Title I and Essa
Title I
Federally funded program that provides supplemental instructional services to eligible students who are attending public or non-public schools.
Fund available to provide services in each school is determined by the number of low-income students living in the participating Title I public school attendance area.
A student does not have to be low-income.
Students must be identified through multiple criteria assessment as having an education attainment that is below the level appropriate for their grade-level.
Title I Funding at QES- RTI Teachers
Targeted Assistance Schools Title I-A funds may only be used to meet the needs of children identified as being in the greatest need of services.
Students must be selected using multiple, educationally-related, objective criteria.
In a targeted assistance program, all costs must be supplemental and limited to services for eligible students.
Family Engagement Policy Overview 1900 & 1900-E Title I
Parent and Family Engagement: programs, activities, and procedures
Play an integral role in assisting their child’s learning;
Parents/family are encouraged to be actively involved in their child’s education at school
Full partners in their child’s education
Annual Meeting to inform parents of the Title I program
Provide multiple opportunities for parents to meet: Open House, Parent Teacher Conferences, Title I Meeting, any meeting upon request
Involve parents in an organized, ongoing, and timely way in the planning, review, and improvement of Title I programs and policy.
Annual Policy Review at Annual Meeting, SDM, PTA
The Board, along with its Superintendent of Schools and other appropriate staff will conduct, with the meaningful involvement of parents and family members, an annual evaluation of the content and effectiveness of this parent and family engagement policy in improving the academic quality of Title I schools, including the identification of barriers to greater participation by parents in activities under this policy, and the revisions of parent and family engagement policies necessary for more effective involvement.
To facilitate this review, the district will conduct the following:
Provide an ENL webpage that includes direct translations of important documents
Use appropriate technology to assist in translation of materials into native language
Identify a parent advocate for ENL families to reach out to
Review the effectiveness of this plan annually at a Shared Decision Making Team meeting and invite representatives from PTSA and the ENL family advocate to participate in this review.
School Parent Compact: Partnership & Improved Academic Achievement
As a component of the school-level parent and family engagement policy developed under this section, each school served under Title I must develop jointly with parents for all Title I children a school-parent compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement and how the school and parents will build and develop a partnership to help children achieve the State’s high standards.
Compact Requirements
The compact shall:
Describe the shared responsibility between schools and families for high academic achievement.
The school’s responsibility is to provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the children served under Title I to meet the challenging State academic standards.
The parents’ responsibility is to support their children’s learning; volunteer in their child’s classroom; and take part in decisions about the education of their children and positive use of extracurricular time;
Describe parent-teacher communications to address the importance of ongoing communication between teachers and parents through, at a minimum:
Parent-teacher conferences in elementary schools, at least annually, during which the compact shall be discussed as it relates to the individual child’s achievement;
Frequent reports to parents on their children’s progress;
Reasonable parent access to staff,
Opportunities to volunteer and participate in their child’s class, and observe classroom activities; and
Regular two-way, meaningful communication between family members and school staff, and in a language that family members can understand.
View the Title I Annual Presentation materials.
ESSA Complaint Procedures
New York State Education Department has created a process for resolving complaints alleging that a local educational agency (LEA), grantee or NYSED has violated a law, rule, or regulation in the administration of any “covered Federal program” under the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA).
These procedures offer parents and other stakeholders a process to file complaints and allow for the timely resolution of such complaints. A complainant may include any of the following: parents, public agencies, and other individuals or organizations.