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  • School-wide programs:

    • 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

    1. All Title I 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 highly qualified according to the criteria set by NCLB.
    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 highly qualified teachers and place them in areas of greatest need.
    6. Parent involvement 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. Title I schools develop specific instructional activities for students identified with the greatest needs.
    10. Title I schools coordinate and integrate resources and services from federal, state, and local sources.