Title I
Title I FAQ's. Print
Written by Martin Espinola   

TITLE I

Helping Students in Need of Academic Support

What is Title I?

Title I is a federal entitlement program which grants funds to school districts to provide supplemental academic support to students who need extra help to bring their knowledge and skills up to grade level. The amount of Title I grant funds is set by the state and varies from year to year based on the total student enrollment and the number of students who qualify for the free and reduced cost lunch program.

Who qualifies for Title I academic support?

There are two criteria that are used to identify students who qualify for Title I services. First, the students must be identified as being “most at risk of failure” based on measures of their performance in reading, writing and mathematics. This means they are performing below grade level on the state MCAS test and other local measures of student performance. Secondly, they must qualify for the federal Free & Reduced Lunch program. However, when the number of students who qualify for the Free & Reduced Lunch program exceeds 50%, a school is given the option of using Title I funds to help all students in what is termed a “schoolwide” program.

How does the Title I program work in the Gill-Montague Regional School District?

Our program has always been focused on early intervention starting in kindergarten. We want to improve and maintain the academic performance of our youngest students who are at risk of failure in those elementary schools with the highest poverty levels. We do this in order to give these students the best chance of learning the basic skills they will need to succeed in the higher grades.

As mentioned above, when the poverty level of a school exceeds 50%, Title I funds may be used to provide Title I services to all students in the school. Both the Sheffield Elementary School and Hillcrest Elementary School qualify for “schoolwide” services. In those two schools, Title I funds are used to provide additional classroom teachers in order to reduce class sizes for all students. This approach allows the teachers to provide more individualized attention to any of the students needing academic support. It doesn’t highlight the fact that certain students might be less capable than their peers. All students in our program qualify for help when they need it.

How can parents become involved in and support the Title I program?

The Title I program has a parent involvement policy which describes our commitment to, and procedures for actively promoting parent involvement. A copy of that and other Title I policies are available on our district’s web site or in the offices of our Title I schools. Parents are encouraged to attend the various evening programs held at your child’s school during the school year. Look for notice of them in your school newsletter. Also, each year in the spring, we do a parent survey to get input about the program and how it’s working. The results of the survey are available from the school office.

What is the Title I School-Parent/Guardian Compact?

The Title I School-Parent/Guardian Compact is a voluntary agreement between the home and school. It goes home at the start of each school year and puts in writing the goals, expectations and shared responsibilities of teachers, parents and students as cooperating partners in the process of student learning. It offers parents an excellent opportunity to discuss with their children the importance of education and of striving to do one’s best. Please be sure to sign and return a copy of this important agreement.

Funds for Students in Private schools

Private schools in our region that enroll students who would otherwise attend Hillcrest or Sheffield, and who are “at risk” academically in reading, writing and/or math, also qualify to receive Title I funds. The parents of these students are eligible to attend the various programs for parents at our Title I schools. The teachers of those students are eligible to attend professional development programs designed for our Title I staff.

Special Opportunities for Students in Schools not meeting the AYP Criteria

For some years in the past the MCAS (Massachusetts Comprehensive Assessment System) test scores for Sheffield Elementary School were, for some groups of students, below the level required to meet the state’s criteria for AYP (Adequate Yearly Progress). For this reason, we are required to offer parents the opportunity to send their child to another school in the district that does meet the AYP criteria and has available seats. At the present time there is no such school in our district. If there were, we must give priority to the lowest achieving students from low income families. For more information about the school’s AYP status, you can review our district and school profiles on the Department of Education web site, go to: http://profiles.doe.mass.edu/profiles.

At Sheffield we are also required to provide supplemental educational services (SES) to students who are not meeting academic expectations according to their MCAS results. Our district is an official SES provider and we offer SES services after school at Sheffield through the 21st Century Community Learning Center program. We make available to all students requesting it free tutoring and homework help four days a week at the school. Their tutors work closely with their classroom teachers to provide needed academic assistance, paying attention to each student’s Individual Student Success Plan. We strongly encourage parents to have their children take advantage of this program if they need help with their school work. If a parent wishes to choose a different SES provider, the list of providers is available at http://www.doe.mass.edu/ses/search.aspx.


Status of Teachers & Paraprofessionals in our Title I Schools

No Child Left Behind legislation requires that any school in receipt of Title 1 funds must inform parents if their child is assigned a teacher for four or more consecutive weeks who is not yet “highly qualified” under the terms and criteria outlined in the legislation. According to the No Child Left Behind law, a “highly qualified” teacher is one who:

1.  Has obtained a Bachelor’s degree or higher;
2.  Has obtained full State certification – in Massachusetts this means that the teacher has   either a preliminary, initial, or professional teaching license; and
3.  Has demonstrated competency in the core academic subject area(s) that he/she teaches.  These criteria also require teachers to participate in high quality professional development programs every year.
As of this writing, all of your child’s teachers have met the requirements to be “Highly Qualified”.  If you have any questions regarding a teacher’s qualifications, or other aspects of the Title I program, please feel free to contact the school principal or the Director of Grants & Technology.  For additional information about the federal highly qualified teacher requirements and Massachusetts policies related to them, please visit the Massachusetts Department of Education’s website at http://www.doe.mass.edu/nclb.
 
