Consultation Meeting May 16, 2014
Title I, Part A Improving Basic ProgramsConsultation MeetingMay 16, 2014HOUSTON INDEPENDENT SCHOOL DISTRICT
Public Law 107‐110The Title I, Part A, Program (ImprovingBasic Programs) was authorized bythe Elementary and SecondaryEducation Act of 1965 andreauthorized by the No Child LeftBehind (NCLB) Act of 2001.2
Purpose
PurposeThe purpose of the Title I, Part A, Program is to providefunding for resources to help schools with high concentrationsof students from low‐income families provide a high‐qualityeducation that will enable all children to meet the state'sstudent performance standards. Title I, Part A providessupport to schools in implementing either a school‐wideprogram or a targeted assistance program and requires thatthese programs use effective methods and instructionalstrategies that are grounded in scientifically based research.
PurposeThe purpose shall be accomplished by: Providing children an enriched and acceleratededucational program; Promoting school wide reform and ensuring accessfor children (from the earliest grades) to effectiveinstructional strategies and challenging academiccontent; Significantly upgrading the quality of instruction; Affording parents meaningful opportunities toparticipate in the education of their children athome and at school.
Title I Eligibility
Title I Eligibility Campuses with a low‐income percentage of40 100% are considered “school‐wide” campuses. Campuses with a low‐income percentage of 35 39%are considered a “targeted assistance” campus. Campuses with a low‐income percentage below 35%are not eligible for Title I.
School‐wide Campus All students enrolled in a school‐wide campus areeligible for Title I, Part A, services. There are 10 required components of a school‐wideprogram:1. Comprehensive needs assessment2. School‐wide reform strategies3. Instruction by highly qualified teachers4. High‐quality professional development5. Strategies to attract highly qualified teachers6. Strategies to increase parental involvement
School‐wide Campus7. Plans for assisting preschool children in the transitionfrom early childhood programs8. Measures to include teachers in the decisions regardingacademic assessments9. Timely identification and additional assistance tostudents having academic difficulty10. Coordination and integration between federal, state, andlocal service programs
Targeted Assistance Campus On a targeted assistance campus, Title I, Part A,services are provided only to students identified asfailing, or most at risk of failing, to meet the state’sperformance standards. There are 8 required components of a targetedassistance campus:1. Use resources to help participating children meet stateachievement standards2. Incorporate planning for targeted students into existingschool planning
Targeted Assistance Campus3. Use methods and strategies based on scientifically basedresearch4. Coordinate with and support the regular educationprogram5. Provide instruction by highly qualified teachers6. Provide high quality professional development for staffworking with targeted students7. Provide strategies to increase parental involvement8. Coordinate with other federal, state, and local serviceprograms
Reservation and Allocation ofFunds
Campus AllocationsFunds are allocated to each Title I eligibleschool served by multiplying a per‐pupil costby the number of low‐income studentsenrolled.
Reservation of FundsHISD follows the regulations as stated in NCLB statutefor the reservation of Title I, Part A, funds. District Level:– Professional Development for teachers to become highlyqualified.– Per pupil amount for private school students, children ininstitutions for the neglected, and identified homeless studentsin non‐Title I schools.
Use of Funds Campuses may use Title I, Part A, fundsonly for activities that are designed andimplemented to meet the educational needsof economically disadvantaged students.Activities may include, but are not limited to:– Instructional materials and equipment– Employment of special instructional personnel, schoolcounselors, and other pupil‐services personnel
Use of Funds (cont.)– Employment and training of instructional aides– Training of teachers, librarians, and other instructional andpupil‐services personnel– Parental‐involvement activities– Planning for and evaluation of Title I, Part A, activities andprojects Programs purchased with Title I, Part A, fundsmust be scientifically research based, andthese funds must be used to supplement, notsupplant local or state funds.
Parental Involvement
Parental Involvement All Title I, Part A, campuses may use their TitleI allocation to implement parent involvementactivities, including the promotion of familyliteracy and parenting skills.
Parental Involvement– Convene an annual meeting to inform parents of their school’sparticipation in the Title I, Part A Program and to explain therequirements and rights of parents (offer a flexible number ofmeetings, such as mornings and evenings).– Involve parents in the planning and improvement of Title Iprograms and in the use of Title I funds.– Provide parents timely information about Title I programs andactivities, and a description of the curriculum and academicassessment used to measure student progress.– Jointly develop with parents a school‐parent compact andparent involvement policy that outlines the sharedresponsibility for improving the students’ academicachievement.
