Each year, Title I programs are required to host a meeting for parents to explain what the Title I program is and how parents can become involved in the Title I program. At this meeting, the following items must be addressed:
- Explain their school’s participation in Title I
- Explain the Title I requirements
- Explain what participation in Title I programming means, including:
- A description and explanation of the school’s curriculum;
- Information on the forms of academic assessment used to measure student progress; and
- Information on the proficiency levels students are expected to meet.
- Explain the district parental involvement policy, school parental involvement policy, and school-parent compact.
- Explain the right of parents to become involved in the school’s programs and ways to do so.
- Explain that parents have the right to request opportunities for regular meetings for parents to formulate suggestions and to participate, as appropriate, in decisions about the education of their children. The school must respond to any such suggestions as soon as practicable possible.
-Explain how the school will work to develop partnerships with families and communities and how the school will support two way communications between school and home.
In order to keep parents informed, schools must invite all parents of children participating in Title I Part A programs and encourage them to attend. In a school-wide program, this means ALL parents should be invited. Schools must also offer a flexible number of additional parental involvement meetings, such as in the morning or evening so that as many parents as possible are able to attend.
Did You Know?
Title I & Title III
Title III helps ELs attain English language proficiency, so they may access the conventional curriculum and obtain the knowledge and skills to meet state academic standards, while Title I supports the teaching and learning of at-risk students, including ELs, in order to meet academic standards developed by the state?
Title III can only provide language services that are above and beyond both the district’s basic program for ELs and those provided with Title I funds?
(Schoolwide Title I programs ensure all students, particularly the lowest-achieving students, improve their academic performance without regard to subgroup or demographic membership. In a targeted assistance program, students are identified for services on multiple educational criteria, and only the most at-risk students are served.)
As long as students remain in the LEP subgroup in Title I regardless of whether ELs attain proficiency under Title III, they must continue to be eligible for Title III services and must participate in the state’s annual ELP assessment, as required under Title I?
In order for a student to exit LEP status, the student must attain a 4.7 composite, Reading 4.5 and writing 4.1 on the ELP assessment, ACCESS.
For more information regarding Title III, please contact Yutzil Rodriguez at email@example.com