Title I

Bellmawr Public Schools and the Title I faculty, promise to provide the best educational setting for your child, fostering a caring environment.  Within that environment, your child will be encouraged to grow to potential.  This growth will flourish under the direction and love of all of us as we work together toward our common goal. 


What is Title I?

Title I is the federal government’s largest program for elementary & secondary education and is intended to help ensure that all children can obtain a high-quality education and reach proficiency on challenging state academic standards/assessments. Its purpose is to support schools in this mission by providing additional funding to districts that serve low income and/or struggling students. The money must be used to improve academic achievement in basic subjects and to provide families opportunities in the education of their children.


What will Title I do for my child?

Title I programming throughout Bellmawr Public Schools will provide your child with additional academic support beyond the regular classroom.  Title I teachers will consult with your child’s classroom teacher, the building principal, and other staff to plan interventions for your child based on state testing, districtwide assessments, and classroom-based assessments.


Our multi-tiered system of supports includes a combination of pull-out instruction, inclusion (within the regular classroom) and extended day/extended year programs depending on funding availability.  A variety of supplementary teaching methods/materials are utilized in conjunction with our curriculum to ensure alignment.  Additionally, ISIP’s (Individual Student Improvement Plans) are used to establish learning goals for each student, and are sent home with report cards to support the monitoring student achievement based on their goals.

Elementary ISIP ELA.pdf
Elementary ISIP Math.pdf
Middle School ISIP Math.pdf


How do districts receive Title I money?

First, the federal government provides funding to each state. Then, the NJ Department of Education sends this money to school districts based on the number of low-income students attending that school/district. Finally, Title I schools:

  • Identify students at their school who need the most educational assistance based on the criteria that the school system has chosen.
  • The school system sets goals for improving the skills of educationally disadvantaged students.
  • Student progress is measured to determine the success of the Title I program for each student.
  • Programs are developed and implemented for each student to support/supplement regular classroom instruction. 

Schoolwide Assistance Programming is provided at the Bellmawr Park School.


Targeted Assistance Programming is provided at the Ethel Burke School & at the Bell Oaks School. 

The term "targeted assistance" signifies that the services are provided to a select group of children, identified as those most “at risk” of failing. A targeted assistance school differs from a schoolwide program school in several significant respects:

  • Funds may be used in targeted assistance schools only for programs that provide services to eligible children identified as having the greatest need for special assistance.
  • Funds must be used for services that supplement, and do not supplant, the services that would be provided, in the absence of the funds, from non-Federal sources.
  • Records must be maintained that document that funds are spent on activities and services for only participating students. 

Targeted assistance, through Title I funding, is provided by the following staff in each school:

  • Bellmawr Park: 3 elementary teachers & 2 instructional coaches (shared)
  • Ethel Burke: 4 elementary teachers & 2 instructional coaches (shared)
  • Bell Oaks: 1.5 elementary teachers & 2 instructional coaches


Title I Compacts

In order to comply with the regulations of the Title I program, we are mandated to complete Title I Compacts.  A compact is a promise between teachers, students, and parents of our program.  The individual promises of the program are listed on the compact that will be sent home.  Please read this compact with your child.  It is necessary for both of you to sign the form and return it to the Title I teachers in your building. 

Bellmawr Park Compact.pdf
Ethel Burke Compact.pdf
Bell Oaks Compact.pdf 


Parents Rights

In January, 2002 President George Bush signed the No Child Left Behind Law.  This law makes sure that parents in Title I schools have certain rights.  Did you know…

  • You have the right to know the qualifications of your child’s teacher.
  • You have the right to know the qualifications of the substitute teacher when your child has a substitute for more than four weeks.
  • You have the right to know how the school is rated based on the NJSLA.
  • You have a right to understand the NJDOE Student Learning Standards, the Bellmawr Schools Assessment Program, and your child’s test scores.
  • You have the right to expect regular communication with your school in a language that you understand.
  • You have the right to ask for a meeting with the principal or your child’s teacher or Title I teacher.

Title1 Right to Know Letter.pdf 

Parent Involvement


Title I, Part A provides for substantive parental involvement at every level of the program, such as in the development and implementation of the State and local plan, and in carrying out the LEA and school improvement provisions. Studies have found that students with involved parents, no matter what their income or background, are more likely to earn high grades and test scores, and enroll in higher-level programs; pass their classes, earn credits, and be promoted; attend school regularly; and graduate and go on to postsecondary education.


