Title 1 Overview:
Hall Fletcher is a School-Wide Title 1 school. Funds are used to support all students in literacy and math.
2022-23- Title 1 funding supports: 1 academic coach and 1 reading tutor. Additionally, Title 1 funds supplies and materials that support classroom instruction and parental involvement.
At Hall Fletcher, we:
Use a Title 1 Compact showing a partnership between students, parents, and teachers
Set annual goal involving parent communication
Collect required yearlong artifacts
Conduct an ongoing internal needs assessment each year and plan supports based on this data
Develop a prioritized plan annually
Build a professional development plan reflective of school needs
Submit data to the state
Title 1 Information and Facts
What is Title I?
Title I is part of the Elementary and Secondary Education Act (No Child Left Behind Act) and is the largest federal education program. Title I includes four major parts:
- Part A – Improving the Academic Achievement of the Disadvantaged,
- Part B – Even Start Family Literacy,
- Part C – Migrant Education, and
- Part D – Services for Neglected and Delinquent Children & Youth.
The goal of Title I is to provide instructional services and activities that support students meeting the state’s challenging performance standards. About half the schools and all school districts in North Carolina receive Title I funds. Title I is intended to help ensure that all children have the opportunity to obtain a high quality of education and reach grade-level proficiency.
What is a Title I school?
A Title I school is a school that receives Title I money, the largest single federal funding source of public education in the United States.
How is Title I school funding determined?
Title I is a federal entitlement program. Funding is given to schools based on student enrollment, the free and reduced lunch percentage for each school, and other data. School-wide programs have 40% or more of the children on free or reduced lunch. School-wide programs have some freedom in using Title I funds, with other school funds, to upgrade the entire school. Targeted assistance schools must use funds to provide services to a select group of students. In Asheville City Schools, all five elementary schools are Title schools and operate school-wide programs.
What are the State and Federal Standards for low-incoming students? Low-income students are defined as those meeting free or reduced lunch criteria.
A school-wide Title I school must have 40% or more of the student population receiving free or reduced lunch. A targeted assistance Title I school must have 35% of the student population receiving free or reduced lunch.
What are Parents’ Rights under Title I? (from ESEA amended by ESSA, Section 1112(e) (A) and (B))
Title I schools must notify parents/guardians of their right to receive certain information. Parents may request and have the right to know information regarding the professional qualifications of the student’s classroom teacher including the following:
Whether the student’s teacher -
- has met State qualifications and licensing criteria for the grade levels and subject areas in which the teacher provides instruction;
- is teaching under emergency or another provisional status through which State qualification or licensing criteria have been waived; and
- is teaching in the field of discipline of the certification of the teacher.
Parents may also ask if the child is provided services by paraprofessionals and, if so, the paraprofessional’s qualifications.
Title I Schools must also notify parents timely that the student has been assigned or has been taught for 4 or more consecutive weeks by a teacher who does not meet applicable State certification or licensure requirements at the grade level and subject area in which the teacher has been assigned.
The law also includes that parents in Title I schools:
- must be a part of developing a written parent involvement policy for all school parents and the local community
- have a right to be involved in the planning and implementation of the parent involvement policy in their school
- can receive materials and training for parents and staff to foster greater parent involvement
- must have the opportunity to develop, with the school staff, a school-parent contract that outlines how parents, the school staff, and students will share the responsibility for improved student academic achievement