Equity & Access

The Title VI Program is a Formula Grant Application funded through Elementary Secondary Education Act (ESEA) to those school districts who have a high concentration of American Indian/Alaskan Native students in their school districts. The Title VI Program is housed within the Student Advocacy Services (SAS) formally known as Federal Programs (ESEA).
Native American and Alaskan Native Parent Advisory Committee

Excused Absence Definitions:

1. Excused Absence or Valid Excuse" means an absence resulting from:

• an illness;
• a death of a family member or close friend
• a documented medical appointment
• a family emergency;
• an approved school activity;
• a pre-approved family activity or travel, consistent with District policy. In determining whether to pre-approve a family activity or travel as a valid excuse, the district shall approve the absence if the District determines that the absence will not adversely impact the student's education; or other absences may be considered as "valid excuses" as determined by the school.

2. "Truant" is an absence without a valid excuse or an excused absence.
Therefore, a student is considered "truant" when he or she is absent from school without a valid excuse.

3. "Habitual Truant" is a student, 12 years of age or older, who fails to cooperate with efforts on the part of designated school authorities to resolve the student's attendance prob1em(s) and/or has been absent without a "valid excuse" for ten (10) or more times during the school year.

Ogden School District Title IX Training for Administrators
Utah State Board of Education Title IX Coordinator Training
Utah State Board of Education ICS Title IX Investigator Training

Equity and Advocacy Parent and Student Toolkit

Educational Equity is a federally mandated monitoring office for the K-12 public school system at the Utah State Board of Education (USBE) that monitors civil rights compliance in accordance with the U.S. Department of Education and the Office for Civil Rights (OCR) regulations which prohibits:

• discrimination on the basis of disability in any program or activity receiving federal financial assistance (Section 504 of the Rehabilitation Act of 1973)
• discrimination on the specific basis of sex discrimination (Title IX)
• discrimination on the basis of race, color, national origin, sex discrimination, disability, age or religion (Title VI)

If you have questions or concerns about Student Rights please contact Ross Lunceford at 801-737-7283 or luncefordr@ogdensd.org.

If you have questions or concerns about Personnel Rights contact Jessica Bennington at 801-737-7319 or benningtonj@ogdensd.org.

Please complete the online Patron Concern Form.

Please visit our Community Page for information on our after school programs.

Community Information

Senate Bill 43

INTERGENERATIONAL POVERTY INTERVENTIONS (IGP) GRANT

In 2014, the Utah State Legislature passed Senate Bill 43, the IGP in Public Schools bill (sponsored by Senator Reid), which received an annual appropriation of $1,000,000 for afterschool programming. Administered through the Utah State Office of Education (USOE), individual grants were made available to Local Education Agencies (LEAs) for new or existing after-school programs that provided targeted services for students affected by intergenerational poverty. Through a competitive application process, six LEAs were awarded grants ranging from approximately $34,000 to $303,000.

Ogden School District is a recipient of two IGP Grants (2014-2017; 2017-2020) which fund quality extended day and extended year programming for George Washington High School, Mound Fort Jr. High, Gramercy Elementary, James Madison Elementary, New Bridge Elementary, and T.O. Smith Elementary schools.

Our mission is to collaborate with a wide range of partners to ensure that all facets of Title III legislation are supported for the purpose of preparing ELs, Immigrant Students and Recently Arrived (Refugees) for Career, College and Life Readiness.

Ogden School District is committed to providing students meaningful and equal access to educational programs.

Nuestra misión es colaborar con una amplia variedad de socios para asegurar que todas las aspectos de la legislación del Título III sean apoyadas con el propósito de preparar estudiantes que están aprendiendo inglés (EL), estudiantes inmigrantes y recién llegados (Refugiados) para la carrera, universidad y la vida.+

El Distrito Escolar de Ogden se compromete a brindar a los estudiantes acceso significativo e igualitario a los programas educativos.

