What is Title I?

  • Overview

    Title I, Part A provides financial assistance through state educational agencies to school divisions and public schools with high numbers or percentages of children from low-income families to help ensure that all children meet challenging state academic content and achievement standards.

    School divisions target the Title I funds they receive to public schools with the highest percentages of children from low-income families. Unless a participating school is operating a schoolwide program, the school must focus Title I services on children who are failing, or most at risk of failing, to meet state academic standards. Schools enrolling at least 40 percent of students from low-income families are eligible to use Title I funds for schoolwide programs that are designed to upgrade their entire educational programs for all students, particularly the lowest-achieving students.

    ~Information taken from VDOE's Title I website

    Title I in Stafford County

    Title I funding is designed to assists schools in servicing students, so they may achieve, at a minimum, proficiency on challenging state academic achievement standards. There are two distinct programs of service under Title I: Targeted and Schoolwide. “Schoolwide programs” of service are defined as Title I schools with at least 40 percent of the children are from low-income families. Schools who qualify has schoolwide must develop a comprehensive plan, during a one-year period that must include input from community stakeholders.

    Title I schools with less than 40 percent low-income students or that select not to operate a schoolwide program offer a "targeted assistance program" in which the school identifies students who are failing, or most at risk of failing, to meet the state's challenging academic achievement standards. Targeted assistance schools design, in consultation with parents, staff, and district staff, an instructional program to meet the needs of those students. Both schoolwide and targeted assistance programs must use instructional strategies based on scientifically based research and implement parental involvement activities.

    For the 2022-2023 school year, the following schools remain Title I "targeted assistance program:" 

    Anne E. Moncure Elementary School;
    Anthony Burns Elementary School;
    Conway Elementary;  
    Falmouth Elementary School;  
    Ferry Farm Elementary School;  
    Kate Waller Barrett Elementary School;
    Rocky Run Elementary School and,
    Widewater Elementary School


     and
    .

Identification of Students for Title I Services

  • SCPS How a Student is identified in need of Title I services

    Conducted: Twice a year, once in early September and once in early Spring

    For K-2 students*

    • Teacher judgement
    • Interviews with parents (if carried out)
    • Developmentally appropriate measures
    • PALS
    • STAR

    For 3-5 students*

    Reading

    • SOL scores
    • PALS (K-3)
    • STAR scores (2-5)
    • Fountas & Pinnell level
    • BAS (1-5) (F&P assessment)
    • CSA (1-5)
    • Other quantifiable teacher observations

    Math

    • SOL scores
    • Moving with Math (3-5)
    • AMC Assessments (K-3)
    • Other quantifiable teacher observations

    For K- all of Headstart student are to be tagged
    All of McKinney-Vento students are to be tagged

    * Using multiple sources to provide a picture of the student progress  will increase the validity of the decision of tagging them in need for Title I Services

Parent Engagement Policy and Compact

  • Title I School Parent Involvement Policy Checklist

    As stated in the No Child Left Behind Act of 2001 (NCLB), Section 1118 (b) – (h),  all schools receiving Title I, Part A, funds are required to develop a School Parental Involvement Policy with specified sections.  To assist the school divisions in developing such plans, the following checklist has been developed.  The sections in the checklist are in sequential order as they appear in the law.

    Note:  In Section 1118(e). Building Capacity for Involvement, items (1) – (5) and (14) are required and shall be implemented.  However, items (6) – (13) are not required, but they may be included in the policy.

    This checklist may be used section by section or at the end of the policy to determine whether all required parental involvement actions have been included.  Therefore, after a section or the total policy has been written, please read the stated requirement and respond accordingly in the respective column.  These responses will serve as a guide to determine the status of the policy i.e., whether all sections were included, whether the section is not applicable, the page numbers, and the paragraph or bullet number.  

    NCLB Citation

     

    Section 1118 (b)

    School Parental Involvement Policy

    write a school parental involvement policy jointly developed with, and distributed to, parents with children participating in a Title I program.  An existing school or a division parental involvement policy may be amended to include the requirements in Section 1118 (b) – (h).

