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TSBVI Title I Program Plan

The school receives Title I, Part A funds to support student programs. The Title I Program Plan outlines program requirements and provides information about how the school meets the requirements.

Updated: 9/17/24

Plan del Programa del Título I de la TSBVI Spanish version

Title I, Part A, Improving Basic Programs, of the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA) of 2015, provides supplemental funding to state and local educational agencies to acquire additional education resources at schools serving students from low-income homes. These resources are used to improve the quality of education programs and ensure students from low-income families have opportunities to meet challenging state assessments. The school receives these funds to support the implementation of a school-wide program of services.

The school assures the following.

  1. The plan has been developed with timely and meaningful consultation with teachers, other school staff, and families/parents.
    • Evidence:
      • The school’s Title I Program Plan is included in the school’s Annual Improvement Plan.
      • Meeting agendas and minutes of the annual meetings of the Instructional Planning Council and Board where the needs assessment and plan are discussed.
      • Annual Parent Survey
  2. The school will monitor students’ progress in meeting challenging state academic standards by working with each student’s ARD Committee to develop and implement an Individualized Education Program to assess each student’s needs; provide individualized instruction, supplementary aids and services; and monitor progress with individualized goals and objectives.
    •  Evidence:
      • The school’s Title I Program Plan is included in the school’s Annual Improvement Plan.
  3. The school will ensure that all students have access to appropriately trained, effective teachers in an effort to close achievement gaps and provide a high-quality education for all students.
  4. The school will share resources and assistance to any student who is experiencing homelessness through the school’s homeless education liaison.
  5. The school has developed (with the help of parents) and will implement a Parent/Family Involvement Plan including School-Parent Compact, Parent Involvement Policy and Ongoing Assessment of Parent Involvement Policy and Initiatives.
  6. The school will implement strategies to facilitate effective transitions for students from middle school to high school (visits by middle school students at the end of the 8th grade year to high school classes) and from high school to postsecondary education (transition planning with the ARD Committee and/or participation in the EXIT Program).
  7. The school will implement a program of Positive Behavior Intervention and Support in an effort to reduce the overuse of discipline practices that remove students from the classroom.
    •  Evidence:
      • TSBVI Procedure P.1.5 Positive Behavior Intervention and Support
  8. The school will coordinate and integrate career education programming for students that provides experiential and work-based learning opportunities.
  9. In coordination with the school’s site-based decision-making committee, the Instructional Planning Council, and prioritized in the annual Comprehensive Needs Assessment, the school plans to spend the funds received in alignment with the Texas Education Agency’s recommended use of funds and Strategic Priority #1: Recruit, Support and Retain Teachers – teacher mentoring and coaching; providing relevant training for better serving students with disabilities; and Teacher of Students with Visual Impairments (TSVI), English as a Second Language (ESL) and other high needs teacher certification fees.
  10. The school will ensure that migratory children and formerly migratory children receive services on the same basis as other children.
  11. The school will participate, if selected, in the National Assessment of Educational Progress in reading and math in grades 4 and 8.
  12. The school will coordinate and integrate services with other services for English learners, children with disabilities, migratory children, American Indian, Alaska Native, and Native Hawaiian children, and children experiencing homelessness.
  13. The school will collaborate with state or local child welfare agency to designate a point of contact if the corresponding child welfare agency notifies the school, in writing, that the agency has designated an employee to serve as a point of contact for the school.
  14. The school will ensure all teachers and paraprofessionals meet applicable certification requirements.
  15. The school will notify the parents of each student via the Parent and Student Handbook of the parents’ right to know that the parents may request, and the school will provide the parents on request (and in a timely manner), information regarding the professional qualifications of the student’s classroom teachers and whether the child is provided services by paraprofessionals and, if so, their qualifications.
  16. The school will notify the parents of each student via the Parent and Student Handbook regarding local and state assessments.
  17. The school will implement an effective means of outreach to parents of English learners by providing information via the Parent and Student Handbook with follow-up and support by the school’s Social Workers about how they may be involved in the education of their children; be active participants in assisting their child to attain English proficiency; achieve at high levels within a well-rounded education; and meet the challenging state academic standards expected of all students. Social Workers will meet regularly with parents of English learners for the purpose of formulating and responding to recommendations.