A Parent's Right to Know
As part of the requirements of the Every Student Succeeds Act (Public Law 114-95), Section 112 (e)(1)(A), any school district receiving Title I funds must notify the parents of each student attending any school receiving Title I funds that they may request, and the district will provide, information regarding the professional qualifications of the student’s classroom teachers. The notice does not itself contain the teacher information; it simply tells parents the types of information that they may request.
At a minimum, if a parent requests it, LEA/school must report:
Whether the teacher has met state qualifying and licensing criteria for the grade levels and subject areas in which the teacher is teaching;
Whether the teacher is 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, including the field of discipline of the certification or degree; and
Whether the child is provided services by paraprofessionals and, if so, their qualifications.
In addition, if a child is assigned, or taught by, a teacher who is not “highly qualified” for four or more consecutive weeks, the parents must receive timely notice.
A parent of a student attending a Title 1 school may request policies regarding student participation in state-mandated testing as well as which assessments are required by the State.
Title I Targeted Assistance Program Overview
The purpose of Title programming is to ensure that all children have a fair and significant opportunity to obtain a high - quality education and reach their full potential. Title I can provide students with extra educational assistance beyond the regular classroom. The purpose can be accomplished by:
- Using high quality assessments to identify students in need of additional instruction.
- Using a high quality curriculum that has been scientifically proven to advance the skills of students
- Creating a system of communication between classroom instructors and parents so that all are working towards the same goal ~ giving students the support they need, exactly when they need it, to ensure that ALL students grow and accomplish gains in learning.
The Title Program will…
Give students instruction in exactly the areas needed only when the students need it.
Set goals for improving the skills of those served by the program.
Monitor student progress continuously so adjustments to the instruction can be made if necessary.
Determine the success of the Title I program for each student.
Move students in and out of the Title I program throughout the year depending on progress and needs. Provide instruction in or out of the classroom with the use of small groups or individually if needed.
Use research based strategies or programs to provide instruction in addition to classroom core instruction. Select assessments and criteria that identify students and their instructional needs.
Title I Targeted Assistance Programs
Title I schools with less than 40 percent low-income students 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. McKinley Elementary and Poland Middle School receive Title I funding to operate targeted assistance programs. Targeted assistance programs are supplemental Title I services provided to a select group of eligible children who are identified by schools (or districts) as failing or most at risk of failing to meet the state’s reading standards. Children must be ranked and served from highest to lowest risk using multiple educationally related criteria. Schools are eligible to operate Title I programs if the school’s poverty is above the district-wide poverty average. Targeted assistance programs must offer supplemental services beyond what is offered in the required curriculum. Typical services include additional instruction or tutoring; professional development on Title I programs to administrators, teachers and parents; additional books and other supplies; additional equipment and increased parental involvement activities. (Source: Ohio Department of Education, Office of Federal Programs Resource Guide, September 2015)
Title I Support
Currently, Poland Schools provides intervention to students K-6 that are at-risk in reading. At-risk in reading means that a student is reading below grade-level and may not ultimately be successful on the state’s ELA achievement assessment. Accordingly, the classroom teachers and Title I coaches and tutors work together to provide the needed assistance to students so that all students can reach high academic standards. The Title I coaches and tutors design instructional programs based upon unique individual needs. Extensive screening of students is conducted by teachers prior to selection into the program. Diagnostic assessments are used to determine the strengths and weaknesses, and where intervention is needed.
Parent Involvement at the School
Poland McKinley Elementary and Poland Middle School shall support and encourage parental involvement opportunities, as identified in a school parent involvement policy in order to jointly develop and agree upon a proposed written parent involvement policy to establish expectations for the involvement of such parents in the education of their children. The district provides an opportunity for the general public to comment during board meetings. During audience comments, the general public, including individuals with disabilities and parents of children with disabilities, may comment regarding the district's use of Title I funds.
Action Plan for Family Involvement
Our goal is to provide meaningful and ongoing consultation and program activities resulting in increased and sustained parental and community involvement and to ease the movement of children and their families to the public educational setting, promoting student achievement. Improvement Strategies and Actions:
- Ensure that the communication between home and school is timely, reciprocal, and purposeful.
- Continue to invite families to open house, family literacy night, awards ceremonies, parent-teacher conferences, and various building specific events.
- Assist parents who are second language learners with translation of school information.
- Continue to provide newsletters for families.
- Provide Parents/Guardians web page accessible from the Poland Local Schools website.
- Provide information to parents during parent-teacher conferences.
- Engage families of all students as partners in the educational process and offer multiple ways to have parents actively involved in student learning.
- Continue to provide one-on-one support to parents and families on personal, family, and academic issues as necessary.
- Continue to encourage and support the work of the PTO.
- Encourage parents to be actively involved in students learning at home through access to district resources.
- Continue to support family involvement programs that encourage student learning and focus on home-school communication.
- Use the School-Parent Compact as tangible evidence of partnership with parents.
- Communicate with parents when issues arise in the classroom.
- Develop, implement, and evaluate school-level policies, activities and school-parent compacts designed to facilitate shared responsibility for student performance.
- Invite parents to join the PTA.
- Promote the completion of various parent surveys.
- Survey and interview parents/staff to make suggestions on revising the parent involvement policy if needed. This data will be used to evaluate, to revise, and to implement strategies that will encourage parent involvement to a greater degree.
As a local school district, we have the responsibility to identify and evaluate all children with exceptional needs. A preschool child, between the ages of 3-5, is defined as having an exceptional need if they have a documented deficit in two or more of the following areas: communication skills, hearing, motor functioning, social-emotional/behavior difficulties, cognitive ability and/or adaptive behavior skills or visual impairment. For school-age children, ages 5-21, a child may qualify for special services if he or she has a disability in one or more of the following areas: autism, cognitive disability, behavioral/emotional, speech/language, multiple disabilities, specific learning disabilities, traumatic brain injury, health or orthopedic impairment, or vision/hearing disabilities. Early observations and records help an evaluation team find appropriate programs and services prior to the child entering school. If you have a child up to age 21 years of age or younger who has, or a child who is suspected of having, an exceptional need, please contact Lauren DeJulio.