Federal Programs Department

Federal Programs Department

Title I

Title I is a part of the No Child Left Behind Act of 2001 (NCLB). This act provides federal funds through the Georgia Department of Education to local educational agencies (LEAs) and public schools with high numbers or percentages of poor children to help ensure that all children meet challenging State academic content and student academic achievement standards.

LEAs target the Title I funds they receive to public schools with the highest percentages of children from low-income families. These funds may be used for children from preschool aged to high school. Title I is designed to support State and local school reform efforts tied to challenging State academic standards in order to reinforce and enhance efforts to improve teaching and learning for students. Title I programs must be based on effective means of improving student achievement and include strategies to support parental involvement.

Title 1 funds can be used to improve curriculum, instructional activities, counseling, parental involvement, increase staff and program improvement. The funding should assist schools in meeting the educational goals of low-income students. According to the U.S. Department of Education, Title 1 funds typically support supplemental instruction in reading and math. Annually, this program reaches over six million students, primarily in the elementary grades.

Types of students that might be served by Title 1 funds include migrant students, students with limited English proficiency, homeless students, students with disabilities, neglected students, delinquent students, at-risk students or any student in need. Students can be classified as at-risk for numerous reasons. A few reasons they might be classified as at-risk students include: high number of absences, single-parent home, low academic performance or low-income family.


Title II

The purpose of the program is to increase academic achievement by improving teacher, paraprofessional, and principal quality. This program is carried out by increasing the number of highly qualified teachers in classrooms, increasing the effectiveness of teachers, and increasing the number of highly qualified principals and assistant principals in schools by holding LEAs and schools accountable for improvements in student academic achievement.

State and local level activities include, but are not limited to (1) improving teacher performance through professional development and training materials, (2) improving teachers' instructional practices by providing instructional coaching, (3) teacher retention programs (New Teacher Induction Program), (4) recruiting and retaining highly qualified teachers and principals, (5) increasing the number of highly qualified teachers in classrooms, (6) class-size reduction programs, (7) leadership programs for highly qualified administrators (Leadership Academies), and (8) supporting paraprofessional, teacher, and principal certification programs. Activities must be based on a district's needs assessment, and be aligned with state academic content standards, student academic achievement standards, and state assessments.

2009-2010 Adequate Yearly Progress (AYP 



FY 17 System – Wide Parent Involvement Policy


The Randolph County School System recognizes the importance of implementing programs, activities, and procedures for the involvement of parents of children enrolled in its schools. This involvement shall include, but not limited to, input into the planning design, and implementation of the various school programs. Procedures shall be established to ensure that the consultation is organized, systematic, ongoing, informed, and timely in relation to decisions about the program.

It shall be the intent of all parent involvement activities to encourage and support the efforts of the home, school and community in improving the educational opportunities of children by helping them succeed in the regular program of the school system, attain grade level proficiency, and improve achievement in basic and more advanced skills.

We therefore, affirm and ensure that the right of parents of children participating in activities funded by Title I-A shall be involved in the joint development of the LEA plan. Parents shall be afforded opportunities for involvement in the process of school review and improvement through the use of parent surveys, membership on committees, school advisory councils, and membership on school improvement teams, community meetings and parent workshops to collaboratively participate in:

·         The design, implementation, and evaluation of the Randolph County School System Plan including parental involvement activities as stipulated under section 1112 of the Act;

·         The development and revision of the parental involvement policy to ensure the implementation of activities that are beneficial to all parents as stipulated under section 1112 of the act;

·         The decision regarding how funds from minimum 1% reservation are allotted for parental involvement activities as mandated in section 114 and 115 of the Act.                                                                                                          

When students are enrolled in Title I funded activities, expectations of parents set at the system level are clearly established and distributed to parents. The system-wide Title I office assists in coordination of and provides technical assistance to ensure the effective planning and implementation of parental activities. Other Title I staff members (i.e. paraprofessionals) and other appropriate support personnel within and outside (RESA) the Randolph County School System may be called upon to provide assistance.

The Title I system-wide parent involvement office will assist and provide to parents an understanding to the extent applicable or feasible in the following areas of concern:

·         National Educational Goals: ESEA

·         Content standards and student performance standards

·         School improvement and corrective action processes

·         State and local assessments

·         Components of a school-wide program

·         Requirements for Title I, Part A

·         Ways parents can monitor their children’s progress and work with educators to improve the performance of their children

·         Ways parents can participate in decisions relating to the education of their children

·         Technology

Programs, activities and procedures that are developed to encourage parental involvement shall have the following goals:

·      To inform parents of their child’s participation in the various programs, the reason their child is participating in the program, and specific methods and instructional objectives of the program.

·      To support the efforts of parents, including training parents, to the maximum extent practicable, to work with their children in the home to obtain the instructional objectives of the various programs and understand the program’s requirements.

·         To train teachers and administrators to build a partnership between home and school.

