Title I Information

Title I, Part A of the Elementary and Secondary Education Act (ESEA) provides financial assistance to states and school districts to meet the needs of educationally at-risk students.
 
The goal of the Title I program is to provide extra instructional services and activities which support students.

We use Title I funding for:

• Learning Mentors
  Learning mentors work with students in reading and math based on individual need
• Instructional Coaches
  Instructional coaches provide professional development and instructional strategies to teachers, who then provide direct instruction to students. 

The Title Compact says parent responsibilities are to:

1. Make sure my child is in school every day possible.
2. Monitor and support my child in completing their homework. 
3. Monitor the amount of television watched.  
4. Encourage/support my child’s reading outside of school daily.   
5. Partner with the school to support my child’s learning i.e. volunteer in my child’s school, communicate with the teacher regularly, follow through with learning activities at home.   
6. Monitor and balance my child’s extracurricular activities keeping school a priority.   
7. Stay informed about my child’s education by reading and responding appropriately to all school communications. 

The Title Compact says school responsibilities are to:

• Provide high-quality curriculum and instruction in a supportive and effective learning environment that enables children to meet state standards as follows 
  • Retain highly-qualified principals and teachers,
  • Provide instruction, materials, & high-quality professional development which incorporates the latest research, & 
  • Maintain a safe and positive school climate.
• Provide parents with ongoing communication on their child’s progress as follows
  • Quarterly progress reports sent home by the school,
  • Additional notification of progress and parent-support tips for students who are not reading at grade level, 
  • Conduct parent-teacher conferences to discuss the child’s achievement/progress at the end of the 1st quarter. 
  • Additional parent-teacher conferences to discuss the child’s achievement/progress and options throughout the year if deemed necessary by the school or parent. 
• Be accessible to parents through
  • Phone calls, e-mail, or written communication, and
  • Scheduled consultation before, during, or after school.
• Provide parents opportunities to volunteer and observe in their child’s class upon request and agreed terms.
  • Examples of possible parent opportunities:
    • Listen to children read,
    • Help with classroom projects,
    • Present a program on your culture, a different country, career, etc., and
    • Assist with special classroom/school events.