Parents Right To Know (Title I)
Title I schools are required to notify parents of their rights to receive certain information. Parents may request information concerning the professional qualifications of their child's teacher(s) including the degrees held, certifications held, and whether the teacher is certified in the area he/she is teaching. Title I schools must notify parents if their child has been assigned, or has been taught for at least four consecutive weeks, by a teacher who does not meet the "Highly Qualified" definition. Parents also may request information concerning whether or not their child is receiving instruction by teacher assistants, and if so, their qualifications.
The law states that parents in Title I schools:
- Must be a part of developing a written parent involvement policy that is distributed to all parents and to the local community and announced at an annual meeting.
- Have a right to be involved in the planning and implementation of the parent involvement program in their school.
- Can receive materials and training for parents and staff to foster greater parent involvement.
- Must have the opportunity to jointly develop, with school staff, a school-parent compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the state's high standards.
In addition, parents have the right to know:
- the qualifications of their child's teacher.
- information on the level of achievement of their child.
- if their child is being taught by someone who is not "highly qualified" and will be in that position for 4 or more weeks.
- the school's parent policy and have a right to have input in the decisions that are in the policy.
**For specific school Parent Involvement activities visit your school's website.
The Education of Homeless Children and Youth Program ensures that students who lack a fixed, regular, and adequate nighttime residence are provided a free, appropriate public education. This includes educational services that provide for an equal opportunity to enroll in, attend, and be successful in school. Originally authorized in 1987 under Title VII-8 of the McKinney-Vento Homeless Assistance Act, this program was most recently reauthorized as Title X, Part C of the No Child Left Behind Act of 2001. The Act ensures the educational rights and protections for children and youth experiencing homelessness and includes:
- The right to immediate enrollment in school even without giving a permanent address or if lacking paperwork normally required for enrollment.
- The right to attend school in the school of origin (if this is requested by the parent or unaccompanied youth and is feasible) or in the school in the attendance area where the family or youth is currently residing.
- The right to receive transportation to the school of origin, if this is requested by the parent or unaccompanied youth.
- The right to services comparable to those received by housed schoolmates, including transportation and supplemental educational services.
- The right to attend school along with children not experiencing homelessness. Segregation based on a student's status as homeless is strictly prohibited.
- The posting of homeless students' rights in all schools and other places around the community.
For more information on McKinney-Vento please contact Dawn Jensen at firstname.lastname@example.org.
The Southwest Idaho Juvenile Detention Center is a 90-bed juvenile detention center located in Caldwell. The center opened with 20 beds on March 2, 1992. The center houses juveniles from five of the southwest Idaho counties that make up the 3rd Judicial District; specifically, Canyon, Gem, Owyhee, Payette and Washington counties.
Caldwell School District provides two classroom teachers and one paraprofessional for the students housed at the center. Monica White, principal at Canyon Springs High School, oversees the instructional programs at the detention center. Additionally, the district provides support for students housed at the center through use of Canyon Springs High School's special education program and their English as a New Language program. The district funds instructors who work with the students in career, art, and social/group activities. All students are involved in a daily program of language arts, reading, mathematics, language acquisition/language development, and PLATO CAI instruction. The classes are each in excess of 90 minutes, and every student is assessed to determine if there are skill areas needing remedial support. Based on student competencies demonstrated, lessons are then tailored to meet each learner placed in the class. Although classes are focused on providing skill and knowledge development in the curricular areas of math and language arts, additional curricular areas such as science and social science are networked into the instructional day as a strategy to help students better comprehend the meta-cognitive relationships existing between all areas of knowledge.
The purpose of the Migrant Education Program is to:
- support high-quality and comprehensive educational programs for migratory children to help reduce the educational disruptions and other problems that result from repeated moves;
- ensure that migratory children who move among the States are not penalized in any manner by disparities among the States in curriculum, graduation requirements, standards;
- ensure that migratory children are provided with appropriate educational services (including supportive services) that address their special needs in a coordinated and efficient manner;
- ensure that migratory children receive full and appropriate opportunities to meet the same challenging State academic content and student academic achievement standards that all children are expected to meet;
- design programs to help migratory children overcome educational disruption, cultural and language barriers, social isolation, various health-related problems, and other factors that inhibit the ability of such children to do well in school, and to prepare such children to make a successful transition to postsecondary education and employment; and
- ensure that migratory children benefit from State and local systemic reforms.
