TITLE I SCHOOLWIDE PLANNING MEETING

GRAVES ELEMENTARY SCHOOL

JUNE 2015

MEETING AGENDA KEY POINTS•Intent of Title I

•Targeted Assistance vs. Schoolwide Title I Programs

•School Data

•Identified Strengths and Weaknesses

•LSPI Goals

•Needs Assessment

•Benefits of Schoolwide Programs

•Parent Involvement

•Resources

INTENT OF TITLE I

The intent of Title I is to ensure that all children have a fair, equal, and significant opportunity to obtain a high quality education.

Title I provides funds to improve achievement of the lowest-achieving students – those who are failing, or are most at-risk of failing, to meet State academic achievement standards – enrolled in high-poverty schools

TWO TYPES OF TITLE I PROGRAMSTargeted Assistance Program Schoolwide Program

Designed to meet the needs of targeted students who are most academically at-risk.

Comprehensive reform strategy designed to enhance the entire educational program in a Title I school.

Primary goal is to ensure that targeted students demonstrate proficiency on State academic standards and assessments.

Primary goal is to ensure that all students demonstrate proficiency on State academic standards and assessments.

Funds can only be used to address the needs of the most academically at-risk students and the teachers who serve them.

Funds can be used to address the needs of all students and teachers in the school.

Requires a 10 component Targeted Assistance Plan

Requires a 19 component Schoolwide Plan

SCHOOLWIDE PROGRAMS

Section 1114 of Title I of the ESEA allows a school in which 40 percent or more of its students receive Free and/or Reduced lunch meals to use its Title I funds, along with other Federal, State, and local funds, to operate a schoolwide program to upgrade the entire educational program in the school to improve the academic performance of all students, particularly the lowest-achieving students. [Section 1114(a)(1)]

TITLE I SCHOOLWIDE PROGRAM REQUIREMENTS

• Instruction by highly qualified teachers

• High quality and ongoing professional development

• Strategies to attract highly qualified teachers

• Strategies to increase parental involvement

• Plans for assisting preschool children in the transition from early childhood programs to local elementary programs

• Plans for assisting children in transitioning between grade levels and/or grade spans

TITLE I SCHOOLWIDE PROGRAM REQUIREMENTS

– Inclusion of teachers in decisions about the use of academic assessment information for the purpose of improving student achievement

– Effective, timely and additional assistance for students who have difficulty mastering the standards at proficient and advanced levels.

– Coordination and integration of Federal, State and local services and programs.

– Title I Budget must support the plan.

DOCUMENTATION AND COMPLIANCE

A schoolwide program shall maintain records that demonstrate that the program, as a whole, addresses the intent and purposes of Title I.

The amount of Federal funds used in a schoolwide program must be supplemental to the amount of State and local funds the school would otherwise receive.

BENEFITS OF A SCHOOLWIDE PROGRAM

•Flexibility –serving all students, ability to offer additional services

•Coordination and Integration -curriculum and instruction are aligned

•Accountability – clear and coordinated; all students are responsible for achieving the same high standards

•Unified Goals – schoolwide programs bring parents, the community and the school together to promote continuous quality improvement by addressing identified goals as partners

CHARACTERISTICS OF AN EFFECTIVE SCHOOLWIDE PROGRAM

•Strong leadership

•Goals that are based on a shared vision by stakeholders

•Commitment to the investment of time

•Training of participants prior to implementation of a program

•Flexible instructional and professional development strategies that accommodate a variety of approaches

COMPONENT ONE: NEEDS ASSESSMENT

•School Designation- Good Standing•What does school status mean?• Not opening as Priority, Focus or Alert•Goal is to become a Rewards school

COMPONENT ONE: NEEDS ASSESSMENT

School’s LSPI goals-(Enter school’s goals here)

COMPONENT ONE: NEEDS ASSESSMENT

CRCT Reading 2013 -2014

(Local-Graves, Nesbit, Rockbridge, and State Comparison)

COMPONENT ONE: NEEDS ASSESSMENT

CRCT Language Arts 2013 -2014

(Local-Graves, Nesbit, Rockbridge, and State Comparison)

COMPONENT ONE: NEEDS ASSESSMENT

CRCT Math 2013 -2014

(Local-Graves, Nesbit, Rockbridge, and State Comparison)

COMPONENT ONE: NEEDS ASSESSMENT

Strengths Based on the current data from Graves Elementary:

•Fifty-nine percent of Graves’ students in grades 3-5 scored in the meets range for Reading on the 2013-2014 CRCT

•Eighty-one percent of Graves’ students in grades 3-5 scored in the meets and exceeds range for Reading on the 2013-2014 CRCT

•Fifty-six percent of Graves’ students in grades 3-5 scored in the meets range for Language Arts on the 2013-2014 CRCT

•More than half of the students in grades 3-5 scored above the county and state averages in Reading and Language Arts on the 2013-2014 CRCT

•More than half of the students scored in the meets and exceeds range in Math on the 2013-2014 CRCT

COMPONENT ONE: NEEDS ASSESSMENT

Weaknesses

Based on the current data from Graves Elementary:

•Twelve percent of Graves’ students scored in the exceeds range in Language Arts on the 2013-2014 CRCT.

