Federal Programs

Title I

Title I, Part A, Improving the Academic Achievement of the Disadvantaged Program, is the largest federal education program for elementary and secondary schools. Title I funds are targeted to low-income schools and districts and used to provide educational services to students who are educationally disadvantaged or at risk of failing. School districts spend much time and effort administering these funds. Currently, STSD has three Title I schools:

Sara Lindemuth/Anna Carter Primary School

Thomas W. Holtzman, Jr. Elementary School

Susquehanna Township Middle School

District Federal Programs Officer

Pat Raugh

Federal Programs & Data Specialist

School: 717-657-5100 ext. 50165

Title I Resources

Elementary Resources

Tips for Encouraging Kids to Read

"Read me a story!"
- Nearly every suggestion sent in by our tip-sters had this message at its core. Whether snuggled under the covers with peanut-butter sandwiches, or following along with a book on tape while on a road trip, reading together is a powerful tool in motivating your child to read.
Beyond books
- Our tip-sters were quick to point out that reading material comes in many different shapes and sizes, some of which may be more accessible to a new reader. Video games, magazines, and comic books all provide opportunities for reading practice. Other suggestions for sneaking under a wary child's reading radar include playing board games that involve written instructions, corresponding with a pen pal, and turning on the closed captioning on your television. To illustrate the practical side of reading, have your child help you with the grocery list, or leave reminder notes for your child to discover throughout the day.
Keep it fun, for everyone
- Another message that came through loud and clear was that if kids are going to enjoy reading, the experience has to be enjoyable. As you read with your children, keep them involved by asking questions about the story, and let them fill in the blanks. You can also create activities related to the stories you're reading. In one household, reading Little House on the Prairieprompted lively games of "wagon-train" and discussions about life on the frontier. Another family likes to create mini-plays, acting out the stories they read. While her grandson "helps" in the garden, one grandmother spells words for him to write out using a muddy stick. Once the word is complete, the two of them sound it out together, wipe the word away, then move onto the next. This reading game keeps her grandson occupied for hours.
"Look at what I did!"
- Another successful approach to motivating your child is to use some sort of visible record of achievement. A chart or graph that marks the number of books a child has read gives him or her a sense of accomplishment. To spice it up a bit, choose a theme that goes along with your child's interests. One example would be a Reading Olympics, where the child goes for the gold by reading a certain number of books.
- A similar method can be used to help expose your child to the wide variety of genres available for exploration. Create a Bingo card or Passport where each space can be filled in by reading a mystery book, or a piece of non-fiction, to give a few examples. Once the goal has been reached, reward your child with something to celebrate his or her special achievement. It doesn't have to be anything elaborate – one-on-one time with a parent or teacher, or an ice cream cone are suggestions from our tip-sters – just something that lets your child know how proud you are of his or her accomplishment.
"I want that one!"
- Reading should be a choice, not a chore. Make sure there are a variety of books, magazines, and other materials available for your child to choose from, wherever your child may be. Let your child's interests guide his or her reading choices. While it's fine to make suggestions, don't force your conceptions of what your child should be reading onto your child. And, keep an eye on the reading level of the books your children choose. Let them stretch to the best of their ability, but be ready to help if they get discouraged.
Something to talk about
- Reading doesn't have to stop when you put the book down. Talk to your child about books you've read and books you think he or she might enjoy. Point out similarities between everyday events and stories you have recently read. If your child has a favorite author, help your child write him or her a letter. For a more structured discussion, consider joining, or starting, a parent/child book club.
Hey, kids! What time is it?
- Regardless of how motivated your child is, he or she will not read if there isn't any time to do so. Carve time out of the busy day and dedicate it to reading, both together and on your own. By setting aside specific times, rather than trying to squeeze it in between soccer and dance lessons, you send the message that reading is an important activity, and something your child will enjoy.

Author: Jessica Snyder
Source: Reading Rockets

Secondary Resources

Careers

The following sites are used to help students explore their interest, skills, as related to career pathways. The sites provide a pathway for to students to explore education training, vocational training and possible certification required to obtain a job in a career pathway that most closely match their interest in skills.

https://www.pacareerzone.org/

https://succeed.naviance.com/tdesk/newversion/#/

https://www.careeronestop.org/

https://www.onetonline.org/

https://www.sba.gov/

English Language Arts

Math and Science

Physical Education

Spanish

Right to Know

Right to Know Request Teacher Qualifications

If your child attends a Title 1 school, you are entitled to information about your child's teacher. You are entitled to know whether the teacher is certified and qualified to teach the particular subject and grade. You are entitled to information about the teacher's college degree and major.

If your child receives any services from a paraprofessional, the school is required to provide you with information about the paraprofessional's qualifications.

Submit a written request for information about your child’s teacher or paraprofessional to the building principal. The building principal will provide you with that information in a timely manner.

