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)
The purpose of Title I is to ensure that all children have a fair, equal and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments.
This purpose can be accomplished by — (1) Ensuring that high-quality academic assessments, accountability systems, teacher preparation and training, curriculum, and instructional materials are aligned with challenging state academic standards so that students, teachers, parents and administrators can measure progress against common expectations for student academic achievement; (2) Meeting the educational needs of low-achieving children in our nation's highest-poverty schools, limited English proficient children, migratory children, children with disabilities, Indian children, neglected or delinquent children, and young children in need of reading assistance; (3) Closing the achievement gap between high- and low-performing children, especially the achievement gaps between minority and non-minority students, and between disadvantaged children and their more advantaged peers; (4) Holding schools, local educational agencies and states accountable for improving the academic achievement of all students, and identifying and turning around low-performing schools that have failed to provide a high-quality education to their students, while providing alternatives to students in such schools to enable the students to receive a high-quality education; (5) Distributing and targeting resources sufficiently to make a difference to local educational agencies and schools where needs are greatest; (6) Improving and strengthening accountability, teaching and learning by using state assessment systems designed to ensure that students are meeting challenging state academic achievement and content standards and increasing achievement overall, but especially for the disadvantaged; Center for School Improvement, Office of Federal Programs Page 2 of 2 Title I-A Description Revised November 30, 2005; (7) Providing greater decision-making authority and flexibility to schools and teachers in exchange for greater responsibility for student performance; (8) Providing children an enriched and accelerated educational program, including the use of schoolwide programs or additional services that increase the amount and quality of instructional time; (9) Promoting schoolwide reform and ensuring the access of children to effective, scientifically based instructional strategies and challenging academic content; (10) Significantly elevating the quality of instruction by providing staff in participating schools with substantial opportunities for professional development; (11) Coordinating services under all parts of this title with each other, with other educational services and, to the extent feasible, with other agencies providing services to youth, children and families, and; (12) Affording parents substantial and meaningful opportunities to participate in the education of their children.
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:
The district believes that significant learning by students is more likely to occur when there is an effective partnership between the district, schools, and students’ parents/guardians. Such a partnership means a mutual belief in and commitment to significant educational goals for each student, a plan for the means to accomplish those goals, cooperation on developing and implementing solutions to problems that may be encountered, and continuing communication regarding the progress of accomplishing these goals. The district, in collaboration with parents, has outlined its commitment to parent involvement in the District Parent Involvement Plan. In addition, each elementary school has a parent involvement policy that was developed jointly by the district, schools, and parents and is reviewed and revised annually.
Local Report Cards
View the 2016-2017 district and building local report cards:
McKinney Vento - Homeless Students/Families Information and Resources available by clicking the following link:
HEART (Homeless Education Assistance Redmen Team)
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.
Notice of Right to Know Teacher Qualifications
Parents/Guardians have the right to know about the teaching qualifications of their child’s classroom teacher in a school receiving Title I funds. Longfellow Elementary, Riley Elementary, Fostoria Intermediate Elementary and Fostoria Junior/Senior High School receive Title I funds. The federal No Child Left Behind Act (NCLB) requires that any local school district receiving Title I funds must notify parents that they may ask about the professional qualifications of their child’s classroom teacher. These qualifications include:
1. Whether the teacher has met the Ohio teacher licensing criteria for the grade level and subject areas in which the teacher provides your child instruction.
2. Whether the teacher is teaching under emergency or temporary status that waives state licensing requirements.
3. The undergraduate degree major of the teacher and any other graduate degree or certification (such as National Board Certification) held by the teacher and the field of discipline of certification or degree.
4. Whether your child is provided services by instructional paraprofessionals and, if so, their qualifications.
Parents should contact the school offices for this information.
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.