Ensuring English Learner Students can Participate Meaningfully and Equally in Educational Programs

Information on the Rights of all Children to Enroll in School: Questions and Answers for States, School Districts and Parents

Refugees, Asylum Seekers, Immigrants, Migrants

Live Interpreters | Intérpretes en vivo

What is TITLE I

Title I is a federal education program under the Every Student Succeeds Act (ESSA) which replaced the No Child Left Behind Act of 2001 by President Obama on December 10, 2015. There are four parts to Title I: improving the academic achievement of the disadvantaged, increasing family literacy, migrant education, and services for neglected or delinquent children and youth.

What are the goals of TITLE I

The goals of Title I are to help students to achieve academic success in Reading/Language Arts and Mathematics; increase student performance in high poverty schools through school-wide reform; build teacher capacity through quality professional development; and enhance parents' abilities to help their children succeed through quality parental involvement activities.

Why TITLE I Matters

The purpose of ESSA is to “provide all children significant opportunity to receive a fair, equitable, and high-quality education, and to close educational achievement gaps.” For principals, Title I funding brings both needed resources and new requirements to provide the personnel, instruction, and interventions to help close achievement gaps. This fact sheet provides basic information about the funding and major provisions of Title I. It also highlights opportunities for you to engage with your district and state in ensuring that the state’s Title I plan includes the priorities you deem critical to providing a quality education in your school.

For more information regarding the Federal guidelines for Every Student Succeeds Act (ESSA) please connect to the link below.

Every Student Succeeds Act (ESSA)

Families may qualify for discounted home internet service* for personal use from an independent vendor by visiting www.internetessentials.com or contacting 855-846-8376

Families may request a wireless internet access device** (hotspot) for school use by completing the linked form and submitting it to the student’s school.

• Educational Device Checkout Agreement
• Internet Hotspot Checkout Form
• Contrato para aparatos electrónicos prestados
• Formulario para el Consentimiento de punto de acceso educativo

*This program is not affiliated with Ogden School District
**Subject to qualifying terms and availability

Migrant Education Program (MEP)

You may qualify for several services through the Migrant Education Program.

• Free breakfast and lunch through your child(s) school
• Free Summer School
• High School credit recovery
• Connections to Community Resources

Migrant Education Program Parent Advisory Committee

Title I Part C: Migrant Education Program (MEP) Program Overview

Migrant Education Program (MEP) funds support high quality education programs for migratory children and help ensure that migratory children who move among the states are not penalized in any manner by disparities among states in curriculum, graduation requirements, or state academic content and student academic achievement standards. MEP funds also ensure that migratory children not only are provided with appropriate education services (including supportive services) that address their special needs but also that such children receive full and appropriate opportunities to meet the same challenging state academic content and student academic achievement standards that all children are expected to meet. Federal funds are allocated by formula to SEAs, based on each state’s per pupil expenditure for education and counts of eligible migratory children, age 3 through 21, residing within the state.

The goal of the MEP is to ensure that all migrant students reach challenging academic standards and graduate with a high school diploma (or complete a GED) that prepares them for responsible citizenship, further learning, and productive employment.

Please select from the options below for the Parent Form you need. If you need one that is not available contact your child's school. Thank you.

Parent and Family Engagement

Parents Right to Know
English
Spanish

Sample Elementary School Parent Student Compact (English)
Sample Elementary School Parent Student Compact (Spanish)

Sample Secondary School Parent Student Compact (English)
Sample Secondary School Parent Student Compact (Spanish)

The 21st Century Community Learning Centers (CCLC) Program is a competitive federal grant for Local Education Agencies (LEAs) and Community or Faith-Based Organizations (CFBOs) to serve students and their families attending schools with poverty levels of 40 percent or higher outside of regular school hours. George Washington High School is in it's third year of implementing the grant.

Authorized under Title IV, Part B, of the Elementary and Secondary Education Act, the program’s specific purposes are to:

1. Provide opportunities for academic enrichment, including providing tutorial services to help students (particularly students in high-poverty areas and those who attend low-performing schools) meet State and local student performance standards in core academic subjects such as reading and mathematics;
2. Offer students a broad array of additional services, programs, and activities such as youth development activities, drug and violence prevention programs, counseling programs, art, music, and recreation programs, technology education programs, and character education programs, that are designed to reinforce and complement the regular academic program of participating students; and
3. Offer families of students served by community learning centers opportunities for literacy and related educational development.