Title I is a federal grant reauthorized under the Elementary and Secondary Education Act of 2001. The purpose of this legislation is "to help the neediest schools and students reach the same challenging standards expected of all children" (Public Law 107-110). The Title I grant addresses four major goals:
Schools are eligible for Title I funds based on the percent of low-income students. In FCPS, the elementary schools with the highest level of poverty receive funding that is used for positions and resources to meet the needs of their students. The Title I grant supports high need FCPS schools in the following way:
The Title I grant-funded language arts teachers work with students and classroom teachers to develop reading and writing skills. The teachers work together to assess students' strengths and needs. They plan appropriate literacy instruction that helps students meet the challenging standards in the FCPS Program of Studies (POS) and the Virginia Standards of Learning (SOL). Many schools also use Title I funds to serve the lowest achieving first grade students through the Reading Recovery® Program. Several schools implement Literacy Collaborative™, a professional development model designed to support best practices for classroom literacy instruction.
The Title I grant-funded mathematics teachers provide instruction to help students develop math concepts. problem-solving strategies, and computational skills. Math teachers and classroom teachers collaboratively assess students' strengths and needs, and plan appropriate mathematics instruction that helps students meet the challenging standards in the FCPS Program of Studies (POS) and the Virginia Standards of Learning (SOL).
Title I funding enables high need schools to support development of teacher knowledge of content and pedagogy in order to raise student achievement and close achievement gaps. Title I grant-funded reading and math teachers as well as classroom teachers in schools with Title I funding participate in ongoing professional development focused on research-based best instructional practices.
Title I funding supports schools' commitment to working in a partnership with families. Each school develops a School-Home Compact and a School Family Involvement Policy which outline the many opportunities available for parents to become involved in their children's education. A District Advisory Council, comprised of representatives from schools receiving Title I funds, meet regularly and collaborates with Title I staff to strengthen parent engagement in these schools.
The Elementary and Secondary Education Act (ESEA), known since 2001 as No Child Left Behind (NCLB), requires states to set annual measurable objectives for increasing student achievement to ensure that all children have an opportunity to obtain a high-quality education. Under the provisions of the two-year flexibility waiver granted by the U.S. Department of Education (USED) on June 29, 2012, the Virginia Board of Education has set new federal Annual Measurable Objectives (AMOs) aimed at raising achievement in the Commonwealth’s lowest-achieving schools. The new AMOs in reading and mathematics replace the Adequate Yearly Progress (AYP) targets which schools were previously required to meet. Any school receiving Title I funds that does not meet the AMO for one or more groups of students will be required to use a web-based, school improvement tool approved by the Virginia Department of Education for assessing, planning, implementing and monitoring student progress. If a school receiving Title I funds is identified as a USED Priority or USED Focus school, state-approved and monitored school improvement interventions are required.
Title I staff collaborates with other FCPS offices within Instructional Services, the Departments of Special Services, Professional Learning and Accountability, Information Technology, Facilities and Transportation, Human Resources, and Cluster offices to support all students in schools receiving Title I funding in order to meet and exceed local, state, and federal goals.
As required by the grant, Title I funding assists schools in closing the achievement gaps through:
In expectation of receiving future Title I grants, schools receiving Title I funding will be assisted in closing achievement gaps through:
In FCPS schools receiving Title I funds, Spring 2014 Standards of Learning (SOL) results for the disadvantaged student subgroup will meet or exceed the federal AMOs for reading and mathematics through one of three methods: achieving the proficiency target, three-year average, or reducing the failure rate by ten percent compared to the previous year.
As in all FCPS schools, students' proficiency is reported to the Virginia Department of Education based on performance on Virginia Standards of Learning (SOL) assessments in grades 3-6 (including results for the Virginia Grade Level Alternative assessment, Virginia Modified Achievement Standard Test and Virginia Alternate Assessment Program for identified students), as well as performance on the Developmental Reading Assessment (DRA2) in grades 1-2.
Division and school SOL test results and teacher quality information can be found at: http://www.doe.virginia.gov/statistics_reports/school_report_card/index.shtml
Individual school results can be additionally found at: http://www.fcps.edu/profiles
Title I Coordinator
April 1, 2013