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Friday, September 12, and Friday, September 26, will be early dismissals for PM teacher in-service.  Parent pick up will be dismissed at 11:50 AM and bus students will be dismissed at 12:00 noon.  All students will be off campus by 12:15 PM.

DIS Right to Know Notice

 Parent Right-to-Know Letter

Parent Right to Know Information as Required by the Elementary and Secondary Education Assistance (ESEA) Section 112(e)(1)(A) and the Every Student Succeeds Act Section 112(e)(1)(A)

Dear Parent(s)/Guardian(s):                                                                                                                                                                 September 4, 2025

Your child attends Dallas Intermediate School, which receives Federal Title I funds to assist students in meeting state achievement standards. This letter lets you know about your right to request information about the qualifications of the classroom staff working with your child.

At Dallas Intermediate School, we are very proud of our teachers and feel they are ready for the coming school year, prepared to give your child a high-quality education.  As a Title I school, we must meet federal regulations related to the teacher qualifications as defined in ESEA.  These regulations allow you to learn more about your child’s teachers’ training and credentials.  We are happy to provide this information to you as needed.  At anytime, you may ask:

• Whether the teacher met the state qualifications and certification requirements for the grade level and subject he/she is teaching.

• Whether the teacher received an emergency or conditional certification through which state qualifications were waived

• What undergraduate or graduate degrees the teacher holds, including graduate certificates and additional degrees, and majors or areas of concentration.

You may also ask whether your child receives help from additional paraprofessionals.  If your child receives this assistance, we can provide you with information about the paraprofessional’s qualifications.

Our staff is committed to helping your child develop academic knowledge and critical thinking that he/she needs to succeed in school and beyond.  That commitment includes making sure that all of our teachers and paraprofessionals meet the applicable Pennsylvania state requirements.

If you have any questions about your child’s assignment to a teacher or paraprofessional, please contact your child’s principal as listed below.

Sincerely,

Jacob Sholtis, Ed.D.

Director of Operations

Mr. Thomas Traver - Dallas Intermediate Principal

(570) 674-7271

Dallas School District Parent and Family Engagement Policy 

Dallas Intermediate School

All Local Education Agencies (LEA) receiving Title I funds are required under Section 1116 of the Every Student Succeeds Act (ESSA) to develop a written Parent and Family Engagement Policy for the LEA. The ESSA states that the LEA Parent and Family Engagement Policy must be jointly developed with parents and family members, incorporated into the LEA plan (Consolidated Application), and distributed to parents of participating children in a format and language that parents can understand. Such programs, activities, and procedures shall be planned and implemented with meaningful consultation with parents and family members of participating children.

The DSD believes the most significant key to a child’s success is the positive impact created by parents and teachers working together as a team.  The Title I Program values the involvement of the parents and will continuously review this policy as a collaborative effort.

Parents and families will have ample opportunities to evaluate and revise this policy each school year.  The purpose of this policy is to outline how the school will carry out the following requirements jointly with parents and families.

The DSD involves parents/guardians in the development, planning, and review of the school’s Parent and family Engagement Policy by complying with the following:

• Encouraging attendance in school-wide and Title related parent meetings

  • Supporting programs that reach parents and family members at home, in the community, and at school.

• Holding and encouraging attendance at a Title I informational “family night” where input from parents regarding the policy and programming will be covered.

• Provision of timely information concerning the Title I program including plans and evaluations.

• Soliciting parent/guardian suggestions in the planning and development of the Title I program parent compact.

• End of the Year Parent Survey

The DSD will allow for parents and families to participate in a process of school review and improvement as follows:

• Annual Title I meeting for the parents of children in the program.

• Inform parents/and families of their school’s participation as a  Title I school; and to explain the requirements and the rights of the parents/guardians to be involved.

  • Parent Right to Know Letter

  • Orientations

  • Parent Compact

  • Parent/Teacher Conferences (Twice a School Year)

  • PTO 

  • Information sent with student(s)

  • Title I Google Classroom

The DSD fosters a collaborative environment that prioritizes not only the needs of all students, but those of the families as well in understanding the programs and resources available within the district.  These resources include technical assistance with any aspect of student/family need.

The district and its staff are available to assist and clarify questions parents/families may have with regard to laws that pertain to federal and state programming.  This may include information on 504, special education, and Title programming.

The effectiveness of the Parent and Family Engagement policy is evaluated via the end of the year Title I program surveys and the annual school climate surveys, in addition to information garnered through in person meetings, Parent Advisory Committee meetings, and informal evaluation based observations by the building and district level administrators.  This is all done with an emphasis on improving the academic quality of all schools, including identifying barriers to the greater participation by parents and family members, with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background; the needs of parents and family members to assist with the learning of their children, including engaging with school personnel and teacher; and strategies to support successful school and family interactions.

