Federal Programs
Fall Conference
Title I and the ACIP
Logan Searcy and Beth Joseph
Objectives:
• Review purpose of Title I
• Navigate in ACIP the requirements of Title I schools
• Provide examples of Goals, Objectives, and Strategies
Title I, Part A
• Provides Supplemental Federal funds to ensure all students have fair, equal, and
significant opportunities to obtain a high-quality education and reach at minimum
proficiency on challenging state academic achievement standards and state academic
assessments.
• Focused on improving the academic achievement of low-achieving students in schools
with high concentrations of children from low-income families and is governed by
statuary and regulatory requirements of Title I, Part A of ESEA.
Two Types of Title I Programs
• Targeted Assistance
• Supplemental education services to eligible
students with the greatest need.
• A school with poverty percentage of 35% or more
• Schoolwide
• Comprehensive program designed to upgrade the
entire educational program in order to improve
achievement of the lowest-achieving students.
• A school with poverty percentage of 40% or more
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www.advanc-ed.org/alsde
Alabama Continuous Improvement Plan (A-CIP)
Title I Schools ACIP Contains . .
• Executive Summary
• Improvement Plan Stakeholder
Involvement Diagnostic
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Non-Title I Schools ACIP Contains . .
• Executive Summary
• Improvement Plan
Stakeholder Involvement
Diagnostic
Student Performance
Stakeholder Feedback
Title I Diagnostics
Parent Involvement Diagnostic
Assurances
Goals
Comprehensive Budget
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Student Performance
Stakeholder Feedback
Assurances
Goals
Comprehensive Budget
Title I Requirements
 All Title I schools must complete the following diagnostics in addition to the other
required components of the ACIP:
 Stakeholder Feedback Diagnostic
 Strategies to Increase Parental Involvement Diagnostic (school’s Parent
Involvement Plan)
 Either the Title I Schoolwide or Title I Targeted Assistance Diagnostic
 Coordination of Resources-Comprehensive Budget Diagnostic
Example
Edits to ACIP
Minor edit to Component 10: Evaluation, found in Schoolwide and
Targeted Assistance Diagnostics (2 questions added)
 Are there any goals you are keeping from the previous year? If so, describe the
progress in meeting these goals.
 What goals did you change from your previous year’s CIP? Why did you delete or
change these goals?
Major edits to the Coordination of Resources-Comprehensive Budget
Diagnostic
Title I Parent Survey
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Use annually for feedback for Parent Involvement Evaluation
Now located in ASSIST under Surveys – entitled Title I Parent Survey
Also, located in eGAP document library
May administer by paper or online
If you are going through accreditation, you must administer the ASSIST
parent survey and the Title I Parent Survey
Goal
Objectives
Strategies
• Implement College and
Career Ready Standards
(Math)
• Implement ResearchBased Practices for
Continuous Improvement
• 98% of all students will demonstrate
a proficiency that shows that they
have mastered the standards in
Mathematics by May 25, 2016 as
measured by ACT Aspire.
• 98% of all students will demonstrate
a proficiency that shows they have
mastered the standards in reading by
May 25, 2016, as measured by ACT
Aspire.
• We will engage learners
through high quality
aligned college and career
ready standards,
instruction, and
assessments in all content
areas.
Activity
Activity
Type
Begin
Date
End
Date
Resource
Assigned
Source
of
Fundin
g
Staff
Responsibilities
Higher Order
Questioning
Identify at-risk
students and
schedule time to
target their
intervention
needs
Professional
Development for
Effective
Interactive Word
Walls
Direct
Instruction
Academic
Support
8/15/2015
5/25/2016
$0
N/A
Teachers
8/1/2015
5/30/2016
$0
N/A
Teachers and
Counselors
Professional
Learning
8/1/2015
5/30/2016
$200
Title I
Principals and
Teachers
Learners
Turnaround Principle-Effective Instruction
Academic Goal: Our teachers will engage the learners through high quality aligned college and career ready standards, instruction, and
assessments for all content areas.
Objectives
•
•
Turnaround Principle-Effective Instruction
•
98% of students with disabilities will demonstrate a proficiency that shows they have mastered the standards through the use of
research-based instruction in Mathematics by May, 2016 as measured by ACT Aspire.
