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Parent/Community Involvement

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Title I and Title III Funding Provisions for Parent Engagement

According to the U.S. Department of Education, Spanish-speakers are by far the largest segment of the ELL population. Title I and Title III funds can help you to improve Parent Engagement and to improve English skills with the ELL population to include parental participation. But you may wonder - what's the difference?

The main goals of Title I are:

As indicated by the parental involvement provisions in Title 1, Part A, the involvement of parents in their children's education and schools is critical to that process. Its provisions stress: 

    • Shared accountability between schools and parents for high student achievement, including expanded public school choice and supplemental educational services for eligible children in low performing schools;

 

    • Local development of parental involvement plans with sufficient flexibility to address local needs;

 

  • Building parents' capacity for using effective practices to improve their own children's academic achievement.

The main goals of Title III are

    • To promote parental and community participation in language instruction educational programs for parents and communities of LEP children;

 

    • To help ensure that children who are limited English proficient (LEP), including immigrant children and youth attain English proficiency; develop high levels of academic attainment in English as well as in the core academic subjects;

 

  • To provide State and local educational agencies with the flexibility to implement language instruction educational programs, based on scientifically based research on teaching LEP children that the agencies believe to be the most effective for teaching English.

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