Transcript Title 1 Schoolwide Plan

EAGLE College Prep
Title 1 Schoolwide Plan
Title I
Overview of Title 1
Mission:
To support the implementation of Arizona's System of School Support in order to
impact teaching and learning in K-12 classrooms so that educationally disadvantaged
students achieve high academic success.
Program:
Title I, under the Elementary and Secondary Education Act (ESEA) , provides financial
assistance to local educational agencies to meet the needs of special educationally
disadvantaged children at preschool, elementary, and secondary school levels. The
purpose of Title I is to help all children achieve the state's academic
standards. This is accomplished through supplemental programs that consist of
instructional services, instructional support services, school wide reform efforts, and
increased involvement of parents in their children's education.
- Arizona Department of Education
Process
• Establish a Title 1 Schoolwide planning team
• Over the course of one year:
▫ Conduct a comprehensive needs assessment
relating to curriculum and instruction,
professional development, family/community
involvement, and school organization
(mission/vision)
▫ Set SMART (Strategic & Specific, Measurable,
Attainable, Results-based, Timebound) goals
▫ Create a comprehensive schoolwide plan
▫ Review and revise the plan annually
Title 1 Schoolwide Program
• 2013 - 2014 school year
• Able to serve ALL students, not just those who perform at the very
lowest levels and considered at-risk
In general, schoolwide programs-• Plan for comprehensive, long-term improvement;
• Serve all students with highly qualified teachers and
paraprofessionals;
• Provide continuous learning for staff, parents, and the community;
• Use research-based practices to develop and implement enriched
instruction for all students;
• Use inclusive approaches to strengthen the school’s organizational
structure;
• Consolidate resources to achieve program goals; and
• Engage in continuous self-assessment and improvement.
- Arizona Department of Education
Title 1 Team
• School Administrator: Heidi Simms
• Title 1 Reading Specialists:
▫ Glenna Steiner, Audrey Gunn
• Teachers: Deanna Ogez, Stephanie Presnell,
Marybell Garcia
• Parents: Susie Mendoza, Sue Mockus, Crystal
Dashiell
• Community Member: Frederick Holley
Title 1 Reading
Students who score in the lowest 10% in their
grade level as measured by the NWEA MAP, iReady reading, Instructional Reading Level, and
classroom benchmark tests will be eligible to
receive Title 1 Reading services with our Title 1
Reading Specialists.
Program Objectives
• Success in the regular classroom program
• Attainment of grade level proficiency
• Achievement in basic and more advanced
skills
Levels of Support
• In-Class Program
▫ Differentiated Instruction
▫ Teacher Assistance support
▫ Tutoring
• Pull-Out or Push In Program
▫ Early Literacy Intervention – 1st and 2nd Grades
▫ Intermediate Literacy Intervention – 3rd – 8th
Grades
Review Goals
• Title 1 Team will meet 3 times during the
upcoming school year to ensure all goals and
action steps are being met.
• Title 1 Team will review and revise the goals at
the end of the school year in May/June 2014.
Feedback/Suggestions
Title 1 Instructional Program
• Supplements the regular classroom instructional
program
• Provides daily assistance in a small group
• Provides additional instruction in phonics/word
analysis and/or comprehension skills
• Provides experiences with literature and written
communication
• Accelerates student progress
Program Materials
• Grades 1st – 2nd
▫ Research-Based Scientific Program – Imagine It
▫ Phonemic Awareness, Phonics, Fluency,
Comprehension, Vocabulary
▫ Accelerated Reading
▫ Read Well – ELL
▫ Read Naturally - ELL
Program Materials
• Pull Out Program: 1st and 2nd Grades
▫ Early Literacy Intervention –
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Reading Recovery
Wilson Reading System
Read Naturally
Wright Group Reading Intervention
Phonemic Awareness, Phonics, Fluency, Vocabulary,
Comprehension
Program Materials
• Grades 3rd – 8th
▫ 3rd and 4th Grades – Imagine It!
