State & Federal Programs

State of Idaho Report Card

Below you will find the link to the State of Idaho Report Card for Compass Public Charter School. The report card provides all the required information available to parents of students attending our schools. Please do not hesitate to contact the school if you have any questions about the report card information.

Links to documents here:

Title I

What is Title I? Title I of the Elementary and Secondary Education Act provides financial assistance to state and local educational agencies to meet the needs of at-risk children. The purpose of Title I is to provide instructional services and activities which support students in meeting the state’s challenging performance standards. Title I ensures that all children have a fair, equal, and significant opportunity to obtain a high-quality education.

How long have schools been given Title I funds? Title I was enacted in April 11, 1965, as a part of the Elementary and Secondary Education Act (ESEA). As a mandate of the Act, funds are authorized for professional development, instructional materials, resources to support educational programs, and parent involvement promotion. The ESEA was reauthorized with the No Child Left Behind (NCLB) Act of 2001, currently Every Student Succeeds Act (ESSA). It was built on four common-sense pillars: accountability for results; an emphasis on doing what works based on scientific research; expanded parental options; and expanded local control and flexibility.

How is a child eligible for Title I services? Compass Public Charter School is a school-wide Title I program. This means that all students may receive additional help if needed. In most cases, this is done in the classroom with the help of a paraprofessional. The other delivery method for Title I is targeted assistance. In this type of program, only selected students are identified for additional help based on need. How Title I resources and staff are used in a school-wide program is decided by the school leadership team and guided by the school-wide program plan.

Parents and Title I Parent involvement within Title I means the participation of parents in regular, two-way, meaningful communication involving student academic learning. Compass Public Charter School collaborates with parents at the district level by encouraging their participation in parent groups, volunteering, parent-teacher conferences, school events, parent workshops, and other parent-school activities. Families of students who receive Title I services have the right to request information regarding the professional qualifications of their child’s classroom teacher and instructional assistants. Parents should also receive frequent communication of their child’s progress. Examples of communication on student progress include, but are not limited to: district and state testing results, report cards, PowerSchool, parent portal access to Istation, teacher correspondence, newsletters, and emails from students on their individual classroom performance.

Links to documents here:

Title III (LEP) & Part C (Migrant)

The district’s first responsibility is to identify English Language (EL) and Migrant Learners. Compass does this through our student registration process and through the state English Learner Management System. EL students in Idaho are classified according to the Federal government definition as described in the Elementary and Secondary Education Act (ESEA) Section 3201(5).

Links to documents here:

Compass ELL Plan

McKinney Vento Homeless Act

The McKinney-Vento program is designed to address the problems that homeless children and youth have faced in enrolling, attending, and succeeding in school. Under this program, State education agencies must ensure that each homeless child and youth has equal access to the same free appropriate public education as other children and youth. Homeless children and youth should have access to educational and other services that are needed to enable them to meet the same challenging State student academic achievement standards to which all students are held. In addition, homeless students may not be separated from the mainstream school environment. States and districts are required to review and undertake steps to revise laws, regulations, practices, or policies that may act as a barrier to the enrollment, attendance, or success in school of homeless children and youth.

The McKinney-Vento Act defines “homeless children and youth” as individuals who lack a fixed, regular, and adequate nighttime residence. The term includes-

  • Children and youth who are:
    • Sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason (sometimes referred to as doubled-up);
    • Living in motels, hotels, trailer parks, or camping grounds due to lack of alternative adequate accommodations;
    • Living in emergency or transitional shelters;
    • Abandoned in hospitals; or
    • Awaiting foster care placement
  • Children and youth who have a primary nighttime residence that is a public or private place not designed for, or ordinarily used as, a regular sleeping accommodation for human beings;
  • Children and youth who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings; and
  • Migratory children who qualify as homeless because they are living in circumstances described above.

Link to documents here: