Title I, Part A – Education of Disadvantaged Children and Youth

Title I, Part A, is intended to help ensure that all children have the opportunity to obtain a high-quality education and reach proficiency on challenging state academic standards and assessments. As the largest federal program supporting elementary and secondary education, Title I targets these resources to the districts and schools where the needs are greatest.

Bell Elementary School and Trenton Elementary School are both Title I School-Wide Projects. This means that Title I Entitlement Grant funds support supplementary personnel and services for those schools. The mission of Title I is “..to implement programs and services that ensure that all children have a fair, equal and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments.” Title I is currently funding seven (7) teachers and two (2) Counselors, in addition to teachers and teachers’ aides who provide Extended School Day and Extended School Year services. Each school’s School Improvement Plan guides the use of the Title I funds. These funds may be used for supplies, equipment, travel, computer software, etc. Title I school eligibility is determined by the % of Free and Reduced Lunch students at each school.

Información de Titulo I en EspaZol,

El propósito del Titulo 1, Parte A es para asegurar que todos los niños tengan la oportunidad de obtener una alta calidad de educación y alcanzar la capacidad de las difíciles normas y evaluaciones académicas estatales. Siendo el mayor programa federal apoyando la educación primaria y secundaria, Titulo I dirige estos recursos a los distritos y a las escuelas donde mayor necesidad hay.

Las Escuelas Elementales de Bell y Trenton son Escuelas - Proyecto Titulo I.

Esto quiere decir que los derechos a los fondos Titulo I sostienen un personal suplementario y los servicios para dichas escuelas. La misión del Titulo I es “implementar programas y servicios que aseguran que todos los niños tengan una justa, significante, e igualdad de oportunidad de obtener una alta calidad de educación y alcanzar, a un mínimo, la capacidad en las difíciles normas académicas estatales y evaluaciones académicas estatales.” Titulo I actualmente esta financiando siete (7) maestros y dos (2) consejeros, en adición a los maestros y ayudantes de maestros que proveen días extendidos escolares y servicios extendidos durante el año escolar. Cada plan de mejoramiento escolar, guía el uso de los fondos Titulo I. Estos fondos podrían ser utilizados para materiales, equipos, viajes, programas para las computadoras, etc., la elegibilidad para las escuelas Titulo I se determinara por el porcentaje de almuerzos estudiantiles gratis o reducidos en cada escuela.

Title I, Part C Migrant

Migrant Education provides financial assistance to improve education for migrant children. In Gilchrist County, migrant students are provided for through an agreement with the Alachua County Multi-District Migrant Program. Information from this collaboration follows.

The primary goal of the migrant education program is to ensure that all migrant students reach challenging academic standards and graduate with a high school diploma that prepares them for responsible citizenship, further learning, and productive employment.

The Title I Migrant Education program is a compensatory education program designed to address the unique needs of migratory children in preschool through grade twelve.  The program provides supplemental instruction in basic skills to compensate for academic deficiencies inherent in a highly mobile population. Additionally, the program provides support services such as health, nutrition, and other social services necessary to enable eligible migratory children to participate effectively in instructional programs. The Migrant Education program ensures that all migratory children will have the opportunity to meet the same challenging state content standards and challenging state student performance standards that all children are expected to meet.

A migratory child is a child under the age of 22 without a high school diploma, who moved, either on his/her own or with a parent, guardian or spouse across district/state lines in the last 36 months for the purpose of obtaining/seeking temporary or seasonal employment in agriculture, fishing or food processing activities.

The Alachua Multi-County Migrant Education program serves as host to thirteen (13) school districts in north Florida. Average annual migrant population: 1,600.

For more information, please contact:

Para mas información de Titulo I, Parte C en espaZol, llame por favor el director de Titulo I en (352) 955-6855.

Natalie Norris, Supervisor
Title I Migrant Education
E-mail:  norrisnr@sbac.edu
Migrant Education
Idylwild Elementary School
4601 SW 20th Terrace
Gainesville, FL 32608
(352) 955-6855

Title II, Part A - Teacher and Principal Training and Recruiting Fund

The goal of Title II, Part A is to:

Increase student academic achievement through strategies such as improving teacher and principal quality and increasing the number of highly qualified teachers in the classroom and highly qualified principals and assistant principals in schools; and

hold local educational agencies and schools accountable for improvements in student academic achievement.

This is accomplished by:

• Developing and implementing mechanisms to assist schools in effectively recruiting and retaining highly qualified teachers, including specialists in core academic subjects, principals, and pupil services personnel
• Developing and implementing initiatives to assist in recruiting highly qualified teachers (particularly initiatives that have proven effective in retaining highly qualified teachers), and hiring highly qualified teachers, who will be assigned teaching positions within their fields (including recruiting and hiring highly qualified teachers to reduce class size, particularly in the early grades)
• Providing professional development activities
• Developing and implementing initiatives to promote retention of highly qualified teachers and principals, particularly within elementary schools and secondary schools with a high percentage of low-achieving students
• Carrying out programs and activities that are designed to improve the quality of the teacher force
• Carrying out professional development activities designed to improve the quality of principals and superintendents, including the development and support of academies to help talented aspiring or current principals and superintendents become outstanding managers and educational leaders.
• Hiring highly qualified teachers, including teachers who become highly qualified through State and local alternative routes to certification, and special education teachers, in order to reduce class size, particularly in the early grades.
• Carrying out teacher advancement initiatives that promote professional growth and emphasize multiple career paths (such as paths to becoming a career teacher, mentor teacher, or exemplary teacher) and pay differentiation.
• Carrying out programs and activities related to exemplary teachers.

Professional Development Plan – http://www.gilchristschools.org/title1/Professional_Development_Plan_05-06(3 yr).pdf

Title II, Part A Project Information – Please click here to ask questions or provide feedback on project.

bradleyj@mygcsd.org

Private Schools – Public school districts are required to consult with private school officials in a timely and meaningful way in order to provide equitable services to private school children. For the 2008-2009 school year, officials from Riverside and Victory Christian private schools have decided not to participate in federal projects under No Child Left Behind. For more information or if you would like to provide input, please contact Patricia Powers at (352) 463-4408 or powersp@mygcsd.org.

Please see SPAR Reports for information on percentages of Highly Qualified Teachers in Gilchrist County.

SPARs - http://doeweb-prd.doe.state.fl.us/eds/nclbspar/index.cfm

Para mas información de Titulo II en espaZol, llame por favor el director de Titulo II en (352) 463-3200.

Title II, Part D – Enhancing Education Through Technology

The goals of the Title II, Part D project are to improve student academic achievement through the use of technology, to assist every student in crossing the digital divide by ensuring that every student is technologically literate by the time the student finishes the 8^th grade, and to encourage the effective integration of technology resources and systems with teacher training and curriculum development to establish research-based instructional methods that can be widely implemented as “best practices.”

In Gilchrist County, EETT funds are used support a Technology Assistant position. The Technology assistant provides support for the existing District Technology Team as well as helping to direct professional development activities. The Technology Assistant position will also work closely with the projects that may be funded through the competitive component of the program. In addition, this position may serve as the liaison between the District Technology Team and the competitive projects. With the support of EETT funding, Gilchrist County schools are able to ensure access to instructional technology and provide on-going professional development that encourages the effective use of technology.

Click here to view District Technology Plan

For more information, or to provide input into this project, please contact:

Para mas información de Titulo II, Parte D en espaZol, llame por favor el director de Titulo II en (352) 463-3200.

Aaron Wiley, Director of Instructional Technology

(352) 463-3200

Title III, English for Speakers of Other Languages (ESOL)

The primary focus of our ESOL program is to ensure that every student receives understandable instruction.