▫ 3rd and 4th Grades – Novel Units
▫ 5th – 8th Grades – Literature and Content based
Novel Units
▫ Fluency, Vocabulary, Comprehension Instruction
(Phonics if needed)
Program Materials
• Pull Out/Push In Program: 3rd-8th Grades
▫ Intermediate Literacy Intervention
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Soar to Success
Wright Group Reading Intervention
Reciprocal Teaching
Comprehension Skills/Comprehension Toolkit
 Prediction, Clarifying points that are unclear,
Questioning, Summarizing/Retell, Identifying and
Sequencing Story Events
 Decoding Strategies
Evaluation
• Progress Monitoring
▫ Fluency, Comprehension, Vocabulary, Phonics, PA
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Continuous and authentic
Grade Level Benchmarks
Instructional Reading Level
Progress report to parents
▫ Quarterly
Student Academic Achievement Goal
• During 2013 - 2014, 89% of all EAGLE scholars
will meet or exceed the state standards as
measured by the NWEA MAP Reading
assessment and/or AIMS Reading.
• Grow at least one year on i-Ready reading
assessment
What are Standards?
• Standards define what each student should
know and do in a core set of subjects. They give
students a solid foundation in the basics and
provide consistent targets for students, teachers,
and parents.
• When we measure student achievement against
the standards, we have the ability to see how
well we are performing and how much we are
improving.
AIMS Information
• What is AIMS?
▫ AIMS (Arizona Instrument to Measure Standards)
is a standards-based assessment administered in
all Arizona schools in the areas of reading, writing,
math and science
▫ Common Core - PARCC assessment beginning
next year
Proficiency Levels
• Exceeds (E): Superior academic performance
▫ Excelling work indicates an in-depth
understanding and exemplary display of the skills
included in the Arizona Standards
• Meets (M): Satisfactory academic performance
▫ Proficient work indicates a solid understanding
and adequate display of the skills included in the
Arizona standards
Proficiency Levels
• Approaching (AP): Marginal academic
performance
▫ Approaching work indicates a partial
understanding and limited display of the skills
included in the Arizona standards
▫ This work is approaching satisfactory
performance, but has not been reached. There is
need for additional instructional opportunities to
achieve proficient.
Proficiency Level
• Falls Far Below (FFB): Inadequate academic
performance
▫ FFB work indicates little understanding and
minimal display of the skills included in the
Arizona Standards.
▫ There is a major need for additional instructional
opportunities and/or increased student academic
commitment to achieve the proficient level.
Assessments to Measure Reading Progress
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Imagine It Assessments
Reading Inventories
Observation Survey
i-Ready Reading
NWEA MAP Reading
Stanford 10
AIMS
Feedback/Suggestions
Goals to Increase Parent Engagement
1.
Help parents develop better parenting skills
(offering classes, disseminating information
about local programs)
2. All families will volunteer a minimum of 10
hours
3. Support learning at home by offering
workshops teaching parents how to set up
supportive learning environment at home.
Goals Continued
4. Provide parents with opportunities to give
input on pertinent school issues (surveys,
coffee with the principal)
5. Collaborate with the local community to find
volunteers to translate during parent/teacher
conferences
Parent Involvement Policy
• District policy review every five years
• Your input is important to us!
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School Parent Involvement Policy
Consultation with Parents and Teachers
Parent Involvement Activities
School-Parent Commitment
Parent Commitment
• School/Parent/Student Commitment
▫ Fosters better communication and understanding
between parents and teachers and students
• Annual Review Meeting
▫ Current parent input is vital. Please help us by
sharing your ideas with the Title 1 staff.
Home – School Connection
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Read with and to your child
Maintain contact with the classroom teacher
Parent evening workshop programs
Informational packets and materials for parents
School/Parent Commitment
EAGLE Parent Involvement Policy
Feedback/Suggestions