The mission of Title I is to provide a continuum of services and resources to Title I districts and charter schools that enrich curriculum and instruction, promote interaction and coordination of supplementary services and resources, and result in excellence and high expectations for educators and students. Through collective efforts, we endeavor to increase accountability for all participants in the educational process; enhance cooperation between school and home; provide educators in Title I schools with greater autonomy for shared decision-making; and most importantly, promote increased educational performance of students attending Title I schools.
A targeted assistance school, primarily addressed in ESEA Section 115 of Title I, uses Title I, Part A funds to provide services to a select group of children, those identified as failing, or most at risk of failing, to meet state standards, rather than overall school improvement, as in schoolwide programs.
A targeted assistance school must meet the following requirements:
Part A funds may be used in targeted assistance schools only for programs that provide services to eligible children identified as having the greatest need for special services.
Part A funds must be used for services that supplement, and do not supplant, the services that would be provided, in the absence of Part A funds, from non-federal sources.
Records must be maintained that document that Part A funds are spent on activities and services for only Part A participating students.
A central aspect of schoolwide programs is their focus on the provision of Title I activities and services to all students in the school.
According to the U.S. Department of Education, there are three “ core elements” of a Title I schoolwide program:
A school operating a schoolwide program must conduct a comprehensive needs assessment that identifies the school’s strengths and challenges in key areas that affect student achievement.
The school must develop a comprehensive schoolwide plan that describes how it will achieve the goals it has identified as a result of its needs assessment.
The school must evaluate annually the outcomes and the plan’s implementation to determine whether the academic achievement of all students, and particularly of low-achieving students, improved, whether the goals and objectives contained in the plan were achieved, and if the plan is still appropriate as written.
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