Title I

Title I is part of The No Child Left Behind Act of 2001, and its purpose is to provide supplemental resources and services to high poverty schools (Title I, Part A), to migratory children and families (Title I, Part C), and to institutions serving neglected and delinquent children and youth (Title I, Part D).

The goal of Title I is to improve student achievement through effective instruction, professional development, and family involvement. At Kathleen High School the Title 1 Office is located in the Media Center, you can also reach them at (863) 499-2655 ext.269.

Program Facilitator:  Jennifer Redd

Title I Mission Statement

District and school-based Title I Parent Involvement Programs in Polk County will strive to build RELATIONSHIPS to create real family engagement for every child, every family, every teacher, every day.

Title I Parent Involvement Program

District Parent Involvement Mission Statement

District and school-based Title I Parent Involvement Programs in Polk County will strive to build RELATIONSHIPS to create real family engagement for every child, every family, every teacher, every day.

Title I Overview

Components of Title I are:

  1. Effective Instruction
  2. Professional Development
  3. Parental Involvement

Studies show that the more parents are involved in the education of their child, the more academically successful that child will be. The goal of the Title I Parent Involvement program is to give school-based Parent Involvement Facilitators information, materials and resources to enable them to provide for their parents at the school-level. It is the job of the Facilitator to give parents the tools and resources necessary for them to help their child at home. Everyone working together in this way gives the child the best possible support for doing well in school.

Title I Overview Spanish
Title I Overview Haitian-Creole

Documents

School Improvement Plan

2016-2017 KHS School Improvement Plan

KHS Parent Involvement Plan and Parent Involvement Summary

2016-2017 District Parent Involvement Plan

English Parent Involvement Plan Summary

Parent Involvement Plan Assurance Page

Compact

School Compact English

School Compact Spanish

School Compact Haitian-Creole

Right To Know Letter

English Right To Know

Spanish Right To Know

Haitian-Creole Right To Know

District Resources

District Title One Page

Family Engagement = Student Success

2014-2015 School Public Accountability Report (SPAR)

The 2014-2015 SPAR has just been released. By law, we are required to notify parents that the SPAR is available.
The SPAR can be found on FLDOE’s Website or at here.

Explanation of State and District Test Scores

The Florida Comprehensive Assessment Test® (FCAT) is part of Florida’s overall plan to increase student achievement by implementing higher standards. The FCAT, administered to students in grades 3-11, consists of tests that measure selected benchmarks in mathematics, reading, science, and writing from the Sunshine State Standards (SSS). Participating students include all students working toward a standard high school diploma, including English Language Learners (ELLs) and students with disabilities. Grade 3 students must earn an FCAT Reading score of Level 2 or higher on a scale of 1 – 5 in order to be promoted to grade 4. Requirements of FCAT scores for passing to the next grade level may be found in the district’s Pupil Progression Plan.

The best understanding of a student’s academic achievement comes from looking at multiple pieces of evidence (including FCAT scores) collected over time. Developmental Scale Scores were introduced in 2002 to track student progress over time and across grade levels to indicate student “growth,” or “learning gains.” For this reason, they are the scores students and parents receive on their FCAT Reading and FCAT Mathematics Student and Parent Reports. By using FCAT Developmental Scale Scores, parents can monitor their student’s academic progress from one grade to the next. By comparing a student’s scores in the same FCAT subject for two or more years with the associated mean scores (or with the various Achievement Levels) for those years, it is possible to identify whether a student’s performance improved, declined, or remained consistent.

Useful School Links & Resources

2015-2016 Parent Involvement Plan
English | Spanish | Haitian-Creole

2015-216 KHS Compact
English | Spanish

2015-2016 KHS Parent Involvement Plan
English

2015-2016 District Plan with Assurances
English

4 Week Notification Letter
English

How to Access the Title 1 Online TASKHUB
English