Title Programs
History: Federally Funded Programs
Over the decades a number of federally funded programs, commonly known as Title programs, have been created to serve the needs of students in the United States. The foundations of all modern federal programs have their roots in the Elementary and Secondary Education Act (ESEA) that was passed in 1965. Among many of the reform efforts contained within the ESEA were the concepts of equal access to education and the establishment of high standards and accountability. The intent of the ESEA was to shorten the achievement gaps between students by providing every child with access to a high-quality education; concepts that are still in law today. The ESEA was to remain in effect until 1970 but it has been reauthorized by Congress on numerous occasions since. The most recent version of the ESEA is the Every Student Succeeds Act (ESSA) which was passed during President Obama's administration on December 10, 2015.
Sweet Home CSD receives formula funded Title grants that benefit the children and families who live in our district. Each grant received has its own purpose, design and intrinsic goals that must be met for the continuance of funding. Title grants include:
- Title I- The Title I, Part A program provides financial assistance to schools with high numbers or high percentages of children from low-income families to help ensure that all children meet challenging state academic standards. Funds support extra instruction in reading and mathematics, as well as special preschool, after-school, and summer programs to extend and reinforce the regular school curriculum. See more information about Title 1 schools below.
- Title II- The purpose of Title II, Part A is to increase the academic achievement of all students by helping schools and districts improve teacher and principal quality and ensure that all teachers are highly qualified.
- Title III- The purpose of Title III Part A is to help ensure that children and youth who are limited English proficient, Native American and/or immigrants, attain English language proficiency, develop high levels of academic attainment in English, and meet the same challenging State academic standards that all children are expected to meet.
- Title IV- Title IV is intended to improve student’s academic achievement by increasing the capacity of States, local educational agencies (LEAs), schools, and local communities to provide all students with access to a well-rounded education, improve school conditions for student learning, and improve the use of technology in order to improve the academic achievement and digital literacy of all students.
Title I Schools
Title I schools provide students with extra instructional support beyond the regular classroom to help low-achieving children meet state standards in core academic subjects. They coordinate and integrate resources and services from federal, state, and local sources. To be considered for Title I school funds, at least 40% of the students must be considered low-income.
Title I Targeted Assistance School Program
At this time Glendale Elementary, Heritage Heights Elementary, Maplemere Elementary, Willow Ridge Elementary, and Sweet Home Middle School are consider Targeted Assistance Schools under Title I. Title I teachers, generally in the form of reading and math specialists, provide services to selected children. The funds can only be used to provide services to selected children who have the greatest need for educational assistance.
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Staff use multiple measures to determine which students are eligible to participate in the program. Please visit our page on Academic Intervention Services and the criteria used to identify students.
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By using multiple educationally related objective criteria established by the LEA, for children in grade 3 and above.
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By using criteria such as teacher judgment, interviews with parents, and developmentally appropriate measures for children from preschool through grade 2
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The same selection is applied to children who are economically disadvantaged, have disabilities, are immigrants or have limited English proficiency.
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Funds are directed to employ staff who serve only those students who have been identified as eligible for participation by being the most at-risk of not meeting the learning standards.
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Records must be maintained documenting that funds are spent on activities and services for eligible and participating students.
NYS ESSA Fund Complaint Procedures
Questions or concerns about Title I programs should be first directed to the building principal, then the Superintendent of Schools. Concerns or complaints about the Title I program will be addressed in a timely manner. In the event a complaint cannot be resolved, as stated in the school district's Title I Parent and Family Engagement Policy, and if a parent feels the school, district or the NYSED has violated a law, rule, or regulation in the administration of any “covered Federal program” under the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA)", they have the right to submit a complaint to the New York State Education Department’s (NYSED) Office of ESSA-Funded Programs. Here is a document that shows the regulation regarding complaint procedures. These procedures offer parents and other stakeholders a process to file complaints and allow for the timely resolution of such complaints.
Complaints may be emailed to CONAPPTA@nysed.gov with “COMPLAINT” in the subject line of the email. Alternately, a complaint may be mailed to NYSED at the following address:
New York State Education Department
Office of ESSA Funded Programs
Attention: Complaint Coordinator
89 Washington Avenue, Room 320EB
Albany, New York 12234
NOTE: Given resolution of the complaint, both parties have the right to appeal the complaint coordinator’s Letter of Resolution to the United States Secretary of Education within 30 days of receiving the letter. Such appeals should be submitted to:
United States Department of Education
Compensatory Education Programs
400 Maryland Avenue, S.W.
Room 3W230, FOB #6
Washington, D.C. 20202-6132