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According to the U.S. Department of Education, the purpose of Title 1 funding, “is to ensure that all children have a fair, equal, and significant opportunity to obtain a high quality education and reach, at minimum, proficiency on challenging state academic achievement standards and state academic assessments.”

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What's it All About?

Most educators, parents and community members have heard the term Title 1 School thrown loosely around, but what is it? Title 1 is the nation's oldest and largest federally funded program, according to the U.S. Department of Education. Annually, it provides over $14 billion to school systems across the country for students at risk of failure and living at or near poverty. In fact, over the course of the 2009-2010 school year, federal funding through this program was used by over 56,000 public schools nationwide in order for struggling students to meet state standards in a variety of subject areas.

Originally, the idea of Title 1 was enacted in 1965 under the Elementary and Secondary Education Act. This policy committed to closing the achievement gap between low-income students and other students. The policy was rewritten in 1994 to improve fundamental goals of helping at-risk students. With the implementation of No Child Left Behind, schools must make adequate yearly progress on state testing and focus on best teaching practices in order to continue receiving funds.

What is the Purpose of Title 1 Funding?

According to the U.S. Department of Education, the purpose of Title 1 funding, "is to ensure that all children have a fair, equal, and significant opportunity to obtain a high quality education and reach, at minimum, proficiency on challenging state academic achievement standards and state academic assessments."

The basic principles of Title 1 state that schools with large concentrations of low-income students will receive supplemental funds to assist in meeting students' educational goals. Low-income students are determined by the number of students enrolled in the free and reduced lunch program. For an entire school to qualify for Title 1 funds, at least 40% of students must enroll in the free and reduced lunch program.

How are Title 1 Funds Used?

How to use Title 1 funds rests with each school. Title 1 funds can be used to improve curriculum, instructional activities, counseling, parental involvement, increase staff and program improvement. The funding should assist schools in meeting the educational goals of low-income students. According to the U.S. Department of Education, Title 1 funds typically support supplemental instruction in reading and math. Annually, this program reaches over six million students, primarily in the elementary grades.

Types of students that might be served by Title 1 funds include migrant students, students with limited English proficiency, homeless students, students with disabilities, neglected students, delinquent students, at-risk students or any student in need. Students can be classified as at-risk for numerous reasons. A few reasons they might be classified as at-risk students include: low academic performance, being held back a grade for one or more years, or being homeless. There are other criteria that may place students in an at-risk category as well.

Guidance to Greatness

Due to the government's federal initiatives to offer assistance to students in need such as Title 1 funding, our schools will become that much more equipped to help the same students achieve greatness in the future.

Understanding and Working with Title 1 Students

Title 1 funds assist schools in meeting the educational needs of students living near or at poverty levels. This series examines student motivation, creative lesson plans, difficulties teachers face with at-risk students and proper implementation and documentation.

1. Understanding the Basics of Title 1 Funds

2. Ways to Motivate Title 1 Students

3. Lesson Plans and Tutoring for Title 1 Students

4. Title 1 Student Struggles and Meeting Student Needs

5. Student Documentation and Intervention of Title 1 Students

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What is a Title 1 School? Meeting the Needs of Low-Income Students

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Schools with a large low-income student population meet the definition and requirements for students to be eligible to receive Title 1 funds. This supplemental money assists schools in meeting the educational goals of low-income and at-risk students so they can continue to be successful in the future.

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This is the Vision 2020 plan for all Mansfield ISD schools.

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1. Strong school leadership and planning: Develop campus instructional leaders (principal, assistant principal, counselors, teacher leaders) with clear roles and responsibilities.

2. Effective, well supportive teachers: Recruit, select, assign, induct, and retain a full staff of highly qualified educators.

3. Positive school culture: Compelling and aligned vision, mission, goals, values focused on a safe environment and high expectations.

4. High-quality culture: Curriculum and assessments aligned to TEKS with a year-long scope and sequence.

5. Effective instruction: Objective-driven daily lesson plans with formative assessments.

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The Effective Schools Framework consists of a set of district commitments and, for schools, essential actions. District Commitments describe what local education agencies do to ensure that schools are set up for success.

