Presentation on theme: "Acacia Elementary School Title I Parent Meeting SEPTEMBER 16, 2014"— Presentation transcript:
1Acacia Elementary School Title I Parent Meeting SEPTEMBER 16, 2014 WHODO YOUWANT TO BE?
2Acacia at a glance… 370 students TK-5th Grade About 40% English Learners – mostly Spanish but over 10 different languagesDiverse EthnicitiesSAI Special Education Classrooms on CampusLearning Center and Speech Services52% Free/Reduced Price Lunch – SED count
3Schoolwide Title I Program We use our Title I money to support our school program as a whole, with a focus on students not meeting standards in core academic areas – ELA & MathLEAD TimeAdditional Teachers to create smaller groups and meet the diverse needs of students for ELD (Language), Enrichment, and Academic ReviewCombination class supportGrade Level Collaboration Time to support teachers reviewing progress of students and matching students with interventionsSmall group support K-5Professional DevelopmentParent Education
4Title I Budget $$$ Intervention Specialists Technology Hardware and Software including new Promethean BoardsProfessional Development & Teacher ReleaseInstructional Materials & SuppliesParent Education – Common Core, potential follow up from Bullying SolutionsCopies, Clerical, Operational Costs
52013-2014 SPSA Goals Percent Proficient or Above ELA – Reading -PhonicsELA – Reading - CompMathK82%--80%175%257%46%70%363%47%48%*472%73%577%
8How We Can Grow Common Core State Standards – Higher Bar Support for students needing itEmphasize the EFFORT students need to put inLook at areas for growth – target these areas instructionally throughout the yearThink about sub groups – EL, Hispanic, SED – to narrow the achievement gap by decreasing the number of students who are not proficientAs a staff, we are collaboratively focused on helping every child learn and grow towards meeting and exceeding grade level standards.
9Professional Learning Communities (PLC’s) What do we want students to learn?How will we know they have learned it?What will we do for those who have not learned it?What will we do for those who already know it?
10Staff focus on INTERVENTION Look at children not meeting benchmarks of proficiencyHow do we fill their learning gaps?CORE INSTRUCTION IN ACADEMIC AREAS – ELA, Math, ELD, Science, Social StudiesSMALL GROUPSClassBefore/After School1:1, if necessary
12RTI – THINK CPRUrgent – A sense of pressing need to implement an interventionDirective – Students are required to participate – not optionalTimely – Evaluate progress regularly & then provide extended learning time and multiple opportunities to demonstrate mastery
13RTI – Think CPRTargeted – Has an intended outcome or set goal. Specific interventions for specific needs.Administered by Trained Professionals –Trained instructors who provide high quality teachingSystematic – Provide support for all students who need the instruction. Have clear criteria to move in & out of program. Assess that it is working – Progress Monitoring.
14TITLE I InterventionAcacia receives federal money based on the percentage of students who receive free and reduced price lunch to help us provide support for students needing extra support to meet grade level standards.It is our responsibility to partner with parents to help students who need academic intervention so that they can ultimately reach grade level standards.
