TITLE I FEDERAL GRANT PROGRAM
Title I is designed to provide additional academic support and learning opportunities to help low-income and low-achieving children master challenging curricula and meet state standards in core academic subjects. Longfellow Elementary, Riley Elementary, and Fostoria Intermediate Elementary and Fostoria Junior/Senior High School students benefit from additional instruction in reading and mathematics, as well as special preschool, after school, and summer programs to extend and reinforce the regular school curriculum. Title I School-Parent Compact (English) Title I School-Parent Compact (Spanish)
What is Title 1?
Title 1 is the largest federal aid program for public schools in the United States. Today, Title 1 is part of the Every Student Succeeds Act, but originated from the Elementary and Secondary Education Act of 1965 (ESEA) as part of President Lyndon B. Johnson’s “War on Poverty”. This landmark educational bill, passed during Johnson’s “Great Society”, changed the funding of school districts from a local level to a national responsibility. Title 1 provides federal funds to schools with high percentages of low-income students. These funds pay for extra educational services to help at-risk students achieve and succeed regardless of any disadvantages through no fault of their own.
Title I is a federal entitlement program that gives funds to schools in need based on student enrollment, the free and reduced lunch percentage for each school, and other informative data. The US Department of Education distributes Title 1 funds to State Departments of Education that, in turn, distribute the funds to individual school districts. Each school district divides its funding among qualifying schools based on their numbers of low-income children. In addition, under Title 1, participating school districts must provide supplemental educational services for eligible private school students.
What is School-Wide Title 1?
Fostoria City Schools operates a school-wide Title 1 Program. As a school-wide program, this means that FCS may use their funds to improve student achievement throughout their entire school; therefore every child benefits from the added services and programs, not just the students identified as eligible to participate. All of the school staff focuses on upgrading the entire educational program and improving the achievement of all students, in particular, the low-achieving ones. A school improvement plan must be developed and implemented with the involvement of parents, teachers, principals, and administrators.
What is a Parental Engagement Plan?
The district has a Parent Engagement Plan as well as each school in the Fostoria City School District. The district plan sets the expectation and establishes the framework for parent engagement at each building. A school-level plan explains how each school will involve Title I parents in their child’s education. The plan is available at each building, distributed to parents, the community and can be found on the district website. The Parent Engagement Plans are developed with input from Title I parents. They are reviewed and updated annually.
Why is Parental Engagement a Factor in Title 1 Funding?
Parental involvement is a crucial factor in Title 1 legislation. Schools receiving Title 1 funding must implement programs, activities, and procedures that include and promote parent involvement in school-related activities. Schools must also provide opportunities that encourage parents to increase their knowledge and skills as they relate to their child’s education. One of the objectives of these programs and activities is to help parents understand and show them how important their involvement is in shaping the lives of their children in becoming successful and productive contributors to our society.
What is a Parent - School Compact?
The parent-school compact states the goals and responsibilities of both the parent and school that are necessary in order to provide a quality education for all students. Each school in the district has a parent-school compact that is distributed to parents and the community. The Parent-School Compact was developed with input from Title I parents. It is reviewed and updated annually.
EVERY STUDENT SUCCEEDS ACT (ESSA)
The Every Student Succeeds Act (ESSA), which replaced the No Child Left Behind Act, asks Ohio to clearly articulate its plans for using federal funds to ensure accountability for all students, create safe and supportive learning environments, encourage innovation and extended learning opportunities, and more.
More information can be found here:
Parent Information and Resource Centers (PIRCs) help implement successful and effective parental involvement policies, programs, and activities that lead to improvements in student academic achievement and that strengthen partnerships among parents, teachers, principals, administrators, and other school personnel in meeting the education needs of children.
Projects assist parents to communicate effectively with teachers, principals, counselors, administrators, and other school personnel; and help parents become active participants in the development, implementation, and review of school improvement plans.
Additionally, projects generally develop resource materials and provide information about high-quality family involvement programs to families, schools, school districts, and others through conferences, workshops, and dissemination of materials. Projects generally include a focus on serving parents of low-income, minority, and limited English proficient (LEP) children enrolled in elementary and secondary schools.
Click the logo above to visit the Ohio PIRC website for more information/resources.
RIGHT TO KNOW TEACHER QUALIFICATIONS
Parents/Guardians have the right to know about the teaching qualifications of your child’s classroom teacher in a school receiving Title I funds. The federal Every Student Succeeds Act (ESSA) requires that any school district receiving Title I funds must notify parents of each student attending any school receiving Title I funds that they may request, and the district will provide the parents on request (and in a timely manner), information regarding the professional qualifications of the student’s classroom teachers, including at a minimum, the following:
- Whether the teacher has met State qualification and licensing criteria for the grade levels and subject areas in which the teacher provides instruction;
- Whether the teacher is teaching under emergency or another provisional status through which State qualification or licensing criteria have been waived; and
- Whether the teacher is teaching in the field of discipline of the certification of the teacher;
- Whether your child is provided services by paraprofessionals and, if so, their qualifications.
Parents should contact the school offices for this information, or return the information request document found by clicking here.
Aviso del Derecho a Saber, Aptitudes de los Maestros
Los padres / tutores tienen el derecho de saber acerca de los títulos de enseñanza de los maestros de su hijo en una escuela reciben fondos del Título I . Longfellow Primaria , Primaria Riley , Fostoria Intermedio Elemental y Fostoria Junior / Senior High School secundaria reciben fondos del Título I . La ley federal Que Ningún Niño Se Quede Atrás ( NCLB) requiere que cualquier distrito escolar local que recibe fondos de Título I debe notificar a los padres para que puedan hacer acerca de las calificaciones profesionales de los maestros de sus hijos. Estas calificaciones son:
1 . Si el maestro ha cumplido con los criterios de concesión de licencias profesor de Ohio para el nivel de grado y las materias en las que el maestro proporciona a su instrucción de los niños.
2 . Si el maestro está enseñando bajo un estatus de emergencia o temporal que renuncia a requisitos de licencia del estado .
3 . La principal licenciatura del maestro y cualquier otro título de grado o de certificación (por ejemplo, certificación nacional ) que tenga el maestro y el campo de la disciplina de la certificación o título .
4 . Si su hijo recibe servicios de paraprofesionales y , de ser así , sus calificaciones.
Los padres deben comunicarse con las oficinas de la escuela para obtener esta información.