1. Acacia Elementary School Title I Parent Meeting SEPTEMBER 16, 2014
WHO
DO YOU
WANT TO BE?

2. Acacia at a glance… 370 students TK-5th Grade
About 40% English Learners – mostly Spanish but over 10 different languages
Diverse Ethnicities
SAI Special Education Classrooms on Campus
Learning Center and Speech Services
52% Free/Reduced Price Lunch – SED count

3. Schoolwide 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 & Math
LEAD Time
Additional Teachers to create smaller groups and meet the diverse needs of students for ELD (Language), Enrichment, and Academic Review
Combination class support
Grade Level Collaboration Time to support teachers reviewing progress of students and matching students with interventions
Small group support K-5
Professional Development
Parent Education

4. Title I Budget $$$ Intervention Specialists
Technology Hardware and Software including new Promethean Boards
Professional Development & Teacher Release
Instructional Materials & Supplies
Parent Education – Common Core, potential follow up from Bullying Solutions
Copies, Clerical, Operational Costs

5. 2013-2014 SPSA Goals Percent Proficient or Above
ELA – Reading -Phonics
ELA – Reading - Comp
Math K
82% --
80% 1
75% 2
57%
46%
70% 3
63%
47%
48%* 4
72%
73% 5
77%

6. BY Grade Levels - Overall Percent Meeting Lexile Growth Goals 3-5
Met Growth Goal
3rd
63%
4th
58%
5th
64%

7. 2014 SPSA Goals by SUBGROUPS

8. How We Can Grow Common Core State Standards – Higher Bar
Support for students needing it
Emphasize the EFFORT students need to put in
Look at areas for growth – target these areas instructionally throughout the year
Think about sub groups – EL, Hispanic, SED – to narrow the achievement gap by decreasing the number of students who are not proficient
As a staff, we are collaboratively focused on helping every child learn and grow towards meeting and exceeding grade level standards.

9. Professional 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?

10. Staff focus on INTERVENTION
Look at children not meeting benchmarks of proficiency
How do we fill their learning gaps?
CORE INSTRUCTION IN ACADEMIC AREAS – ELA, Math, ELD, Science, Social Studies
SMALL GROUPS
Class
Before/After School
1:1, if necessary

11. Response to Intervention

12. RTI – THINK CPR
Urgent – A sense of pressing need to implement an intervention
Directive – Students are required to participate – not optional
Timely – Evaluate progress regularly & then provide extended learning time and multiple opportunities to demonstrate mastery

13. RTI – Think CPR
Targeted – Has an intended outcome or set goal. Specific interventions for specific needs.
Administered by Trained Professionals –Trained instructors who provide high quality teaching
Systematic – 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.

14. TITLE I Intervention
Acacia 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.

15. INTERVENTION Identification
Students not meeting Grade Level Standards
Below Identified Grade Level Benchmarks K-5
Assessments given to all students to measure mastery of standards throughout the year
Not making ELD Progress (annual CELDT)
Teacher Recommendation
Match student needs to SPECIFIC Interventions each trimester

16. TITLE I Specialists Teachers who work closely with your child’s teacher & principal – Highly Qualified, Caring & NCLB Compliant
Kelli Schroeder
Deborah Debos
Kristen Miller
Laura Rank
Release substitutes to assist with assessments
Paraprofessionals – Mimi Ermolovich, Annette Copti, Victoria Abram, Claudia LaBelle (sub)

17. Tier 1 Interventions (75-85%) Reviewed with Grade Level Team & Principal
In Class Extra Small Group Support
Reteach/Review/Extra Practice
Preview/Frontload
Additional Instructional Support
Further Explanation, Modeling, Hands-On Practice
Guided rather than independent work
Filling in foundational skills
Learning Strategies

18. Tier 2 Interventions (10-15%) Additional Review with Grade Level Team & Principal & Title I Specialists
Students 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 & 2
Math – Number Sense grade level standards
Reading - Phonics & Fluency foundational skills
After School Focused Intervention– 2:40-3:30 pm Tu/W/Th - Grades 3, 4 & 5
Math – Number Sense grade level standards & Problem Solving
Reading – Fluency or Comprehension with W being a RC focus day to promote and increase independent reading
Camp Can-Do – After School - Kinder Foundational Skills in Reading and Math

19. Tier 3 Interventions (5-10%) Smaller Group or 1:1 before Formal Student Study Team
Extremely Specific
Filling in important, individual gaps
Understanding student’s ability to understand and remember very focused instruction
May be referred for Special Education Assessment

20. Michael 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.”

21. Parents’ Role in Intervention
PARENT INVOLVEMENT POLICY – Parent Conferences
Be involved in your child’s education
Build a relationship with teachers / staff
Follow through on intervention needs - CPR
Daily reading or math practice!
Regular and on time attendance for prescribed before/after school intervention
Help your child be successful in whatever ways you can. 
READ!!!

22. SCHOOL-PARENT COMPACT
Required documentation for Title I Schools – part of Parent Conference in October
Shows that we work together for student achievement and growth
Parents and home support make a tremendous difference in student achievement – PURPOSEFUL PARTNERSHIP

23. SCHOOL-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.

24. SCHOOL-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.

25. SCHOOL-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.

26. The Matthew Effect

27. Dr. Seuss
“The more that you read, the more things you will know. The more that you learn, the more places you’ll go.”

28. Thank you for partnering with us help your child know, grow, and GO!
WHO
DO YOU
WANT TO BE?

29. Parent 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…