Annual Notices

Title I is a Federal program that provides support through resources and research-based training, enabling schools to develop high quality enriched programs that meet the individual needs of children, families, and staff. The purpose of this program is to ensure that all students have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments.

Title I Components

Parent Involvement - Widefield High School 3 Title I program believes that all children can learn and acknowledges that parents share the school's dedication to educational success for all students. We recognize that a student's education is a responsibility shared by school, family, and community.

All schools in WSD3 highly value and encourage parent and family involvement. Opportunities to engage in your child's education at the school range from Back to School Nights, Family Nights, Family Conferences, School Accountability Committees, volunteering, and more! You can stay informed about upcoming engagement opportunities from the school and district by following our social media pages, keeping your information in Infinite Campus updated, and downloading the Remind App.  Please visit your school's website to find a calendar of school events. We would love to see you there!

 

Provides the funding for states and districts to meet the requirements of Section 1119, which includes state and local plans for all teachers to be highly qualified.  LEAs are required to report annually.

The purpose of the ESSA Title II program is to provide grants to:

1. Increase student academic achievement through strategies such as improving teacher and principal quality and increasing the number of highly qualified teachers in the classroom and highly qualified principals and assistant principals in schools.
2. Hold local educational agencies and schools accountable for improvements in student academic achievement.

The purpose of the English Language Acquisition, Language Enhancement, and Academic Achievement Act is to help ensure that children who are limited English proficient, including immigrant children and youth, attain English proficiency, develop high levels of academic attainment in English, and meet the same challenging State academic content and student academic achievement standards as all children are expected to meet.

1. Assist all limited English proficient children, including immigrant children and youth, to achieve at high levels in the core academic subjects.
2. Develop high-quality language instruction educational programs that are designed to assist state educational agencies, local educational agencies and schools.
3. Assist LEAs to develop and enhance their capacity to provide high-quality instructional programs.
4. Assist LEAs and schools to build capacity to establish, implement and sustain language instruction educational programs and programs of English Language development.
5. Promote parental and community participation in language instruction educational programs for the parents and communities of limited English proficient children.
6. Streamlines language instruction educational programs into a program carried out through formula grants to State educational agencies and LEAs.

The purpose of Title IV, Part A is to improve students’ academic achievement by increasing the capacity of schools and communities to provide all students with access to a well-rounded education, improve school conditions for student learning, and improve the use of technology in order to improve the academic achievement and digital literacy of all students.  

Examples of activities that can be supported with Title IV, Part A Funds include but are not limited to:

• STEM programs
• Music and art programs
• Foreign language offerings
• Opportunity to earn credits from institutions of higher learning
• Reimbursing low-income students to cover the costs of accelerated learning examination fees
• Environmental education
• Promoting volunteerism and community involvement
• School based mental health services
• Drug and violence prevention activities that are evidence-based
• Integrating health and safety practices into school or athletic programs
• Nutritional education and physical education
• Bullying and harassment prevention
• Instructional practices for developing relationship-building skills
• Prevention of teen and dating violence, stalking, domestic abuse, and sexual violence and harassment
• Establishing or improving school dropout and reentry programs
• Providing educators, school leaders, and administrators with the professional learning tools, devices, content and resources to:
  • Personalize learning
  • Discover, adapt, and share relevant high-quality educational resources
  • Use technology effectively in the classroom
  • Implement and support school and district-wide approaches for using technology to inform instruction, support teacher collaboration, and personalize learning

 

1. WSD3 Preschool
2. French Elementary - A Leader In Me School
3. King Elementary - A Project Based Learning School
4. Pinello Elementary - Capturing Kids Hearts School 
5. Sunrise Elementary
6. Talbott STEAM Innovation School
7. Venetucci Elemnetary - AVID School
8. Webster Elementary - AVID School
9. Widefield Elementary School of the Arts 

Widefield School District 3 Title Schools, and the parents of the students participating in activities, services, and programs funded by Title I, Part A of the Elementary and Secondary Education Act (ESEA) (participating children), agree that this compact outlines how parents, school staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership that will help children achieve the State’s high standards.

The administration, staff and parents of this school believe that the improved academic achievement of each student is a responsibility shared by the entire school community, including the school district, school, community members, school administration, staff, students, and parents (as defined for purposes of this policy to include guardians and all members of a student’s family involved in the student’s education).