The Bellmawr Schools Title I Program is dedicated to providing quality education for every student in our program. To accomplish this objective, we strive to develop and maintain partnerships with parents and community members. Effective connections between home and school will help to promote productive learning conditions for every child. These open communication lines will expand and enhance learning opportunities. 



Parents & Guardians…You can influence the success of your child in school more that any teacher or federal program.  By becoming an active participant in the Title I and school program at your school, you will:

  • Serve as a role model, showing your child that you support his/her education.
  • Assure that you are aware of your child’s educational progress, thereby demonstrating how important that progress is to you.
  • Teach your student that your input at school is appreciated and that you support its efforts.

Some additional ways to become involved in our school community are outlined below. 

  • Joining our district PTO.
  • Supporting school extra-curricular activities.
  • Volunteering at the school.
  • Attending parent –teacher conferences.
  • Communication with your child’s teacher regularly, by writing notes, telephoning the school, using email, etc.
  • Keeping your child’s teacher informed about events in your child’s life which may affect his/her performance at school.
  • Discussing with your child’s teacher and parent organizations other ideas for parent involvement.

Tips for Parent Teacher Conferences

  • Prepare ahead of time for the conference.
  • Look over recent assignments and test grades so that you know how your child has been performing in class.
  • Look through books and see what your child is learning.
  • Ask your child questions such as, what is their favorite subject, what are they having a difficult time with, what subject do they find easiest, and who are their friends at school.
  • Write down questions you have for the teacher so you will remember what you wanted to ask.
  • List your child's strengths and keep this in mind during the conference. Let the teacher know what you feel his/her strength are and ask how you can work together to further develop them.
  • Be on time for the conference, most are tightly scheduled. Being even 5 minutes late will substantially cut down on the time you have with the teacher.
  • Be open to suggestions from the teacher. Ask what you can do at home to help your child be more prepared for school.
  • Offer suggestions and insights into your child. You know your child best and you may be able to offer information that will help the teacher to better help your child succeed.
  • Ask about social interactions as well as academic. Children struggling with friendships can suffer from low self-esteem which can cause additional problems in school.
  • If you find your child is struggling in school, ask to meet again at a regular interval. This way the teacher will be able to spend more than 20 minutes with you and you can both work together to develop a plan to help your child succeed.

General Homework Tips

  • Make sure your child has a quiet, well-lit place to do homework. Avoid having your child do homework with the television on or in places with other distractions, such as people coming and going.
  • Make sure the materials your child needs, such as paper, pencils and a dictionary, are available. Ask your child if special materials will be needed for some projects and get them in advance.
  • Help your child with time management. Establish a set time each day for doing homework. Don't let your child leave homework until just before bedtime. Think about using a weekend morning or afternoon for working on big projects, especially if the project involves getting together with classmates.
  • Be positive about homework. Tell your child how important school is. The attitude you express about homework will be the attitude your child acquires.
  • When your child does homework, you do homework. Show your child that the skills they are learning are related to things you do as an adult. If your child is reading, you read too. If your child is doing math, balance your checkbook.
  • When your child asks for help, provide guidance, not answers. Giving answers means your child will not learn the material. Too much help teaches your child that when the going gets rough, someone will do the work for him or her.
  • If homework is meant to be done by your child alone, stay away. Too much parent involvement can prevent homework from having some positive effects. Homework is a great way for kids to develop independent, lifelong learning skills.
  • Stay informed. Collaborate and cooperate with your child's teacher. It shows your child that the school and home are a team. Make sure you know the purpose of homework and what your child's class rules are.
  • Help your child figure out what is hard homework and what is easy homework. Have your child do the hard work first. This will mean he will be most alert when facing the biggest challenges. Easy material will seem to go fast when fatigue begins to set in.
  • Watch your child for signs of frustration. Let your child take a short break if he/she is having trouble keeping her mind on an assignment.
  • Reward progress in homework. If your child has been successful in homework completion and is working hard, celebrate that success with a special event (e.g., pizza, a walk, a trip to the park) to reinforce the positive effort.

Additional information regarding Title I programming can be found via the NJ Department of Education webpage.

Please feel free to contact your building principal, your child’s classroom teacher or Title I teacher.  You can also contact Rich Taibi, our Chief Academic Officer, at (856) 931 – 9326, x1213 should you need further assistance or have any additional questions.

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