Parent Complaint Procedures

TITLE I PARENT COMPLAINT PROCEDURES 2024-2025

Introduction

On December 10, 2015 a new Federal education law was signed by the President. This law, the Every Student Succeeds Act (ESSA), requires schools that receive federal Title IA funding to adopt written procedures for resolving complaints filed.

Definition

A “complaint” is a written, signed statement filed by an individual or an organization. It must include:

A statement that a school has violated a requirement of federal statute or regulation that applies to Title IA.
The facts on which the statement is based.
Information on any discussions, meetings, or correspondence with a school regarding the complaint.

Complaint Resolution Procedures

Referral – Complaints against schools should be referred to the District’s Federal Programs Office

Mr. Patrick Raugh
Federal Programs & Data Specialist
717-657-5100 x50165
praugh@hannasd.org

Notice to School – The Federal Programs Office will notify the school Superintendent and Principal that a complaint has been received. A copy of the complaint will be given to the Superintendent and Principal with directions given for the Principal to respond.
Investigation – After receiving the Principal’s response, the Federal Programs Office, along with the Superintendent, will determine whether further investigation is necessary. If necessary, the Federal Programs Director and the Superintendent may do an onsite investigation at the school.
Opportunity to Present Evidence – The Federal Programs Director may provide for the complainant and the Principal to present evidence.
Report and Recommended Resolution – Once the Federal Programs Director has completed the investigation and the taking of evidence, a report will be prepared with a recommendation for resolving the complaint. The report will give the name of the party bringing the complaint, the nature of the complaint, a summary of the investigation, the recommended resolution, and the reasons for the recommendation. Copies of the report will be issued to all parties involved. The recommended resolution will become effective upon issuance of the report.
Follow up – The Federal Programs Director and the Superintendent will ensure that the resolution of the complaint is implemented.
Time Limit – The period between the Federal Programs Director receiving the complaint and resolution of the complaint shall not exceed sixty (60) calendar days.
Right to Appeal – Either party may appeal the final resolution to the Department of Education. Appeals should be addressed as follows:

Ms. Susan McCrone, Division Chief

Division of Federal Programs

Pennsylvania Department of Education

333 Market Street, 5th Floor

Harrisburg, PA 17126‐0333

717-783-9161

smccrone@pa.gov

Title I Resources

Federal Programs Resources

Parent/Family Survey

24-25 Federal Programs Budget

Title I: Improving achievement and enhancing the instructional program for our schools

Title II: Teacher and Principal Training & Recruiting

Title IV: Well-Rounded Education, Safe/Healthy students, and Improving the Use of Technology and Digital Literacy for Students

	23-24	24-25
Title I	$841,230.00	$790,679.00
Title II	$103,788.00	$113,707.00 moved to Title I
Title III	IU	IU
Title IV	$60,145.00	$63,382.00 moved to Title I
Non-Public Set Aside		$41,235
Total	$1,005,163.00	$1,009,003.00

LEA (District Set Aside funding for Parent and Family Engagement)

24-25: $10,191 set aside for staff to conduct the Parent and Family Engagement events at SLAC, TWH, and STMS.

Title I Parental Involvement Policy 918

918. TITLE I PARENTAL INVOLVEMENT

Page 1

The Board recognizes that parental involvement contributes to the achievement of academic standards by students participating in Title I programs. The Board views the education of students as a cooperative effort among the school, parents/guardians and community.

In compliance with federal law, the district and parents/guardians of students participating in Title I programs shall jointly develop and agree upon a written parental involvement policy. When developing and implementing this policy, the district shall ensure the policy describes how the district will:

Involve parents/guardians in the joint development of the district's overall Title I plan and the process of school review and improvement.
Provide the coordination, technical assistance and other support necessary to assist participating schools in planning and implementing effective parental involvement activities to improve student academic achievement and school performance.
Develop activities that promote the schools' and parents'/guardians' capacity for strong parental involvement.
Coordinate and integrate parental involvement strategies with appropriate programs, as provided by law.
Involve parents/guardians in an annual evaluation of the content and effectiveness of the policy in improving the academic quality of schools served under Title I.
Identify barriers to participation by parents/guardians who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority.
Use findings of annual evaluations to design strategies for more effective parental involvement.
Involve parents/guardians in the activities of schools served under Title I.

Page 2

The Board shall adopt and distribute the parental involvement policy, which shall be incorporated into the district's Title I plan and shall be evaluated annually, with parental involvement.

The Superintendent or designee shall ensure that the district's Title I parental involvement policy, plan and programs comply with the requirements of federal law.

The building principal and/or Title I staff shall provide to parents/guardians of students participating in Title I programs:

Explanation of the reasons supporting their child's selection for the program.
Set of objectives to be addressed.
Description of the services to be provided.

