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My current professional perspective is working as a fourth-grade math and science teacher, apple representative, site-based representative, curriculum writer, and cooperating teacher.  I’ve studied at Texas State University and Universitat Autonoma de Barcelona and will graduate with a master’s in administration by the summer of 2019.

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I interviewed Bertha Carrasco, Principal at Bradford Elementary in San Angelo, Texas.

1.) 90% of the student population is considered low income and 17% qualify for LEP services.  This institution receives additional funding through Title I.

Title I A- Necessary funding to schools with high populations of language learners or low-income families to ensure academic success.

2.) Bradford also receives services through Title I D as the student at-risk population is over 67%.

Title I D- Preventative interventions and programs for at-risk children.

3.) With this campus inconsistently meeting state standard, two-thirds of the staff having less than five years experience, and losing 25% of teachers due to turnover annually, it is crucial to constantly train educators and remind the staff of campus goals.

Title II A- Recruiting highly qualified professionals and providing appropriate professional development.

4.) With such a diverse community, it is important to ensure all staff is aware of the standard of ethics described in The Civil Rights Act Title IV.

5.) 20% of students qualify for special education services.  Bradford is an inclusion campus with one special education teacher. IDEA.

(B. Carrasco, personal communication, January 18, 2019)

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National Association of Elementary School Principals

https://www.naesp.org/

The NAESP discusses IDEA and section 504.  They discuss a specific case where a student had suffered multiple concussions, suffered from ADD, ADHD, substance abuse, and other mental illnesses.  The parent of the student repeatedly tried to refer her child into the 504 program to support him during his time at school.  After multiple requests, evaluations, and denials they took the issues to court.  Upon further action, the hearing judge ruled that he did not qualify for specialized services because he was able to function at a certain level in daily life (NAESP, 2018).

The NAESP provides a page completely dedicated to embracing laws in order to improve leadership qualities.  It provides a list of vital educational laws such as IDEA, Section 504, Due Process, The Civil Right’s Act, etc., as well as tips to develop “legal issue spotting” around the school (NAESP, 2018).

NAESP. (2018). National association of elementary school principals. Retrieved January 20, 2019 from https://www.naesp.org/

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National Association of Secondary School Principals

https://www.nassp.org/

This organization discusses and shares articles pertaining to undocumented students.  It describes the ethical struggle of if administrators are required record a social security number for every student that enrolls. The article mentions the Plyer Decision and the 14th Amendment’s Equal Protection Clause’s role in the supreme court case (NASSP, 2018).

The NASSP also shared a case about a young girl who recently enrolled in an elementary school.  Upon enrollment, the mother shared the daughter’s medical history and severe allergy to peanuts.  The clerk ensured that they did not need to keep an EpiPen on campus.  The next day the little girl went to school, was exposed to peanuts, and died because she did not have access to her pen.  The school is accused of improperly accomodating the child under The Rehabilitation Act Section 504 (NASSP, 2018).

NASSP. (2018). National associational of secondary school principals.  Retrieved January 20, 2019 from https://www.nassp.org/

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Step 3:Providing Educational Equity to Low Income Schools

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Step 3:Providing Educational Equity to Low Income Schools

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Title I:  This funding has completely leveled the playing field for the students of Bradford.  With effective spending on enriching resources and intense programs such as Guided reading and LLI, along with additional staff members and instructional aides, students are growing and excelling academically.

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ASU Resource:
S.3699 - A Bill to Require Full Funding of Part A of title I of the Elementary and Secondary Education Act of 1965 and the Individuals with Disabilities Education Act
Website:

How the Title I Money Is Distributed

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The federal government created Title I (provisioned from the Elementary and Secondary Education Act and amended by ESEA) which distributes fourteen and half billion dollars annually to school districts.  The funding is targeted towards low income and at-risk populations in order to provide resources, interventions, additional jobs and programs to support achievement gaps.  The allocated funding is rationed based upon four formulas in order to ensure educational equity to all students (US Official News, 2018).

The first equation is called the Basic Formula.  If a district serves 2% of students below the poverty line, or over ten individuals, then the school will receive some sort of funding.  Almost all schools qualify under Basic.  The second equation is referred to as the Concentration Formula.  This measurement applies to district who have 15% or 6,500 students who are considered economically disadvantaged. The next equation, the Targeted Formula, compensates Title I dollars to districts with increased poverty rates of at least 5%. The final calculation is called the Education Finance Incentive Formula.  This determines funding in relation to the district community wealth (Camera, 2016).

As a current educator in an extremely low-income school, I have developed a passion towards this demographic. It is with almost complete certainty that I will continue my career as a principal in a similar district. Although money cannot directly improve achievement, proper decision making and the incorporation of intentional tools and instruction necessary to attack weak areas is the best way to close achievement gaps.

Camera, L. (2016). How the Title I is distributed. Retrieved January 20, 2019 from https://www.usnews.com/news/articles/2016-06-01/how-the-title-i-money-is-distributed

S.3699 - A bill to require full funding of part A of title I of the Elementary and Secondary Education Act of 1965 and the Individuals with Disabilities Education Act. (2018). US Official News. Retrieved from https://easydb.angelo.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsgin&AN=edsgcl.564860023&site=eds-live