Title I Title II Title V Title VI Title IX
Tennessee Consolidated Planning & Needs Assessment Process
No Child Left Behind
Parents will receive notification if the district employs a teacher for over
four weeks who does not meet highly qualified requirements.
Contact your child’s teacher or principal for more information
Qualifications of teachers and paraprofessional who instruct their child can be reviewed at the school or at central office
Parents have the right to request that their child’s name, address & phone number not be released to military recruiter without prior written consent.
The district has a written parent involvement policy. If you have not seen one and would like one contact your school.
If a child were to become the victim of a violent crime, parents will receive written notification that their child has the right to transfer to another school within the district.
Parents
of students in schools identified as unsafe are notified in writing of their
rights.
LEA
PARENT INVOLVEMENT POLICY
Title I,
Section 1118 (a) (2)
Must be developed
jointly with, agreed upon with and distributed to parents of participating
children.
What: Establish
expectations for parent involvement and describe how the LEA will –
A.
Involve parents in
the joint development of the 5-year plan, the process for school review and
improvement;
B.
Provide the
coordination, technical assistance, and other support necessary to assist
school sin planning and implementing effective parent involvement.
C.
Build the
schools’ and parents’ capacity for strong parent involvement as
describe in section 1118(e) of Title I
D.
Coordinate and
integrate parental involvement strategies under other programs, such as Head
Start;
E.
Conduct with the
involvement of parents and annual evaluation of the content and effectiveness
of the parent involvement policy.
i.
to determine the
effectiveness of the policy in increasing the participation of parents; and
ii.
to identify barriers
to greater participation by parents in activities authorized by Title I, and
F.
Use the findings of
the annual evaluation in designing the strategies for school improvement and
revising, in necessary, LEA and school parent policies.
When you submit the LEA policy to the State, code each
activity (A, B, C, etc.) according to the list above.
The parent involvement
policy has been developed and agreed upon through parent teacher conferences,
parent meetings, PTO annual open meetings, home visit and needs assessments.
The policy was presented on January 18, 1996 to the Claiborne County Board of
Education. The policy was approved and passed at this meeting. The school
encourages the involvement of parents as individuals and as groups.
A.
Parents will be
included in the development and implementation of the school’s Title I
plan. This has been implemented through parent meetings, PTO and parent
compacts. Ideas suggestions and input to review and improve the parent plan
is a priority and an on-going process.
B.
Communications and
coordination with parents will include but not be limited to an annual
meeting, school performance profile, school parent compacts and individual
student assessments. Technical assistance will be provided as needed to
parents by using the Bowdoin parent education methods, adult education
classes, GED classes and in-service workshops that enhance the parents skills
needed for effective parent involvement.
C.
Building the
school’s and parent’s involvement strategies according to 1118e
will include the following methods.
- Consult with parents annually to
discuss the parent-student compact, the curriculum, forms of assessment that
are used, their child’s progress and ways to strengthen or improve
their child’s performance.
- Provide parents with reasonable
access to staff members, and opportunities to observe and participate in
their child’s classroom
- Ensure, to the extent possible, that
information is sent home in a language and parents can understand
- Provide assistance to participating
parents in understanding the National Education Goals, the state’s
content standards and the states student performance standard.
- Provide assistance to parents in
such things as: monitoring their child’s progress and school
performance and getting information on how they can be involved in decisions
relating to their child’s education.
- Provide materials and training to
help parents work with their children to improve their children’s
achievement.
- Coordinate necessary literacy
training, from other sources, to help parents work with their children
- Provide training to district and
school personnel, with assistance of parents on how to work with parents as
equal partners and how to build ties between the home and the school
- Hold an annual meeting, at a
convenient place, being sure to provide AM and PM meeting times. The
materials shared with the parents should include: information about their
school’s participation in Title I, the program’s requirements and
their right to be involved
- Offer a flexible number of meetings
that include: child care, transportation or home visits to provide parent
information
- Include parents in the development
of the policy and plan.
- Provide parents with: a description
and explanation of the curriculum in use at the school, the forms of
assessment used to measure student progress and the proficiency level
students are expected to meet.
- Develop jointly, with parents, a
school-parent compact which outlines how the parent, the school staff and the
student will share the responsibility for improved student achievement.
- Develop partnerships with community
based organizations and businesses.
- Give parents an opportunity to make
request and to offer suggestion. Be responsive to the request and suggestions
in a timely manner.
- Provide opportunities for parents to
learn about different topics such as child development or parenting skills.
Appropriate facilities should be provided for these meetings.
- Submit parent comments, if they are
not happy with the school wide plan, at the same time the school’s plan
is presented to the school board.
- Provide opportunities for parents,
with limited English proficiency or disabilities, to participate in the Title
I program.
- Coordinate and integrate Title I
parent involvement programs and activities with head Start and Even Start or
other public school programs, to the extent it is feasible and appropriate.
- Be responsible to the other
parent’s involvement services or needs, requested by the parents
- help Parents understand how they can
assist in a parent resource center which was funded through Goals 2000.
D.
Title I with other
programs such as Adult Education, Head Start, Even Start and Project Hope.
