Title I

Purpose of Title 1 Funding

According to the U.S. Department of Education, the purpose of Title I funding is to make sure all children have a fair and equal chance to get a high-quality education and meet state academic standards. Title I provides extra financial support to schools with large numbers of students from low-income families. These funds help schools improve teaching and learning so that every student can succeed. A school qualifies for Title I funding when at least 40% of its students are enrolled in the free or reduced-price lunch program, which helps identify schools that may need additional resources to support student learning and achievement.

 

How Title 1 Funds Help Our Students

Title I funds are special federal dollars that help schools make sure all students can succeed—especially those who need extra academic support. Each school decides how to use these funds based on what students need most. This information comes from a needs assessment and is written in the School Plan for Student Achievement (SPSA). Title I funds can be used to improve teaching, add support programs, involve parents, and help students in reading, math, and other subjects.

 

Students who may receive extra help include English learners, migrant and homeless students, students with disabilities, and those who may be struggling in school. Schools must use these funds wisely and make sure the spending directly supports student learning. If students are not improving, the school may adjust how the funds are used. The SPSA Program and Budget Handbook explains how schools can plan and spend funds, and the Federal and State Education Programs (FSEP) website provides more tools and updates. Families are always welcome to share ideas and suggestions as we work together to help all students become college and career-ready.

 

 

Title I Funded Schools’ Commitment to Parents of English Learner (EL) Students

Schools that use Title I funds to support English Learner (EL) programs are committed to keeping parents informed and involved. Parents of students identified as English Learners will receive important information about their child’s language program, including:

  • Why their child was identified as an English Learner and placed in a language instruction program.

  • Their child’s level of English proficiency, how it was measured, and their child’s current academic progress.

  • The teaching methods used in their child’s program and how they differ from other available programs.

  • How the program supports their child’s strengths, helps them learn English, and meet grade-level academic standards.

  • The program’s exit requirements, including when students are expected to move into regular classrooms and graduate from high school.

  • For students with disabilities, how the program aligns with the goals in their Individualized Education Program (IEP) or 504 Plan.

 

Parents also have important rights. They can:

  • Decline or remove their child from a language instruction program at any time.

  • Choose another instructional program, if more than one is available.

  • Ask for help understanding their options and selecting the best program for their child.

 

Schools must send this information to parents within 30 days of the start of the school year for students identified before school begins. For students identified after the school year starts, parents must receive this information within two weeks of placement. All notices must be in a format and language that parents can easily understand.