    Section 1118 (c)(1)

    Policy Involvement

    convene at a convenient time, to which all parents of participating children shall be invited and encouraged to attend, to inform patents of their school’s participation under this part and to explain the requirements of this part, and the right of the parents to be involved;  (Required)

    Section 1118 (c) (2)

    offer flexible number of meetings, such as meetings in the morning or evening, and may provide, with funds provided under this part, transportation, child care, or home visits, as such services relate to parental involvement; (Required)

    Section 1118 (c) (3)

    involve parents, in an organized, ongoing, and timely way, in the planning, review, and improvement of programs under this part, including the planning, review, and improvement of the school parental involvement policy and the joint development of the schoolwide program plan under Section 1114(b)(2), except that if a school has in place a process for involving parents in the joint planning and design of the school's programs, the school may use that process, if such process includes an adequate representation of parents of participating children; (Required)

    Section 1118 (c) (4) (A)

    provide parents of participating children timely information; (Required)

    Section 1118 (c) (4) (B)

    provide parents of participating children a description and explanation of the curriculum in use at the school, the forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet;  (Required)

    Section 1118 (c) (4) (C)

    provide parents of participating children, if requested by parents, opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children, and respond to any such suggestions as soon as practicably possible;  (Required)

    Section 1118 (c) (5)

    ensure that if the schoolwide program plan under Section 1114(b)(2) is not satisfactory to the parents of participating children, submit any parent comments on the plan when the school makes the plan available to the local educational agency;  (Required)

    Section 1118 (d) (1)

    Shared Responsibilities for High Student Academic Achievement

    describe the school's responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the children served under this part to meet the state's student academic achievement standards, and the ways in which each parent will be responsible for supporting their children's learning, such as monitoring attendance, homework completion, and television watching; volunteering in their child's classroom; and participating, as appropriate, in decisions relating to the education of their children and positive use of extracurricular time;  (Required)

    Section 1118 (d) (2) (A)

    include a schedule for elementary school parent-teacher conferences, at least annually, during which the compact shall be discussed as the compact relates to the individual child's achievement;  (Required)

    Section 1118 (d) (2) (B)

    provide frequent reports to parents on their children's progress;  (Required)

    Section 1118 (d) (2) (C)

    afford parents, of children receiving Title I services, reasonable access to staff, opportunities to volunteer and participate in their child's class, and observation of classroom activities;  (Required)

    Section 1118 (e) (1)

    Building Capacity for Involvement

    shall provide assistance to parents of children served by the school or local educational agency, as appropriate, in understanding such topics as the state's academic content standards and state student academic achievement standards, state and local academic assessments, the requirements of this part, and how to monitor a child's progress and work with educators to improve the achievement of their children; (Required)

    Section 1118 (e) (2)

    shall provide materials and training to help parents to work with their children to improve their children's achievement, such as literacy training and using technology, as appropriate, to foster parental involvement; (Required)

    Section 1118 (e) (3)

    shall, with the assistance of parents, educate teachers, pupil services personnel, principals, and other staff in the value and the utility of parents’ contributions.  Educators should also receive guidance in ways to reach out to parents; to communicate with them; to work with them as equal partners; to implement and coordinate parent programs; and to build ties between parents and the school; (Required)

    Section 1118 (e) (4)

    shall, to the extent feasible and appropriate, coordinate and integrate parental involvement programs and activities with Head Start, Reading First, Early Reading First, Even Start, the Home Instruction Programs for Preschool Youngsters, the Parents as Teachers Program, and public preschool and other programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children; (Required)

    Section 1118 (e) (5)

    shall ensure that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format, to the extent practicable, in a language the parents can understand; (Required)

    Section 1118 (e) (6)

    may involve parents in the development of training for teachers, principals, and other educators to improve the effectiveness of such training; (Not Required)

    Section 1118 (e) (7)

    may provide literacy training from funds received under this part if the local educational agency has exhausted all other reasonably available sources of funding for such training; (Not Required)

    Section 1118 (e) (8)

    may pay reasonable and necessary expenses associated with local parental involvement activities, including transportation and child care costs, to enable parents to participate in school-related meetings and training sessions; (Not Required)

    Section 1118 (e) (9)

    may train parents to enhance the involvement of other parents;                      (Not Required)

    Section 1118 (e) (10)

    may arrange school meetings at a variety of times, or conduct in-home conferences between teachers or other educators, who work directly with participating children, with parents who are unable to attend such conferences at school, in order to maximize parental involvement and participation; (Not Required)

    Section 1118 (e) (11)

    may adopt and implement model approaches to improve parental involvement; (Not Required)

