DBTHS Federal Funding Programs

Title I - Non-Competitive School Improvement

Title I-A - Improving Basic Programs

Title II-A - Supporting Effective Instruction

Title IV-A - Student Support and Academic Enrichment

IDEA -B - Special Education

Refer to this PDF for more information on criteria for identifying a child with a disability and the services provided:

 

What is Title I?

 

Title I is a grant program authorized through the No Child Left Behind Act of 2001. The purpose of Title I is to provide supplemental resources to economically disadvantaged schools to support the achievement of its students.

Elementary and Secondary Education Act (ESEA), which was first enacted in 1965, is the principal federal law affecting K-12 education. The No Child Left Behind Act is the most recent reauthorization of the ESEA.

The first section of the ESEA, Title I, refers to programs aimed at America’s most disadvantaged students. Title I Part A provides assistance to improve the teaching and learning of children in high-poverty schools to enable those children to meet challenging state academic content and performance standards.

 

Additional information can be accessed through the U.S. Department of Education.

How Will Title I Help My Child?

 

The Title I program will provide extra educational assistance beyond the regular classroom. In most cases, these additional services may include all or some of the following services:

  • smaller classes or special instructional areas

  • additional teachers and/or instructional assistants

  • opportunities for professional development for school staff

  • extra time for teaching Title I students the skills they need

  • a variety of supplementary teaching methods

  • an individualized program for students

  • additional teaching materials for the regular instructional program

 

IEPs (Individualized Education Plan)

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IEP vs 504

IEP

504

Type of law

Special Education - Individuals with Disabilities Act (IDEA)

Civil Rights - Rehabilitation Act of 1973

Department

Department of Education

Office of Civil Rights

Requirement for eligibility

Has a disability that:
a) meets criteria under IDEA, b) significantly impacts educational performance, and c) requires specialized services

Has a disability that significantly impacts a major life function.

What is included?

Specialized education services, accommodations, related services.

Accommodations, modifications.

Age limits

Offered through 12th grade

No age limit

Where is the plan used?

Educationally, through the 12th grade.

Does not transfer to college.

School, work, and college.

504 plans will transfer to college.

Discipline

A Manifestation Determination meeting must be held to determine if the offense is a manifestation of the disability by the 10th day of suspension.

Services are required during long-term suspension.

A Manifestation Determination meeting must be held to determine if the offense is a manifestation of the disability by the 10th day of suspension.

May require reevaluation.
 

Common Myths about IEPs

Myth

Fact

An IEP will follow a student around forever.

It is required by law that students go through a full re-evaluation every three years to determine if services are still needed and to what extent. There are also annual IEP meetings to discuss the student’s progress and needs, and IEPs can be changed at this point as well. In addition, parents do have the right at any time to stop special education services for their child, although this should be done with caution and never without advice from a professional. IEPs do not transfer to some colleges.

Students with an IEP must be taught in a separate classroom.

The majority of students that have an IEP are in the same classroom as students who don’t have an IEP. The Individuals with Disabilities Education Act requires that students are placed in the least restrictive environment in their school, meaning that students with IEPs remain in a general education setting whenever possible, with the proper supports in place to ensure a quality education. Students are taken out of the general education setting only when it has been determined that their learning will excel in a more restrictive classroom.

Children must attend IEP meetings.

It is completely up to the parent and the child to decide if the child should be at the meeting. Depending on the age and level of understanding of the student, sometimes it is helpful to have him or her there to discuss their own difficulties, but it is not necessary. Legally speaking, the respective student must be invited to an IEP meeting that will determine transition plans (which happens at age 14 ½) or if they’re of legal age (18 years old in Illinois), but they can always waive their rights to a guardian if they don’t want to attend.

Having an IEP means my child doesn’t have to do the same work as other students.

An IEP does not excuse (the majority of) students from learning the same standards/content. It does however, provide for accommodations/modifications based upon the IEP Team’s recommendations.

An IEP means my child will automatically graduate from high school.

An IEP is not a free pass. You child will still have to meet the requirements for graduation as set forth by the state of Ohio. This includes getting the required 18 points on Ohio’s State Tests/ End of Course exams (EOCs) and earning all 20 needed credits for courses taken during the high school years.

Everyone will know my child has an IEP.

An IEP is a confidential document. It is only discussed by the professionals who directly interact with your child. The Intervention Specialist will only share a copy of goals, accommodations/modifications as well as other information that is pertinent to the education of your child on an ‘as needed’ basis.

An IEP means my child can’t/won’t get suspended.

All students are required to follow the school’s Code of Conduct and will have consequence for not following it. The general rule is a student with an IEP or a 504 plan can’t be suspended for more than 10 total days in a school year without the IEP team meeting to decide if the behavior was related to the student’s disability. The 10 days isn’t just for one event. It’s for all of them added together. If the behavior is related to the child’s disability, then the school is required to address it and come up with a plan for improvement.