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Welcome!

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Welcome!

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  1. Welcome! Please sit in tables assigned to your regional ESD

  2. Navigating the Maze of Title I-A

  3. Agenda

  4. Introductions • Introduce yourself by sharing with your table • Your Name, District & Position • Rate your knowledge of ESEA & Title I-A • Share with your table mates your 1-10 rating • 10 – I’m the expert, I should be teaching this • 8 – Been doing it for awhile, but still learn things everyday • 5 – I know what do to at the school, but not the district? • 1 – Help! What is ESEA?

  5. Objectives of Today

  6. Activity – Review & Rank Objectives • Step 1 – Review the objectives of the day • Is there anything you would add? Be ready to share with the whole group.

  7. Activity – Review & Rank Objectives • Step 2 – Rank order the objectives • Of the objectives listed, what’s the most important to you? (RED Dot) • What’s important to you, but not as critical for us to address? (YELLOW Dot) • What do you feel fairly comfortable with? (GREEN Dot)

  8. Objectives of Today

  9. Agenda

  10. ESEA – What do you need to know

  11. Activity – Day 1 on the Job It’s Day 1 on the job as the Title I Coordinator, now what? Share with your table group & create a list of: • What are your duties regarding Title I-A?

  12. Activity (cont) Choose one person at your table to share your table’s list of duties with the whole group.

  13. Duties and/or Topics • Coordinating Title I-A meetings • Reviewing plans • Monitoring….Binder review • Budgets • School Improvement….Priority & Focus • Highly Qualified Teachers • Private Schools • Title X, McKinney-Vento (Homeless) • Data Collections

  14. BREAK Let’s take a 5 minute stretch break.

  15. Agenda

  16. TITLE I-A ANNUAL MEETING Sample Presentation

  17. Pre-Meeting Prep & Documentation

  18. Agenda • Information to be covered in the Annual Mtg • Inform parents of the school’s participation in Title I • Explain the Title I, Part A requirements • Explain the rights of parents to be involved in the Title I program • Review district policy, school plan, & student-parent compact • Review parent notifications • A description and explanation of the school’s curriculum • Information on the proficiency levels students are expected to meet

  19. Let’s begin!

  20. Purpose of Today’s Meeting Provide information about our school’s Title I program for parents of students participating in the program.

  21. What is “Title I”? Title I-A is United States Government’s largest education assistance program for schools. Funds are used to provide programs to help children who are struggling in reading and math. Extra help (in addition to what they learn during math and reading time in the classroom) Funding provided under ESEA Title I-A Program

  22. Title I-A Program Components

  23. Design of our Program • Schoolwide or Targeted Assistance Program • Schoolwide – all students • Targeted – students identified for the program based on performance on assessments • Discuss Targeting criteria • What does our program look like? • Curriculum & Interventions • Assessments & Proficiency levels • Additional Supports as a Priority or Focus School (Items that are in italics are talking points)

  24. Assessments our school uses: OAKS / SMARTER Balanced, Dibels, Star Reading/Math, etc Notification of your child’s assessment results OAKS: Annually, reports sent home or distributed at conferences Other: Progress monitoring process Assessments & Monitoring

  25. Parent Involvement Requirements

  26. Parent’s Rights under ESEA

  27. Literacy Nights Math Nights Parent/Teacher Conferences Advisory Council Meetings Spring Title I-A Meeting (to review plan?) Other Important Dates / Upcoming Events

  28. Annual Review & Evaluation

  29. QUESTIONS? Thank you for coming!

  30. Questions & Resources • Tips from Seasoned Coordinators • For more information Go to Melinda Bessner’s session “Title I-A Basics”

  31. Agenda

  32. Title I-A School-level Planning What’s the district’s responsibility/involvement in school plans?

  33. Program Design (Two Models to Choose From)

  34. Components of a TAS Plan

  35. Schoolwide Programs (SWP)

  36. Schoolwide Plan Ten Components

  37. Transitioning into Indistar www.indistar.org

  38. Moving towards Indistar

  39. Steps for SWP Planning w/ Indistar • Conduct a Needs Assessment • Assess & address school’s Comprehensive Achievement Indicators • Design program & create a plan • Upload required documentation • Complete supplemental questions • Monitor the plan & district review

  40. Components of a Plan

  41. District Responsibility for Planning • Annually review plans • Provide feedback • Team member/liaison to buildings to support school-level efforts

  42. Questions & Resources • Tips from Seasoned Coordinators • For more information Go to Melinda Bessner’s session “Transitioning to Schoolwide Planning”

  43. Agenda

  44. ESEA Monitoring

  45. Our Approach to Monitoring

  46. CIP Budget Narrative Approval and ODE Data Submissions • Ensures responsible and allowable spending of federal funds • Meets federal requirements for demonstrating program effectiveness • Supports continued funding from Congress

  47. Desk Monitoring • Selected in the Spring for the following year • Regional • Risk factors • Two Desk Monitoring periods • May follow-up with Onsite or Technical Assistance visit

  48. Winter Desk Monitoring 2014-2015 • Ashwood SD • Black Butte SD • Butte Falls SD • Central Point SD • Culver SD • Medford SD • Phoenix-Talent SD • Pinehurst SD • Prospect SD • Rogue River SD

  49. Spring Desk Monitoring 2014-15 • Adel SD • Diamond SD 7 • Double O SD 28 • Drewsey SD 13 • Harney County SD 3 • Harney County SD 4 • Harney County Union High SD 1J • Klamath County SD • Klamath Falls City Schools • Lake County SD 7 • North Lake SD 14 • Paisley SD 11 • Pine Creek SD 5 • Plush SD 18 • Suntex SD 10

  50. Risk Factors • Federal program budget issues as determined through the CIP Budget Narrative review • Significant and/or unresolved findings issued to the district as a result of district fiscal audits • On-going and/or unresolved findings from previous monitoring of federal programs • New or inexperienced staff in key district positions • Other risk factors may be determined