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Plan: Identify purpose, desired outcomes, and success criteria

Classification is a challenging task because new law must be classified not only to fit logically within existing Code categories, but also to allow room for future development. Over time, due to the enactment of new laws and amendments, some areas of the Code become less organized and harder to navigate. The impetus for the title 34 project was to gather in one title the growing body of law bearing on crime control and law enforcement.

Schoolwide Program – Title I, Part A

Those provisions were previously scattered in various parts of the United States Code. However, beginning in the s, a number of laws have been passed relating to crime control and law enforcement programs or activities in which the Attorney General or the Department of Justice or one of its components have been given primary responsibility, and which have not been enacted as part of either Title 18 or Title A smaller number of them were classified as statutory notes under sections of Titles 18 or However, because the 1.

Alternatively, school districts may use the Identified Student Percentage multiplied by 1.

In addition to public schools, private schools can qualify for community eligibility if their share of Identified Students is 40 percent or more. In determining the share of their Title I grant that goes to private school students, districts have essentially the same options as those described above for public schools.

States must consider the achievement levels not only of students overall, but also those in several designated demographic groups — including students from low-income families. Therefore, determining whether individual students are from low-income families is a critical part of meeting Title I accountability requirements.

The Texas Education Agency

As with the allocation of Title I funds, states and districts have generally relied on approval for free or reduced-price school meals to identify students from low-income families for these accountability purposes — data that are no longer available for community eligibility schools. One option is to simply consider all students in community eligibility schools to be from low-income families for accountability purposes, including eligibility for supplemental educational services and school choice priority.

This emphasis on achievement gaps is especially great in the 43 states with Title I accountability waivers. Therefore, the policy guidance also allows states and districts to consider only Identified Students to be low income in districts with community eligibility schools.

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This approach would identify a narrower group of students, who would likely have the lowest family income levels, for Title I school accountability purposes. Alternatively, districts can use income surveys to identify low-income students.

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For example, they might consider only Identified Students to be from low-income families when reporting on achievement gaps between economically disadvantaged students and other students, while considering all students as being from low-income families when determining eligibility for supplemental educational services. Using data from different sources permits districts to focus on closing achievement gaps without narrowing the number of students who qualify for supplemental services.

The Community Eligibility Provision offers high-poverty schools a streamlined way to offer school meals at no charge to all students so that children in high-poverty areas can get the nutrition they need to be ready to learn. Through policy guidance, the U. Department of Education has provided a wide range of options so that districts can implement community eligibility and fully participate in Title I.

He is retired from the Congressional Research Service, where he focused on elementary and secondary education. Determine how progress will be measured.

Develop the plan with goals and objectives in S. Provide training if needed Document process—highlight strengths and challenges Continue to collect data Observe and seek feedback on the process.

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What are the strengths and challenges of the current school program? Was the plan implemented as intended?

Do: Implement intended outcomes

What modifications did you make to the plan along the way? Does the evidence gather support staff assumptions about strengths and needs?

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Are there information gaps? What more do we need? What priorities does the information suggest?