Coal City Unit District #1
Title I Parent Meeting
Meeting Outline
Purpose and Requirements of NCLB
NCLB Terms
Purpose of Title I Program
Title I Activities
No Child Left Behind (NCLB)
Purpose
NCLB’s purpose is to ensure that
children in every classroom enjoy
the benefits of well-prepared
teachers, research-based
curriculum and safe learning
environments.
No Child Left Behind (NCLB)
Requirements
Assess students in grades 3-8, and once during grades 10-12, in
reading and math by the end of the 2005-2006 school year,
using state-designed tests.
Assess students in science once during grades 3-5, 6-9, and 10-12
by the end of the 2007-2008 school year, using state-designed
tests.
Certify that all teachers of core academic subjects are highly
qualified by the end of the 2005-2006 school year, using stateset definition.
Provide public school choice and supplemental educational services
to students in schools that have been unable to meet Adequate
Yearly Progress (AYP) for two consecutive years.
Expects 100 percent student proficiency by 2014.
NCLB Terms
Adequate Yearly Progress (AYP) - Refers to an individual state’s
measure of yearly progress toward achieving state academic
standards.
Subgroup - One of several groups of students that may be in a
school. Must have 45 students for a subgroup.
Highly Qualified Teacher (HQT) — This is the term No Child Left
Behind uses for a teacher who proves that he or she knows the
subjects he or she is teaching, has a college degree, and is statecertified.
NCLB Terms (cont.)
Supplemental Educational Services (SES) are research-based
extended-day programs that are proven to increase student
achievement.
At-Risk – students who have not been adequately served by social
service or educational systems and are at risk of educational failure
due to lack of services, negative life events, or physical or mental
challenges, among others.
LEA – Local Education Agency which is commonly referred to as a
district.
Purpose of Title I
Meet the educational needs of low-achieving children in our
Nation's highest-poverty schools, limited English
proficient children, migratory children, children with
disabilities, Indian children, neglected or delinquent
children, and young children in need of reading
assistance.
Close the achievement gap between high- and lowperforming children, especially the achievement gaps
between minority and non-minority students, and
between disadvantaged children and their more
advantaged peers;
Title I Activities
Types of Programs/Instruction:
Pullout – Small group or 1 on 1
instruction
Inclusion – Team teach with classroom
teacher or divide class into two groups
Whole Group
Title I Activities
continued
Assessment/Screening:
DOLCH WORDS – Sight Word Vocabulary
DIBELS – Primary Reading Skills Assessment
MAZE – Reading Comprehension Assessment
Variety of Informal Assessments – Running records, test
scores, math screening, SRA Corrective Reading Program
Help with SAT, OLSAT and ISAT testing
Title I Activities
continued
Report to parents, teachers and administration
Provide supplemental materials to teachers
Provide many engaging activities with a variety of
materials
Intervention component of new reading series
Teacher made or purchased educational games
Computer Programs
Provide support in other content areas to help
students as needed
Any Questions?