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State and Federal Grants

What is Title I?

Title I is the largest source of federal education funding, providing over $14 billion to schools with high numbers or percentages of childrMC900434810.PNGen living in poverty. Schools may operate a targeted program, in which services are provided to children who are failing or at risk of failing. Schools operating a schoolwide program may provide services to all students.

Distribution: Funds are distributed through state departments of education according to how many students are living in poverty. Schools with 15% or more of children in poverty may be selected as Title I schools. Those with 40% or more can operate schoolwide programs. Those with 75% or more must receive Title I funds.

How the funds can be used: Schools must use the funds to help students meet state academic standards in reading and math by supplementing the existing program. Among other expenses, schools may provide extra teachers, intervention programs, supplemental materials, technology, and professional development. Some schools not making adequate yearly progress may be required to set aside funding for after-school tutoring or student transportation to another school.

For More Information on Title I Guidance:http://www2.ed.gov/programs/titleiparta/index.html

Parents Right to Know...Title I

The No Child Left Behind Act of 2000 requires all Title I schools to notify parents of all children in all Title I schools that they have the right to request and receive timely information on the professional qualifications of their child’s classroom teachers.

Schools are required to report:

1. Whether the teacher has met state qualifying and licensing criteria for the grade levels and subject areas in which the teacher is teaching

2. Whether the teacher is teaching under emergency or other provisional statue through which state qualification or licensing criteria have been waived

3. The baccalaureate degree major of the teacher and any other graduate certification or degree held by the teacher, including the field of discipline of the certification or degree; and

4. Whether the child is provided services by paraprofessionals and if so, their qualifications.

Parents may request the information from the building Principal and the information will be made available with in a timely manner. Because of privacy issues, no personal information about the teacher will be posted or provided.

More information on a PARENTS RIGHT-TO-KNOW can be found:

No Child Left Behind (NCLB) and Title I

The No Child Left Behind Act of 2001 is directly aligned to the Title I program. The NCLB Act creates funding through the Title I program that schools receive. Schools are now held accountable to their students, families, and community more than ever through Academic Standards testing. Families need to work very closely with schools to make sure their child(ren) are making adequately yearly progress. Title I schools that are not making adequate yearly progress are held to higher standards than non-Title I schools. Schools that do not meet AYP in one year are placed on academic warning. Schools that do not meet AYP in more years than one are placed in academic status. There are several levels to the academic status that a Title I school could be placed in. Schools not making academic progress in two or more years must offer Public School Choice to all students. Schools not making academic progress in three or more years must offer PSC and Supplemental Educational Services. Schools not making academic progress in four or more years are placed in corrective action or restructuring. More information on PSC and SES are listed under District Info.

Why is the Common Core State Standards Initiative important?

With students, parents, and teachers all on the same page and working together for shared goals, we can ensure that students make progress each year and graduate from school prepared to succeed and build a strong future for themselves and the country. Click HERE to learn more!

What is Title III?

Title III provides over $700 million in funds intended to help schools supplement their language instruction programs so students can gain proficiency in speaking, listening to, reading, and writing English. Schools are expected to hold limited English proficient students to the same challenging state standards in core subjects required of all students.

Distribution: States distribute funding to school districts based on the number of English language learners they serve.
Use of Funds: Title III funds are intended to provide professional development and curriculum, including technology and supplemental programs.
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