Annual Title I Overview

Annual Title I Overview

Chester County School District2015-2016 School Year

What does Title I Mean?

Title I is a federal program that provides opportunities for the children served to acquire the

knowledge and skills necessary to meet challenging state content

standards.

Are all schools Title I?

No. Title One eligibility is based on the number of students who qualify for free/reduced lunch. The following schools qualify for Title I funding: Chester Park Center of Literacy through Technology, Chester Park Elementary School of the Arts, Chester Park Elementary School of Inquiry, Great Falls Elementary, Lewisville Elementary, and Chester Middle School.

What are the key components of Title I?

• Parent Involvement

• Parent and School Resources

Parent InvolvementRegistration / Open House

Annual Title I School MeetingsFamily Involvement Nights

Title I/School Improvement Council (SIC) Meetings

School Parent CompactParent Involvement Policy

Title I Newsletter

What are Title I Parent Promises?

Information regarding student achievement

Notification if your child is not being taught by a highly qualified teacher

Opportunity to review/make suggestions to the School-Parent Compact and the School Parent Involvement Policy (PIP)

– Now, we are providing the opportunity for parents to review/make suggestions to our new District PIP each year!

Opportunity to attend Parent Involvement Meetings

Title I Schools Receive…

• District Literacy Coordinator• Instructional Technology Coach• Interventionist in each Title I school• Class Size Reduction in some elementary schools (if qualify)• Pre-K Expansion for full-day classes at elementary schools• Professional Development for literacy coaches, interventionists,

teachers, paraprofessionals, and administrators• Substitute pay for teachers to attend professional development• Student Assessments, such as Fountas & Pinnell and LL1• Student technology programs, such as SuccessMaker and

Letterland• Instructional Materials and Supplies• Parent Involvement funds to provide workshops, training, and

activities!• Summer reading materials

Parent Opportunities

• Parent Resource Center at each school• Title I Planning/SIC Meetings • Family Events (examples): Muffins for Moms,

Donuts for Dads, Coffee w/the Principal, Grits for Grandparents, Family Literacy, etc.

• PTO (Parent Teacher Organization)• Pre-K Parent Workshops• Family Math Night• Family Reading Night

What can I do to be a part of the decision-making at my child’s

school?

• Volunteer to be on the ballot (and if elected) to serve as a member of the School Improvement Council (SIC).

• Sign up to volunteer in your child’s school.• Provide the Principal with ideas of parent involvement

activities you would like to see at your school.• Provide ideas/suggestions to improve the Parent-School

Compact and Parent Involvement Policy at your school.• Complete your school’s Title I Needs Assessment (usually

Spring of each year).

What were our specific district Title I

expenditures this year?

What were our specific district Title I

expenditures this year?

• LEA Administration• Parent Involvement• Homeless• Highly Qualified Professional Development• Title I District Literacy Coordinator• Instructional Technology Coach• Professional Development for administrators and staff at

Title I schools/district (literacy, math, pre-k, best practices)

• Assessment Kits for literacy• Technology programs such as SuccessMaker and

Letterland• Pre-K Full Day Classes (10)

What do we propose to use Title I funds on

for the 2016-2017 school year?

What do we propose to use Title I funds on

for the 2016-2017 school year?

LEA Administration Parent Involvement Homeless HQ Professional Development Title I District Literacy Coordinator Instructional Technology Coach Professional Development for administrators and staff at

Title I schools (literacy, math, pre-k, best practices) Pre-K Full Day Classes (10)

QUESTIONS / SUGGESTIONS ?

District Parent Involvement Policy

If you have any questions about Title I, please contact your Principal or the Title I district contact, Dena B. Dunlap, Director of Academics at 803-581-9500 or Chester County School District, 509 District Office Dr., Chester, SC 29706.

TITLE 1 PARENT INVOLVEMENT

LITERACY WORKSHOP

Dr. Alisha GreenDistrict Literacy Coordinator Chester County Schools

Why is reading so important??

• Children who struggle with reading in first grade often continue to struggle in fourth grade and beyond.

• Research indicates that students reading below grade level at the end of third grade are six times more likely to leave school without a high school diploma.

Juel, 1994; McGuinness, 2005; Senechal, 2009; Stanovich & Siegel, 1994; Scharlach, 2008; Murnane, Sawhill, and Snow, 2012; Snow, Burns, & Griffin, 1998; Walker & Severson, 2002; Kelly & Campbell, 2006; Mathes, et al., 2005).

Reading Strategies for Younger Children

Have your child read aloud to you every night.

Children who are not read to may hear up to 30 million fewer words from ages 0-5 than their peers who were read to!

Children naturally learn the flow of language when they are read to.

• Punctuation, intonation, cadence, fluency

As your child reads, point out spelling and sound patterns such as cat, pat, hat.

• Spelling/sound patterns help your child learn how to read and spell unknown words.

– If you can read and spell the word “cat” (/-at/ pattern), then you can substitute the initial consonant letter (c) and read and spell new words: pat, sat, mat, splat, hat, chat, etc…

– If you can read and spell “dime” ( /-ime/ pattern), then you can substitute the letter “d” and read/spell new words: time, crime, slime…

 

When you correct the word, take time to show your child how you figured out the word. This is a great time to show your child your reading strategies!

If your child misses the same word again in the same book, don’t become too frustrated. It’s normal!

Research shows that it takes a child anywhere from 7-30 repetitions before they commit new words to their memories!

Incorrect Words

Ask your child to tell you in her own words what happened in a story.

• It builds comprehension skills.

• Informs you whether or not your child understands what they are reading - and whether or not the material is too easy or too hard.

• They learn how to summarize.

• They learn how to verbalize/articulate the knowledge in their head.

Before getting to the end of a story, ask your child what he thinks will happen next and why.

 • This strategy is called prediction.• Prediction is a great strategy because it allows children to

think deeper about the story.• It provides them the opportunity to practice their

summarizing skills. • If the child comprehends everything that has happened in

the story up until that point, then they should be able to synthesize all information read thus far and provide you with

a plausible answer.

Reading Strategies for Older Children

Before reading• Help students tap into what they already know about the material.

• Provide important background information. For example, use vocabulary, context, and • content that students might not know, but which they'll need in order to make sense • of the text.

• Preview the text - glance through the material before they read it.

During reading• Help students monitor their own comprehension. Some readers often focus so intently on

the mechanics of reading that they neglect to attend fully to the meaning of what they read.

• Teach students to draw visual representations of what they read. A great deal of research has shown that the use of "graphic organizers" — any kind of outline, annotation, mapping out of the text, tend to be particularly helpful in boosting comprehension.

After reading• Teach students to summarize accurately. Summarizing texts can help both to clear up any

confusion about the meaning of a text and to secure it more firmly in students' memories.

• Discuss the text. Probably the most important comprehension strategy of all. When students engage in high-quality text-based discussions (with a parent, a sibling, a classmate…) they tend to come away with much clearer understanding of what they read.

4 Stages of Homework… for Parents

Stage 1

Stage 2

Stage 3

Stage 4

Who has ever felt this way??

As parents, we have ALL felt this way!

Discussion: What do you do as a parent when it’s homework time at your house?

• Is it working?

• Why or why not?

• What can you do differently to help?

What Parents Can Do to Help!

Plan time for homework daily. Communicate that completing homework is a priority!

Limit television viewing and video game playing. Encourage reading on a regular basis. Provide incentives for your child to read.

Ex: 1 hour reading = 1 hour on the PlayStation, Tablet, Ipad, Phone, etc…

Encourage your child to read to younger brothers and sisters.

Allow your child to read all types of media: books, magazines, comic books, and even directions to video games…