1. East Feliciana Parish Schools
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Annual Title I Meeting
Thursday, November 13, 2014, 5:30 PM
Early Childhood Learning Center

2. Title I Requirements & Parent Rights
Mrs. Edna L. Thomas, Director of School & Community Relations, and Homeless

3. Title I — Improving The Academic Achievement Of The Disadvantaged
What is Title I?
Title I, Part A of the Elementary and Secondary Education Act (ESEA) provides financial assistance to states and school districts to meet the needs of educationally at-risk students. The goal of Title I is to provide extra instructional services and activities which support students identified as failing or most at risk of failing the state’s challenging performance standards in mathematics, reading, and writing.

4. The purpose of Title I is accompanied by…
ensuring that high-quality academic assessments, accountability systems, teacher preparation and training, curriculum, and instructional materials are aligned with challenging State academic standards
meeting the educational needs of low-achieving children
closing the achievement gap between high- and low- performing children
affording parents substantial and meaningful opportunities to participate in the education of their children

5. Title I Program Requirements
Parental involvement policy & school-parent compact
School Improvement Plan, with the involvement of parents
Highly Qualified Teachers & Paraprofessionals

6. Title I Parent Rights
In accordance with the No Child Left Behind Act (NCLB), Section 111, (h) (6) PARENTS’ RIGHT TO KNOW, every parent of a student in a Title I school has the right to request and receive information in a timely manner regarding the professional qualifications of your student’s classroom teachers. The information regarding the professional qualifications of your student’s classroom teachers shall include the following:
If the teacher has met state qualification and licensing criteria for the grade level and subject areas taught;
If the teacher is teaching under emergency or temporary status in which the state qualifications and licensing criteria are waived;
The teacher’s baccalaureate degree major, graduate certification, and field of discipline; and
Whether the student is provided services by paraprofessionals, and if so, their qualifications;
In addition to the information above, you will be notified if your student has been taught for four or more consecutive weeks by a teacher that is not highly qualified.

7. How parents can monitor their student’s progress
Use mygradeportal.com to access the following information
Student grades (9-weeks grades, individual assignment grades)
Homework assignments, class calendar, teacher website
Revise your personal contact information
Contact your school to obtain your username & password

8. How parents can work… with educators with their students
Visit and discuss your child’s academic progress regularly with teachers
Volunteer in your child’s classroom, school or related activities
Attend school-sponsored programs
Join & be active in parent/teacher organizations
Discuss academic progress & school events regularly with your child
Supervise completion of homework assignments
Monitor academic progress using “mygradeportal.com”
Teach your child reading, math, science & social studies during everyday activities
Instill proper respect for teachers, principals and other adults

9. State Assessments
Mrs. Latricia Ford-Anderson, District Test Coordinator

10. Elementary Testing-DSC (Developing Skills Checklist)
This test is given to Pre-K and K students.
The test evaluates the skills that students develop from Pre-K through the end of Kindergarten
It covers language, visual, auditory, mathematical concepts, memory, print, writing, social and emotional, and motor skills
This test helps to determine appropriate instruction for each individual child

11. TELD-3 This test is given only to Pre-K students
It is used to help identify students who are experiencing language delays or difficulties
This test is given 2 times a year and 3 times for students who are experiencing difficulties

12. DIBELS This test is given to K-3 students.
It is given in the fall, winter, and spring
It monitors the development of early literacy and reading skills
Students may score Benchmark, Strategic, or Intensive on this test
Benchmark-where the student needs to be
Strategic-means the student is at some risk and needs a little help
Intensive-means the student is at high risk of not meeting the end of the year goal

13. High Stakes Testing-PARCC
Students in Grades 3-8 will have to take the PARCC Test
The PARCC Test is given in 2 parts.
Phase I of the Test is called the Performance Based Assessment
Phase II is called the End-of-Year Assessment

14. PARCC Test
The Performance Based Assessment requires students to be able to do the following:
Write effectively when analyzing texts
Answer comprehension and vocabulary questions
Write an essay where they draw evidence from the text
Solve real life Math problems and support the answers with reasoning

15. PARCC Test – Performance Based Assessment English Language Arts - Grades 3-8
Students will have 3 task types that they will have to read and respond to. Those task types are:
Literature Analysis Task- students will have to read 1 short text ( words- 3rd- 5th grade; words – 6th – 8th grade) and 1 extended text ( words – 3rd – 5th grade; 600-1,000 words – 6th – 8th grade)
Research Simulation Task –students will have to read and respond to 2 short texts and 1 extended text
Narrative Writing Task – students will read a short text and write an essay and use evidence from the text in their essay

