Title I Program Description
Title I, Part A - Improving Basic Programs Operated by Local Education Agencies (LEA) provides supplemental funding to state and LEAs. The funding is for resources to help schools with high concentrations of students from low-income families provide a high-quality education that will enable all children to meet the state's student performance standards. Title I, Part A supports schools in implementing either a school-wide program or a targeted assistance program. These programs must use effective methods and instructional strategies that are grounded in scientifically based research.
Title I Facts
- Title I provides assistance to improve the teaching and learning of children in high poverty schools to enable those children to meet the same high standards expected of all children.
- A comprehensive needs assessment of the current state of the school is conducted and the data analyzed.
- The needs assessment guides the development of a School Improvement Plan in collaboration with administrators, faculty, parents, students and community members.
- Students performing below standard receive differentiated instruction by highly qualified intervention specialists in addition to classroom instruction.
- Curricular coordination occurs between the intervention specialist and classroom teacher. Data driven dialogue supports collaboration and monitors student progress.
- Title I, as the cornerstone of NCLB, is intended to ensure that all children, whatever their backgrounds and whatever schools they attend, can acquire the knowledge and skills necessary to succeed.
Ten Components of a School-Wide Program:
Each Title I campus is required to address each of the following components in its Campus Improvement Plan:
- Comprehensive Needs Assessment
- School-Wide Reform Strategies which include opportunities for all students to meet state proficient and advanced levels of academic achievement; effective instructional strategies, based on scientifically based research; and strategies to address all student populations, especially low-achieving and students at-risk of not meeting state standards.
- Highly Qualified Teachers
- Professional Development
- Parental Involvement
- Strategies to Attract Highly Qualified Teachers
- Transition Plans (early programs to elementary school)
- Inclusion of Teachers in Use of Assessments
- Effective, Timely Assistance to Students Experiencing Difficulty
- Coordination of Programs
2016-2017 District Parental Involvement Policy
2015-2016 Title I Parental Involvement Plan
GPISD Highly Qualified Teacher Plan
GPISD Highly Qualified Teacher Plan 2015-2016
2015-2016 Highly Qualified Teacher Report
Parental Involvement Newsletters
Nov 2019Dec 2019
Director of Instructional Services, ELAR & Social Studies | Email: email@example.com