Title I

Sleepy Eye Schools

What is Title I

Title I is a federally funded program through the Elementary & Secondary Act (ESEA) designed to provide support to students who are performing below grade level in reading and/or math. The goal is to emphasize high academic standards in an effort to help students succeed in the regular classroom and reach grade level performance.

Title I Services at Sleepy Eye Schools

Title I services are implemented via one of two models, Targeted Services or School-Wide programming. Sleepy Eye Schools offers Title I services to students using a ‘targeted’ program model where selected students receive additional academic instruction or other types of assistance to support them in the school setting. Using this model, services typically focus on providing additional help in reading and/or math instruction to help students achieve grade level standards.

Who are Title I Students?

Typically students identified as needing Title I services are those who are having academic difficulties or other concerns that are affecting their academic achievement in school. Usually students’ needs are identified by their classroom teachers based on their test scores and other measures of academic performance. Those who show the greatest educational need and are not already receiving special education services are served first.

Parent Involvement

In ‘school-wide’ and ‘targeted’ programs, parents are invited to attend the school’s annual Title I Meeting during open house
In ‘targeted’ school programs, parents are notified of their child’s eligibility for and participation in Title I sent out in September each year after students are identified
Parents, staff and students may participate in the development and carrying out of a compact that spells out the goals and shared responsibilities of the child, school and parents for student success
Parents are encouraged to participate in Title I meetings and learning opportunities

Parent Rights

to know the qualifications of your child’s teacher
to know when your child has a substitute teacher for more than four weeks and the qualifications of the substitute teacher
to know how your child’s school is rated on its state test scores
to expect regular communication with your school in a language that you can understand
to work with other parents and staff to develop a school-level parent compact between the school and its families
to help plan how money for family involvement should be spent
to work with teachers, parents and the school principal to develop your school’s family involvement plan
to ask for a meeting with your school principal or your child’s teacher at any time