School Responsibilities

Provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the participating children to meet the State’s student academic achievement standards as follows:

• Keep an open-door policy.
• Encourage parents to participate in their child’s learning.
• Provide parents with information on state performance standards.
• Provide communication between home and school.
• Help each child set learning goals.
• Encourage and recognize student achievement.
• Identify students to receive targeted remedial instruction through DIBELS testing, and Widefield Benchmarking and school-designed bodies of evidence.
• Provide in-classroom small group or individual remedial instruction for elementary students performing at unsatisfactory levels in reading and/or math.  Delivery methods include instruction by paraprofessionals and/or Title I teacher and content-specific software.
• Focus on moving students from partially proficient-to-proficient levels.
• Use research-based strategies that include: standards-based curriculum, differentiated instruction, small-group instruction, and formative assessments to identify educational needs.
• Provide an atmosphere that promotes positive and productive learning.
• Enforce school and district policies.

Hold parent-teacher conferences midterm of each semester during which this compact will be discussed as it relates to the individual child’s achievement. Dates of these conferences will be published via the District School Calendar, school newsletters, included in Friday Folders, and posted on the school information sign. 

Provide parents with frequent reports on their children’s progress.  Specifically, the school will provide reports as follows:

• Each semester during parent conferences.
• Weekly updates to parents via Friday Folders.
• Phone or individual conferences upon request. 
• Midterm student progress report.
• Provide materials, assistance and training to help parents work with their child. 

Provide parents reasonable access to staff.  Specifically, staff will be available for consultation with parents as follows:

• Each semester during parent conference.

• Phone or individual conferences before or after the school day.
• Email.

Provide parents opportunities to volunteer and participate in their child’s class, and to observe classroom activities, as follows:

• Sign-up at the beginning of the school year for parent volunteers (calendar for parents to mark dates for volunteering or classroom participation).
• Specific volunteer/participation requests sent home via weekly Friday Folders.

Parent Responsibilities

We, as parents, will support our children’s learning in the following ways:

• Demonstrate a positive attitude towards learning.

• Volunteer and participate in school activities.
• See that their child is punctual and attends school regularly.
• Monitor attendance, homework completion, and television watching.
• Promote positive use of my child’s extracurricular time. 
• Participate, as appropriate, in decisions relating to my child’s education.
• Help my child attain his/her goals.
• Read to my child and let my child see me read.
• Promote effective communication between the school and parents by promptly reading and responding, as appropriate, to all school and/or district notices and by initiating communication regarding my student’s needs and circumstances.
• Be aware of and follow school and district rules and regulations.
• Serve, to the extent possible, on school and/or district advisory groups.
• Offer praise and encouragement to my child.

Student Responsibilities

We, as students, will share the responsibility to improve our academic achievement and achieve the State’s high standards.  Specifically, I will:

• Set my goals for learning.

• Attend school regularly and on time.
• Respect others and myself.
• Follow school and district rules.
• Practice the school P.A.W.S. philosophy.
• Write all assignments in my planner every day.
• Come to class with a good attitude.

• Participate in class activities to the best of my ability.

• Complete homework daily and ask for help when needed.
• Read at least 10 - 30 minutes daily (depending on grade level) outside of school time.
• Practice my reading, math facts and spelling words every day.
• Give my parents or the adult responsible for my welfare all notices and information I receive from my school.
• At home, I will practice good study habits daily.

Additional School Responsibilities

Schools will follow the District Parent Involvement Policy, KBA, including:

• Involve parents in the planning, review, and improvement of the school’s parental involvement policy, in an organized, ongoing, and timely way.
• Hold an annual meeting to inform parents of the school’s participation in Title I, Part A programs, and to explain the Title I, Part A requirements, and the right of parents to be involved in Title I, Part A programs.  The school will convene the meeting at a convenient time to parents, and will offer a flexible number of additional parental involvement meetings, so that as many parents as possible are able to attend.  The school will invite to this meeting all parents of children participating in Title I, Part A programs and will encourage them to attend.  
• Provide information to parents of participating students in an understandable and uniform format, including alternative formats upon the request of parents with disabilities, and, to the extent practicable, in a language that parents can understand.
• Provide to parents of participating children information in a timely manner about Title I, Part A programs that includes a description and explanation of the school’s curriculum, the forms of academic assessment used to measure children’s progress, and the proficiency levels students are expected to meet.
• On the request of parents, provide opportunities for regular meetings for parents to formulate suggestions, and to participate, as appropriate, in decisions about the education of their children.  The school will respond to any such suggestions as soon as practicably possible.
• Provide to each parent an individual student report about the performance of their child on the State assessment in at least math, language arts and reading.
• Provide each parent timely notice when their child has been assigned or has been taught for four (4) or more consecutive weeks by a teacher who is not highly qualified within the meaning of the term in section 200.56 of the Title I Final Regulations (67 Fed. Reg. 71710, December 2, 2002).