Title I of the Every Student Succeeds Act (ESSA/ESEA) is a federal funding program designed to close achievement gaps and ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education. The largest part of the Title I program, part A allocates funding to districts and other local educational agencies (LEAs) according to a formula based on numbers/percentages of children from low-income families. This makes it possible to expand the basic educational programs schools and districts offer with services and interventions that support struggling learners. There are two kinds of programs that schools can fund through Title I, Part A — schoolwide and targeted assistance.
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Schoolwide means that all students—based on academic need—are eligible to receive the additional instruction this federal program will fund.
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Targeted assistance makes it possible to provide the same benefits but only to selected students based on academic need.
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At this time Williams Bay Elementary and Williams Bay Middle School receive Title I funds to operate Targeted Assistance Programs, which provide services to a subgroup of identified students. Students at these schools that have demonstrated a need for additional support qualify for services under the Title I grant.
WBSD Annual Title 1 Parent Meeting Agenda
Intervention Letter to Parents
WBSD Title 1 Compact
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Title I will provide instructional support in Reading and Math beyond that of the regular classroom.
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Students who are identified as “at-risk” and/or “failing to meet expectations” as identified by the district reading and/or math assessments, as well as classroom curriculum based common formative and summative assessments are eligible for supplemental reading and/or math services. Parents of identified students are informed and consulted concerning services and targeted interventions.
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District schools that qualify for Title I services use the Title I funds to provide highly qualified teachers who provide student support through small group and individual instruction outside of the core reading and/or math instruction. Student progress and growth on monitored on a regular basis.
- Reading interventions may include: Early Reading Intervention (Wright Group), Leveled Literacy Intervention (F&P), Heggerty Phonics, Corrective Reading, and other strategy based and research based programs.
- Math interventions may include: Focus Math Intensive intervention, Number Worlds, Touch Math, reteach lessons from Go Math and other research based programs.
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Board Policy 342.4 Title I Programs for Disadvantaged Students
To request more information, please contact Ali Bond, Principal Williams Bay Elementary School at abond@williamsbayschool.org
ESEA directs schools and districts to notify parents about the following key requirements of a Title I, Part A program.
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Parents of children, who attend schools that receive Title I, Part A funding, have the right to request and receive information about the qualifications of the educators who teach their children core subjects—reading, English language arts and mathematics. The same applies to paraprofessionals who instruct. At a minimum, the information you receive must explain these 3 essential components of an educator’s qualifications.
1. Whether or not the teacher met state qualifications and certification requirements for the grade level and subject(s) he or she is teaching.
2. Whether or not the teacher has an emergency or conditional certificate by which state qualifications were waived.
3. What undergraduate and graduate degree(s) the teacher holds, including graduate certificates and additional degrees, and major(s) or area(s) of concentration.
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Districts employ paraprofessionals to provide instructional support— consistent with the instruction provided by the classroom teacher or teachers. In schools that operate a schoolwide program, all paraprofessionals who instruct must have special qualifications. In schools that operate a targeted assistance program, the paraprofessionals who instruct students served by the Title I, Part A program must also have earned these same qualifications.
1. Completed at least two years of study at an institution of higher education, or
2. Obtained an associate’s or higher degree, or
3. Meet a high standard of quality either through a) the ETS ParaPro Assessment, or b) an paraeducator apprenticeship program approved by Wisconsin.
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ESEA directs schools to send timely notice to parents and guardians if their child has been assigned to, or taught for more than four consecutive weeks by—a teacher of a core academic subject—who is not highly qualified.
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You have a right to know how well your child is progressing. Schools that operate Title I, Part A programs must generate a report card for every student that explains how well that student scored on the state assessment in, at least, reading, English language arts and mathematics.
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The Office of Public Instruction—Wisconsin’s education agency—publishes a State Report Card online. Use this website to find important information about your school and district, such as the results of state testing, enrollment numbers, facts and figures about the teachers in your school and much more. These reports explain ESSA identifications and their calculation and also compare school and student group performance to that of other schools and student groups statewide.
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