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Title I Plan 2016-2017
Posted On:
Tuesday, October 11, 2016

 

 

 

 

                     

 

 

 

 

 

 

 

 

 

 

 

 

TITLE I PLAN

 

 

NO CHILD LEFT BEHIND ACT OF 2001

 

 

 

OXFORD CITY SCHOOL SYSTEM

 

 

2016 - 2017

 

 

 

 

 

Effective September 17, 2013

Oxford City Board of Education

INTRODUCTION

 

The Title I Plan will be reviewed at the beginning of each school year by the system’s Title I Parent Council, Title I school principals and teacher representative, and the federal programs coordinator. The plan will be posted on the system’s web site with notification sent home to parents in Monday communication folders. Communication documents, agenda, minutes/notes of meetings, and sign-in sheets will be maintained.

 

Individual student assessment results will be distributed to parents at the beginning of each school year. Teachers will receive student assessment results in meetings with the principal and counselor during beginning of the year data meetings.

 

 

A. STATE ACADEMIC ASSESSMENTS

 

The Oxford City School System participates in the student assessment system required by the Alabama State Department of Education. In conjunction with the Alabama Courses of Study and College/Career Ready Standards, the knowledge measured by these assessments form the curriculum requirements of the school system.

 

AAA    

ACCESS

Aspire (Grades 3-8 and 10)  

ACT Writing (11)

 

The Title I Program fully endorses and supports the academic program which leads students to successful assessment results and ultimately to the attainment of an Alabama High School Diploma.

 

 

B. LOCAL ACADEMIC INDICATORS

 

In addition to these state-required assessments, the local school system also utilizes the tests and benchmarks indicated by the following scientific research-based instructional programs.

 

·         ACT ASPIRE Interim Assessments

·         STAR

·         V-Math

·         AIMS Web

·         Discovery Ed Benchmarks

·         Wonders

·         Go Math

·         Flex

·         IReady

 

 

 

C. ADDITIONAL EDUCATIONAL ASSISTANCE

 

To support the academic needs of individual students, the school system will provide educational assistance through the employment of highly-qualified teachers above the foundation units earned. Scientific, research based programs will be provided to assist teachers in successful instruction to attain an increase in student learning. These programs will include: Wonders, Journeys, Go Math, EIR, Read Naturally, V-Math, Flex, Language Live, Corrective, Read 180 and Read Well. Teacher training in strategies to present instruction will be provided through these programs in addition to AMSTI, ARI, and CHAMPS.

 

 

D. PROFESSIONAL DEVELOPMENT

 

Titles I and II funds will be used to support on-going, high quality professional development to fund registration, travel, stipends, and substitute teachers. When funds are available, teachers have the opportunity to attend such conferences as MEGA Conference in Mobile. In addition, our teachers have opportunities to participate in summer vertical planning sessions, Powerful Conversations Network, AMSTI trainings, and CCRS trainings. We also invite teachers to participate in Instructional Rounds, PLCs, and program specific trainings (Read Naturally, STAR, Istation, and Read 180, Read Well, etc)

 

 

E. COORDINATION WITH OTHER EDUCATIONAL SERVICES

 

The system will work with local Head Start officials in providing on-site visits and meetings with parents to assist in a smooth transition for students entering an Oxford school. Private pre-school programs will also be invited to visit the public school to assist in transition of children into the public school setting.  

 

The needs of children qualifying for assistance with limited English proficiency, children with disabilities, migratory children, neglected or delinquent youth, Native American children, homeless children, and immigrant children will be met through procedures established by the system in order to remove barriers to learning and to eliminate duplication of services. Each school has a team to review and make recommendations for students identified for help in attaining instructional goals.

 

At the time of initial enrollment, guidance counselors collect information pertinent to special student needs.  

 

 

F. NATIONAL ASSESSMENT OF EDUCATION PROGRESS

 

The Oxford School System will participate, when selected, in the State NAEP in 4th and 8th grade reading and mathematics under Section 411(b)(2) of the National Education Statistics Act of 1994.

 

G. POVERTY CRITERIA

 

The poverty criteria used to select school attendance areas will be free and reduced lunch participation. Schools are then rank ordered by grade level with priority to Grades K-4.

 

H. TARGETED ASSISTANCE SCHOOLS

 

At this time, the Oxford City School System does not have a targeted assistance school program. In the event that one needs to be served, a school committee composed of parents, administrators, and pupil serviced coordinator will use a mutually developed multiple criteria process to identify eligible children most in need of services.

 

 

SCHOOL-WIDE PROGRAMS

 

All schools receiving Title I funds operate school-wide programs. Needs are identified through the collection and analysis of student data from state-required assessments and from benchmark testing conducted throughout the year. Each school maintains an assessment files containing pertinent data.

