Ottawa Elementary School

Ottawa Elementary receives federal funding to provide additional reading support to students.  Currently this reinforcement is available to students in Kindergarten-Grade 3.  Children are initially identified through the STAR reading assessment, KRA & Dibels (K), fluency checks, and/or teacher recommendation.  This service is intended to be fluid, meaning that children may come and go as needs are determined.  In some cases, students may be pulled for small group help daily, Monday-Thursday.  Others may receive support twice a week, or others for a few lessons to strengthen a particular skill.  Typical sessions last from 20-30 minutes. The lessons are designed to reinforce and support what is being taught in the classroom.  

If you have any questions about Title 1 services at Ottawa Elementary, feel free to contact our Title 1 teacher, Mrs. Cindy Maag at 419 523 4290 or by email maagc@ottawaglandorf.org, Mrs. Jen Croy, Director of Special Services croyj@ottawaglandorf.org, or Mrs. Audrey Beining, principal beining.a@ottawaglandorf.org.

Title I

Title I, Part A (Title I) of the Elementary and Secondary Education Act, as amended, provides financial assistance to districts and schools with high numbers or high percentages of children from low-income families to ensure that all children meet challenging state academic standards. The purpose of Title I is to ensure that all children have a fair, equal and significant opportunity to obtain a high-quality education and at a minimum, reach proficiency on challenging state academic achievement standards and assessments.

Which school does Title I serve?

Eligible schools receive Title I funds from the state provided by the federal government based primarily on U. S. Census data of low-income students; however, services are provided to students identified as having the greatest need for assistance. The program serves children at Ottawa Elementary.

What is a Title I Schoolwide Program?

A Title I schoolwide program is a method of delivering Title I services in eligible schools. It allows each school the opportunity to use Title I funds to support comprehensive reforms intended to improve the entire educational program in each school as opposed to only certain students.

Title I School - Parent - Student Compact

Ottawa- Glandorf Local Schools 

Ottawa -Glandorf Local Schools, and the parents of the students participating in activities, services, and programs funded by Title 1, Part A of the Elementary and Secondary Education Act (ESEA) and reauthorized under Every Student Succeeds Act (ESSA), agree that this compact outlines how the parents, the entire school staff, and the students will share in the responsibility for improved student academic achievement and the means by which the school and the parents will build and develop a partnership that will help children achieve high standards as defined by the state of Ohio.

School Responsibilities

Provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the participating children to meet the State’s student academic achievement standards by doing the following:

1. Facilitate setting annual academic goals with students and parents.
2. Provide reading and writing instruction that supports classroom instruction.
3. Make efficient use of learning time.
4. Provide a safe and pleasant atmosphere for learning which may include the implementation of evidence based engagement strategies to enhance the learning environment to meet the needs of all learning styles.  For example - strategic movement, variety seating, and the use of sensory tools
5. Demonstrate care and concern for all students.

1. Provide an opportunity for parents and teachers to communicate on an ongoing basis by doing the following:
2. Hold parent-teacher conferences at least annually during which this compact will be discussed as it relates to the individual child’s achievement.
3. Provide parents with frequent reports on their children’s progress by supplying students and parents with clear evaluations of progress and achievement at least once a quarter.
4. Provide parents with reasonable access to staff.  Specifically, staff will respond quickly to parents’ requests for information about their child’s progress or behavior.  Consultations can be made by appointment.
5. Provide parents opportunities to volunteer and participate in their child’s classes, and to observe classroom activities, while first making prior arrangements with the school office and/or administrator.