Title I

What is Title I?

Title I is a federal program that all public schools have the option for participation.  Qualification is based on the number of students that have applied and qualify for a free or reduced lunch program.  Charter schools can receive federal Title I Funding if 10 students qualify for free/reduced lunch.  This federal funding is not based on academic abilities, but if the funding is received, will support academic programming.  Some of the public elementary schools in Heber Valley receive Title I funding which is used as targeted assisted support for students.

There are two categories for Title I funding:  Targeted Assisted and School-wide.   Soldier Hollow Charter School has never qualified for Title I School-wide support.  

About Title I
from the U.S. Department of Education

Title I (“Title One”), a provision of the Elementary and Secondary Education Act passed in 1965, is a program created by the United States Department of Education to distribute funding to schools and school districts with a high percentage of students from low-income families. Funding is distributed first to state educational agencies (SEAs) which then allocate funds to local educational agencies (LEAs) which in turn dispense funds to public schools in need. Title I also helps children from families that have migrated to the United States and youth from intervention programs who are neglected or at risk of abuse. The act appropriates money for educational purposes for the next five fiscal years until it is reauthorized. In addition, Title I appropriates money to the education system for prevention of dropouts and the improvement of schools.

There are two types of assistance that can be provided by Title I funds. The first is a “schoolwide program” in which schools can dispense resources in a flexible manner.  The second is a “targeted assistance program” which allows schools to identify students who are failing or at risk of failing.

Assistance for school improvement includes government grants, allocations, and reallocations based on the school’s willingness to commit to improving their standing in the educational system. Each educational institution requesting these grants must submit an application that describes how these funds will be used in restructuring their school for academic improvement.

Schools receiving Title I funding are regulated by federal legislation. Most recently, this legislation includes the No Child Left Behind Act which was passed in 2001.

Title I at Soldier Hollow Charter School

Soldier Hollow has been awarded a High Performing School Award for Title One Programs.  Many thanks to our teachers and to the hard working students who demonstrated that there are no limits to the accomplishments they can achieve.

Our Title I program coordinator is Lori Christensen. She works with students in reading, language acquisition and mathematics, in grades Kindergarten through 6. DIBELS testing at the beginning of each year determines the students reading level, and our  iReady program assesses language arts and mathematics abilities. Most of the Title I work with students is on a one on one basis.

Soldier Hollow has been selected as a Utah State Title I School of Recognition for 2011-12, 2012-13, 2013-2014, and 2014-2015 school years. Our ultimate goal is to graduate students out of Title I programs, once the support has increased academic abilities, and students are performing at grade level.

Our Title I program begins with newly enrolled students that are assessed upon entering SHCS. Student needs assessments continue for the first two weeks of school, identifying each students’ ability in LA and Math, to ensure all needs are addressed immediately. Instruction for Title I is generally 1:1, as well as classroom “push-in” support. Weekly progress monitoring takes place for each child and classroom teachers have access to data. This enables the classroom teacher to have immediate access to their students’ performance.

The Title I teacher/coordinator is highly qualified for her position, has a degree in special education and holds a reading endorsement. She also seeks continuous professional development in reading interventions, autism, math strategies and more.

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