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Alisal Union outlines Title I goals, funding and parent engagement at advisory meeting
Summary
District staff reviewed Title I purpose, budget allocations ($1,657,197.21 total; $28,851 for parent education), five district goals (including EL success and early literacy) and opportunities for parent training and input on the parent–school–district compact.
Alisal Union School District staff presented the district’s annual Title I overview to parents at a district parent advisory meeting, describing what the federal program funds and how the district plans to use limited school-level allocations to support students and parent engagement.
The presenter explained that Title I serves K–12 students in schools with a high percentage of students from economically disadvantaged households and that the funds “provide academic support and learning opportunities” for those students. Staff emphasized that Title I funds are federal dollars meant to supplement, not replace, district funds. The presenter reported a district Title I total of $1,657,197.21 and a separate parent-education allocation of $28,851, noting those amounts are divided across three schools and produce relatively small per-school parent engagement budgets.
Why it matters: Title I funding and how it’s used affect classroom supports, interventions and parent training that schools can offer. District staff framed the presentation around five goals they intend to pursue with Title I and related resources: implement professional learning communities, improve outcomes for English learners, strengthen socioemotional learning and mental-health supports, improve hiring and retention of qualified staff, and expand early-literacy instruction.
Staff also reviewed district results on the California School Dashboard and the performance measures that guide Title I spending. A presenter summarized district performance in English language arts and math, noting the district was “55.6 points below the standard” in one ELA measure and “73.3 points below the standard” in math, while also flagging improvement in science and English learner progress. Staff said those measures inform where interventions and parent trainings should be prioritized.
Parents were asked to help shape parent-engagement activities and the parent–school–district compact that defines responsibilities for schools, families and students. The presenters told parents the compact and engagement policy must be reviewed annually and solicited ideas on the kinds of trainings and supports that would help families support learning at home.
District staff reiterated that Title I funds for parent engagement are modest at the school level and encouraged schools to supplement Title I with other funds when appropriate. The presentation concluded with a short collaborative exercise for parents to offer specific suggestions and with staff offering follow-up support for families who wanted help interpreting school results or completing nomination forms for parent representatives.
