PHARR-SAN JUAN-ALAMO INDEPENDENT SCHOOL DISTRICT

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PHARR-SAN JUAN-ALAMO INDEPENDENT SCHOOL DISTRICT
No Child Left Behind Act, 2001

• TITLE I, PART A
• PROGRAM

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Title I, Part AImproving The Academic
Achievement of the Disadvantaged

• General Information
• 2001 reauthorization of the Elementary and
  Secondary Act of 1964
• largest federal aid to education
• funding is based on number of children from low
  income families, identified by Census

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Title I, Part AImproving The Academic
Achievement of the Disadvantaged

• Purpose
• To enable schools to provide opportunities for
  children served to acquire the knowledge and
  skills contained in the challenging State content
  standards (TEKS) and to meet the challenging
  State performance standards (TAkS,etc.) developed
  for all children

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Title I, Part AImproving The Academic
Achievement of the Disadvantaged

• Types of Programs allowed
• Targeted-assistance Program, which serves only
  identified educationally disadvantaged students
• Schoolwide Program, which can serve all students
  because funds can be used to improve the schools
  overall educational program

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Your Campus T-I Program

• Representatives from your campus developed a
  schoolwide program plan for your school,
  incorporating 10 components
• Comprehensive Needs Assessment
• Based on
• Student achievement
• staff/facility needs
• parental involvement needs
• other needs

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Your Campus T-I Program

• 2. Schoolwide reform strategies that
• provide opportunities for all children to meet
  the States proficient and advanced levels of
  student academic achievement
• use effective instructional strategies based on
  scientifically based research that
• strengthen the core academic program
• increase the amount and quality of learning time
• include strategies for meeting the educational
  needs of historically underserved populations

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Your Campus T-I Program

• 3. Instruction by highly qualified staff
• Teachers that are degreed/certified in teaching
  assignment
• paraprofessionals with
• An Associates Degree or higher OR
• Two years of college/university study OR
• Demonstrated, through a formal assessment, the
  ability
  to assist in
  instruction AND knowledge of reading, writing,
  and mathematics.

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Your Campus T-I Program

• 4. Staff development
• high-quality ongoing professional staff
  development for teachers, aides, principals,
  pupil services personnel, parents, and other
  staff to enable all students to meet the States
  student academic achievement standards.
• 5. Strategies to attract high-quality highly
  qualified teachers

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Your Campus T-I Program

• 6. Parental Involvement
• strategies to increase involvement
• must have a Par. Inv. Policy/Plan
• must have a Home-School Compact
• 7. Plans for assisting preschool children in the
  transition from early childhood programs (for
  elementary campuses only)

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Your Campus T-I Program

• 8. Teacher involvement in decision-making
  regarding assessments
• to provide information on and to improve student
  performance and overall instructional program
• on TAkS, LAS, District testing program,
  achievement tests, etc

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Your Campus T-I Program

• 9. Activities to ensure that students who
  experience difficulty mastering the proficient or
  advanced levels of academic achievement standards
  are identified and provided effective, timely
  additional assistance
• tutoring after-school, Saturday, summer
• effective instructional strategies
• teacher training on effective strategies

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Your Campus T-I Program

• 10. Coordination integration of Federal, State
  local services and programs

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T-I School Support Team Project2002-2003

• T-I Director
• Research Evaluation Director
• T-I Curriculum Instruction Advisor
• T-I Coordinator

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T-I School Support Team Project2002-2003

• Responsibilities of T-I SST
• Review campus achievement data
• Review campus improvement plan
• Provide Feedback/Recommendations
• Make campus visit to review T-I Schoolwide
  Project (T-I Staff)
• Coordinate with Vertical Academic Teams (VAT) to
  provide periodic review/on-going support for
  schools

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T-I School Support Team Project2002-2003

• Respond to campus requests for
  assistance/support
• Coordination of T-I SST with VAT
• Central Office administrators will work with the
  VATs by
• providing guidance/information for VAT
• attending VAT meetings
• coordinating/organizing/supporting VAT activities
  such as staff dev., innovative projects, etc., as
  per VAT members requests

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T-I School Support Team Project2002-2003

• Central Office administrators will provide the
  communications link between the VAT and the T-I
  Core SST by
• assuring a copy of VAT minutes, goals, etc. are
  sent to the T-I Office, as appropriate
• bringing concerns regarding meeting the States
  Performance Standards to the attention of the T-I
  Core Support Team for possible assistance to
  individual campus(es)

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T-I School Support Team Project1999-2000

• Campus staff VAT members will seek/ provide
  support and assistance from/to each other as
  appropriate in efforts to improve student
  achievement by
• bringing student achievement issues for
  discussion at VAT meetings
• providing suggestions on successful instructional
  strategies/materials
• providing suggestions on successful strategies to
  meet other student performance standards

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2001-2002 T-I School Support Team Evaluation
Survey

• Random survey of principals, asst. principals,
  teachers, facilitators district professional
• VAT members and non-members
• Findings indicate very positive reaction to
  integrating VAT and SST
• Issue receiving least favorable response was
  communication between VAT committee and campus
  staff