Title I Part A - Basic Programs
- 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 other provisional status through which State qualification or licensing criteria have been waived.
- The baccalaureate degree major of the teacher and any other graduate certification or degree held by the teacher, and the field of discipline of the certification or degree.
- information on the level of achievement of the parent's child in each of the State academic assessments as required under this part; and
- timely notice that the parent's child has been assigned, or has been taught for four or more consecutive weeks by, a teacher who is not highly qualified.
| Wednesday Cafe |
|---|
| ESSA Parent and Family Engagement District Level |
| Sept. 14, 2016 - Foster Care |
| Supporting Documents | |
|---|---|
| Parents Right to Know | |
A local educational agency may use Title I funds, in combination with other Federal, State and local funds, in order to upgrade the entire educational program in a school that has 40 percent or greater low income.
South Dakota's School-Wide Programs provide services that enable all children in their buildings to meet high standards. School-wide programs are implemented after one year of planning with assistance from the SEA and our state's Title I School Support Team.
A local educational agency may use Title I funds, in combination with other Federal, State and local funds, in order to upgrade the entire educational program in a school that has 40 percent or greater low income.
South Dakota's Schoolwide Programs provide services that enable all children in their buildings to meet high standards. Schoolwide programs are implemented after one year of planning with assistance from the SEA and our state's Title I School Support Team.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. (This is different from the Annual Review Meeting which is also a requirement). At this meeting, the following issues 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 what the school-wide program is and how the school-wide plan will be assessed for effectiveness.
- 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 practicably possible.
Schools selected to receive Title I funds that are ineligible for a schoolwide program or that choose not to operate such a program are targeted assistance schools. These schools provide supplementary services to eligible children identified as having the greatest need for special assistance.
Eligible children are children identified by the school as failing or most at risk of failing, to meet the State's challenging student performance standards on the basis of multiple, educationally related, objective criteria established by the local educational agency and supplemented by the school, except that children from preschool through grade two shall be selected solely on the basis of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures.
Components of a Targeted Assistance School Program
Use program's resources to help participating children meet the State's challenging student academic achievement standards;
Ensure that planning for students served under this part is incorporated into existing school planning;
Use effective methods and instructional strategies that are based on scientifically based research that strengthens the core academic program of the school and that:
- give primary consideration to providing extended learning time, such as an extended school year, before- and after-school, and summer programs and opportunities;
- help provide an accelerated, high-quality curriculum, including applied learning; and
- minimize removing children from the regular classroom during regular school hours
Provide instruction by highly qualified teachers;
Provide opportunities for professional development with resources provided under this part, and to the extent practicable, from other sources, for teachers, principals, and paraprofessionals, including, if appropriate, pupil services personnel, parents, and other staff, who work with participating children in programs under this section or in the regular education program;
Provide strategies to increase parental involvement; and
Coordinate and integrate Federal, State and local services and programs, including programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.
- that parents play an integral role in assisting their child's learning;
- that parents are encouraged to be actively involved in their child's education at school;
- that parents are full partners in their child's education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child; and
- that other activities are carried out, such as those described in section 1118 of the ESEA (Parental Involvement). [Section 9101(32), ESEA.]
The parents' guides to student success were created for grades K-8 and high school English, language arts/literacy and mathematics, the guides provide clear, consistent expectations for what students should be learning at each grade in order to be prepared for college and career.
| Family and Community Engagement Resources | |
|---|---|
| U.S. Department of Education | |
| Teaching Families WHY Attendance Matters | |
Federal funds may be used to pay salaries and wages as long as appropriate time distribution records are maintained documenting time on Federal cost objectives. Such records must be maintained in addition to the standards for payroll documentation.
Office of Management and Budget (OMB) Circular A-87, Cost Principles for State, Local, and Indian Tribal Governments, establishes cost principles for using federal funds to support compensation of personnel services. (See Attachment B, paragraph 11(h)). OMB Circular A-87 applies to School Districts.
| Supporting Documents |
|---|
| Time Distribution Supporting Salaries and Wages Charged to Federal Programs |
| Semi Annual Certification |
| Personnel Activity Report |
Each LEA shall carry out the activities with Head Start agencies and, if feasible, other entities carrying out early childhood development programs. Each LEA shall develop agreements with such Head Start agencies and other entities to carry out such activities. Activities
- Developing and implementing a systematic procedure for receiving records regarding such children, transferred with parental consent from a Head Start program or, where applicable, another early childhood education program;
- Establishing channels of communication between school staff and their counterparts (including teachers, social workers, and health staff) in such Head Start agencies or other entities carrying out early childhood education programs, as appropriate, to facilitate coordination of programs;
- Conducting meetings involving parents, kindergarten or elementary school teachers, and Head Start teachers or, if appropriate, teachers from other early childhood education programs, to discuss the developmental and other needs of individual children;
- Organizing and participating in joint transition-related training of school staff, Head Start program staff, and, where appropriate, other early childhood education program staff; and
- Linking the educational services provided by such local educational agency with the services provided by local Head Start agencies.