Title 1

Community Education Council
District 20

Title 1

Engaging Families: The Rights of Title 1 Parents
New York City Department of Education Office for Family Engagement and Advocacy

Obtaining Information for Your Annual Title 1 Annual Meeting
Gathering and organizing information is an important process for your presentation. Principals in collaboration with parents in Title 1 leadership positions are responsible for preparing and distributing information to their members in a timely manner. The following checklist will provide you with the basic steps, contacts, and procedures towards a successful and informative Title 1 meeting/event/workshop.

Preparing for Your Annual Title I Meeting
What items do I need to start a Title 1 PAC/DPAC?

o Convene an annual meeting with parents-must be done by the Principal
o Distribute letters and/or flyers advertising meeting
o Prepare the following items for the meeting:
    Attendance sheet with the date and meeting topic
    Parental Involvement Surveys
    Agenda
    Information explaining the Title 1 Program
o Have the following items available to distribute to parents that may inquire about the school's performance:
    School's Progress Report
    Comprehensive Education Plan
    Student Performance on State Exams
    Instructional Models used at your school
    Title 1 and AIS enrichment or support services provided at your school/district
o Explanation, demonstration and copies of the State standards, curriculum, and assessments
o Total allocated Title 1 funds received by your school and parent involvement program
o Family Interactive Activities that will help improve your child's performance on the City and State exams
o Names of the Title 1 parent representatives at your school and district level
o Names of your school's Title 1 teachers
o Most recently revised District/School Parent Involvement Policy

Agenda
Sample of the items you may want to cover at your Annual Title 1 Meeting
1. Welcome/Introduction
2. Overview of Title 1
3. Introduction of the Principal, Title 1 Teachers and Purpose of the the Title 1 Program
     At this point, the principal may want to describe the type of Title 1 program in his school, instructional models, and/or
     programs the school is using to help improve student performance, the various types of the exams the students will take, the most
   recent student performance results, strategies in place to improve student performance, how parents can help
     improve their child's performance and visions for improvement.
4. Responsibilities of the Title 1 Parent Advisory Council
     Review Title 1 Parent Involvement Policy, School to Parent Compact and Title 1 Parent Involvement Activity
     Plan/Budget Proposal
5. Election for Title 1 Parent Representation
     Review role and responsibilities of the Title 1 Parent Leaders
     Floor opened for nominations/elections/Introduction of Parent Advisory Council
     Complete and return Parent Involvement Forms to the PA/PTA/PAC
Note: Does the school have a PAC in place or did the PA assume the responsibilities of the Title 1 PAC?
If so, are there minutes, sign-in sheets, outgoing notice and agenda to account for such-this should be identified prior to the meeting.
If not, the letter must also inform parents about an election for Title 1 Parent Advisory Council or election for PA to assume the responsibility of the Title 1 Parent Advisory Council.

There are 3 executive positions on the Title 1 PAC/DPAC executive board: Chair, Vice Chair and Secretary. Members are elected to serve for two years.

Parent Involvement
Develop jointly with and distribute to parents of participating children a written Parent Involvement Policy and School-to-Parent Compact (Federally Mandated documents).

Spend no less than 1% of its Title 1 allocation on parental involvement activities, and
Involve parents in the decisions regarding how funds reserved are allotted for parental involvement activities.

How do we pay for the services, supplies and materials used?
Any services, supplies or materials purchased must be reviewed by the principal and approved by the general parent membership.
Purchases must be on the proper payment form and accompanied by a receipt, invoice, agenda, sign-in sheet, and budget proposal.
They must be signed by the administrator in your school in charge of funded services or operations.

School wide vs targeted

There are two major differences between a schoolwide program and a targeted assistance school. In a schoolwide program, the Title I personnel may be used with much more flexibility than in a targeted assistance school (e.g., to reduce class size). Schoolwide programs are not required to separately identify eligible children since all students in the school may receive services, but must still target the most academically at-risk students. However, in a schoolwide program, the collection of data on the achievement and assessment results of students must be disaggregated by gender, ethnic or racial group, English proficiency, migrancy, disabilities, and economic status.

Targeted assistance schools are required to separately identify Title I students. These schools must meet similar requirements of schoolwide programs, such as emphasizing accelerated curricula, scheduling extended learning time, using effective methods and instructional strategies that are scientifically research based, providing adequate professional development, and coordinating the Title I activities with other school reform activities.