Title I / Learning Assistance

Both Title I, Part A, and the Learning Assistance Program (LAP) are programs that provide instruction for students in addition to the regular education program. Educational goals are determined for each student and are regularly evaluated through both formal and informal assessments.

Students receive extra support in reading or math to accelerate their learning, typically in small group settings. Parents are notified of student progress several times throughout the year. They are strongly encouraged to become involved in their child’s education, both in and out of school.

Do you need more information?

Tammy Alonzo, talonzo@ntps.org, Program Administrator, 360-412-4400 x40217
Shawna Kiliz, skiliz@ntps.org, Office Professional, 360-412-4462

What is Title I?

Title I, Part A is a federally-funded program designed to help students who need extra support in school. Funds are given to each school district dependent on the number of low-income families in the district. The state sets high academic standards that each child is expected to work toward achieving. NTPS, individual schools, and families work together to plan programs to help children accelerate their learning.

In this program model, all low-achieving students can receive Title I service as needed. A school is eligible for this funding if it serves an attendance area where 44.1 percent or more of the children are from low-income families. The following NTPS schools are identified as having Title I, Part A school-wide programming::

Chambers Prairie Elementary
Lacey Elementary
Lydia Hawk Elementary
Mountain View Elementary
Seven Oaks Elementary

Each Title I school creates an individual school improvement plan that brings together program work and additional support school-wide. The primary goal is to ensure all students, particularly those who are low achieving, demonstrate proficient and/or advanced levels using state achievement standards. School-wide programs utilize different models to achieve student success such as in-class supplemental instruction, before- and after-school support, separate outside-of-class instruction, summer instruction, and instructional specialist support. Family involvement is a major component to ensuring these programs are successful.

Our schools are committed to continuous improvement, and the school improvement plan is a living document that is reviewed and modified semi-annually to assess how well the plan is working and to document outcomes.

Family Involvement
Private School Students

Family Involvement

Families are encouraged to participate in the design of their school’s yearly revision of the school improvement plan, participate on committees, volunteer at school, attend parent conferences and open house, and to work closely with their child at home and with the teachers at school. Families are invited to participate in the planning of the district family involvement events and other parent activities available at their neighborhood schools. A Parent Compact and Parent Involvement Policy are developed with parents and distributed yearly to families. Many schools also have a Parent/Child Take-home Reading/Math program to encourage children to read at home.

We follow our district policy and procedures (4130 and 4130P) to ensure full compliance with District, State, and Federal regulations. The policy and procedures are reviewed annually.

All of our schools host a variety of events to garner parent participation in school programming. One such event, open house, is held at the beginning of the year, a perfect time to review the school wide plan and to invite and educate families on how they can partner around their student’s schooling. Parent conferences are another time we solicit parent involvement in school improvement planning. These happen both in October and March each year. A parent survey is given to solicit information as well. We are always looking to improve parent involvement. As such, we are seeking to reduce the barriers to greater participation. We have been discussing best practices and lessons learned in other schools and districts. Schools are implementing new strategies all the time. If you need more information about how to get involved, contact your school and ask how you can get involved!

Private School Students

Low-performing private school students who live within the Title I school attendance area are eligible for Title I services. Student eligibility is no different from public school students. The Title I school staff and private school staff communication on what services and settings are best for the student. Services may be non-secular, nonideological, and equitable to those provided to public school students. Student academic progress must be reported to the district staff.

What is Learning Access Program (LAP)?

The Learning Assistance Program (LAP) is a state-funded program that provides instruction for students supplemental to the regular education program. Students are given extra support in reading and/or math to accelerate their learning. Educational goals are determined for each student and are evaluated frequently through formal and informal assessments. Students are instructed in small groups and progress is monitored on a frequent basis, with family notification of progress throughout the year. Families are strongly encouraged to become involved in their child’s education, both in and out of school.

Our elementary schools that have LAP programs are:

Evergreen Forest Elementary
Horizons Elementary
Lakes Elementary
Meadows Elementary
Olympic View Elementary
Pleasant Glade Elementary
South Bay Elementary
Summit Virtual Academy K-8
Woodland Elementary

Teacher Qualification & Complaint Procedure

Teacher Qualification Notice

In an effort to keep parents informed about the qualifications of a teacher, the Every Student Succeeds Act (ESSA) allows parents to inquire at school whether a teacher has met state qualifications and certification requirements for the grade level and subject taught. Families may request information about whether a teacher is under emergency or conditional certificate when state qualifications were waived, information about teacher undergraduate or graduate degrees, including graduate certificates, additional degrees, and major/area of concentration.

NTPS conducts annual audits of teacher assignments to assure that teachers are assigned to teach in areas where they meet Washington State certification/endorsement requirements. Sometimes, but very rarely, NTPS seeks a waiver to certification. When this does occur, it is typically for a teacher a few credits short of completion which they are actively working to complete. There are currently no teachers in our Title I schools providing student instruction under a state wavier.

Families can also inquire about paraprofessionals working with their child in reading, writing, or math. NTPS can provide confirmation that students receive help from a paraprofessional, their state qualifications/licensing requirements. All paraprofessionals that assist children in reading, writing, or math meet state qualifications.

Citizen Complaint Procedures

The complaint procedure is described fully in Chapter 392-168 WAC, Special Service Programs–Citizen Complain Procedure for Categorical Federal Programs. A citizen complaint is a written statement that alleges a violation of a federal rule, law, or regulation or state regulation that applies to a federal program.

Anyone can file a citizen complaint.
There is no special form.
There is no need to know the law that governs a federal program to file a complaint.

Follow steps 1 and 2 to complete the citizen complaint process.

File a Citizen Complaint with North Thurston Public Schools. Follow the process outlined in Policy 4312 and Procedure 4312P in NTPS policy governance.
If you are unable to reach a satisfactory solution, file a Citizen Complaint through OSPI.

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