Title 1 Information

Letter to Yorkshire Families

Yorkshire Elementary School receives Title I funding and is subject to the regulations of the “No Child Left Behind Act” (NCLB) and to continued enforcement under the Elementary and Secondary Education Act (ESEA) Flexibility Waiver.  

NCLB and ESEA require:

• Increased accountability for states and school districts.
• Greater choice for parents, especially those in low-performing schools. 
• Greater flexibility for state and local education agencies in the use of federal funding.

Under NCLB and ESEA, parents have a right to request professional qualifications of their children’s teacher(s) or paraprofessional(s).  This letter is to inform you of your right to ask for the following information about your children’s classroom teachers or paraprofessionals:

Whether Pennsylvania has licensed the teacher for the grades and subjects taught.
Whether the teacher is teaching under an emergency or other provisional status through which Pennsylvania licensing criteria have been waived.
The teacher’s baccalaureate degree major and whether the teacher has any advanced degrees, and if so, the subject of the degrees.
Whether the child is provided services by paraprofessionals and, if so, their qualifications.

If you would like to receive specific information about your child’s teacher or paraprofessional, please contact your school principal

If you have any questions about your child’s assignment to a teacher or paraprofessional, please contact Amanda Albright at Yorkshire Elementary School at 717-885-1230 or at aalbright@yssd.org

Revised May 2025

Because we care deeply about our children, please review the following on how we show our shared dedication and continued commitment to student learning.

Yorkshire Elementary understands the importance of the school experience for every student and our role as educators and models. Therefore, the school agrees to carry out the following responsibilities to the best of our ability.

Administrators, educators, and paraprofessionals will:

• provide high-quality curriculum and instruction in a supportive and effective learning environment to enable your child to meet the challenging state academic standards.
• strive to be aware of the individual needs of your child.
• ensure communication between school and parents with you regarding your child’s progress on an ongoing basis through parent-teacher conferences, periodic progress reports, access to staff via email, and opportunities to volunteer or visit your child’s classroom as conditions allow.
• treat your child with dignity and respect in a safe, positive, and healthy learning environment.

The student realizes education is important. They are the ones responsible for their own success. Therefore, they agree to carry out the following responsibilities to the best of their ability.

I will do my best to:

• develop a positive attitude toward school.
• be responsible for completing homework on time.
• be cooperative by carrying out the teacher’s instructions and asking for help when needed.
• do daily work that is neat and reflects my best effort.
• be respectful to all school staff and to school property. 

The parent(s)/guardian(s) understand(s) that participation in their student's education will help their achievement and attitude. Therefore, the parent(s)/guardian(s) will continue to carry out the following responsibilities to the best of their ability:

I/We will continue to:

• provide a quiet place for my child to study, participate in virtual classes, or complete homework and assist as necessary.
• make sure my child gets an adequate night’s sleep and arrives ready to learn on time.
• teach my child to respect all members of the school community and school property.
• review and respond to school communications, attempt to attend parent/teacher conferences, and consider attending school events or visiting school sites that would support my child.
   

Reapproved by Parent/School Committee in September 2025

The Title I Parent and Family Engagement section of the Every Student Succeeds Act (ESSA), Section 1116 requires each Title I school to develop a written parent and family engagement policy that describes the means for carrying out the requirements of Section 1116. The policy below was developed with Title I parents to meet these guidelines. It will be distributed on an annual basis and will be translated for parents as needed. A copy of this policy will remain in the district’s Title I files for review.

• Parents will be involved in the planning, review and improvement of the school’s Parent Involvement Policy through Title I Parent Committee meetings and through annual questionnaires. Questionnaires should be made available through email as well as paper copies.
• An annual meeting will be held to inform parents of the school’s Title I program and to explain the program and the parents’ right to be involved. This meeting will be held in the fall of each year. A brochure describing the Title I program will be posted/distributed to parents each fall.
• Parent meetings and conferences will be offered at different times during the day including morning, afternoon, and evening.
• Title I funds may be used to pay reasonable and necessary expenses associated with parent involvement activities. This may include transportation, child care, home visit expenses, literacy supplies, books, snacks, and games.
• Parents will be involved in the planning, review, and improvement of the school’s Title I program through a meeting of the Title I Parent Committee, surveys, Talking Points, and phone conversations with Title I staff.
• Yorkshire has become a Title I schoolwide program having involved parents in the joint development of the School-wide Program Plan under ESSA Section 1116.
• If Yorkshire would become a Title I school in school improvement, it would involve parents in the joint development of the School Improvement Plan under Section 1116.
• Yorkshire will provide parents with timely information about the Title I program through the school/district newsletters, progress reports distributed two times during the year that contain an update on student progress, and an annual brochure/posting.
• Yorkshire will provide parents a description and explanation of the curriculum in use at the school, the forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet through a Standards based progress report, Yorkshire newsletters, and a Title I pamphlet/posting.
• Yorkshire will provide assistance to parents in understanding the State’s academic content standards and student achievement standards, local academic assessments and how to monitor a child’s progress and work with teachers to improve the achievement of their children through the standards based progress report, Title I progress reports that contain annual goals.
• Yorkshire will provide, if requested by parents, opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children, and respond to any such suggestions as soon as practicably possible. This will include parent/school conferences and home-school communication.
• A school-parent compact will be jointly developed with parents and the compact outlines how parents, the entire school staff and students will share in the responsibility for improved student achievement. The compact will be reviewed at Title I Parent Committee meetings and distributed when children enter the program.
• Yorkshire will provide materials and training to help parents, guardians, and foster parents to work with their children in grades K-2 to improve their children’s achievement through Title I family events, materials from the Title I teachers, and newsletters. The activities will be developmentally appropriate for students in grades K-2.

• When feasible, Yorkshire will coordinate with other Federal, State, and local programs to support and encourage families as they participate in their children’s education.

• Yorkshire will ensure that information related to school and parent programs, meetings, and other activities is shared in a language and/or format that parents and family members can understand. 

• Yorkshire will provide, as able, opportunities for the informed participation of parents and family members who have limited English proficiency, disabilities, or migratory children.