- plan for comprehensive, long-term improvement
- serve all students with highly qualified teachers and paraprofessionals
- provide continuous learning for staff, parents, and the community
- use research-based practices to develop and implement enriched instruction for all students
- use inclusive approaches to strengthen the school's organizational structure
- consolidate resources to achieve programs goals
- engage in continuous self-assessment and improvement
The Components of a Title I School
- All Title I schools must complete a comprehensive needs assessment that drives all aspects of school operations.
- School reform strategies must be implemented to address the identified needs.
- All instructional staff, including paraprofessionals must be highly qualified according to the criteria set by NCLB.
- There must be high-quality and ongoing professional development for staff to address the needs of the school.
- There must be strategies in place to recruit highly qualified teachers and place them in areas of greatest need.
- Parent involvement is a critical and integral part of day-to-day operations in a Title I school.
- 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.
- Teachers are actively involved in the use of assessments and instructional decisions are driven by data analysis.
- Title I schools develop specific instructional activities for students identified with the greatest needs.
- Title I schools coordinate and integrate resources and services from federal, state, and local sources.