16. PARCC Test – Performance Based Assessment English Language Arts - Grades 3-8
The Performance Based Assessment has 3 ELA/Literacy sessions. Students will take 1 session a day. The table below shows the session time in minutes.
PARCC Tests are strictly timed, and no additional time may be permitted, except for students who have a documented extended time accommodation.
ELA/Literacy Session Times in Minutes
Grade(s)
PBA Unit 1
(Literary Analysis Task)
PBA Unit 2
(Research Simulation Task)
PBA Unit 3
(Narratuve Task)
EOY Unit 1
EOY Unit 2
3rd 75 60
4th – 5th 90
6th – 8th

17. Sample Grade 3 Performance Based Assessment Question
The below listed item type will appear at the end of the Performance Based Assessment tasks and asks students to create an extended and complete written response. It elicits evidence that students have understood the texts they have read and can communicate that understanding in terms of written expression
Question:
You have read two texts about famous people in American history who solved problems by working to make a change.
Write an article for your school newspaper describing how Eliza and Carver faced challenges to change something in America.
In your article, be sure to describe in detail why some solutions they tried work and others did not.
Tell how the challenges each one faced were the same and how they were different.

18. Sample Grade 8 Performance Based Assessment Question (Literary Analysis Task)
Question: You have read excerpts from two novels focused on survival in the wilderness.
These excerpts are from:
Brian’s Winter by Gary Paulsen
Call of the Wild by Jack London
Consider how the main character in each excerpt reacts to the incidents that occur, and write an essay in which you analyze how each character’s thoughts and actions reveal aspects of his personality.
You do not need to compare and contrast the characters from the two texts. You may consider each one separately. Be sure to include evidence from each excerpt to support you analysis and understanding.

19. Performance Based Assessment Math (Grades 3-8)
On the Math part of the Test, students will have 3 different types of Math problems
Type 1-conceptual understanding, fluency, and application
Type 2-written arguments/justifications, critique of reasoning, or precision in mathematical statements
Type 3-modeling/application in a real-world context or scenario

20. Type 1 Question (Grade 3) Mark all of the equations that are true.
□ 8 x 9 = 81
□ 53 ÷ 9 = 24 ÷ 6
□ 7 x 5 = 25
□ 8 x 3 = 4 x 6
□ 49 ÷ 7 = 56 ÷ 8

21. Type 1 Question (Grade 8)

22. Type 2 Question (Grade 5)

23. Type 2 Question (Grade 7)

24. Type 3 Question – Grade 5

25. Type 3 Question (Grade 6)

26. PARCC Test – End of Year Assessment English Language Arts - Grades 3-8
The End of Year Assessment will include
3rd-5th grade ELA : at least 2 texts, both literary and informational, and will focus on reading comprehension.
6th-8th grade ELA: at least 5 texts, both literary and informational, and will focus on reading comprehension

27. PARCC Test – End of Year Assessments MATH - Grades 3-4
On the EOY Assessment in Math, students will have questions on the following:
3rd grade
4th grade
Represent and solve problems involving multiplication and division
Understand properties of multiplication and the relationship between multiplication and division
Multiply and divide within 100
Solve problems involving the four operations, and identify and explain patterns in arithmetic
Use place value understanding and properties of operations to perform multi- digit arithmetic
Develop understanding of fractions as numbers
Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects
Represent and interpret data
Geometric measurement: understand concepts of area and relate area to multiplication and to addition
Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures
Reason with shapes and their attributes
Use the four operations with whole numbers to solve problems
Gain familiarity with factors and multiples
Generate and analyze patterns
Generalize place value understanding for multi-digit whole numbers
Use place value understanding and properties of operations to perform multi-digit arithmetic
Extend understanding of fraction equivalence and ordering
Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers
Understand decimal notation for fractions, and compare decimal fractions
Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit
Represent and interpret data
Geometric measurement: understand concepts of angle and measure angles
Draw and identify lines and angles, and classify shapes by properties of their lines and angles

28. PARCC Test – End of Year Assessments MATH - Grades 5-6
Write and interpret numerical expressions
Analyze patterns and relationships
Understand the place value system
Perform operations with multi-digit whole numbers and with decimals to hundredths
Use equivalent fractions as a strategy to add and subtract fractions
Apply and extend previous understandings of multiplication and division to multiply and divide fractions
Convert like measurement units within a given measurement system
Represent and interpret data
Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition
Graph points on the coordinate plane to solve real-word and mathematical problems
Classify two-dimensional figures into categories based on their properties
Understand ratio concepts and use ratio reasoning to solve problems
Apply and extend previous understandings of multiplication and division to divide fractions by fractions
Compute fluently with multi-digit numbers and find common factors and multiples
Apply and extend previous understandings of numbers to the system of rational numbers
Apply and extend previous understandings of arithmetic to algebraic expressions
Reason about and solve one-variable equations and inequalities
Represent and analyze quantitative relationships between dependent and independent variables
Solve real-world and mathematical problems involving area, surface area, and volume
Develop understanding of statistical variability
Summarize and describe distributions

