As described on the US Department of Education website: “Title I, Part A (Title I) of the Elementary and Secondary Education Act, as amended by the Every Student Succeeds Act (ESEA) provides financial assistance to local educational agencies (LEAs) and schools with high numbers or high percentages of children from low-income families to help ensure that all children meet challenging state academic standards.” At least 40% of the population must be designated low income for Title I eligibility to be a School-wide Program.
Title I is based on three important ideas:
- All students should have a fair, equal, and significant opportunity to obtain a high-quality education and to reach, at minimum, proficiency on state academic standards and objectives.
- Local districts, schools, and parents know best what their students need to succeed. The Title I program allows them to decide how to use these funds to implement evidence-based practices to help students who are failing or who are at risk of failing in school.
- Parents are partners in helping all students achieve. They have the right to be involved in the design and operation of their school’s Title I program, and at the same time, a responsibility to help their children succeed in school.
How to Participate:
- Parents can serve on the Title I/School Community Council to contribute to important decisions concerning our school.
- Families are invited to school meetings including Back to School Night, conferences, and other school activities.
- On-going communication between families and the school is important. It includes:
- Report Cards
- Home-School Compact
- School Website
- The classroom teacher will provide families with information on curriculum standards and assessments.
- Annual reports of individual student proficiencies including RISE results will be provided to each family.
How Your Child Can Participate:
During differentiated instruction, in both math and language arts, teaching assistants are in all classrooms to help provide small group instruction to students at students’ instructional levels. They work directly with the classroom teacher to best meet the needs of the students.
Reading tutoring occurs both inside and outside of the classrooms. Students needing additional help, receive one-on-one or small group evidence-based reading instruction from trained paraeducators up to 4 times per week.
Families have opportunities to gain additional skills and materials through family nights, and other parent activities offered by Title I during the school year.
Students are identified for additional help in the following ways:
- Below-proficient scores on end-of-year state assessment
- Below grade-level performance on assessments for reading such as DIBELS
- Below grade-level performance in math on the Murray School District benchmark assessments
- Below grade-level performance on classroom level math or reading assessments that show the student is in need of additional help
- The student’s teacher and the school team make decisions about which students in the school demonstrate the greatest need for services available.