Skip to content

Title I, Part A

Improving The Academic Achievement Of The Disadvantaged

Title I, Part A, provides Suwannee County School District resources that help children gain a high-quality education and the skills to master the Florida Standards. Title I provides additional resources to schools with economically disadvantaged students. These resources provide additional teachers, professional development, extra time for teaching, parent involvement activities, and other activities designed to raise student achievement. Two models are used in Title I schools to provide these services – schoolwide reform and targeted assistance.

Suwannee County School District is designated as Title I and uses the schoolwide comprehensive reform model to provide all students with access to services.

Parent/Family Engagement

Currently Title I, Part A defines parent involvement as the ...participation of parents in regular, two-way and meaningful communications with school staff that involves the student, addresses learning and engages the family in school activities.

The Every Student Succeeds Act (ESSA) refers to this as Parent and Family Engagement starting in 2017-18.

Parent involvement helps to promote academic success! The more involved you are, the more likely your child will give his or her best effort and be successful. Become a member of your child’s School Advisory Council (SAC) and/or Parent – Teacher Organization (PTO); attend Literacy Nights and other special events hosted by your child’s school; and keep the line of communication open between you and your child and between you and your child’s teacher (s). School success takes TEAM WORK! Stay involved!

Research tells us that

Students with engaged parents and families, are more likely to:

  • Learn to read faster (Exhibit faster rates of literacy acquisition.)
  • Have higher grades and test scores.
  • Are promoted and take more challenging classes.
  • Adapt better to school and have better attendance.
  • Have better social skills and behavior.
  • Graduate from high school.
  • Go on to community/technical college or university.

School-Parent Compact

The School – Parent Compact is an agreement between parents, students, and teachers. The purpose of the compact is to establish a partnership between the home and school, which is necessary to maximize student learning. Compacts are created at the beginning of each school year during a parent/teacher conference. Compacts should be reviewed, evaluated, and modified throughout the school year.

Parents' Right to Know

The Parents Right to Know is distributed to the parents or guardians of students attending Title I schools. Parents can be assured that they will be informed of their child’s level of achievement on Florida Standards Assessment (FSA) and other assessments throughout the school year. 

Parents may request:

  • Whether a teacher is state certified.
  • Whether a teacher is teaching under emergency or other provisional status.
  • The bachelor’s degree major of the teacher and any other graduate degree major or certification.
  • Whether a child is provided services by paraprofessionals and, if so, their qualifications.

The process for requesting information:

  • Parents, guardians, or the general public may make request, either in writing or verbally, directly to the school or district office.

The process for providing information:

  • Upon receipt of either a verbal or written request, the information will be provided in a timely manner.
  • Requested information will be provided in the same manner in which it was received, i.e. email or letter.

Contact Us

Kecia Robinson, Coordinator - School Improvement/Title I

Phone Number: (386) 647-4637

Email Address:

Leigh Fernald, Federal Programs Support Specialist

Phone Number: (386) 647-4615

Email Address:

Joyce Warren, Parent Involvement Liaison

Phone Number: (386) 647-4624

Email Address:

Guidance for Schoolwide Plans

The purpose of a schoolwide program is to generate high levels of academic achievement in core subject areas for all students, especially those students most in need. A comprehensive plan provides a blueprint for all core operations in a schoolwide program. This plan brings focus and coherence to activities and helps ensure unity of purpose, alignment, and clear accountability.

Title I schoolwide comprehensive plans must include the following components:

a. A comprehensive needs assessment (CNA) that identifies the school’s strengths and challenges in key areas that affect student achievement.

b. Schoolwide reform strategies aligned with the needs assessment, designed to improve instruction throughout the school, based on scientifically-based research, strengthening core academic programs, increasing amount and quality of learning time (such as extended school year, before and after school, and summer school programs and opportunities) and enriched and accelerated curriculum to meet the learning needs of all students.

c. Instruction by highly qualified teachers so that all students have the opportunity to be taught by teachers who know their subject matter and are skilled in teaching it.

d. High-quality and on-going professional development for teachers, principals, paraprofessionals, and others to sustain the challenge of meeting student achievement.

e. Strategies to attract high-quality and highly qualified teachers to high-needs schools.

f. Strategies to increase parental involvement, especially in helping their children do well in school.

g. Plans for assisting preschool students in the successful transition from early childhood programs to local elementary Schoolwide programs with an emphasis on creating a coherent and seamless educational program for at-risk students.

h. Measures to include teachers in decisions regarding the use of academic assessments in order to improve the achievement of individual students and the overall instructional program. Teachers need to use multiple assessment measures and know how to use assessment results to improve instruction.

i. Timely, effective assistance and interventions for all students having difficulty meeting the proficient and advanced levels of academic performance.

j. Coordination and integration of Federal, State, and local services and programs with the aim of upgrading the entire program and helping all students reach proficient and advanced levels of achievement.