15INTERVENTION Identification Students not meeting Grade Level StandardsBelow Identified Grade Level Benchmarks K-5Assessments given to all students to measure mastery of standards throughout the yearNot making ELD Progress (annual CELDT)Teacher RecommendationMatch student needs to SPECIFIC Interventions each trimester
16TITLE I Specialists Teachers who work closely with your child’s teacher & principal – Highly Qualified, Caring & NCLB CompliantKelli SchroederDeborah DebosKristen MillerLaura RankRelease substitutes to assist with assessmentsParaprofessionals – Mimi Ermolovich, Annette Copti, Victoria Abram, Claudia LaBelle (sub)
17Tier 1 Interventions (75-85%) Reviewed with Grade Level Team & Principal In Class Extra Small Group SupportReteach/Review/Extra PracticePreview/FrontloadAdditional Instructional SupportFurther Explanation, Modeling, Hands-On PracticeGuided rather than independent workFilling in foundational skillsLearning Strategies
18Tier 2 Interventions (10-15%) Additional Review with Grade Level Team & Principal & Title I SpecialistsStudents receive extra support in small groups in their classrooms AND, if necessary, additional during, before, or after school times to further target individual needs.Before School Focused Intervention– 7:40-8:20 Tu/W/Th - Grades 1 & 2Math – Number Sense grade level standardsReading - Phonics & Fluency foundational skillsAfter School Focused Intervention– 2:40-3:30 pm Tu/W/Th - Grades 3, 4 & 5Math – Number Sense grade level standards & Problem SolvingReading – Fluency or Comprehension with W being a RC focus day to promote and increase independent readingCamp Can-Do – After School - Kinder Foundational Skills in Reading and Math
19Tier 3 Interventions (5-10%) Smaller Group or 1:1 before Formal Student Study Team Extremely SpecificFilling in important, individual gapsUnderstanding student’s ability to understand and remember very focused instructionMay be referred for Special Education Assessment
20Michael Jordan“When I worked on my game, that’s what I thought about. When it happened, I set another goal, a reasonable, manageable goal that I could realistically achieve if I worked hard enough…I guess I approached it with the end in mind. I knew exactly where I wanted to go, and I focused on getting there.”
21Parents’ Role in Intervention PARENT INVOLVEMENT POLICY – Parent ConferencesBe involved in your child’s educationBuild a relationship with teachers / staffFollow through on intervention needs - CPRDaily reading or math practice!Regular and on time attendance for prescribed before/after school interventionHelp your child be successful in whatever ways you can. READ!!!
22SCHOOL-PARENT COMPACT Required documentation for Title I Schools – part of Parent Conference in OctoberShows that we work together for student achievement and growthParents and home support make a tremendous difference in student achievement – PURPOSEFUL PARTNERSHIP
23SCHOOL-PARENT COMPACT THE STUDENT PLEDGE:I understand that education is important to me. I am the one responsible for my own success. I believe in myself.As a student, I will:Show respect for myself and the rights of others.Give corrected work and notice(s) to my parents right away.Arrive to school and intervention programs on time each day, unless I am ill.Be responsible for my own behavior.Be a cooperative learner who always gives my personal best.Do my homework and read for at least 20 minutes every day.
24SCHOOL-PARENT COMPACT THE TEACHER PLEDGE:I understand the importance of a quality education for every student and my role as an educator and positive role model. I believe in my students and will do all that I can to help them be successful in school.As a teacher, I will:Create a safe, healthy, and positive learning environment.Provide a challenging and supportive instructional program which addresses the individual needs of all students.Monitor the benchmark and intervention progress of my students.Communicate with parents on a regular basis.Assign appropriate homework with clear instructions.Encourage students to read daily at school and at home.Work collaboratively with the school Response to Intervention team and parents to ensure academic progress.
25SCHOOL-PARENT COMPACT THE PARENT PLEDGE:I understand that my active participation in my child’s education is essential to his/her achievement in school. I believe in my child and will do all that I can to help him/her be successful in school.As a parent, I will:Provide a quiet place for my child to study and read.Ensure that my child completes his/her homework.Make sure that my child gets an adequate night’s sleep and has a healthy diet starting with breakfast.See to it that my child arrives on time to school and intervention programs each day.Make any recommended before or after school intervention classes a priority for my child.Attend Back to School Night, Parent Conferences, Important Meetings, Open House and school events.Listen to or read with my child for at least 20 minutes every day.Read all school notices and contact the school when I have questions or concerns.
27Dr. Seuss“The more that you read, the more things you will know. The more that you learn, the more places you’ll go.”
28Thank you for partnering with us help your child know, grow, and GO! WHODO YOUWANT TO BE?
29Parent Comments, Questions, Suggestions Do you know that we care about your child’s learning and want to help her/him meet standards and be successful?Do you know why your child has been identified as needing Title I Intervention?Do you know what those interventions are?Do you know how you need to support your child to meet standards and be successful?What can we do to further help you?Speakers, Resources, Etc…