The information gained from the annual program evaluation will be used to better meet the needs of designated Title I students and their families.  Through curricular redesign, seeking potential professional development, or re-allocating funds, the information will be used to guide the program toward meeting the needs as expressed by the families and student data.

In addition to the abovementioned Title I meetings, the district also involves and engages family members through the Parent Advisory Committee or PAC - which meets once a month during the school year.  These meetings cover a variety of topics, but will include Title I and other programming topics and solicit input.

The district may seek to use a portion of its accepted Title I funding to engage in activities and strategies that the district determines are appropriate and consistent with the parent engagement policy.  This may include the purchase of additional remedial materials, exploring alternative methods of providing parent information, or providing incentives for meeting attendance.  

Delegation of Responsibilities

The building principal and/or Title I staff shall ensure that the Title I Parent and Family Engagement Policy, plan, and programs comply with the requirements of federal law.  In addition, the principal and/or Title I staff shall notify the parents of the existence of the Title I programs and provide:

• An explanation of the reasons supporting the child’s selection for the program.

• A set of goals and objectives the program will address.

• A copy of this policy and the parent Compact.

• A description of the services to be provided.

• Translation services as needed with relation to program information.

Should you wish to discuss any of the abovementioned items more in depth, please do not hesitate to contact your child’s teacher(s), school counselor, or principal.

Sincerely,

Jacob Sholtis, Ed.D.

Director of Operations

Federal Programming

  Dallas School District

Dallas Intermediate School

TITLE I

SCHOOL – PARENT – STUDENT COMPACT 2025-2026

The School Parent Compact will describe the roles and responsibilities of the district, parents, and students with relation to involvement in Title I programming.  It will be jointly developed with parents and family members with the intent of outlining how parents, the entire school staff, and students will share in the responsibility for improved student academic achievement and the means by which the school and the parents will build and develop partnerships to help children achieve the State’s high standards (ESSA, Section 1116(d)).

School

The school understands the importance of the school experience to every student and their role as educators and models. Therefore, the school agrees to carry out the following responsibilities to the best of their ability:

·   Provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the children served under this part to meet the challenging State academic standards (required)

·   Address the importance of communication between teachers and parents on an ongoing basis through, at a minimum—

o   parent-teacher conferences in elementary schools, at least annually, during which the compact shall be discussed as the compact relates to the individual child’s achievement

o   frequent reports to parents on their children’s progress;

o   reasonable access to staff, opportunities to volunteer and participate in their child’s class.

o   Ensuring regular two-way, meaningful communication between family members and school staff and, to the extent practicable, in a language that family members can understand. (required) (ESSA, Section 1116(d)(1-2))

·   Treat each child with dignity and respect

·   Strive to address the individual needs of the student

·   Acknowledge that parents are vital to the success of child and school

·   Provide a safe, positive and healthy learning environment

·   Assure every student access to quality learning experiences

·   Assure that the school staff communicates clear expectations for performance to both students and parents

Parent

The parent understands that participation in his/her student's education will help his/her achievement and attitude. Therefore, the parent will continue to carry out the following responsibilities to the best of his/her ability:

·   Supporting their child’s learning (required)

·   Participating, as appropriate, in decisions relating to the education of their child and positive use of extracurricular time (required)

·   Create a home atmosphere that supports learning

·   Send the student to school on time, prepared, and well-rested on a regular basis

·   Attend school functions and conferences as available

·   Encourage their child to show respect for all members of the school community and school property

·   Review all school communications and respond promptly

Student

The student realizes education is important. He/she is the one responsible for his/her own success. Therefore, he/she agrees to carry out the following responsibilities to the best of his/her ability:

·   Get to school on time every day

·   Develop a positive attitude toward school

·   Be responsible for completing homework on time

·   Be cooperative by carrying out the teacher’s instructions and ask for help when needed

·   Do daily work that is neat and reflects the student’s best effort

·   Be respectful to all school members and to school property

·   Ask for assistance as needed.

 This document is designed to best serve the needs of all above-mentioned parties – with the common goal being academic success for the student.  The document is fluid and can be amended and updated as discussed annually during the district’s parent Engagement events or other opportunists.  Should you wish to discuss the compact or any other Federal programming related matter further, please do not hesitate to contact your child’s school principal directly.

 Jacob Sholtis, Ed.D.

Director of Operations

Federal Programs

Thomas Traver, Dallas Intermediate School Principal

Brian Bradshaw, Wycallis Primary Center Principal

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Dallas School District Title I Parent/Student Compact Permission Form

Student Name: _______________________________________

Grade: _____________

By signing below, I acknowledge that I have read the Dallas School District’s Title I Parent and Student Compact and had the opportunity to ask questions as needed.  I also provide consent for my child to participate in the district’s Title I Reading programming, fully aware that it is optional and I am able to opt them out at any time.

Parent Name: _________________________________________

Signature: ____________________________________________

Date: _____________________

Parent Phone: _________________________________________

                       Parent Email: __________________________________________