Policy and Procedures - Title I Print
Written by GMRSD Webmaster   

POLICY AND PROCEDURES FOR THE TITLE I SUPPLEMENT,
NOT SUPPLANT REQUIREMENT


Title I funds may not take the place of – supplant – public education services that are to be provided to all students.  The procedures below will assist the district and its schools in demonstrating that it uses Title I funds only to supplement, and to the extent practical, increase the level of funds that would, in the absence of Title I funds, be made available from non-Federal sources for the education of children participating in the Title I programs.

Title I Schools in the School District

Current Schoolwide Programs: Hillcrest and Sheffield Schools

Targeted Assistance Programs: Montague Center School prior to FY 06

Targeted Assistance Programs

Student Selection Criteria

District-level Criteria:
The following examples of multiple, objective, educationally-related criteria represent the type of criteria the Gill-Montague Regional School District uses to determine eligibility.  Eligible students are those identified by the school as failing, or most at risk of failing, to meet the Massachusetts’ challenging student academic achievement standards.  If all eligible students cannot be served, schools shall select those most in need from this pool to be served.  (See attached selection criteria last used by Montague Center School, a targeted assistance school.)

Examples of criteria of selection:

• Students who fall into the Reading First category of “at-risk” or “some risk” readers on the GRADE (Group Reading Assessment and Diagnostic Evaluation) or DIBELS (Dynamic Indicators of Basic Early Literacy Skills) test.
• Students performing at the 40th percentile or below on a normed test like the GRADE Comprehension Test or the GMADE (Group Math Assessment and Diagnostic Evaluation) Math Test.
• Students failing at least 45 of the 100 items on a curriculum based criterion reference test, as the Houghton Mifflin Integrated Theme Test.
• Students, in grades kindergarten through 2, performing below grade level on the Early Reading Inventory Test, DIBELS or the DRA (Developmental Reading Assessment).
• For students in grades preschool through grade 2, interviews with parents based on the school district-developed parent interview guide for Title I student selection.

Examples of Evidence:

• School-developed selection criteria (if any).
• List of students identified as eligible for services.
• List of students selected for services.
• Data supporting identification and selection.
• Student exit data (for those deemed no longer in need of services).
• Documentation that LEP (Limited English Proficient) and special education students are selected on the same basis as other students.

Students Served:

School district staff will visit and review schools to ensure that students being served by Title I funds are those who have been identified to be served based on the student selection criteria.

Examples of Evidence:

• Title I program description
• Student participation list
• School schedule for Title I services
• Notes/student attendance from Title I staff
• Discussions with regular and Title I staff

Staffing:

The school district will maintain records that demonstrate that the Title I program receives staff services commensurate with the staff payment. Corroboration of records to what is actually taking place will be carried out through means such as spot-checks, reviews, interviews with staff, and interviews with students.

Examples of Evidence:

• For 100% Title I-funded staff, the staff daily schedule of activities.
• For split-funded staff, staff daily schedule with clear delineation of time spent on the title I program.
• Other documentation that demonstrates accurate charges to the Title I program, (e.g., detailed position descriptions for split-funded staff).

Professional Development

The school district will maintain a description of the professional development provided at the district level that is funded with Title I funds.

 

Schoolwide Programs

The school district and/or schools will demonstrate that Title I funds supplement those funds that are required to be provided to the schoolwide program schools.

Examples of Evidence:

• School budget
• School district budget
• Back-up documentation demonstrating that the schools are receiving proper amount of funds for free public education, including funds for services for children with disabilities and LEP

 

 

First Reading:  July 18, 2006
Adopted by Gill-Montague Regional School Committee: August 29, 2006
 
Parent Involvement Policy Print
Written by GMRSD Webmaster   


The GILL-MONTAGUE REGIONAL SCHOOL DISTRICT is committed to building strong partnerships between home, school, and community.  Providing students’ families with opportunities to become involved in their child’s education and the life of the school, from pre-school right through high school graduation, is essential to improving student achievement and providing opportunities after graduation.