The Superintendent or designee shall ensure that information and reports provided to parents/guardians are in an understandable and uniform format and in a language the parents/guardians can understand.

An annual meeting of parents/guardians of participating Title I students shall be held to explain the goals and purposes of the Title I program. Parents/Guardians shall be given the opportunity to participate in the design, development, operation and evaluation of the program. Parents/Guardians shall be encouraged to participate in planning activities, to offer suggestions, and to ask questions regarding policies and programs.

In addition to the required annual meeting, additional parent/guardian meetings shall be held at various times of the day and evening. At these meetings, parents/guardians shall be provided:

Information about programs provided under Title I.
Description and explanation of the curriculum in use, the forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet.
Opportunities to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children.
Opportunities to submit parent/guardian comments about the program to the district level.

Page 3

If sufficient, Title I funding may be used to facilitate parent/guardian attendance at meetings through payment of transportation and child care costs.

Opportunities shall be provided for parents/guardians to meet with the classroom and Title I teachers to discuss their child's progress.

Parents/Guardians may be given guidance as to how they can assist at home in the education of their child.

School-Parental Compact

Each school in the district receiving Title I funds shall jointly develop with parents/guardians of students served in the program a School-Parental Compact outlining the manner in which parents/guardians, school staff and students share responsibility for improved student achievement in meeting academic standards. The compact shall:

Describe the school's responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment, enabling students in the Title I program to meet the district's academic standards.
Indicate the ways in which parents/guardians will be responsible for supporting their children's learning, such as monitoring attendance, homework completion, and television watching; volunteering in the classroom; and participating, as appropriate, in decisions related to their child's education and positive use of extracurricular time.
Address the importance of parent-teacher communication on an ongoing basis through, at a minimum, parent-teacher conferences, frequent reports to parents/guardians, and reasonable access to staff.

References:

State Board of Education Regulations – 22 PA Code Sec. 403.1

No Child Left Behind Act – 20 U.S.C. Sec. 6318

Board Policy – 102, 138

Title I District Parent/Family Engagement Plan

Title I Local Education Agency Parent and Family Engagement Policy

Date Last Reviewed/Revised: 5/23/2024

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.

Title I Application (Parent and family joint development)

Parent and family input will be sought annually at the Spring Federal Programs meeting. The preliminary budgets and goals will be shared with parents and families for the upcoming Title I Application. Input will be collected at that meeting and via survey.

Parents and families will also be invited to join the school level committees to review and give input to the Schoolwide Plans prior to submission.

School Review and Improvement

Parents and families will be consulted in the process of school review and improvement through Title I events throughout the school year, Parent Teacher Groups, Principal Advisory Groups, and through the invitation to join the school level committees to review and give input for the Schoolwide Plans prior to submission.

Technical Assistance and Support

The Federal Programs Coordinator, Assistant Superintendent, Director of Curriculum and Instruction for Elementary, and other staff as necessary will provide technical assistance and support to the K-8 schools in planning and implementing effective parent and family engagement activities to improve student academic achievement and school performance through monthly meetings, annual reviews of the Schoolwide Plans, and analysis of data related to parent and family engagement activities.

Coordination with other federal, State, and local laws and programs

The Susquehanna Township School District (LEA) works cooperatively with other Federal, State, and local programs to include: local preschool programs, Headstart, county library programs, as well as other state and federal programs and agencies. Participation in IU 15 councils to include: Superintendents Council, Curriculum Advisory Council, and others allow the District to stay informed of federal, State and local laws and programs as well as programs and strategies that are effective in other local school districts.

Annual Evaluation of the Parent and Family Engagement Policy

The Susquehanna Township School District (LEA) conducts an annual evaluation of the content and effectiveness of the Parent and Family Engagement Policy during the Spring Federal Programs meeting. Surveys and discussions are used to capture parent and family feedback for this evaluation.

Evidence Based Parent and Family Involvement

The Susquehanna Township School District (LEA) will compile surveys and feedback from parents and families from the annual evaluation. Using this information, we will align the findings with evidence-based strategies from What Works Clearinghouse and the Pennsylvania Evidence Resource Center to develop more effective parent and family involvement.

Parent Advisory Groups

The Susquehanna Township School District (LEA) seeks to involve parents and families in the activities of the schools through the following:

· School level meetings and events

· Superintendent’s Advisory Group

· Principals’ Advisory Groups

· PTSO meetings

· District Spring Federal Programs Meeting

Use of Funds

The Susquehanna Township School District (LEA) will use the 1% set aside funds for the following:

· School level parent/family meetings and events

· PTSO meetings

· Schoolwide Plan meetings

· Principal Advisory Group meetings

· Superintendent’s Advisory Group meetings

· District Spring Federal Programs meetings