The Florida Department of Education website has information regarding a parent hotline that may be used in order to get information regarding your child’s education, including information on testing, placement, instruction and rights of your child. Please click on the link below for information about this hotline for parents.

Linea Telefonica Gratis para Padres - http://www.fldoe.org/aala/omsphl.asp

CELLA Information - Florida uses the Comprehensive English Language Learning Assessment (CELLA) to measure the growth of students classified as English Language Learners (ELLs) in mastering the skills in English they will need to succeed in school.

CELLA is a four-skill language proficiency assessment developed under contract by Educational Testing Service (ETS) that is designed to provide:

• Evidence of program accountability in accordance with Title III of No Child Left Behind (NCLB), which calls for schools and districts to meet state accountability objectives for increasing the English-language proficiency of English Language Learners.
• Data useful for charting student progress over time and, for the newly arrived students; charting progress over the first year.
• Information about the language proficiency levels of individual students that can be used in making decisions regarding placement into, or exit from English for Speakers of Other Languages (ESOL) programs.
• Diagnostically useful information about students’ strengths and weaknesses in English (with as much specificity as possible within the limitations of a large-scale standardized test.)

The CELLA tests four areas:

• Listening
• Speaking
• Reading
• Writing

These sections are included in each of the four test levels: Level A (Grades K-2), Level B (Grades 3-5), Level C (Grades 6-8) and Level D (Grades 9-12).

Students will take the Listening, Reading, and Writing sections as a group. For the Speaking section, students will have a one-on-one interview with a teacher.

Información de Titulo III en EspaZol

El enfoque primario de nuestro programa de ESOL es asegurar que cada estudiante reciba instrucción entendible.

La pagina de Web de EL Departamento de Educación de la Florida tiene información relacionada con una línea de comunicación para padres que puede ser usada para obtener información relacionada con la educación de su niño(a), incluyendo información de exámenes, colocación, instrucciones y los derechos de su niño(a). Por favor vaya a la conexión en la parte baja para información sobre esta línea de comunicación para padres.

Línea Telefónica Gratis para Padres - http://www.fldoe.org/aala/omsphl.asp

Información de CELLA - La Florida utiliza La Evaluación de Aprendizaje de Comprensión del Lenguaje en Ingles (CELLA) para medir el aprovechamiento de estudiantes clasificados Aprendices del Lenguaje en Ingles (ELLs) en dominar las destrezas en Ingles que ellos/ellas necesitaran para triunfar en la escuela. .

CELLA Es una evaluación de cuatro-destrezas de habilidad en lenguaje, desarrollado bajo contrato por el Servicio de Examinacion Educacional (ETS) que esta diseñado para proveer:

• Evidencia de responsabilidad hacia el programa en conformidad con el Titulo III de No Dejar Ningún Niño(a) Detrás (NCLB), el cual hace un llamado a escuelas y distritos a reconocer las responsabilidades del objetivo del estado para aumentar la habilidad de Aprendices del Lenguaje de Ingles.
• Datos beneficiosos para anotar el progreso del estudiante sobre tiempo y, para estudiantes que acaben de llegar; anotar datos de su primer año.
• Información acerca de la habilidad en niveles de lenguaje individuales de estudiantes que pueden ser usados en tomar decisiones relacionadas con la colocación de entrada y salida del Programa de Ingles para Habladores de Otros Lenguajes (ESOL).
• Información beneficiosa en el diagnostico de estudiantes acerca de sus fortalezas y debilidades en Ingles (con la cantidad de especificaciones mayormente posible entre las limitaciones de una grande escala de un examen estandarizado)

CELLA examina en cuatro áreas:

• Escuchar
• Habla
• Lectura
• Escritura

Estas secciones están incluidas en cada una de los cuatro niveles de examinacion: Nivel A (Grados K-2), Nivel B (Grados 3-5), Nivel C (Grados 6-8) y Nivel D (Grados 9-12).

