MCS Title I Schools
Title I, the cornerstone of the No Child Left Behind Act (NCLB), is the largest federal education program. Its intent is to help ensure that all children have the opportunity to obtain a high quality education and reach proficiency on challenging State academic content and performance standards.
Title I began with the passage of the Elementary and Secondary Education Act (ESEA) of 1965, which provided federal funding for high-poverty schools to help students who are behind academically and at risk of falling behind. Services can include hiring reading specialists, tutors, technology assistants and additional teachers to reduce class size; purchasing instructional equipment, materials and supplies; providing parental training sessions; extending the school day and providing professional learning.
Funding supports Title I School-wide programs and Targeted Assistance programs, depending on the level of students that receive free- and reduced-price lunch in the school and how the school wants to function. School-wide programs are in schools that have at least a 40% poverty level, based on the number of children receiving free- or reduced-price lunch. These schools have also gone through a one-year planning process. School-wide programs have flexibility in using their Title I funds, in conjunction with other funds in the school, to upgrade the operation of the entire school. School-wide programs must conduct a comprehensive needs assessment, identify and commit to specific goals and strategies that address those needs, create a comprehensive plan and conduct an annual review of the effectiveness of the School-wide program that is revised as needed.
• plan for comprehensive, long-term improvement
• serve all students with highly qualified teachers and paraprofessionals
• provide continuous learning for staff, parents and the community
• use research-based practices to develop and implement enriched instruction for all students
• use inclusive approaches to strengthen the school’s organizational structure
• consolidate resources to achieve programs goals
• engage in continuous self-assessment and improvement
Targeted Assistance Programs:
• use Title I funds to focus on helping eligible students identified as having the greatest educational need
• use multiple criteria to target these students
• allow school staff to determine which services and activities will be provided to which student
• limit funding to eligible (targeted) students and the teachers who work with them
• provide professional development and parental involvement activities to the staff and families of the targeted students
Components of a Title I School:
• All Title I schools must complete a comprehensive needs assessment that drives all aspects of school operations.
• School reform strategies must be implemented to address the identified needs.
• All instructional staff, including paraprofessionals must be highly qualified according to the criteria set by NCLB.
• There must be high quality and ongoing professional development for staff to address the needs of the school.
• There must be strategies in place to recruit highly qualified teachers and place them in areas of greatest need.
• Parent involvement is a critical and integral part of day-to-day operations in a Title I school.
• Strategies are in place to aid in the transitions between academic grade levels, as well as school levels, i.e., pre-school to kindergarten and elementary to middle school.
• Teachers are actively involved in the use of assessments and instructional decisions are driven by data analysis.
• Title I schools develop specific instructional activities for students identified with the greatest needs.
• Title I schools coordinate and integrate resources and services from federal, state and local sources.
For Additional Information go to: Title I Schools Information