    Section 1118 (e) (12)

    may establish a district-wide parent advisory council to provide advice on all matters related to parental involvement in programs supported under this section; (Not Required)

    Section 1118 (e) (13)

    may develop appropriate roles for community-based organizations and businesses in parent involvement activities; (Not Required)

    Section 1118 (e) (14)

    shall provide such other reasonable support for parental involvement activities under this section as parents may request;  (Required)

    Section 1118 (f)

    Accessibility

    shall provide full opportunities for the participation of parents with limited English proficiency, parents with disabilities, and parents of migratory children, including providing information and school reports required under Section 1111 in a format and, to the extent practicable, in a language such parents understand, in carrying out parental involvement policy in the school division and in the schools;  (Required)

Parental Notification of Assessment Policies

  • Virginia Department of Education
    Parent Notification Letter
    Right to Request Information on Teacher Qualifications
    As Required Under the No Child Left Behind Act of 2001

    Parent’s Right to Know, participation and Opt out letter

    Parent Involvement & student participation and Opt out of assessments
    As Required Under the No Child Left Behind Act of 2001 & 2015 and Notification of the School Report Card

    Dear Parent or Guardian,

    Part I

    On January 8, 2002, the No Child Left Behind Act of 2001 (NCLB) was signed into law. Section 1111(h)(6)(A) states that as a parent of a student in  our elementary school, receiving Title I funds, the school shall provide you with the following:

    • Parents should be provided the level of achievement of their children each year based on the results of state assessments.
    • Parents should be invited to an annual meeting to inform parents of their right to be involved in the planning of school improvement programs. In addition, a number of parent meetings should be scheduled to involve parents in decisions related to the education of their children.
    • Include parents in an annual evaluation of the content and effectiveness of the parent involvement policy in improving the academic quality, including identifying barriers to greater participation by parents.
    • Parents should be involved in decisions that determine how federal funds for parental involvement are used, including activities promoting family literacy and parenting skills.
    • A school-parent compact should be developed that outlines how parents and the school share the responsibility for improved student academic achievement.

    Part II

    In addition, we are required to notify you that our school’s performance on state standardized tests is available for parents to review.  The state School Report Card can be found on our school’s web page,  or you can request a printed copy in the front office of our school.

    Part III

    Section 1112(e)(2) of the Every Student Succeeds Act of 2015 (ESSA) requires divisions that receive Title I, Part A, funds to notify parents of students attending Title I schools that the parents may request information regarding any state or division policy regarding student participation in required assessments.

    • At the beginning of each school year, a local educational agency that receives funds under this part shall notify the parents of each student attending any school receiving funds under this part that the parents may request, and the local educational agency will provide the parents on request (and in a timely manner), information regarding any State or local educational agency policy regarding student participation in any assessments mandated by section 1111(b)(2) and by the State or local educational agency, which shall include a policy, procedure, or parental right to opt the child out of such assessment, where applicable. The notice must be made available in any language as requested by a parent.

    A revision on December 10, 2015, the Every Student Succeeds Act of 2015 (ESSA) was signed into law. Section 1112(e)(2) of ESSA states that parents of students in Title I schools have a right to know about state or division policies regarding student participation in any assessments mandated by ESSA, including any policy, procedure, or parental right to opt students out of such assessments.

    If you would like to receive any of this information, please contact   the school principal, either by phone or in writing.

Parent's Right to Know

    • Part I

      On January 8, 2002, the No Child Left Behind Act of 2001 (NCLB) was signed into law. Section 1111(h)(6)(A) states that as a parent of a student in  our elementary school, receiving Title I funds, you have the right to know the professional qualifications of the classroom teachers instructing your child. Federal law requires the school division to provide you this information in a timely manner if you request it.  Specifically, you have the right to request the following information about each of your child’s classroom teachers:

      • Whether the teacher meets the state qualifications and licensing criteria for the grades and subjects s/he teaches.
      • Whether the teacher is teaching under emergency or provisional status because of special circumstances.
      • The teacher’s college major, whether the teacher has any advanced degrees, and the field of discipline of the certification or degree.
      • Whether paraprofessionals provide services to your child and, if so, their qualifications.