·         To train teachers, administrators, and other staff members to work effectively with parents of participating children.

·      To consult with parents on an ongoing basis concerning the manner in which the school and parents can better work together to achieve a program’s objectives.

·         To ensure opportunities to the extent practicable for the full participation of parents who lack literacy skills or whose native language is not English.

·        Whenever feasible and applicable, parent involvement activities shall be a coordinated effort among Title I, Early Intervention Program, Head Start, Pre-Kindergarten Program, and across school sites.

·         Additionally, to the extent feasible and applicable, system-wide Title I parent involvement activities will include community-based roles for the faith communities, the academic communities, and the business communities encouraging the formation of partnerships between the schools that will include a role for parents and other opportunities such as life skills training, family crisis intervention, and community education opportunities.

To ensure effective involvement of parents and to support the partnership between school and home, Title I shall provide assistance to participating parents in ways that include:

·         Weekly Couriers/Folders

·         Monthly Newsletters

·         Relevant Parent Workshops and meetings

·         Recruitment of parents to serve on various school committees

·         Flexible meeting time for parent meetings

·         Student Test Prep activities

·         Web-based parent portal on school website

·         Parent Engagement Resources

·         Home Visits

·         Family Literacy

·         Student Support Team (SST/RTI)

·         School Governance Councils

·         PTO

·         School volunteerism

Title I shall annually survey parents to ascertain the effectiveness and appropriateness of the system-wide Parent Policy. Areas to be evaluated shall include identifying barriers to greater parent participation by parents in Title I activities (with particular attention to low income parents, Limited English Proficient (LEP) parents, minorities, parents with disabilities and parents with low literacy). The findings of such evaluations shall be used to design strategies for more effective parental involvement and to revise as necessary, the parent involvement policy.



REVISED: August 3, 2016


Title X, Part C – McKinney-Vento Education for Homeless Children and Youth

The McKinney-Vento Education for Homeless Children and Youth program is designed to address the problems that homeless children and youth have faced in enrolling, attending, and succeeding in school. Under this program, State educational agencies must ensure that each homeless child and youth has equal access to the same free, appropriate public education, including a public preschool education, as other children and youth.

Homeless children and youth must have access to the educational and other services that they need to enable them to meet the same challenging State student academic achievement standards to which all students are held. In addition, homeless students may not be separated from the mainstream school environment.

States and districts are required to review and undertake steps to revise laws, regulations, practices, or policies that may act as a barrier to the enrollment, attendance, or success in school of homeless children and youth.

 For more information on the rights of and services available to children and youth experiencing homelessness, please contact: Shirlette Morris, Local Homeless Education Liaison at (229) 732-3610.

If you need further assistance, call the National Center for Homeless Education at the toll-free Help Line Number: 1-800-308-2145 or e-mail homeless@serve.org.  

Title I, Part C - Migrant Education Program

The Title I, Part C-Migrant Education Program (MEP) funds additional educational programs for migrant children (ages 3-21). Migrant students have the same risk factors as other students. These students also face further challenges because of their frequent moves.

Migrant students usually account for only a small percentage of the total student population. Many school districts find it difficult to provide the level of services needed to ensure the best educational experience possible for migrant students.

The Title I, Part C (MEP) attempts to ensure that migrant students do not face additional educational challenges because of the differences in academic standards throughout the country. The program also promotes the coordination of educational and support services including the timely transfer of academic records.

Title I, Part C funds may be used for the following:

  • Identification of migrant children and youth for MEP eligibility
  • Recruitment of migrant children and youth for MEP services
  • School placement assistance
  • Identification and Recruitment (ID & R) Training
  • Interstate and intrastate coordination
  • Advocacy
  • Family Support
  • Determining the eligibility of migratory children and youth for Migrant Education Program services


School Improvement 1003(a)

The Title I, Part A, Section 1003(a) school improvement grants provide financial resources to local educational agencies (LEA) on behalf of Title I schools identified as Alert, Focus, or Priority schools. This grant is awarded to support implementation of school improvement plans required by the Elementary and Secondary Education Act (ESEA) and Georgia’s ESEA Flexibility Waiver approved by the United States Department of Education.


Complaint Procedures Under Title I, Part A of the Elementary and Secondary Education Act of 1965


Section 9304 – General Applicability of State Educational Agency Assurances

Section 9503 – Complaint Process for Participation of Private School Children

A.      Grounds for a Complaint

Any individual, organization or agency (complainant) may file a complaint with the Georgia Department of Education (GaDOE) if that individual, organization or agency believes and alleges that a local educational agency (LEA), the state educational agency (SEA), or an agency or consortium of agencies is violating a federal statute or regulation that applies to a program under the Title I, Part A of the Elementary and Secondary Education Act of 1965 (ESEA). The complaint must allege a violation that occurred not more than one year prior to the date that the complaint is received, unless a longer period is reasonable because the violation is considered systemic or ongoing.

