Robert L. MacDonald, Assistant Superintendent of Schools
73 Harlow Street
Bangor, Maine 04401
Since 1965 and the passage of the Elementary and Secondary Education Act, Title I has provided a source of federal funding to America’s schools. Based on local poverty data and demographics, Title I formulas determine the funding allocation allowing schools to provide supplemental instructional services and resources to assist students in achieving local learning goals and targets.
There are two models of Title I services, targeted assistance and schoolwide, allowed under the 2001 No Child Left Behind Act. Abraham Lincoln School, Downeast School, Fourteenth School, Fairmount and Vine Street School are eligible to implement supplemental instructional services as schoolwide programs. Ensuring all students in the school, primarily those who are low achievers, satisfy expected achievement levels on local and state measures, remains the goal of schoolwide programming.
Schoolwide implementation under Title I requires schools complete a comprehensive needs assessment, design specific goals and interventions to respond to the needs, develop a comprehensive plan and conduct an annual review of the program.
Two schools, Mary Snow and Fruit Street, operate a targeted assistance model. Only identified students receive intervention in a targeted assistance model and the intervention must be supplemental to the school’s regular education program. Among the required criteria for operating a targeted assistance model are the use of scientifically research based instructional practices, provisions to increase parental involvement, and the assignment of highly qualified teachers to instructional settings serving eligible students.
At the PreK-3 schools, trained Reading Recovery teachers are members of the Title faculty and prioritize along with other Title staff the development of early literacy skills. As students progress through the early primary schools additional Title interventions and supports are available to those students requiring assistance in math and or reading.
At the 4-5 level, Title I offers direct instruction and extended academic support to students as part of the school’s yearly continuous improvement process, School Competency Planning. Building “academic fluency,” identifying a personalized learning plan and developing the technology skills to support learning are overarching goals for all students.
Parent school connections are a primary component of both targeted assistance and schoolwide programs. Schools hold parent teachers conferences annually although conferences are available to parents during the year at mutually convenient times. Through PEAK: Parents and Educators Accelerating Kids, schools develop projects and activities intended to encourage and support parent participation in the teaching and learning process. Parents may contact the school office to learn more about scheduled PEAK offerings or to suggest PEAK activities. View 2015-2016 PEAK Meeting Dates
Annually, each Title I school holds a parent school compact meeting. At the compact meeting which includes school leadership, Title I faculty, and parents, the compact is reviewed and voted on.
The Bangor School Department believes that parents play a primary role in accelerating the achievement of their children and, as such, the BSD encourages parent participation of all children in activities and conversations that will enhance the home school relationship, will extend the ability of parents to support academic opportunities, and will encourage involvement in their child’s learning. Parents are encouraged to contact the school to review opportunities for home-school connections and to review the Parental Involvement Policy.