus with a lower poverty rate than it allocates to campuses with higher poverty rates.

  A campus has an enrollment of 800 students, with 730 students considered low income. 9 students have

 

  transferred out and 35 students have transferred in.  800 + 9 – 35 = 774 residing students.  730 low

 

  income students divided by 774 residing students gives the campus a low income percentage of 94.32%.

 

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Program Requirements for Title 1,

 

 

Part A Schoolwide Programs

 

      In accordance with the revised (01/08/02) Section 1114(b)(1) of Title I, Part A, a Schoolwide program shall include the following ten federally required components:

  1. A comprehensive needs assessment of the entire school that is based on information on the achievement of children in relation to the State academic content standards and student academic achievement standards;

 

  2. Schoolwide reform strategies that—

    (A) Provide opportunities for all children to meet the State’s proficient and advanced levels of student performance,

    (B) Use effective methods and instructional strategies that are based on scientifically based research that

          (1) Strengthen the core academic program in the school,

          (2) Increase the amount and quality of learning time, such as providing extended school 

                year, before- and after-school, and summer school programs and opportunities, and    

                help provide an enriched and accelerated curriculum, and

          (3) Meet the educational needs of historically underserved populations

    (C)  (1)  Address the needs of all children in the school, but particularly the needs of

       low-achieving children and those at risk who are members of target populations of any   program that is included in the Schoolwide program--

 (2) Address how the school will determine if these needs are met, and are designed to implement the State and local improvement plans;

3. Instruction by highly qualified professional staff;

  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’s student academic standards.

      (In accordance with §1119(a)(4) of Title I);

  5. Strategies to attract high-quality and highly qualified teacher to high-need schools;

 

  6. Strategies to increase parental involvement;

 

  7. Plans for assisting preschool children in the transition from early childhood programs, such as Head Start and Even Start, to local elementary school programs;

  8. Measures to include teachers in the decisions regarding the use of assessments described in §1111(b)(3) in order to provide information on, and to improve, the achievement of individual students and the overall instructional program;

  9. Activities to ensure that students who experience difficulty mastering any of the State’s standards required by §1111 (b)(1) will be provided with effective, timely, additional assistance. The assistance must include: measures to ensure that students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance; and

  10. Coordination of Federal, State, and local services and programs, including programs such as violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.

 

These ten components must be included in the Campus Improvement Plan

 

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State Compensatory

Education

   As a Result

  of

  SB702

Purpose of SCE

Increase Student Achievement

&

Reduce the Drop-Out Rate

for

Students At-Risk of

Dropping Out of School

 

Section 29.081

Compensatory

Intensive

and

Accelerated

Instruction

 

 

New Requirements

 

       Design and implement appropriate compensatory, intensive, or accelerated instructional services for students at-risk of dropping out of school based on performance data

Effectiveness

The effectiveness of the SCE Program must

be evaluated and documented by school

districts in two ways: