Title I

Title I and Parent’s Right to Know

In accordance with the requirement of Federal law, if the School receives Title I funds the School shall notify all parents that they may request, and the School will provide in a timely manner, the following information on the student’s classroom teachers:

• Whether the teacher(s) have met the State requirements for certification or licensure for the grade levels and subject areas in which they teach;

• Whether the teacher(s) is teaching under any emergency or provisional status through which the State requirements have been waived;

• Whether the teacher(s) is teaching in the field of discipline of their certification; and

• Whether any paraprofessionals are providing services to their child(ren) and the qualifications of those paraprofessionals, where applicable.

• In addition, the parents shall be provided:

• Information on the level of achievement and academic growth of their child(ren), if applicable and available, on the required State academic assessments; and

• Timely notice if the student is assigned to, or has been taught for more than four (4) consecutive weeks by, a teacher who does not meet applicable State requirements at the grade level and subject area in which the teacher has been assigned.

Testing Transparency

If the School receives Title I funds, the School shall notify all parents of students that they may request, and the School will provide in a timely manner, information about the School’s policy regarding student participation in any required assessments, including the School’s policy and/or procedure for the parent to opt the child out of such assessment, where applicable and permitted by federal and state law.

The School shall make publicly available information about all State-required assessments and, if such information is available and feasible to report, any assessments required by the School, for each grade served. Such information shall be posted in a clear and easily accessible location on the School’s website or, if the School does not operate a website, the School shall post the information in a clear and easily accessible location in the building.

Information about assessments shall include:

• The subject matter assessed;

• The purpose for which the assessment is designed and used;

• The source of the requirement; and

• If available, the amount of time students will spend taking the assessment, the schedule for the assessment, and the time and format for disseminating results.

• The notices and information shall be provided in an understandable and uniform format, and to the extent practicable, in a language the parent(s) understand.

20 U.S.C. 6312(e); R.C. 3319.074.

See Appendix 203.2-A Parent’s Right-to-Know Letter and Appendix 203.2-B Letter to Parent Regarding Instruction Provided by Teacher that Does Not Meet State Qualification Requirements. See also Policy 204.11 Assistance to English Language Learners and Immigrant Students and Policy 241.1 R.C. 3314.041 Notice

Parent and Family Engagement in Title I Programs

In accordance with the requirements of Federal law, programs supported by Title I funds must be planned and implemented in meaningful consultation with Parents and family members (family) of the students being served. Accordingly, the School establishes this parent and family engagement policy, which will be reviewed and approved annually by the Board and distributed to family of children receiving Title I services. The School will address and strive to achieve the following:

• A. involve family in the development of the School’s Title I plans and in the development of support and improvement plans, if necessary;

• B. provide coordination, technical assistance, and other support necessary to plan and implement effective family involvement activities;

• C. coordinate and integrate family engagement strategies, to the extent feasible and appropriate, with other federal, state, and local laws and programs;

• D. in consultation with family, annually evaluate the content and effectiveness of the parent and family engagement policy in improving the academic quality of schools, including:

  • 1. identifying barriers to greater family participation;

  • 2. identifying the needs of family to assist with the learning of their children;

  • 3. identifying strategies to support successful school and family interactions; and

  • 4. designing evidence-based strategies for more effective family involvement based on the findings of the annual evaluation, and revising the parent and family engagement policy, if necessary;

• E. provide opportunities for the informed participation of family who are English language learners, family with disabilities, and family of migratory children, including providing information and school reports in a format, and to the extent practicable, in a language such family can understand;

• F. conduct meetings with family including provisions for flexible scheduling and assistance to family to better assure their attendance at meetings;

• G. develop agendas for family meetings to include review and explanation of the curriculum, means of assessments, and the proficiency levels students are expected to achieve and maintain;

• H. communicate information concerning school performance profiles and their child’s individual performance to family;

• I. assist family in helping their children in achieving the objectives of the program by such means as ensuring regular attendance, monitoring television-watching, providing adequate time and the proper environment for homework; guiding nutritional and health practices, and the like;

• J. provide timely responses to family questions, concerns, and recommendations;

• K. conduct other activities as appropriate to the Title I plan and state and federal requirements.

• L. convene an annual meeting at a convenient time to which all family of participating children are invited and encouraged to attend to explain the parents’ rights to be involved and the school’s obligations to develop a parent and family engagement plan. The School-Family Compact will be given to parents prior to school opening. It describes how the staff, family, and students will share the responsibility for improving student achievement. See Appendix 203.1-A;

• M. provide materials and training to help family work with students to improve achievement;

• N. educate teachers, specialized instructional support personnel, school leaders, and other staff, with the assistance of family, about the value and utility of contributions of family, how to reach out to, communicate with, and work with family as equal partners, how to implement and coordinate family programs, and how to build ties between families and the school;

• O. consider training family to enhance the involvement of other families;

• P. consider establishing a family advisory council to provide advice on all matters related to family engagement programs; and

• Q. develop appropriate roles for community-based organizations and businesses in family engagement involvement activities.

The School shall reserve at least one percent of its Title I funds to carry out the activities described in this section, unless one percent constitutes less than $5,000.00, in which case the School is not required to reserve a specific amount.

20 U.S.C. 6318 et seq.