POLICY IGBC TITLE I PROGRAM
The Bangor School Department Title I Program provides valuable instructional resources that enhance its commitment to accelerating the learning of all children. Under the supervision of the Director of Title I, the Department shall provide a Title I program that complies with Federal Law and maximizes its impact on academic achievement through practices in the areas outlined in this policy.
Definition
The term “parent” as used in this policy shall include natural parent(s), legal guardian(s), or other person(s) with whom the student lives or a person who is legally responsible for the welfare of a student receiving Title I services.
District-Level Parental Involvement
A. An advisory group composed of parents of students receiving Title I services will meet at least twice annually to provide input on the planning and improvement of the Title I program and its involvement of parents.
B. Policies and documents that assist parents in understanding and benefiting from the Title I program will be distributed to parents in a timely fashion and otherwise will be communicated in a variety of electronic and print media, including communications from the schools and through the Department’s web site.
School-Level Parental Involvement
Through its annual fall Title I Parent Meeting and through other school-based meetings, activities and communications, each school that receives Title I funding shall:
A. Notify parents in writing that the child has been selected for Title I services, including the reasons for such selection and a description of services to be provided.
B. Provide parents an explanation of the programs, curricula, assessments, and student learning targets within the Title I program.
C. Report to parents regularly the progress of their children through parent-teacher conferences, quarterly progress reports included with the report card, tests, and other written and verbal communications.
D. Develop with parents a Title I Parent Compact that describes the compatible responsibilities of the school (high quality curriculum and instruction, supportive and effective learning environment) and the parents (supportive home learning environment, participation in the education of their children, classroom/school volunteerism) that educational research has shown to improve student outcomes.
E. Establish, through explicit review of this policy and the Parent Compact, the importance of communication between teachers and parents and describe the activities and practices that will foster open communication in support of accelerated learning.
F. Develop and implement information and training sessions that increase the capacity of parents to assist the learning of their children and to strengthen connections to the school using the Title I funds dedicated to those purposes.
ADOPTED: 15 September 1986
REVISED: March 25, 2009
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