Title I Program

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Title I Program


As part of the requirements of the Every Student Succeeds Act (Public Law 114-95), Section 112 (e)(1)(A), any school district receiving Title I funds must notify the parents of each student attending any school receiving Title I funds that they may request, and the district will provide, information regarding the professional qualifications of the student’s classroom teachers. 

The notice does not itself contain the teacher information; it simply tells parents the types of information that they may request. 

At a minimum, if a parent requests it, LEA/school must report: 

  1. Whether the teacher has met state qualifying and licensing criteria for the grade levels and subject areas in which the teacher is teaching; 

  2.  Whether the teacher is under emergency or other provisional status through which state qualification or licensing criteria have been waived; 

  3.  The baccalaureate degree, major of the teacher, and any other graduate certification or degree held by the teacher, including the field of discipline of the certification or degree; and 

  4. Whether the child is provided services by paraprofessionals and, if so, their qualifications. 

In addition, if a child is assigned, or taught by, a teacher who is not “highly qualified” for four or more consecutive weeks, the parents must receive timely notice.


A parent of a student attending a Title 1 school may request policies regarding student participation in state-mandated testing as well as which assessments are required by the State.


Title I Teachers 

Mrs. Jill Beaumont 

Ms. Dina Braccio

Mrs. Judy Berger

Mrs. Alyssa Weakland

Title I Tutors

Mrs. Melissa Aguirre

Mrs. Alexa Molnar


The purpose of Title programming is to ensure that all children have a fair and significant opportunity to obtain a high - quality education and reach their full potential. Title I can provide students with extra educational assistance beyond the regular classroom. The purpose can be accomplished by: 

1. Using high quality assessments to identify students in need of additional instruction. 

2. Using a high quality curriculum that has been scientifically proven to advance the skills of students 

3. Creating a system of communication between classroom instructors and parents so that all are working towards the same goal ~ giving Tallmadge students the support they need, exactly when they need it, to ensure that ALL students grow and accomplish gains in learning.

The Title Program will…  

  • Give students instruction in exactly the areas needed only when the students need it.  

  • Set goals for improving the skills of those served by the program.  

  • Monitor student progress continuously so adjustments to the instruction can be made if necessary.  

  • Determine the success of the Title I program for each student.  

  • Move students in and out of the Title I program throughout the year depending on progress and needs.  Provide instruction in or out of the classroom with the use of small groups or individually if needed.  

  • Use research based strategies or programs to provide instruction in addition to classroom core instruction.  Select assessments and criteria that identify students and their instructional needs. 

Title instruction is simply extra support for students who need it at a particular time.


Title I schools with less than 40 percent low-income students offer a targeted assistance program in which the school identifies students who are failing, or most at risk of failing, to meet the state's challenging academic achievement standards. Tallmadge Elementary receives Title I funding to operate targeted assistance programs.

Targeted assistance programs are supplemental Title I services provided to a select group of eligible children who are identified by schools (or districts) as failing or most at risk of failing to meet the state’s reading and mathematics standards. Children must be ranked and served from highest to lowest risk using multiple educationally related criteria. Schools are eligible to operate Title I programs if the school’s poverty is above the district-wide poverty average. Targeted assistance programs must offer supplemental services beyond what is offered in the required curriculum. Typical services include additional instruction or tutoring; professional development on Title I programs to administrators, teachers and parents; additional books and other supplies; additional equipment and increased parental involvement activities. (Source: Ohio Department of Education, Office of Federal Programs Resource Guide, September 2015)


Currently, Tallmadge Elementary provides intervention to students that are at-risk in reading. At-risk in reading means that a student is reading below grade-level and may not ultimately be successful on the state’s third grade achievement assessment. Accordingly, the classroom teachers and Title I teachers and tutors work together to provide the needed assistance to students so that all students can reach high academic standards. 

The assistance in grades K-1 focuses on foundation skills in reading such as letter sound recognition and phonics. In grades 2 and 3, reading for comprehension becomes the focus. Title I teachers work with the students in small groups for approximately 30 minutes each day, five days a week. Your child will not lose reading instructional time with their regular classroom teacher. Our Title I (STAR TEAM) consists of four Title I teachers and two Title I tutors to meet the needs of students. Each of these teachers meets the federal requirement for being highly qualified to teach your child. 

In addition, Title I teachers have the opportunity to receive additional professional development training in reading instruction each year. The Title I teachers and tutors design instructional programs based upon unique individual needs. Extensive screening of students is conducted by teachers prior to selection into the program. Diagnostic assessments such as Dynamic Indicators of Basic Early Literacy Skills (DIBELS), Quick Phonics Screener (QPS) and Measures of Academic Progress (MAP) are used to determine the strengths and weaknesses, and where intervention is needed. Classroom teacher input is part of the process of screening, selection, and instruction. All students are exposed to grade-level content standards. 


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