Title I

Department Functions

Title I is the federal education law that provides funding to elementary and secondary schools for programs and services to help economically disadvantaged students to succeed.

The purpose of Title I is to ensure that all students have an equal opportunity to reach State learning standards. Title I is intended to help close the gap in academic achievement between students in different ethnic and income groups.

Programs Funded by Title I

School-Based Program

The Title I School-based Performance Zone program serves students in Clark County School District Title I-eligible schools. Currently, six Coordinators, twelve Project Facilitators, and six Secretary III’s work directly with the administration and staff at Title I schools to develop and implement each school’s Title I plan.

Technical and administrative support is provided to each school to ensure that the Title I plan supports the school’s plan for academic improvement. Title I Coordinators and Project Facilitators ensure that each school complies with all federal, state, and district regulations that govern the use of Title I funds.

Services provided to Title I schools include:

• Technical assistance to school-based personnel in the development and implementation of Title I plans;
• Technical assistance in the identification of scientific, research-based curriculum and technology for the Title I program;
• Technical assistance in the development and implementation of a Parent Involvement Policy in compliance with the regulations of the Elementary and Secondary Education Act (ESEA);
• Technical assistance with required paperwork for the expenditure of Title I funds;
• Monitoring of Title I plans to ensure compliance with Federal, State and District regulations;
• Technical assistance and workshops to assist school-based personnel with implementation of their Title I plan;
• Technical assistance to teachers and support staff regarding curriculum technology, teaching techniques and instructional strategies to increase student achievement;
• Collaboration with Area and District staff to assist schools with implementation of District achievement goals;
• Yearly review, in collaboration with the School Improvement Department, of school Improvement/Restructuring plans to ensure compliance with the ESEA.

Charter Schools

Section 5206 of NCLB/ESEA places charter schools on the same footing as traditional public schools for federal fund allocation purposes. Upon request for Title I funding, the charter school must provide the SEA or LEA with data or information that is reasonably needed to estimate the amount of funds the charter school will be eligible to receive. This information included as estimated enrollment number and poverty data. The charter schools receiving Title I funding are considered part of the LEA. The stature requires that their teachers and paraprofessional meet the “highly qualified” standards as public school personnel.

The charter school authorizer is responsible for ensuring that the charter school complies with the content of its charter and certain minimum fiscal and operational requirements.

In general, the accountability requirement applies to charter schools in the same way they apply to regular public schools or LEAs:

• Participate in the state assessment system;
• Be compared to the state-developed measure of achievement;
• If they are Title I schools, be identified for school improvement, corrective action or restructuring if they fail to meet the state-developed measure of achievement.

Private Schools – Title I Services

ESEA requires that local education agencies (LEAs) provide eligible private school children with Title I benefits that address their needs, on an equitable basis and in a timely manner. These benefits also extend to private school parents and teachers. The mandate to ensure equitable services for families and teachers of Title I students relates to the Title I parental involvement and professional development activities required by ESEA.

Appropriate consultation with private school officials is key to ensuring that the LEA’s program for equitable participation is a success. Consultation must be timely and meaningful. To be meaningful, the LEA must genuinely consider the comments of the private school. In the end, however, the LEA makes the final decisions with respect to the Title I services that are provided to eligible private school students.

The LEA must annually contact private school officials and make an offer of services. Additionally, the LEA must issue an invitation to a meeting at which public school officials explain the program and provide private school representatives with an opportunity to ask questions about how their students may participate.

Title I Parenting Program

The purpose of the Family Resource Centers is to help implement successful and effective family engagement programs and activities that lead to improvement in student achievement. Additionally, the centers provide resources that strengthen partnerships among parents, teachers, principals, administrators, and other school personnel in meeting the educational needs of children. The Family Resource Centers have a large selection of family resource materials that provide concise and up-to-date information on topics that affect children, teenagers, and their families. Families from across CCSD are encouraged to become involved in Family Center activities.

The Family Centers strive to build home-school connections by fostering the following:

• Building self-efficacy in parents and students;
• Encouraging families to read daily in the home;
• Emphasizing the importance of family engagement within the schools;
• Providing families with take-home activities to supplement classroom instruction;
• Helping families to navigate the school system;
• Creating a “safe haven” for families to visit and to receive resources;
• Helping to foster a rapport between families, communities, and schools;
• Providing families with support with District initiatives (i.e., ParentLink, website for Free/Reduced Lunch).

Student services include: Immediate enrollment in school, free school breakfast and lunch, backpack with school supplies, transportation to school of origin, toiletries, clothing, one-on-one tutoring.

Pre-Kindergarten Program

Students who are three years old (TOTS) or four years old (Pre-kindergarten) may be served under the following conditions:

• The student is three or four years old on or before September 30th of the academic year for which the student is enrolled; and
• The student resides in the attendance zone where the program is offered.

Students who were in a TOTS program the previous year are automatically eligible for participation in the four-year-old pre-kindergarten program the following year. The remaining students are selected based on the results of testing. Selected tests are administered to all students applying for participation and may be administered in English or Spanish. The name of students and their scores are listed in rank order, starting with the student with the lowest raw core on the test of record. Each teacher will select students in rank order beginning with the lowest student.

In a situation where a teacher must choose between two eligible students with the same score, priority will be given to students who participated in Head Start within the previous two years. If this does not apply to either student, the older student is given priority.

The pre-kindergarten test of record will also serve as the waiting list. As vacancies occur, the next student in rank order will be selected to fill the vacancy. The final selection will be completed by the end of the second week of September.

Migrant Program

This program assist students whose parent(s) is/are a migratory agricultural or fishing industry worker who has, in the preceding 36 months, moved from one school district to another to obtain temporary or seasonal employment in agricultural or fishing related work. Clark County School District has a limited migratory population predominantly in Virgin Valley. These students are served through ancillary services supported by a Title I Coordinator. Home visits are made to the homes of pre-k migrant children to work with both the parent and the child. 

Neglected and Delinquent Programs

Title I provides assistance to improve educational opportunities to neglected and delinquent students in local and state institutions. This program specifically offers students assistance in making the transition from the institution to the school and provides a support system to help prevent them from dropping out of school. The focus is on giving supplementary educational assistance to children in Juvenile Court Schools and Spring Mountain Youth Camp.

A bilingual transitional assistant works with the State of Nevada Juvenile Probation Department to facilitate the timely re-enrollment in school of students returning from correctional facilities in Caliente and Elko. This position provides follow-up for parents, schools, and students.

The fact that students reside in an institution for neglected or delinquent youths makes them automatically eligible for Title I services. When all students within a particular institute will be served, they are automatically enrolled in Title I. If, however, an institution houses more students than can be accommodated by Title I, students are selected for participation based on greatest need as measured by the results of standardized tests.

Title I Department
3311 E. Flamingo Rd.
Las Vegas, NV 89121
702-799-3850 | 702-799-3824