Title Services (I, I-D, III)

Support can be provided in the following areas:

• Review current ESSA programming for quality and compliance
• Transition from a targeted assistance to a schoolwide program
• Plan and support a schoolwide program
• Review and revise district and/or school-level parent involvement policies and school-parent compacts
• Support parent involvement programming
• Assist with preparations for DPI monitoring of ESSA programs
• Review private school equitable service
• Facilitate the spring and fall private school consultation meetings
• Conduct building-level needs assessment and goal setting
• Identify and support highly qualified teachers and paraprofessionals
• Support ESSA application and/or application completion
• Complete and submit required Title reports (e.g. Comparability, End of Year)

Staffing to Supplement Basic Classroom Instruction

The goals of Title I (Part D) are to:

• Improve educational services for these children so they have the opportunity to meet challenging state academic content and achievement standards
• Provide services to successfully transition students between treatment facilities and LEAs
• Prevent youth who are at-risk from dropping out of school, and provide those who have dropped out of school and children and youth returning from correctional facilities with a support system to ensure their continued education

Title I funds an be administered and coordinated by CESA 1 in cooperation with school districts and residential treatment centers for neglected and delinquent students. The primary goals of this service are to provide quality educational experiences for students served by Title I and to ensure that all phases of the Title I program are in compliance with federal and state laws.

See the English learner service page for forms and additional Title III information and activities.

The Title III consortium is a network of school districts that come together to support their English Learner (EL) populations when a school district has less than $10,000 in Title III funds and is unable to qualify for the funds independently.  By joining together in the consortium, each district can access funds and resources that address the needs of both teachers and students.