Contact InformationPamela Evans, ManagerTiffany Green, Grants AdministratorDepartment of External FundingPhone: 713‐556‐6928Fax: 713‐556‐6946
Migrant Education ProgramTitle I, Part CParent Consultation MeetingMay 16, 2014Multilingual Programs DepartmentHOUSTON INDEPENDENT SCHOOL DISTRICT
Migrant Education Program The Texas Education Agency (TEA) is responsible forthe identification and recruitment of all eligiblemigrant children in Texas. TEA carries out thiseffort through the Education Service Centers andthe migrant‐funded districts to assist in locatingand providing services to migratory children. The Houston Independent School District is aMigrant – Funded District.
Funding Funding for the Migrant Education Program 2014‐2015will impact identified eligible migrant students in HISD’sMigrant Education Program. The per‐pupil allocation of migrant students isdetermined by the state’s New Generation System(NGS). The funds allow district to hire migrant staff and provideservices to migrant students and their families. Migrant monies are not decentralized to the schools.
How Does the Student Enterthe Migrant Education Program?Students living within the HISD school boundariesare identified and recruited by the MEP recruitersaccording to the eligibility criteria.24
What Does Identification andRecruitment Mean? Identification means determining the locationand presence of migrant children. Recruitment means making contact with migrantfamilies, explaining the Migrant EducationProgram (MEP), securing the necessaryinformation to make a determination that thechild is eligible.
Who Is a Migrant Student?A migrant student (ages 3‐21) is a child who is, orwhose parent, spouse, or guardian is a migratoryagricultural worker or a migratory fisher, and who inthe preceding 36 months has moved from one schooldistrict to another, in order to obtain or seektemporary or seasonal employment in agricultural orfishing industries due to economic necessity.
Purpose of Migrant Education ProgramThe purpose of the Migrant Education Program is tohelp migrant students succeed in school and tosuccessfully transition to postsecondary education oremployment and to overcome the challenges of Mobility Cultural and language barriers Social isolation Other difficulties associated with a migratorylifestyle27
New Generation System (NGS) Web‐based interstate information networkserving America’s migrant children. Allows for complete access and update capabilityfor all migrant students. Includes enrollment, healthand education records.
Early Education for MigrantChildren Age 3 ‐ 4 Early education for 3 and 4 year olds enhancesperformance opportunities for young migratorystudents. The Migrant Education Programprovides models for home basededucation directly involvingparents.
Migrant Services Coordination District MEP personnel handle acomprehensive set of instructional, guidanceand support activities for migrant studentswhich includes inter‐agency coordinationwith existing community agencies.
Graduation Enhancement(Grades 9‐12) Programs include, but are not limited to, tutorials,on‐line courses, credit by exam, vouchers forweekend/evening high school classes and summerschool classes, drop‐out recovery and parenttraining on graduation requirements.
Parental Involvement A migrant‐funded district is required to have aMigrant Parent Advisory Committee. In addition, a series monthly parentmeetings are presented by MEPpersonnel for parentswhich focus on educational,social, and urban issues.
Benefits of the Migrant Program School Supplies and Clothing Vouchers Stepping Stones, a home based program forparents of children, ages 3‐4 Parental Information Meetings (PIM) Parent Advisory Council (PAC) Service coordination for migrant children Coordination with other summer programs Tutorials for identified priority elementary andmiddle school students Monitoring of academic achievement33
Additional Benefits of the Programfor High School Migrant Students Vouchers for night, weekend, and summerhigh school tuition classes at HCC (Adult HighSchool) University of Texas correspondence, On‐Lineand credit by exam courses34
Migrant Education Program StaffMagda Galindo, Migrant Program Managermgalind2@houstonisd.orgDavid Glaesemann, Migrant Specialistdglaesm@houstonisd.orgRosa González‐Décou, Recruiterrgonzal6@houstonisd.orgImelda Alvarado, Recuriterialvarad@houstonisd.orgJoanna Solis, Data Specialistasolis@houstonisd.orgIrasema Gonzalez, Data Specialistigonzal2@houstonisd.orgIsela Anaya, Migrant Representativeranaya@houstonisd.orgOffice: 713‐556‐7288Fax: 713‐556‐6980
TEACHER AND PRINCIPALTRAINING AND RECRUITING(TPTR) FUNDTITLE II, PART A –Improving Basic ProgramsConsultation MeetingMay 16, 2014HOUSTON INDEPENDENT SCHOOL DISTRICT
What is the purpose of the Title II, Part ATPTR Program?The purpose of Title II, Part A – Teacher and PrincipalTraining and Recruitment (TPTR) program is to: Increase student academic achievement throughstrategies such as:– Improving teacher and principal quality– Increasing the number of highly qualified: teachers in the classroom; and principals and assistant principals in the schools Increase accountability for improvements in studentacademic achievement.