Los estudiantes tomaran las secciones de Escuchar, Lectura y Escritura en un grupo. Para la sección de Habla, los estudiantes tendrán una entrevista con un(a) maestro(a).

Para mas información de Titulo III en espaZol, llame por favor el director de Titulo III en (352) 463-3265.

Title IV, Part A – Safe and Drug Free Schools

The NEFEC Safe and Drug Free Schools Program is committed to providing training in proven-effective Drug and Violence Prevention Curricula for teachers and school staff in participating districts. Gilchrist County is one of the school districts that collaborate with NEFEC for the provision of these services.

The Safe and Drug Free Schools project supports the implementation of scientifically research-based programs that reduce violence and illegal drug use. Beginning with the 2007/2008 school year, Gilchrist County schools are implementing a Too Good for Drugs program that is supported by this project, in collaboration with NEFEC. A School Resource Officer is responsible for delivering program activities and services directly to students. Applicable personnel are trained by a certified Too Good for Drugs trainer. For additional project information, or to provide input on this project, please contact the SDFS representative at NEFEC at www.nefec.org.

Florida School Indicators Report - http://data.fldoe.org/fsir/

Florida Youth Substance Abuse Survey - http://www.dcf.state.fl.us/mentalhealth/publications/fysas/county06/gilchrist06.pdf

SESIR Data - http://www.fldoe.org/safeschools/sesir.asp

DOE Link for SDFS Hot Topics, etc. - http://www.fldoe.org/safeschools/sdfs.asp

Para mas información en espaZol, llame por favor el director de Titulo IV, Parte A en (386) 329-3800.

Title IV, Part B, 21^st Century Community Learning Centers (Competitive Grant)

Gilchrist County has a 21^st CCLC After-School Program at both Title I schools (Trenton Elementary and Bell Elementary). This program provides after-school education and enrichment for students, with goals of improving academic achievement, increasing parental involvement, and increasing enrichment opportunities for students. Students apply and are enrolled in this program based on prioritization guidelines that include various risk factors and/or areas of need. Students come directly to this program upon dismissal from their regular school day teacher. Parents are required to be involved in this program through participation in scheduled parent activities, volunteering, or other involvement with the program. Parents are also encouraged to stay in constant communication with the Site Coordinator at each campus.

TES – Ms. Vickie Long (longv@mygcsd.org)

BES – Mr. Ed Davis (davise@mygcsd.org)

Children enrolled in this program receive a snack each day of attendance. The program is a lot of fun for kids, but is also structured and focused on program goals. Children take part in tutoring and homework assistance each day, with much lower student to teacher ratios than the regular school day. In addition, students take part in enrichment activities such as Music and the Arts, a Reading component, Technology Literacy, and Wellness. Wellness activities include structured physical activity (races, games, dance videos, cheerleading, basketball, etc.) as well as activities centered on nutrition, learning about the human body, dental health, mental health, and character education. Some activities focus on the environment as well as the safety of our students. Safety courses have been presented by community members, involving such things as electrical safety, bicycle safety, and the personal safety of our students (what to do in an emergency, talking to strangers, etc.). Students participate in hands-on activities that encourage 21^st Century skills and excite the students about learning. Some really fun things have been incorporated into our after-school program, including Tune in to Reading (a singing based Reading program), Waterford Early Learning digital curriculum (for the younger students), a Sign-Language component, Spanish instruction through Rosetta Stone software, Compass lab time, and Accelerated Reader time. Technology literacy is a big part of our program, so students are exposed to technology throughout the program. Some groups of students have done units on digital imaging, including the use of digital equipment, editing, and printing.

Students are assessed on progress in this program through various mechanisms, such as tracking of ThinkLink results, classroom grades, attendance, etc. Also, the regular school day teachers are surveyed on how they feel about student progress based on classroom observation/records. The most recent results of this survey indicates that 81.3% of teachers have observed an improvement in Reading, 86.7% have observed an improvement in Math, 81.8% have observed an improvement in the amount of homework successfully completed, 87.5% have observed an improvement in attitude toward school, 84.6% have observed an improvement in peer relations, and a wonderful 93.3% have observed an improvement in 21^st Century skills!

