Every Student Succeeds Act (ESSA)

Parents are encouraged to participate in regular and meaningful communication involving student academic learning and other school activities, including ensuring:

• that parents play an integral role in assisting their child’s learning;
• that parents are encouraged to be actively involved in their child’s education at school; and
• that parents are full partners in their child’s education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child.

The district must reserve funds for homeless children who do not attend participating Title I schools and may, for instance, provide support services to children in shelters and other locations where homeless children live.  Services should be provided to assist homeless students to effectively take advantage of educational opportunities. 

Teachers and Ed Techs in Title I programs and schools must be fully credentialed. Teachers must meet the state requirements for teacher certification for the subject they teach. This includes conditional and emergency certifications. Educational Technicians must hold the ESEA authorization credential which requires 60 credit hours of approved college coursework.

Title IA funds are set aside to provide Title IA eligible students at eligible private schools the educational services deemed equitable to services they would receive in their neighborhood public schools.

Title IIA provides resources for improving teacher and principal quality focused on preparing, training, and recruiting high-quality teachers and principals.  Additionally, equitable resources must be provided to eligible private schools to address the professional learning needs of the staff. Seven of Portland’s private schools receive funds to provide staff training to enhance teachers’ content knowledge and instruction. Practices supported by Title IIA include:  immersion into the world of mathematics and/or science; immersion in problem-solving and/or inquiry; curriculum implementation; action research; case discussions; examining student work; partnerships with professionals in business, industry, and universities; coaching and mentoring; study groups; workshops, institutes, courses, and seminars; technology for professional learning; and developing professional developers.

Title III provides resources to assist school districts in: increasing English proficiency and student academic achievement of children who are limited English proficient; and providing high-quality professional development to classroom teachers, principals, and administrators involved in their education.