Title I, Part A, the cornerstone of the Elementary and Secondary Education Act (ESEA) as amended by the Every Student Succeeds Act (ESSA) of 2015, is the largest federal education program. Its intent is to help ensure that all children have the opportunity to obtain a high quality education and reach proficiency on challenging State academic content and performance standards.

Title I began with the passage of the Elementary and Secondary Education Act (ESEA) of 1965, which provided federal funding for high-poverty schools to help students who are behind academically and at risk of falling behind. Services can include hiring teachers and paraprofessionals, tutoring, purchase of instructional equipment, materials and supplies, parent and family engagement opportunities, professional development, and pre-kindergarten programs. 

Title I Schools

Schools considered Title I are those in which the identified student percentage (students directly certified) is at least 37% (or 59.2%) based on Community Eligibility Provision (CEP) guidelines. The Community Eligibility Provision (CEP) replaced Free and Reduced Lunch (FRL) as the district’s measure of poverty in 2015. 

All CMS Title I schools operate under a school-wide program model. These programs have flexibility in using their Title I funds, in conjunction with other funds in the school, to upgrade the operation of the entire school. School-wide programs must conduct a comprehensive needs assessment, identify and commit to specific goals and strategies that address those needs, create a comprehensive plan, and conduct an annual review of the effectiveness of the school-wide program.

 

School-wide programs

• plan for comprehensive, long-term improvement
• serve all students with high-quality teachers and paraprofessionals
• provide continuous learning for staff, parents, and the community
• use evidence-based practices to develop and implement enriched instruction for all students
• use inclusive approaches to strengthen the school's organizational structure
• coordinate resources to achieve program goals
• engage in continuous self-assessment and improvement

 

The Ten Required Components of a Title I School

1. Schools must complete a comprehensive needs assessment that drives all aspects of school operations.
2. School reform strategies must be implemented to address the identified needs.
3. All instructional staff, including paraprofessionals, must be high quality as defined by state licensing standards in the NC ESSA Accountability Plan.
4. There must be high-quality and ongoing professional development for staff to address the needs of the school.
5. There must be strategies in place to recruit high-quality teachers and place them in areas of greatest need.
6. Parent and family engagement is a critical and integral part of day-to-day operations in a Title I school.
7. Strategies are in place to aid in the transitions between academic grade levels, as well as school levels, i.e., pre-school to kindergarten, elementary to middle school, and middle school to high school.
8. Teachers are actively involved in the use of assessments and instructional decisions are driven by data analysis.
9. Schools develop specific instructional activities for students identified with the greatest needs.
10. Schools coordinate and integrate resources and services from federal, state, and local sources.