The Elementary and Secondary Education Act
Our school receives federal Title-1 funds through ESEA, what is that?
Title I is a federal entitlement program that gives funds to schools in need based on student enrollment, the free and reduced lunch percentage for each school, and other informative data. The US Department of Education distributes Title 1 funds to State Departments of Education that, in turn, distribute the funds to individual school districts. Each school district divides its funding among qualifying schools based on their numbers of low-income children.
Alexander Elementary School receives federal “Title 1” funds to support a school-wide program. Schools receiving Title 1 money to support a school-wide program may use their funds to improve student achievement throughout their entire school; therefore every child benefits from the added services and programs, not just the students identified as eligible to participate based on economic status. All of the school staff focuses on upgrading the entire educational program and improving the achievement of all students, in particular, the lower-achieving ones.
In a Title 1 school, teachers, administrators, and school staff work together to:
Determination on how federal funds are used are made by a team that can include teachers, administrators, school committee members, parents and community members. Historically, Alexander Elementary has used its federal funds to enrich the education program through purchasing learning technologies, professional development for teachers/staff, curriculum materials, and health and physical education supplies; as well as activities such as theatre/play production, field trips, and family nights. Federal funds also support the position of a Title-I teacher, who is responsible for providing academic support to students in addition to the regular education program. Title-I is not Special Education nor is it a referral process for Special Education. It is meant to strengthen areas students need improvement in.
Title I is a federal entitlement program that gives funds to schools in need based on student enrollment, the free and reduced lunch percentage for each school, and other informative data. The US Department of Education distributes Title 1 funds to State Departments of Education that, in turn, distribute the funds to individual school districts. Each school district divides its funding among qualifying schools based on their numbers of low-income children.
Alexander Elementary School receives federal “Title 1” funds to support a school-wide program. Schools receiving Title 1 money to support a school-wide program may use their funds to improve student achievement throughout their entire school; therefore every child benefits from the added services and programs, not just the students identified as eligible to participate based on economic status. All of the school staff focuses on upgrading the entire educational program and improving the achievement of all students, in particular, the lower-achieving ones.
In a Title 1 school, teachers, administrators, and school staff work together to:
- Measure student progress using their state’s educational standards and local assessment data.
- Identify students most in need of educational support (regardless of family income) using assessment data and classroom performance.
- Set goals for student improvement.
- Implement strategies that support and supplement regular classroom instruction.
Determination on how federal funds are used are made by a team that can include teachers, administrators, school committee members, parents and community members. Historically, Alexander Elementary has used its federal funds to enrich the education program through purchasing learning technologies, professional development for teachers/staff, curriculum materials, and health and physical education supplies; as well as activities such as theatre/play production, field trips, and family nights. Federal funds also support the position of a Title-I teacher, who is responsible for providing academic support to students in addition to the regular education program. Title-I is not Special Education nor is it a referral process for Special Education. It is meant to strengthen areas students need improvement in.
If you would like to provide input or comment on how ESEA grant funds are used at Alexander Elementary, email [email protected]
Parental Involvement in Title-1
See Alexander School Department's Parental Involvement in Title-1 Policy [KBF] by clicking here.
View the School & Home Compact by clicking here.
View the School & Home Compact by clicking here.
Parents Right-to-Know
This letter is to inform you of your right to request information about the qualifications of classroom staff working with your child. The federal education law put in place by the Elementary & Secondary Education Act (ESEA) requires that all parents in a Title I school be notified and given the opportunity to request information about the professional qualifications of classroom teachers instructing their child. If you are interested in this information, you may send your request to the principal.
ESEA Dashboard
"The No Child Left Behind Act is the current iteration of the ESEA, the federal government's primary mechanism for holding public schools accountable, closing achievement gaps among different student populations and supporting schools in improvement efforts." - Maine DOE
The federal No Child Left Behind Act of 2001 (NCLB) required states and school districts to provide an "Annual Report Card" to parents and the community. These reports contained assessment and accountability data in the areas of reading, mathematics, and science. Progress is measured at both the whole school level and for specific sub-groups. Information also provided on Highly Qualified Teachers (HQT) and the National Assessment of Educational Progress (NAEP). These documents provided a snapshot of our current status at both the school and district level toward achieving standards and meeting the goals of NCLB. NCLB required schools to meet higher targets or benchmarks than the previous year.
During the 2013-2014 school year Alexander Elementary was named a High Progress Reward School under Maine's new Elementary Secondary Education Act (ESEA) Accountability System. This designation, achieved by only 18 other Maine schools, recognized Alexander's significant progress in State and Federal accountability standards for English Language Arts and Math.
The teachers and staff at Alexander Elementary strive to maintain positive student growth and achievement. Achievement information and more can be accessed on the ESEA Dashboard at: https://www.maine.gov/doe/dashboard
The federal No Child Left Behind Act of 2001 (NCLB) required states and school districts to provide an "Annual Report Card" to parents and the community. These reports contained assessment and accountability data in the areas of reading, mathematics, and science. Progress is measured at both the whole school level and for specific sub-groups. Information also provided on Highly Qualified Teachers (HQT) and the National Assessment of Educational Progress (NAEP). These documents provided a snapshot of our current status at both the school and district level toward achieving standards and meeting the goals of NCLB. NCLB required schools to meet higher targets or benchmarks than the previous year.
During the 2013-2014 school year Alexander Elementary was named a High Progress Reward School under Maine's new Elementary Secondary Education Act (ESEA) Accountability System. This designation, achieved by only 18 other Maine schools, recognized Alexander's significant progress in State and Federal accountability standards for English Language Arts and Math.
The teachers and staff at Alexander Elementary strive to maintain positive student growth and achievement. Achievement information and more can be accessed on the ESEA Dashboard at: https://www.maine.gov/doe/dashboard