•Thirty-two percent of Graves’ students scored in the does not meet range in Language Arts on the 2013-2014 CRCT.

•Forty-two percent of Graves’ students scored in the does not meet range in Math on the 2013-2014 CRCT.

•Twenty-two percent of Graves’ students scored in the exceeds range in Math on the 2013-2014 CRCT

COMPONENT ONE: NEEDS ASSESSMENT

Plan to overcome identified challenges and/or barriers to accomplish identified goals and meet the needs of all students:

•Implement the Workshop Models in Reading/Language Arts, Writing, and Math

•Provide ongoing professional development, training, and coaching to support and enhance Workshop Model implementation

•Integrate technology using Classworks, Imagine Learning, Write to Learn, and Document Based Writing

•Provide materials and resources to increase language acquisition levels and vocabulary development

•Formative and Informative Evaluations

COMPONENT TWO: REFORM STRATEGIES

Reform strategies:

Balanced Literacy Bitter, C. (2009). What Works to Improve Student Literacy Achievement? An Examination of Instructional Practices in a Balanced Literacy Approach. Journal Of Education For Students Placed At Risk, 14(1), 17-44. Frey, B. (2005). Balanced Literacy in an Urban School District. Journal Of Educational Research, 98(5), 272-280.

Technology Resources (Classworks, IPass, etc.) Pitler, H., Hubbell, E.R., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.

Balanced Numeracy Fosnot, C., & Dolk, M. (2001). Young mathematicians at work: Constructing number sense, addition, and subtraction. Portsmouth, NH: Heinemann. Lester, F. K. (2003). Teaching mathematics through problem solving: prekindergarten-grade 6. Reston, VA: National Council of Teachers of Mathematics.

Materials and training for parents Faires, Joan, Nichols, William Dee, Rickelman, Robert J. (2000). Effects of Parental Involvement in Developing Competent Readers in First Grade. Reading Psychology, 21 (3), p195-215. Ingram, Melissa; Wolfe, Randi B.; Lieberman, Joyce M. (2007). The Role of Parents in High-Achieving Schools Serving Low-Income, At-Risk Populations. Education & Urban Society, 39(4), p479-497

COMPONENT THREE: HIGHLY QUALIFIED TEACHERS

Instruction by Highly Qualified Teachers

All teachers that have been hired to teach at Graves Elementary School meet the Highly Qualified status.

COMPONENT FOUR: PROFESSIONAL DEVELOPMENT

Input/Feedback on Professional Development for Teachers

•Implementing Reading Workshop-Best practices, processes, and procedures for effectively implementing the Reading Workshop model

•The Craft of Writer’s Workshop-Best practices, processes, and procedures for effectively implementing the Reading Workshop model

•Spiraling with Calendar Math-Implementing ongoing spiraling activities using the classroom calendar

•Math Workshop in Action-Best practices, processes, and procedures for effectively implementing the Math Workshop model

•Close Reading-Teaching the strategies needed to encourage students to think deeper, examine meaning, develop ideas, and promote comprehension

•Guided Reading 101-Incorporating strategies to maximize guided reading groups

•Number Talks-Building mathematical comprehension and computation strategies

•ESOL Strategies-teaching teachers strategies to

improving language acquisition and promote fluency All professional development activities may be led by instructional coaches,

teacher leaders, administrators, and/or county personnel.

COMPONENT FIVE: ATTRACTING HIGHLY QUALIFIED

TEACHERSAttracting Hi-Q Teachers•Actively recruit teachers meeting the criteria identified as Highly Qualified•Select candidates using the Gwinnett County Public Schools (GCPS) Applitrack database•Participate in the GCPS job fair to hire new teachers•Collaborate with local universities to recruit students from teacher training programs•Observe student teachers as potential candidates•Require interview candidates to teach a lesson as part of the selection process

STAKEHOLDER INPUT AND FEEDBACK(ACTIVITY)

•Needs Assessment

•Identified Strengths

•Identified Weaknesses

•Reform Strategies

•Instruction by Highly Qualified Teachers

•Professional Development

•Attracting Highly Qualified Teachers

COMPONENT SIX-PARENT INVOLVEMENT

Parent Involvement Policy

• Purpose: Establishes the school’s expectations for parental involvement and describes how the school will implement a number of specific parental involvement activities and it is incorporated into the school’s plan for improvement.

School/Parent Compact

• Purpose: Serves as an agreement that parents, students and teachers develop together explaining how they will partner to ensure that students meet state academic standards.

Calendar of Events

• Purpose: Outlines opportunities for parents to be an active participant in schoolwide activities and/or events.

RESOURCES• U.S. Department of Education: http://www.ed.gov

• Georgia Department of Education

www.doe.k12.ga.us