Every Gill-Montague Regional school is expected to:

1. Involve parents in the joint development and annual review of:

    • The School Improvement Plan
    • The District Parent Involvement Plan
    • Home-School Compacts

2. Convene an annual meeting with parents to discuss and disseminate information regarding:             

    • School Improvement Plans
    • Home-School Compacts
    • MCAS  Standards
    • School performance programs
    • Curriculum in place at the school
    • Proficiency levels expected of all students
    • Parent’s rights regarding information pertaining to their student/school
    • Additional information as deemed necessary by school

3. Schedule Parent-Teacher Conferences to discuss:

    • Individual student’s progress in meeting state performance standards
    • Individual student’s progress in class
    • Assessments used at the school
    • School/family issues that may be impacting student’s performance/behavior
    • Parents’ questions and concerns regarding academic programs

4. Disseminate, discuss and have the Home-School Compacts signed through Parent/Teacher Conferences.

5. Send information home in language used in the home whenever possible

6. Provide quarterly progress reports in the form of meetings, report cards or other written reports.

7. Build capacity for strong parental  involvement through:

    • Volunteer Opportunities
    • Workshops
    • Parenting Sessions
    • Flexible meeting times to encourage parent participation
    • Innovative ways to involve families with diverse needs
    • Training for staff in effective communication with parents

8. Coordinate/integrate parent involvement strategies with programs such as:
    • Special Education
    • Early Childhood
    • Safe and Drug Free Schools
    • Bilingual
    • Community Service Agencies

9. Conduct an annual evaluation to:

    • Determine effectiveness of parent participation
    • Identify barriers to increase parental participation
    • Use findings to design strategies for improvement of parent involvement policies

 

Suggested Ways for Parents to Support this Policy

Parents can support this policy by being:

     • Co-teachers of their children by…
        o   Participating in workshops on ways to support the school’s instructional program at home
        o   Providing at-home activities to support school learning

    • Co-Supporters of school involvement activities by providing opportunities to become…
        o   Classroom volunteers
        o   School/classroom tutors
        o   Active planners/participants in school-based family activities

    • Co-Communicators with the school by…
        o   Attending Open House
        o   Attending Parent Conferences
        o   Reading newsletters and other communications sent home
        o   Attending the Annual Meeting

    • Co-advocates for their children by serving on policy and decision-making committees, such as…
        o   School-Improvement Team
        o   School Community Council
        o   District-level committees
        o   PTO

    • Co-learners for themselves to increase self-knowledge and skills by attending and participating in parenting workshops.

Suggested Ways for Schools to Support this Policy

EDUCATING PARENTS

    • Provide parenting workshops
    • Providing workshops on issues affecting children
    • Provide workshops on how to help with homework and test preparation

COMMUNICATING EFFECTIVELY

    • Send communications in the language of the home whenever possible
    • Schedule individual parent-teacher conferences at convenient times
    • Provide interpreters for school conferences
    • Inform parents of their rights regarding information pertaining to their student/school
    • Involve all persons interested in the child, not just biological parents
    • Communicate clear grade-by-grade curriculum goals and expectations for classwork and homework, with examples of “proficient” student work
    • Provide a welcoming environment at each school
    • Provide clearly communicated procedures for parents to contact teachers, including by phone and e-mail
    • Return phone calls within 24 hours
    • Provide a Family Center area within the school
    • Assure that staff members are available to meet with parents at convenient times

PROVIDING OPPORTUNITIES TO VOLUNTEER 

    • Classroom volunteers
    • PTO
    • Fund-raising and planning family fun events

LEARNING AT HOME

    • Support home reading programs
    • Provide at home activities

DECISION MAKING

    • Convene an Annual Meeting at a convenient time for parents
    • Involve parents on the planning, review, and improvement of school parent involvement policy and the district involvement policy
    • Involve parents in creating School Improvement Plan
    • Involve parents in creating/reviewing Home and School Compacts
    • Provide parents with timely information about Title I programs, curriculum, and assessment procedures
    • Provide flexible meeting times for parents

COLLABORATING WITH THE COMMUNITY

    • Special events such as Reading and Math Literacy Nights
    • Create links with social services and health agencies and community groups to support key family and community issues
    • Support the CPC (Community partnership for Children) program
    • Participate in MCSP (Montague Community School Partnership) activities
    • Voter registration at school functions
    • Share school facilities in support of community-based celebrations enhancing school-community ties

 

 

First Reading:   February 24, 2004
SC    March 9, 2004
 
Title I Instructional Strategies Print
Written by GMRSD Webmaster   

For its Title I program the District will require each school to implement effective instructional strategies that are derived from scientifically-based research and include:

  • giving primary consideration to extended learning time;
  • helping to provide an accelerated, high quality curriculum;
  • establishing high expectations for student performance for all students;
  • aligning with the Massachusetts Curriculum Frameworks; and
  • minimizing the removal of students from the classroom during regular hours of instruction.
 
Equivalency Policy for Title I Schools Print
Written by GMRSD Webmaster   

All schools participating in the Title I program will provide a level of staffing as well as curriculum materials and instructional supplies that are equivalent from school to school.  The salary schedule will also be equivalent as per district level employee contractual agreements.  The Title I Director will ensure equivalence among schools by assessing the level of staffing and the status of curriculum materials and instructional supplies each year.  Exceptions may be made in any given year when a new program is being piloted or a program is being sequentially introduced throughout the district over a period of years.