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

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

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

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

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%

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

2014 SPSA Goals by SUBGROUPS

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.

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?

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

Response to Intervention

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

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.

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.

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

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)

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

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

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

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.”

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!!!

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

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.

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.

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.

The Matthew Effect

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

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

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…