Meetings are held with these groups to get names of students to refer to
Title I schools. Parents meetings have been held with the adult education
classes and newsletters given.
E.
An annual parental
needs assessment is conducted to determine the effectiveness of the policy in
increasing the participation of parents.
i.
to determine the
effectiveness of the policy by the number of parents that participate by
coming to parent meetings, parent conferences, open house, PTO and responding
to parent surveys
ii.
identify and try to
overcome barriers by scheduling meetings in each community so transportation
will not be as big of a problem. Use paraprofessional in school to provide
child care. Survey parents to determine the best time for meetings. Provided
meetings with topics that are relevant to the parents. Using parent
involvement surveys. Join other groups with topics of Interest that are being
presented.
F. Parent surveys and
assessments of support services are conducted in the latter part of each
school year. These findings are used in evaluation, designing and revising
strategies for the next year.
The No Child Left Behind Act of 2001 (NCLB) is the reauthorization of the Title I Improving America’s Act. Title I is one of eleven Titles that are funded through this act. It is a program that provides additional funds to selected schools for children that are educationally challenged and are at risk of academic failure. These funds are used to provide students in meeting the state and local performance standards. The program operates with the students’ individual needs as the major focus.
The Title I program is a major
component of the schools’ instructional plans. It assists in ensuring
that all students are academically successful by:
• Strengthening the core academic program in the schools
• Increasing the quality and amount of learning time
• Involving parents in the education of their children
• Assisting division and schools in their efforts toward effective
reforms
All efforts are
collaborated with other programs in the schools to ensure that “no
child left behind” is successful, the following elementary schools will
receive Title I services:
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TARGETED ASSISTANCE
PROGRAMS
The emphasis is on school level decision making. Therefore, program decisions
are now made at the school level. Schools, in consultation with central office,
determine how to use their funds that best meet the needs of the students.
Title I schools have the opportunity to select one of two delivery
services-Targeted Assistance or Schoolwide.
Targeted assistance schools use Title I funds to assist students that are
selected for services to meet performance standards. Each participating
school must write a plan. Members of the school staff and parents are
involved in the planning process. A comprehensive assessment of the students'
needs is used as a major focus of the plan. The plan must:
• Ensuring that the students are provided instruction by a
“highly qualified” staff
• Providing opportunities for professional development
• Using effective methods and instructional strategies that rely on
scientifically based research that strengthens the academic program
• Coordinating with and supporting the regular education program
• Providing strategies to increase parental involvement
• Claiborne Schools do not have any Targeted Assistance Programs
SCHOOLWIDE PROGRAMS
Nine of twelve Title I schools use their funds to implement a schoolwide
program. The program allows schools to incorporate schoolwide reform
strategies that provide opportunities for every student in the school to meet
the state and local standards. The reform efforts use effective methods and
instructional strategies that strengthen the core academic program and
increase the amount and quality of learning time. Each school must develop a
plan that contains these reform strategies. All members of the school staff,
along with parents are involved in the development of the school plan. The
plan must ensure that:
• Instruction is provided by “highly qualified” staff
• High quality and ongoing professional development is provided for the
teachers, principals, and paraprofessionals, and all other staff members to
enable all children in the school to meet the standards
• Effective strategies are implemented to increase parental
involvement.
• All programs coordinate and integrate their efforts in addressing the
needs of all the students. These schools must review, on an ongoing basis,
the progress of the participating students,
The following elementary
schools chose the Schoolwide program to address the needs of the selected
students:
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For additional information
contact:
Dr. Vernon Coffey
vcoffey@k12tn.net
http://www.tn.gov/Education/nclb/
423-626-3543
Part A
Funds may be used for recruitment, retention, and training of highly qualified teachers, principals, and when appropriate, para-professionals. Also, then are used for professional development including conducting needs assessment, developing a plan and appropriate delivery of services. Activities funded with these funds must be aligned with state academic content and student academic achievement standards and must be based on scientifically based research. Title II-A funds director must consult with private schools within the district regarding participation. These funds must provide activities that have a substantial, measurable, and positive impact on student achievement and are to be used as part of a broader strategy to eliminate the achievement gap that separates low income and minority students from other students. Inventories of equipment and materials supplied to the individual schools are updated each year.
Part D
Technology staff development and purchase of technology equipment is provided with these funds. Technology must have evidence that its review of relevant research resulted in its selection of technology that is related to curriculum and teaching strategies. Inventories of equipment and materials supplied to the individual schools are updated each year.
Eula Bundren
Director
bundrene@k12tn.net
Innovative Programs; These
funds are used for Claiborne County Classroom program in the elementary
grades K-12. The tutors at the high schools will receive elective credit for their
time after completing the same number of hours tutoring as they would in the
regular classroom. Also, funds are used for the before and after school
program in the Claiborne and
Eula
Bundren
Director
bundrene@k12tn.net
Part B
Rural Education:
Eula
Bundren
Director
bundrene@k12tn.net
All Funds are available for review and indicates that funds are used for allowable purposes.
Mary Thompson, Instructional Integration, works with the director of Title II, Title V, and Title VI programs to assist in providing the services required in the areas of technology.
Mission: Equal Access To and Promotion of Educational Excellence