Title II, Part A ImplementationTo ensure a successful professional developmentprogram; professional development must include, butis not limited to, activities that:1. Improve and increase teachers’ knowledge of academicsubjects and enable teachers to become highlyqualified;2. Are an integral part of a broad schoolwide anddistrictwide educational improvement plan;3. Give teachers and principals the knowledge and skills tohelp students meet challenging Texas academicstandards;
Title II, Part A ImplementationTo ensure a successful professional developmentprogram; professional development must include, but isnot limited to, activities that:4. Improve classroom management skills5. Are sustained, intensive, and classroom‐focused and arenot one‐day or short‐term workshops;6. Advance teachers’ understanding of effectiveinstructional strategies that are based on scientificallybased research; and7. Are developed with extensive participation of teachers,principals, parents, and administrators.
Title II, Part AGeneral Program RequirementsTPTR program activities must be:1. Based on a local assessment of needs for professionaldevelopment and hiring;2. Aligned with the State of Texas’ academic content andstudent academic performance standards andassessments;3. Aligned with curricula and programs tied to state academiccontent and student academic performance standards;4. Based on a review of scientifically based research;
Title II, Part AGeneral Program RequirementsTPTR program activities must:5. Have a substantial, measurable, and positive impact onstudent academic achievement;6. Be part of a broader strategy to eliminate theachievement gap between low‐income and minoritystudents and other students; and7. Be coordinated with other professional‐ developmentactivities provided through other federal, state, andlocal programs.
Needs Assessment Data used when conducting a needs assessment– Recommended information such as: Student‐achievement data Information on national and state initiatives Projections of the professional developmentnecessary to ensure that all teachers of coreacademic subjects meet the highly qualifiedrequirements in Section 9101(23).
Needs Assessment Recommended information such as:–––––Scientifically based research on proposedprograms and strategiesProjections of teacher supply in critical areasStudent enrollment dataProgram assessment dataInput from the community
Contact InformationTiffany Green,Grants AdministratorDepartment of External FundingPhone: 713‐556‐6945Fax: 713‐556‐6946
Title III OverviewParent Consultation MeetingHouston ISD/Multilingual ProgramsHOUSTON INDEPENDENT SCHOOL DISTRICT
Title III, Part A ProgramRequirements in NCLB Provide supplemental support for thefollowing:– English language improvement for English LanguageLearners (ELL) and Immigrant students– Increased academic achievement– Professional development for teachers– Parental education46
Title III Mission Statement To ADVOCATE for LEP/Immigrant students andtheir families To SUPPORT campuses where LEP/Immigrantstudents are enrolled. To IMPROVE the academic achievement ofLEP/Immigrant students To ENSURE equal educational opportunitiesfor all LEP/Immigrant students47
Title III Support for LEPStudents and their Families Decentralized funds (to schools):– Federal funds at a per pupil allocation tocampuses based on enrolled students receivingservices– No immigrant allocation to district– Campus funds primarily used for the following: TutorialsInstructional materialsComputers/softwareParent education classesStaff development48
Title III Support for LEPStudents and their Families Centralized funds–Intensive ESL Summer School–Summer school tuition vouchers for credit accrual–Supplemental curriculum writing–District translators – Spanish, Vietnamese & Arabic–Parent Guides in numerous languages–Adult Education Guides–Professional Development (Language AcquisitionStrategies & Intervention, ongoing training forbilingual/ESL programming)49
Identification of Students Evidence that the student has a homelanguage other than English– Home Language Survey (completed by parent) Evidence that the student has limited Englishproficiency– Oral Language Proficiency Test– Norm‐referenced assessment50
Title III Support SummaryWho?– Any students identified as limited English proficient– Any teacher/staff member serving an identified studentBy whom?– Title III/Multilingual Programs staff– HISD central office– Outside consultantsWhat?– Services, resources, materials per pupil allocationWhen?– Federal funding planning amounts are received each yearWhere?– On‐site, HISD facilities, otherHow?– Memos, emails, meetings, phone calls, flyers, face to face training51
It takes a village .Community& ParentSupportPrivateNon‐ProfitPublicschoolsTitle IIIFor LEPStudentsServiceAgenciesHigherEducation52
HISD Contacts Dr. Gracie Guerrero, Assistant Superintendent– aguerre5@houstonisd.org Terrie Armstrong, Senior Compliance Analyst– tarmstr1@houstonisd.org Dr. Randal Jones, Multilingual Specialist– rjones3@houstonisd.orgMultilingual Department713‐556‐6961713‐556‐6980 Fax53
The per‐pupil allocation of migrant students is determined by the state’s New Generation System (NGS). The funds allow district to hire migrant staff and provide services to migrant students and their familie
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