What are 21^st Century Skills? Please click here. http://www.21stcenturyskills.org/

Mentors and Volunteers have been involved in this program as much as possible. If you would like to become involved in this after-school program as a Mentor or Volunteer, please contact one of the Site Coordinators or the district Director. In addition, parental involvement is a MUST for each child’s participation in this program. Parents, please remember to stay involved, ask questions, give input, and come see what your child is doing in this program!

Please click here to contact: TES – Ms. Vickie Long (longv@mygcsd.org)

BES – Mr. Ed Davis (davise@mygcsd.org)

District – Mrs. Patricia Powers (powersp@mygcsd.org)

Information At A Glance

Days/Hours of Operation:	Each regularly scheduled school day / 3 hours after school
Cost:	Free
Application for Enrollment:	Available Online
Enrollment Info:	This program prioritizes students for enrollment up to the maximum number of slots available. If you are interested, please complete the application and return it to your child’s school or the district office.
Summer Program?	Info on NEW Global Literacy summer program coming soon!!
Newsletters	Coming Soon

Community Partners - If you or your business would like to donate time, services, goods, or other resources to this program, please contact Patricia Powers at (352) 463-4408. All Community Partners that contribute to this program will be recognized on this page.

Thank you to:

Chiefland Wal-Mart # 1297

Jonathan Reed

Early Learning Coalition of the Nature Coast

Volunteers Mentors

Ronni Long John Vickers

Miles Harris Deborah Douglas

C.J. Schauble Linda Perry

Scott Ward Patricia Powers

Mike Smithers David Dose

Jeanie Kaye Butler Tiffany Turner

Lee Deen Terry Andrews

Georgina Hassell Tammy Davis

Claude Bowman

Brenda Brown

Darcennia Graham

Diane Porter

Crystal Thomas

Theresa Grieves

Akesna Griggs

Noelle Hagan

Kathy Prevatt

Para mas información de Titulo IV, Parte B en espaZol, llame por favor el director de Titulo IV, Parte B en (352) 463-4408.

Title X – Homeless Education

If your family lives in any of the following situations:

• In a shelter, motel, vehicle, or campground

• On the street

• In an abandoned building, trailer, or other inadequate accommodations, or

• Doubled up with friends or relatives because you cannot find or afford housing

Then, your preschool-aged and school-aged children have certain rights or protections under the McKinney-Vento Homeless Education Assistance Act. Your children have the right to:

• Go to school, no matter where you live or how long you have lived there. They must be given access to the same public education, including preschool education, provided to other children.

• Continue in the school they attended before you became homeless or the school they last attended, if that is your choice and is feasible. If a school sends your child to a school other than the one you request, the school must provide you with a written explanation and offer you the right to appeal the decision.

• Receive transportation to the school they attended before your family became homeless or the school they last

attended, if you or a guardian request such transportation.

• Attend a school and participate in school programs with children who are not homeless. Children cannot be separated from the regular school program because they are homeless.

• Enroll in school without giving a permanent address. Schools cannot require proof of residency that might prevent or delay school enrollment.

• Enroll and attend classes while the school arranges for the transfer of school and immunization records or any other documents required for enrollment.

• Enroll and attend classes in the school of your choice even while the school and you seek to resolve a dispute over enrolling your children.

• Receive the same special programs and services, if needed, as provided to all other children served in these programs.

• Receive transportation to school and to school programs.

When you move, you should do the following:

• Contact the school district’s local liaison for homeless education (see phone number below) for help in enrolling your child in a new school or arranging for your child to continue in his or her former school. (Or, someone at a shelter, social services office, or the school can direct you to the person you need to contact.)

• Contact the school and provide any information you think will assist the teachers in helping your child adjust to new circumstances.

