Title I: Part A

  • Title I is the largest federal program supporting education. The program provides supplemental educational services for all children to have a fair, equal and significant opportunity to obtain a high-quality education.

    Title I provides flexible funding that may be used to provide instructional staff, professional development, extended-time programs, and other strategies for raising student achievement in high-poverty schools. Title I targets these resources to the schools where the needs are the greatest.

    Title I services for private school students are developed in consultation with officials of the private schools. The amount of Title I funds allocated to each participating public school attendance area is determined on the basis of the total number of low-income students, both public and private, residing in the schools' attendance area. Expenditures for private school students in each area generally are determined based on the number of students from low-income families residing in that area who attend the private school.

    Frequently Asked Questions

    Parent's Right to Know | Title I School Parent Survey Report

Florida Department of Education Information

  • Florida's Annual Measurable Objectives (AMOs) in Compliance with ESEA Waiver Requirements:

    Overview

    Florida's waiver from reporting Adequate Yearly Progress (AYP) under the Elementary and Secondary Education Act (ESEA) requires the state to report performance on annual measurable objectives (AMOs) in several areas of academic achievement. Information specifically required by the U.S. Department of Education for this annual reporting includes the following indicators that will be included in the School Public Accountability Reports (SPARs), which can be access online at http://doeweb-prd.doe.state.fl.us/eds/nclbspar/index.cfm.

    For the "all students" group and each subgroup described in ESEA section 1111(b)(2)(C)(V)(II) or 20 USC Section 6311(b)(2)(C)(V)(II)--

    • information on student achievement at each proficiency level
    • data comparing actual achievement levels to the State's annual measurable objectives (AMOs)
    • the percentage of students not tested
    • performance on the other academic indicator for elementary and middle schools (writing)
    • graduation rates for high schools

    In addition, as data becomes available, Florida will report the performance of its students on NAEP, TIMSS, PIRLS, and PISA compared to the highest performing states and nations. This AMO is designed to keep Florida moving forward toward national and international competitiveness. Florida will compare its NAEP scores to those of the top five states and its TIMSS, PIRLS, and PISA scores to those of the ten top-performing nations.

  • Subgroup Status

    Students are included in the following subgroups for data reporting and to monitor possible achievement gaps:

    • American Indian (Race)
    • Asian (Race)
    • Black or African American (Race)
    • Hispanic (Ethnicity)
    • White (Race)
    • Economically Disadvantaged (Lunch Status)
    • English Language Learners (ELLs)
    • Students With Disabilities (SWDs)
    • All Students
  • Students are classified in subgroups based on reported Survey 3 data (February survey reporting period). Applicable data elements include:

    • Race
    • Ethnicity (for Hispanic classification)
    • English Language Learners: PK (for ELL status)
    • Exceptionality: Primary (for SWD status)
    • Exceptionality: Other (for SWD status)
    • Lunch Status (for Economically Disadvantaged status)

     

Annual Measurable Objectives (AMOs)