      Part II

      In addition, the NCLB federal law requires that the school shall provide the following:

      • Parents should be provided the level of achievement of their children each year based on the results of state assessments.
      • Parents should be invited to an annual meeting to inform parents of their right to be involved in the planning of school improvement programs. In addition, a number of parent meetings should be scheduled to involve parents in decisions related to the education of their children.
      • Include parents in an annual evaluation of the content and effectiveness of the parent involvement policy in improving the academic quality, including identifying barriers to greater participation by parents.
      • Parents should be involved in decisions that determine how federal funds for parental involvement are used, including activities promoting family literacy and parenting skills.
      • A school-parent compact should be developed that outlines how parents and the school share the responsibility for improved student academic achievement.
         

      Part III

      In addition, we are required to notify you that our school’s performance on state standardized tests is available for parents to review.  The state School Report Card can be found on our school’s web page,  or you can request a printed copy in the front office of our school.

      Part IV- Opt-out

      Section 1112(e)(2) of the Every Student Succeeds Act of 2015 (ESSA) requires divisions that receive Title I, Part A, funds to notify parents of students attending Title I schools that the parents may request information regarding any state or division policy regarding student participation in required assessments.

      • At the beginning of each school year, a local educational agency that receives funds under this part shall notify the parents of each student attending any school receiving funds under this part that the parents may request, and the local educational agency will provide the parents on request (and in a timely manner), information regarding any State or local educational agency policy regarding student participation in any assessments mandated by section 1111(b)(2) and by the State or local educational agency, which shall include a policy, procedure, or parental right to opt the child out of such assessment, where applicable. The notice must be made available in any language as requested by a parent.

      A revision on December 10, 2015, the Every Student Succeeds Act of 2015 (ESSA) was signed into law. Section 1112(e)(2) of ESSA states that parents of students in Title I schools have a right to know about state or division policies regarding student participation in any assessments mandated by ESSA, including any policy, procedure, or parental right to opt students out of such assessments.

      If you would like to receive any of this information, please contact the school's front office, either in person, by phone or in writing.  Thank you!

       

School's Title I Status

  • This is to notify you that our school as been named a Title I School. Being named a Title I school allows our school to receive more resources and support to improve student achievement.

    According to the U.S. Department of Education, the purpose of Title 1 part A funding,  of the Elementary and Secondary Education Act, as amended (ESEA) provides financial assistance to local educational agencies (LEAs) and schools with high numbers or high percentages of children from low-income families to help ensure that all children meet challenging state academic standards.

    The basic principles of Title 1 state that schools with large concentrations of low-income students (35% or above) will receive supplemental funds to assist in meeting students' educational goals. Low-income students are determined by the number of students enrolled in the free and reduced lunch program. There are two types of Title I programs.  Targeted or Schoolwide.  All of the schools in Stafford County that are Title I, are operating as targeted schools for the year 2017-2018. A target school uses Title I funds to provide services to a select group of children--those identified as failing, or most at risk of failing, to meet the State's challenging content and student performance standards.

    For more information on Title I go to https://www2.ed.gov/programs/titleiparta/index.html

    How are Title I Funds Used?

    How to use Title 1 funds rests with each school. Title 1 funds can be used to improve curriculum, instructional activities, counseling, parental involvement, and increase staff. The funding should assist schools in meeting the educational goals of all struggling students, in particular those of low-income homes.

    Types of students that might be served by Title 1 funds include migrant students, students with limited English proficiency, homeless students, students with disabilities, neglected students, delinquent students, at-risk students or any student in need. Students can be classified as at-risk for numerous reasons. A few reasons they might be classified as at-risk students include: low academic performance, being held back a grade for one or more years, or being homeless. There are other criteria that may place students in an at-risk category as well.

    Our Priorities for this year are:

    • Engage families and the community in student learning; we will be looking at how we can support the families in that endeavor.

    What can you do to be involved and help your student learn?

    • Know how the school is doing - you can view our school’s report card on our website
    • Know how your child is doing in school on our website
    • Volunteer at our school:
      • Join a school committee
      • Volunteer in the classroom
      • Attend parent-teacher conferences and school events. Call or send teachers an e-mail if you have questions or a concern about your child’s learning.
      • Send an email to your teacher and let them know how your child learns best and how to help her/him learn.
    • Tell us what you need to help your child learn. Our school and community have many resources available to help families. Such as school counselors, tutors, psychologist, etc. 

    VDOE’s Parental Involvement

    Please let us know if you have any questions about our school’s efforts to improve or how parents can support those efforts. Thank you for all you do to support your child’s learning at school.  Please do not hesitate in contacting your teacher or principal.  We are here to help.