Title I was established by the United States Department of Education to provide extra resources to schools and school districts with the highest concentration of poverty. The federally funded educational program was reauthorized under the No Child Left Behind (NCLB) Act of 2001. NCLB stresses accountability for student academic achievement, utilization of practices that have been shown to work through scientific research, increased flexibility and local control, and expanded options for parents (school choice and supplemental services). Title I reaches about 12.5 million students enrolled in both public and private schools.
- 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