What is Title I?


Title I Program



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Title I Mission: “Maximize student success by providing optimal learning experiences through research-based educational approaches and authentic parental involvement under the guidance of highly qualified educators.”

What is Title I? 

Title I is a federally funded program that provides supplemental help in math and/or reading to students who qualify.  It is designed to help those students who need a little extra support in order to grasp important grade level specific skills.  By providing students with extra help from a certified teacher, the Title I Program will give each student who qualifies extra instruction and materials to master grade level appropriate skills so that the student is better prepared for his/her academic future.  The Title I teacher is trained and armed with the techniques and materials that have proven to be successful in helping students gain knowledge so they have the skills necessary to be successful.

Who will be providing this extra support to my child?

Your child will receive additional instruction and support from a highly qualified teacher who will use a variety of techniques that have been proven to help children understand and master the skills that lead to future success.

How does my child qualify for Title I?

Several different criteria are used to qualify students such as standardized test scores, prior report card grades, reading and math levels, as well as teacher and parent recommendations. A student must meet several of the criteria in order to qualify.

Will my child always be in the Title I Program?

No. The Title I teacher works closely with the child’s regular classroom teacher and parents to monitor each child’s progress. Each student is dismissed from the program once he/she reaches appropriate growth/mastery levels.

When will my child receive this extra instruction from the Title I Program?

Your child will receive the instruction during the regular school hours.

How can I support my child in the Title I Program:

There will be opportunity for parental involvement throughout the school year as well as newsletters to encourage and nurture student academic support from home. Please feel free to contact your child’s Title I teacher should any questions or concerns arise. Studies show that student success increases when parents become readily involved in their child’s education.  Attached you will find a copy of a Student-Parent-Teacher compact. Please sign, date and return the compact to your child’s teacher after you have read and gone over the agreement with your child. There is also a space for your child to sign and date before returning the form to your child’s teacher. As you can see your child’s teacher has already agreed and signed the appropriate section. This document serves as a reminder to the responsibilities each has in supporting the future success of the student.

 Thank you in advance for your support!

 Title I — Improving The Academic Achievement Of The Disadvantaged


Title I of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6301 et seq.) is amended to read as follows:TITLE I--IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED


The purpose of this title is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments. This purpose can be accomplished by — (1) ensuring that high-quality academic assessments, accountability systems, teacher preparation and training, curriculum, and instructional materials are aligned with challenging State academic standards so that students, teachers, parents, and administrators can measure progress against common expectations for student academic achievement;(2) meeting the educational needs of low-achieving children in our Nation's highest-poverty schools, limited English proficient children, migratory children, children with disabilities, Indian children, neglected or delinquent children, and young children in need of reading assistance;(3) closing the achievement gap between high- and low-performing children, especially the achievement gaps between minority and nonminority students, and between disadvantaged children and their more advantaged peers;(4) holding schools, local educational agencies, and States accountable for improving the academic achievement of all students, and identifying and turning around low-performing schools that have failed to provide a high-quality education to their students, while providing alternatives to students in such schools to enable the students to receive a high-quality education;(5) distributing and targeting resources sufficiently to make a difference to local educational agencies and schools where needs are greatest;(6) improving and strengthening accountability, teaching, and learning by using State assessment systems designed to ensure that students are meeting challenging State academic achievement and content standards and increasing achievement overall, but especially for the disadvantaged;(7) providing greater decisionmaking authority and flexibility to schools and teachers in exchange for greater responsibility for student performance;(8) providing children an enriched and accelerated educational program, including the use of schoolwide programs or additional services that increase the amount and quality of instructional time;(9) promoting schoolwide reform and ensuring the access of children to effective, scientifically based instructional strategies and challenging academic content;(10) significantly elevating the quality of instruction by providing staff in participating schools with substantial opportunities for professional development;(11) coordinating services under all parts of this title with each other, with other educational services, and, to the extent feasible, with other agencies providing services to youth, children, and families; and(12) affording parents substantial and meaningful opportunities to participate in the education of their children.

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