 

Data meetings are held at least once per month for reading and for mathematics. Classroom teachers and supplemental teachers (Title I resource, ESL, special education, instructional partners) examine assessment information and address individual student needs accordingly. This is repeated throughout the year to keep track of progress and to make adjustments as needed to improve student learning.

 

 

I. NEGLECTED OR DELINQUENT PROGRAMS

 

The system does not operate a program for neglected or delinquent children at this time but has procedures in place for the federal programs coordinator to be notified if neglected status is identified. A team meeting of school/community agency representatives will be called to address these needs through the development of an individual student plan with parent input.

 

 

J. MIGRATORY CHILDREN

 

The system does not operate a program for migratory children at this time but has procedures in place. The federal programs coordinator is notified. A team meeting of school/community agency representatives is called to address migrant needs through the development of an individual student plan with parent input.

 

 

K. PRESCHOOL PROGRAMS

 

The system operates two preschool programs at this time to address special needs. Typically developing children are allowed to participate for a fee as space allows to support peer learning. The area mental health center provides a Project Reach for preschool children. The program involves teachers, parents, and mental health staff members in developing a plan to address student needs. A counselor is assigned to work with identified children. Approved services are also provided by IDEA. School officials also work with local Head Start Programs to help the transition into public school kindergarten. School visitation and registration materials are handled through coordinated efforts.

 

 

L. LOW-ACHIEVEMENT SCHOOLS

 

The system will support improvement in low-achievement schools by providing on-site support through high-quality, on-going professional development to increase teacher skills. Central office staff will participate in monthly reading and mathematics data meetings with the school faculty to contribute to assessment, implementation, and evaluation of the teaching-learning program.

 

 

M. PUBLIC SCHOOL CHOICE / SUPPLEMENTAL SERVICES

 

The option for school choice is only applicable for grades K-4 which are served by three schools in the Oxford System. Depending on the school where choice might be required, the options will vary for the following:

 

   Coldwater Elementary School Grades K - 4

   DeArmanville Elementary School Grades K - 4

   Oxford Elementary School Grades P - 4

 

Parents will be notified per State timelines. The system will allocate Title I funds to cover the transportation costs of school choice per the mandated percentages.

 

There are no overlapping grades in the Oxford School District for the following:

 

   C.E. Hanna Elementary School Grades 5 – 6

   Oxford Middle School Grades 7 – 8

   Oxford High School   Grades 9 – 12

 

If a school in the Oxford System is required to offer supplemental services per the No Child Left Behind Act of 2001, Title I funds will be allocated according to required Alabama State Department of Education requirements to offer those services from the state approved list. All procedures in informing parents of children in the school where supplementary services are to be offered will be followed. Appropriate documentation will be maintained and sound accounting procedures followed.

 

 

N. HIGHLY QUALIFIED STAFF

 

The Oxford School System will maintain an updated “Highly Qualified” Plan to assist teachers and aides in meeting Alabama State Department of Education requirements. If no one meets this requirement as new personnel are hired, the State will be notified and a local plan developed to assist the employee in attaining the HQ status. Title I and Title II funding will be used to assist in this process.

In order to retain highly qualified staff and to offer continued high quality professional development, Title I and Title II funds, in coordination with local and foundation funds, will also be used to offer professional development opportunities and leave for experienced teachers. If a paraprofessional were funded out of Title money they would follow state required regulations.

 

 

O. HOMELESS CHILDREN

 

If homeless status is identified, the student services coordinator is notified. The principal and counselor work with the family to determine barriers to education. These may be addressed using the Community Resources Handbook developed with McKinney-Vento funds. Student supplies and hygiene kits are available in each counselor’s office. If needed, a team meeting of school/community agency representatives is called to address homeless needs through the development of an individual student plan with parent input.

 

 

P. PARENTAL INVOLVEMENT

 

The Title I Parent Council is composed of members from each of the three K-4 schools and C.E. Hanna that all operate school-wide programs. This council works with school personnel to review activities, plans, and programs as required by NCLB.

 

Students in all elementary schools take home a parent communication folder every Monday. This is how parent newsletters, compacts, plans, and student work samples are shared. This also allows a parent to send communication back to the teacher.

 

(See Parent Involvement Policy and Procedures.)

 

 

Q. PARENTS RIGHT-TO-KNOW

 

Parent’s Right-to-Know implementation will be through posting on the system’s web site, announced at beginning of the year data meeting, as well as being included in the student code of conduct.

 

 

R. EXTENDED LEARNING

 

Extended programs will be offered during summer when school is not in s

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