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The goal of the Effective Schools Framework (ESF) is to provide a clear vision for what districts and schools across the state do to ensure an excellent education for all Texas students. The framework, based on years of educational research of best practices, identifies 5 levers essential for successful school outcomes.

At the core of effective schools is effective instruction: interactions between students, teachers, and content determine learning outcomes. This instructional core is strengthened and supported by strategic staffing, high-quality instructional materials and assessments, and positive school culture. Strong school leadership and careful planning encompass and ensure each of these levers.

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The goal of the Effective Schools Framework (ESF) is to provide a clear vision for what districts and schools across the state do to ensure an excellent education for all Texas students. The framework, based on years of educational research of best practices, identifies 5 levers essential for successful school outcomes.

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something that completes or makes an addition

a part added to or issued as a continuation of a book or periodical to correct errors or make additions

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something that completes or makes an addition; dietary supplement; a part added to or issued as a continuation of a book or periodical to correct errors or make additions... See the full definition

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Meet with the Campus Leadership Team (CLT). This step CANNOT be taken for granted or skipped. The WHY was well established and teachers were not only eager to learn of the part of the CNA in which they contributed, but were eager to learn of the other areas as well. There’s a training manual developed by Mansfield ISD as well as the initial ½-day training.
Through the needs assessment, a school must consult with a broad range of stakeholders, including parents, school staff, and others in the community, and examine relevant academic achievement data to understand students' most pressing needs and their root causes

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Guiding Statements

1. Students will read on level or higher by the beginning of the third grade and will remain on level or higher as an MISD student.

2. Students will demonstrate mastery of Algebra I by the end of ninth grade.

3. Students will graduate college, career and/or military ready (CCMR).

4. Students will participate in an extra or co-curricular activity.

5. Our parents and students will have choices with educational opportunities.

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All of the components of the campus improvement plan do work together and support the goals of Mansfield ISD. With these goals focused on by all five of our high schools we are then able to support the Vision 2020 mission for all students.
The funding that is received from the Department of Education allows our school to provide amenities for students that could otherwise not be provided.
One of our current initiatives and most focused goal is that students will demonstrate mastery of Algebra I by the end of ninth grade. Our school has the highest success rate on the EOC with first time testers passing at a rate of 88%. The masters rate was 32%.
Our current CIP would satisfy all levers in my opinion because we have exceptional leadership followed by effective teachers that promote a positive school culture through effective instruction.

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The Campus Improvement Plan (CIP) serves as the blueprint for how the campus will actually address the needs identified during the Comprehensive Needs Assessment (CNA). An effective CIP can bring
focus and coherence to reform activities and help ensure unity of purpose, alignment, and clear
accountability.

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Title I, a provision of the Elementary and Secondary Education Act, is a program created by the United States Department of Education to distribute funding to schools and school districts with a high percentage of students from low-income families. Title I has received the most attention from policy and lawmakers, as it accounts for 5/6ths of the total funds authorized by the ESEA. In its original conception, Title I was designed to close the skill gap in reading, writing, and mathematics between children from low-income households who attend urban or rural school systems and children from the middle-class who attend suburban school systems.

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Elementary and Secondary Education Act of 1965

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The Elementary and Secondary Education Act (ESEA) was a cornerstone of President Lyndon B. Johnson's "War on Poverty" (McLaughlin, 1975). This law brought education into the forefront of the national assault on poverty and represented a landmark commitment to equal access to quality education (Jeffrey, 1978).

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Parental involvement means the participation of parents in regular, two-way, and meaningful communication involving
student academic learning and other school activities, including ensuring—
(A) that parents play an integral role in assisting their child’s learning;
(B) that parents are encouraged to be actively involved in their child’s education at school;
(C) that parents are full partners in their child’s education and are included, as appropriate, in decision making and on advisory committees to assist in the education of their child.