• Ask the local liaison for homeless education, the shelter provider, or a social worker for assistance with clothing and supplies, if needed.

Informational Posters:

English

Spanish

Students with Disabilities

Local Liaison for Homeless Education: Patricia Powers

powersp@mygcsd.org

(352) 463-4408

Para mas información de Titulo X en espaZol, llame por favor el director de Titulo X en (352) 463-4408.

No Child Left Behind:

Related Documents

Annual School Report Cards

Bell Elementary School Report Card 06-07

Bell Elementary School Annual Report 06-07

Bell Middle/High School Report Card 06-07

Bell Middle/High School Annual Report 06-07

Trenton Elementary School Report Card 06-07

Trenton Elementary School Annual Report 06-07

Trenton Middle/High School Report Card 06-07

Trenton Middle/High School Annual Report 06-07

School Grades & Accountability Reports - http://schoolgrades.fldoe.org/

School Improvement / Corrective Action Information -

School Improvement Plans

Bell Elementary School - http://www.bsi.fsu.edu/0708_sip_template/cprint.aspx?id=1998

Trenton Elementary School - http://www.bsi.fsu.edu/0708_sip_template/cprint.aspx?id=1999

Bell High School - http://www.bsi.fsu.edu/0708_sip_template/cprint.aspx?id=1997

Trenton High School - http://www.bsi.fsu.edu/0708_sip_template/cprint.aspx?id=1996

District Improvement, Assistance, and Intervention Plan - http://www.bsi.fsu.edu/District_Improvement/print.aspx?id=21

Parent Right-to-Know - The No Child Left Behind Act of 2001 provides you, the parent, the opportunity to request information regarding the professional qualifications of your child’s teacher, such as certificate type (professional or temporary), subject area coverage / grade level of coverage, and degree(s) / defined major of study. You may also request information regarding the qualifications of any paraprofessionals who are providing instructional services to your child. If you would like to request any of the above information, please contact your school’s principal.

Right-to Know Letter English

Right-to-Know Letter en español

District Parent Involvement Policy

Click Here

School Parent Involvement Plans

TES & BES

Survey of Effectiveness – Please access this Survey Monkey survey in order to provide valuable feedback on the effectiveness of the district Parent Involvement Policy and each school’s Parent Involvement Plans.

Click Here for Survey

Parent Compact

Parent Involvement Resource Center (PIRC) Information

District LEA Plan

Reading Plan

Title I, Part A Project Information

Information - http://www.fldoe.org/NCLB/

Complaint Process - http://www.fldoe.org/NCLB/complaint_process.asp

School Public Accountability Reports (SPARs) - http://doeweb-prd.doe.state.fl.us/eds/nclbspar/index.cfm

Title I schools are required to disseminate an annual report card to parents. In addition to receiving a copy of this through the mail, this report card is also made available to parents each year on the district’s website. Please clink on the SPAR link in order to access a copy of this for your child’s school. A hard copy of this report may be obtained from the district office, upon request. Please contact your school’s principal or the Title I director at (352) 463-4408 if you have any questions or concerns after reviewing this year’s information.

NCLB Brochure

Private Schools – Public school districts are required to consult with private school officials in a timely and meaningful way in order to provide equitable services to private school children. For the 2008-2009 school year, officials from Riverside and Victory Christian private schools have decided not to participate in federal projects under No Child Left Behind. For more information or if you would like to provide input, please contact Patricia Powers at (352) 463-4408 or powersp@mygcsd.org.

Assessment Schedule

Other Parent Info

As a parent, you have the right to request parent meetings regarding Title I information. If you would like to request an informational meeting with the Title I Director, please contact the district office at (352) 463-3200. A NCLB Parent’s Guide is available online at www.ed.gov/parents/academic/involve/nclbguide/parentsguide.html.

For more Title I information, please call the Title I Director at (352) 463-4408.

Para mas información de Titulo I en espaZol, llame por favor el director de Titulo I en (352) 463-4408.