- American Indian Education - Title VI
- Attendance, Truancy, Compulsory Education
- Civil Rights and Educational Equity - Title IX
- Extended Day / Year Programs
- Families New to the Country, English Learners - Title III
- Improving Academic Achievement for Students - Title I
- McKinney-Vento Homeless Education
- Migrant Education Program (MEP)- Title IC
- Parent Information - Parents Right to Know, Parent-Student-School Compact, Parent Involvement Plan
- 21st Century Community Learning Center (CCLC) - Title IV
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).
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.
Compulsory Education Violation (Ages: 6-14)
(Utah Code 53A-11-101.5)
A designated school administrator may issue a "Notice of Compulsory Education Violation" to a parent/guardian of a student, who is between six (6) and fourteen (14) years of age, if the student is truant (absent without a valid excuse) at least five (5) times during the school year. This "Compulsory Education Notice" shall include the following:
1) Direct the parent/guardian to meet with a designated school administrator to discuss the student's attendance problem and cooperate with the District to secure regular attendance by the student.
2) State that it is a Class B misdemeanor for the student's parent to intentionally or recklessly fail to meet with the school administration to discuss the student's attendance problems (or) to fail to prevent the student from being truant an additional five (5) more times during the remainder of the school year.
Habitual Truancy (Ages 12-16)
Notice of Truancy (Utah Code 53-A-11-101. 7)
A designated school administrator may issue a "Notice of Truancy" to a student, twelve (12) years of age or older, who has been truant (absent without a valid excuse) five (5) times during the school year. This "Notice of Truancy" shall include the following:
1) Direct the student and his/her parents/guardian to meet with a designated school administrator and cooperate with the school in securing regular attendance.
2) Establish a procedure for the student and or parent to appeal the absences, which have resulted in the "Notice of Truancy."
Habitual Truant Citation (Utah Code 53-A-11-101.7)
A designated school administrator may issue a "Habitual Truant Citation" to a student, twelve (12) years of age or older, who has been absent without a valid excuse for ten (10) or more times during one school year. This Citation will be issued only after reasonable efforts have been made by the school to resolve the school attendance problems. After issuing a "Habitual Truant Citation," the school shall then refer the habitual truant to juvenile court. The habitual truant is then subject to the jurisdiction of the juvenile court.
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 Tim Peters at 801-737-7281 or email@example.com.
If you have questions or concerns about Personnel Rights contact Jessica Bennington at 801-737-7319 or firstname.lastname@example.org
Please visit our Community Page for information on our after school programs.
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 English Learners (ELs), Immigrant Students and Recently Arrived (Refugees) for Career, College and Life Readiness.
Nuestra misión es colaborar con una amplia gama de socios para asegurar que todas las facetas 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.
What is TITLE I
Title I is a federal education program under the No Child Left Behind Act of 2001. There are four parts to Title I: improving the academic achievement of the disadvantaged, even start 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.
The McKinney-Vento Homeless Act (Section 725) defines "homeless children and youth" (school age and younger) as:
Call 2-1-1 for more information on community resources
National Center for Homeless Education: 1-800-308-2145
Please if you need further assistance get in touch with your School/Family Community Liaison:
Location: Family Center, 2563 Monroe Blvd. Ogden, UT 84401
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.
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:
- 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;
- 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
- Offer families of students served by community learning centers opportunities for literacy and related educational development.