Title Programs
The purpose of Title I, Part A is to raise the achievement of students not meeting standards in schools with high percentages of low-income children. The U.S. Department of Education makes annual appropriations of funds to state educational agencies (SEA) and states follow a formula to distribute these funds to local educational agencies (LEA). Learn more about the Title I, Part A allocation formula below and view LEA allocations on the MDE ESEA Federal Title Programs webpage.
The Title I, Part A funds are primarily for school level programming to raise the achievement of students not meeting standards in schools with high percentages of low-income children through either a Schoolwide Plan or Targeted Assistance Program. Starting in 2024-2025, Eastview Education Center, Pinewood Elementary, and Little Mountain Elementary will engage in Schoolwide Programs. A Schoolwide Program is a comprehensive school improvement effort designed to elevate the entire educational program of a Title I school. The Schoolwide Program option is based on the premise that comprehensive reform strategies—rather than separate, add-on services—are most effective in raising the achievement level of students most at risk of not meeting academic standards. Multiple resources, including Title I funds, are used to strengthen the academic program in the school for all students and accelerate the progress of students who would otherwise be eligible for Title I Targeted Assistance services. Schoolwide Programs are effective in addressing needs such as core instruction, social-emotional learning, school climate, behavior, student health, and engaging cultural communities.
The Monticello School District continues to provide academic support for students in Grades K-5 in reading and math who are more than one grade level behind in skills. Research shows that early intervention is the key to preventing reading difficulties for children. In kindergarten, letter recognition along with phonemic awareness (the understanding of beginning and ending sounds, rhyming words and sound blending) are essential for beginning readers. Some children may simply need more time, while others need the additional support/instruction. Reading help may be a push-in program where an Intervention teacher works in the classroom with students and classroom teachers, or reading intervention is provided by a highly trained teacher outside the classroom for 15-20 minutes, 5 days per week in the Title I Resource room. Math intervention is provided by an Intervention teacher for 15-20 minutes, 5 days per week in the Title I Resource room.