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ERIC Number: ED484490
Record Type: Non-Journal
Publication Date: 2004-Mar-4
Pages: 37
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: N/A
Serving Preschool Children under Title I. Non-Regulatory Guidance
US Department of Education
This document provides the rationale for using Title I dollars for preschool services, identifies the components of a quality preschool program, and addresses many of the administrative issues that often arise when implementing a Title I preschool program. In addition, the reader will find examples that illustrate what instruction and learning look like in a high-quality Title I preschool program that ensures that children enter kindergarten with the necessary skills for later school success. This document is primarily geared toward programs serving children between three to five years of age. Guidance in this document replaces all previous non-regulatory Title I guidance on serving preschool children. The guidance reflects changes in program implementation as a result of amendments made by the No Child Left Behind (NCLB) Act, and also addresses questions raised by State educational agencies (SEAs), local educational agencies (LEAs), and other officials regarding this law that so profoundly affects American public education. Recipients of Title I funds may refer to this guidance when administering or operating projects supported by Title I funds. This document is organized into the following sections: (1) General Information; (2) Components of High-Quality Preschool Programs; (3) State Administration; (4) LEA and School-Level Administration of Preschools; (5) Qualifications of Teachers and Paraprofessionals in Title I Preschool Programs; (6) Parental Involvement; (7) Coordination with Other Federal Programs; and (8) Fiscal Legal Requirements. A section titled Resources on High-Quality Early Childhood Education is appended.
ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free).
Publication Type: Guides - Classroom - Teacher
Education Level: Early Childhood Education
Audience: Teachers; Administrators
Language: English
Sponsor: N/A
Authoring Institution: Department of Education, Washington, DC.