B.      Federal Programs for Which Complaints Can Be Filed

Title I, Part A: Improving Basic Programs Operated by Local Educational Agencies.

Title I, Part B, Subpart 3: Even Start Family Literacy.

Title I, Part C: Education of Migrant Children.

Title I, Part D: Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At-Risk.

Title II, Part A: Teacher and Principal Training and Recruiting Fund.

Title II, Part D: Enhancing Education Through Technology.

Title III, Part A: English Language Acquisition, Language Enhancement, and Academic Achievement.

ESEA Resource – Complaint Procedures (continued

Title IV, Part B: 21st Century Community Learning Centers.

Title VI, Part A, Subpart 1, Section 6111: State Assessment Program.

Title VI, Part A, Subpart 1, Section 6112: Enhanced Assessment Instruments Competitive Grant Program.

Title VI, Part B, Subpart 2: Rural and Low-Income Schools.

Title IX, Part E, Subpart 1, Section 9503: Complaint Process for Participation of Private School Children

Title X, Part C – McKinney-Vento Homeless Assistance Act

C.      Complaints Originating at the Local Level

As part of its Assurances within ESEA program grant applications and pursuant to Section 9306 within the Title I, Part A of the Elementary and Secondary Education Act of 1965 (ESEA), an LEA accepting federal funds also agrees to adopt local written procedures for the receipt and resolution of complaints alleging violations of law in the administration of covered programs. Therefore, for complaints originating at the local level, a complaint should not be filed with the GaDOE until every effort has been made to resolve the issue through local written complaint procedures. If the complainant has tried to file a complaint at the local level to no avail, the complainant must provide the GaDOE with written proof of their attempt to resolve the issue at the local level.

D.      Filing a Complaint

A complaint must be made in writing or submitted via online web complaint form (http://www.gadoe.org/tss_title.aspx) and signed by the complainant. The complaint must include the following:

1.       A statement that the LEA, SEA, agency or consortium of agencies has violated a requirement of a federal statute or
          regulation that applies to an applicable program.

2.       The date on which the violation occurred.

3.       The facts on which the statement is based and the specific requirement allegedly violated (include citation to the federal
          statute or regulation).

4.       A list of the names and telephone numbers of individuals who can provide additional information.

5.       Whether a complaint has been filed with any other government agency, and if so, which agency.

6.       Copies of all applicable documents supporting the complainant’s position.

7.       The address of the complainant.

The complaint must be addressed to:

Georgia Department of Education
Office of School Improvement
Federal Programs Division

1858 Twin Towers East
205 Jesse Hill Jr. Drive, S.E.
2052 Twin Tower East
Atlanta, GA 30334

Once the complaint is received by the Federal Programs Division, it will be copied and forwarded to the appropriate Federal Program Manager.

E.       Investigation of Complaint

Within ten days of receipt of the complaint, the Associate Superintendent or his or her designee will issue a Letter of Acknowledgement to the complainant that contains the following information:

1.      The date the GaDOE received the complaint.

2.      How the complainant may provide additional information.

3.      A statement of the ways in which the GaDOE may investigate or address the complaint.

4.      Any other pertinent information

If the complaint involves an LEA, the GaDOE will also send a copy of the Letter of Acknowledgement to the local superintendent, along with a copy of the complaint. The GaDOE will contact the LEA to clarify the issues and review the complaint process. If the complaint cannot be resolved through this contact, the GaDOE will invite the LEA to submit a written response to the GaDOE, and to provide a copy of the response to the complainant.    

Appropriate GaDOE staff will review the information and determine whether:

Additional information is needed.

An on-site investigation must be conducted.

Other measures must be taken to resolve the issues raised in the complaint.

A Letter of Findings can be issued.

If additional information or an investigation is necessary, the GaDOE will have 60 days from receipt of the information or completion of the investigation to issue a Letter of Findings.

If the Letter of Findings indicates that a violation has been found, corrective action will be required and timelines for completion will be included.

Either the 30 day or the 60 day timelines outlined above may be extended, if exceptional circumstances exist. 

The Letter of Findings will be sent directly to the complainant, as well as the other parties involved.

F.       Right of Appeal


If an individual, organization or agency is aggrieved by the final decision of the GaDOE, that individual, organization or agency has the right to request review of the decision by the U.S. Secretary of Education. The review is at the Secretary’s discretion.

For complaints filed pursuant to Title IX, Part E, Subpart 1, Section 9503 (20 U.S.C. §7883, complaint process for participation of private school children), a complainant may appeal the GaDOE’s decision to the U.S. Secretary of Education no later than 30 days from the date on which the complainant receives the Letter of Findings. The appeal must be accompanied by a copy of the GaDOE’s decision and include a complete statement of the reasons supporting the appeal.

 Dr. Donna Drakeford, Director
(229) 732-2463