•
98% of students who are homeless, English learners or immigrants will demonstrate a proficiency that shows they have mastered
the standards through the use of research-based instruction in Mathematics by May, 2016 as measured by ACT Aspire.
•
.
98% of all students will demonstrate a proficiency that shows that they have mastered the standards through the use of researchbased instruction in Mathematics by May 25, 2016 as measured by ACT Aspire.
Support Systems
Turnaround Principle- School Climate and Culture
Goal and Objectives
• Organizational Goal-We will identify barriers to teaching and learning and align support systems to address barriers.
• Objectives:
• Demonstrate a behavior that ensures that the school is implementing the guidance and
counseling plan by 11/08/2016 as measured by the number of student discipline referrals.
• Demonstrate a behavior that ensures that the school has a climate conducive to learning
with a culture of high expectations by 9/12/2016 as measured by the increase in student
achievement.
• Turnaround Principle- Effective Family and Community Engagement
• Demonstrate a behavior that ensures that the school has a system in place to increase
community engagement as measured by stakeholder survey results.
Strategies
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Implement Pre-K-Career Readiness Plan
Implement College and Career Ready Standards
Align Fiscal Resources
Implement Guidance and Counseling Plan
Implement Student and School Culture Program
Implement Community Based Support and Intervention System
Develop / Implement Teacher Effectiveness Plan
Develop/Implement Leader Effectiveness Plan
Develop /Implement Professional Learning and Support
Implement Research Based Best Practices for Continuous Improvement
Implement Learning Supports
Implement Turnaround Principles
Other
Schoolwide ACIP
• Committee participation in process – (Improvement
Plan Stakeholder Involvement)
• Comprehensive needs assessment – (Survey results,
Stakeholder Feedback Diagnostic, Data Performance
results)
• Schoolwide reform strategies identified – (Goal Builder,
Schoolwide Diagnostic)
• Methods and instructional strategies that are
scientifically research-based (SBR) - (Goal Builder,
Schoolwide Diagnostic)
• Instruction by highly qualified teachers - (Goal Builder,
Schoolwide Diagnostic)
Committee Members
CIP committee must include:
• Parents
• Other appropriate Community Members
• Teachers
• Principals
• Administrators
• Other appropriate school staff
• Students (secondary school)
Sec. 1114 (B) (ii)
Schoolwide ACIP cont.
• High-quality and ongoing professional development
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and training - (Goal Builder, Schoolwide Diagnostic)
Strategies to attract highly qualified teachers to high
needs schools - (Goal Builder, Schoolwide Diagnostic)
Mentoring assistance by veteran effective teachers (Goal Builder, Schoolwide Diagnostic)
Provides strategies to increase parental involvement –
(Strategies to Increase Parental Involvement Diagnostic)
Evaluates student achievement and summarizes at
the end of the year – (Schoolwide Diagnostic)
Description of the use of financial resources –
(Coordination of Resources-Comprehensive Budget)
Asking the Right Questions
Will the proposed use of funds:
• Drive results for students who are failing, or most at risk of
failing, to meet State academic achievement standards?
• Increase educators’ long-term capacity to improve results for
Title I students?
• Accelerate reform and advance SEA, LEA, or participating Title
I school improvement objectives and reform goals?
• Foster continuous improvement and include approaches to
measure and track implementation and results and create
feedback loops to modify or discontinue strategies that evidence
indicates are ineffective in improving achievement of Title I
students?
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Points to Remember:
• Identified as a needs on the LEA Comprehensive Needs Assessment (CIP
Needs Assessment)
• Based on a decision of the LEA Advisory Committee (School Level
Advisory Committee)
• Must be SRB and Supplemental
• Included in the LEA Title I Plan and eGAP System Plan (CIP Plan)
• Evaluation
Sample Rubric in eGAP Document Library
Contact Information
• For Technical Assistance with ASSIST, contact Logan
Searcy
• lsearcy@alsde.edu
• 334-242-9742 or 334-353-7211
• For Technical Assistance with Federal Program questions,
please call your regional specialist at 334-242-8199
Compliance Monitoring
Paul Gay and Logan Searcy
The Information Website
www.advance-ed.org/alsde
• Create an Account and Login (24 Hours to Update)
Access Code
When creating an account for the first time, a user must
have the access code for either the school or district.