Caldwell School District #132 provides English classes to Language Learners, ELLs and migrant students and parent’s. English classes utilize ROSETTA STONE and are onsite at 1502 Fillmore St. Caldwell, District Office computer lab
April 3-May 28, 2017; Tuesday, Wednesday and Thursday at 5-7 pm.
Contact Delores Madrigal or Lydia Reyna to reserve your spot, (208) 455-3300 for more information.
For more information on the Migrant Education Program, visit the State Department of Education's Migrant Education page.
The Title III/LEP Program's mission is:
- To meet Federal and State regulations in regards to the education of English language learners.
- To create, implement and maintain an English language development program that provides academically rigorous and equitable learning opportunities for English language learners.
- To promote culturally relevant and responsive curricula and pedagogies that embrace the unique identities of English language learners.
- To help break down social and academic barriers that prevent English language learners from succeeding in schools.
The district’s ELD classes provide instruction that is designed to teach LEP students English language skills which include listening, speaking, reading and writing. Students will improve reading skills in vocabulary, reading comprehension, and decoding with correct pronunciation. Our goal is for all students to become better English speakers, listeners, readers, and writers.
The 21st Century Community Learning Centers (21st CCLC) program is authorized under Title IV, Part B, of the No Child Left Behind Act. The program is designed to provide academic enrichment opportunities, art, music, recreation, sports, drug and violence prevention and youth development activities to students during non-school hours. The program also offers families of students served by community learning centers opportunities for educational development. Federal money to states for this program is determined by population.
The State Department of Education conducts grant competition as funding allows. Successful applicants receive funding for up to five years. The Caldwell School District is in its third funding cycle. This competitive grant has been written and has been funded for the past eleven years and will be funded for the next four years. The second year of the third cycle will begin in September, 2014. Programs are currently housed at Sacajawea and Van Buren Elementary schools. The programs at these two schools are open to grades K-5 students who attend these schools and are available for 2.5 hours, five days a week, for 100 days per year. Each school is able to enroll up to 50 students. Students are selected on a first-come, first-served basis. For more information on the 21st Century Learning Centers, visit the State Department of Education's 21st CCLC page.
Parent roadmaps to the Common Core Standards
The Council of the Great City Schools created Parent Roadmaps to the Common Core Standards. The parent roadmaps in English Language Arts and Mathematics provide guidance to parents about what their children will be learning and how they can support that learning in each grade from Kindergarten to 12th grade. These parent roadmaps provide three-year snapshots showing how selected standards progress from year to year so that students will be college and career ready upon their graduation from high school. The Caldwell School District recommends parents use these Roadmaps to help prepare their students for academic excellence in English Language Arts and Mathematics.
***The Parent Roadmaps to the Common Core State Standards may be reprinted or posted online for non-commercial purposes without the Council’s prior consent.
Please click on the link below to access the publications.
Ruta de Padres a los Estándares
Comunes Centrales (Common Core Standards)
El Consejo de las Escuelas de las Grandes Ciudades creó una Ruta de Padres a los Estándares Comunes Centrales (Common Core Standards). La ruta de padres en Artes del Lenguaje Inglés y Matemáticas ofrece una orientación a los padres sobre lo que sus hijos estarán aprendiendo y cómo pueden apoyar ese aprendizaje en cada grado desde Kindergarten hasta el grado 12. Estas rutas de padres ofrecen instantáneas de tres años que muestran cómo las normas seleccionadas progresan de un año a otro para que los estudiantes estén preparados para la universidad y la carrera después de graduarse de la escuela secundaria. El Distrito Escolar de Caldwell recomienda que los padres usen estas rutas de padres para ayudar a preparar a sus estudiantes para la excelencia académica en Artes del Lenguaje Inglés y Matemáticas.
*** Las rutas de padres a los Estándares Comunes Centrales pueden ser reimprimidas o publicadas en la Internet para fines no comerciales sin previa autorización del Comité. Por favor haga clic en el siguiente enlace para acceder a las publicaciones.
Padres a los Estándares Comunes Centrales - Artes del Lenguaje Inglés
Padres a los Estándares Comunes Centrales – Matemáticas