29. PARCC Test – End of Year Assessments MATH - Grades 7-8
Analyze proportional relationships and use them to solve real- world and mathematical problems
Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers
Use properties of operations to generate equivalent expressions
Solve real-life and mathematical problems using numerical and algebraic expressions and equations
Draw, construct, and describe geometrical figures and describe the relationships between them
Solve real-life and mathematical problems involving angle measure, area, surface area, and volume
Use random sampling to draw inferences about a population
Draw informal comparative inferences about two populations
Investigate chance processes and develop, use, and evaluate probability models
Know that there are numbers that are not rational, and approximate them by rational numbers
Work with radicals and integer exponents
Understand the connections between proportional relationships, lines, and linear equations
Analyze and solve linear equations and pairs of simultaneous linear equations
Define, evaluate, and compare functions
Use functions to model relationships between quantities
Understand congruence and similarity using physical models, transparencies, or geometry software
Understand and apply the Pythagorean Theorem
Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres
Investigate patterns of association in bivariate data

30. PARCC – Math Session Times
SESSION TIMES IN MINUTES
GRADE
PBA Unit 1
PBA Unit 2
EOY Unit 1
EOY Unit 2
3rd 75
4th - 5th 80 70
6th – 8th
Students in grades 3-5 will NOT be allowed to use a calculator except for students who meet the accommodation guidelines

31. LEAP & ILEAP
Students in 3rd, 5th, 6th, and 7th grade will take the ILEAP Test in Social Studies and Science.
Students in 4th and 8th grade will take the LEAP Test in Social Studies and Science
The ILEAP & LEAP Test will be based on the Grade Level Expectations (GLE’s).

32. PLAN, EXPLORE, WORK KEYS, & ACT Tests
8th and 9th graders will take EXPLORE
10th graders will take PLAN
11th & 12th graders will take ACT
11th graders on a career diploma path will take WORK KEYS
The content of EXPLORE, PLAN, & ACT is Reading, Math, English, and Science
The content of WORK KEYS is Applied Mathematics, locating information, and reading for information

33. EOC (End of Course) Testing
Some 8th graders and all 9th-12th graders will take EOC Tests
The EOC is a computer-based test
Students will take EOC in the subjects of English II, English III, Algebra I, Geometry, Biology, and U.S. History

34. AP (Advanced Placement) Exam
Students who take this exam are enrolled in Advanced Placement courses
This exam gives students the opportunity to earn college credit if they demonstrate mastery on the exam

35. LEAP Alternate Assessments (LAA 1 & LAA 2) ELDA
The content is English Language Arts, Math, Science, and Social Studies
These tests are given only to students who have been deemed eligible through certain criteria
ELDA
This test assesses English language proficiency in the skills of reading, writing, speaking, listening, and comprehension of the English language
Only given to students who have been deemed eligible through certain criteria

36. All of the information regarding testing is contained in your grade level specific packet
All assessment information discussed can be found at

37. Common Core State Standards – ELA & Math
Mr. Jeremye Brooks, EFHS Assistant Principal
Ms. Mary Trigg, Kindergarten Teacher

40. What are the Common Core State Standards?
The Common Core State Standards set grade-by-grade learning expectations for students in grades K-12 for Mathematics and for English Language Arts and Literacy. While states have had standards for more than 15 years, this set of standards is more focused on preparing students for success in college and career. They set clear, consistent and high learning goals.
The Common Core State Standards set clear goals, rather than broad and vague: they are specific about what students should know and be able to do at each grade level, in each content area. Before the Common Core, it was estimated that some states’ standards could take almost 30 years to adequately teach– now, students are given the time they need to learn what’s most important for college and careers.
The Common Core State Standards are consistent: what one student learns in the 5th grade in one state is the same thing that a student learns in the 5th grade in another state. This is also true from school to school. If your child were to transfer from one school to another, the expectations and learning standards would now be the same. This does not mean how they learn will be the same, or that classroom activities will be the same – teachers and local communities will still decide on their own curriculum. But it does means that we have agreed upon learning outcomes for each grade.
The Common Core State Standards set high learning goals: they require students to go beyond the surface of a long list of topics and support in-depth study and understanding of key concepts and skills. The learning goals are intended to help students make real-world applications and to adequately prepare them for higher education and career pathways. The Standards are informed by standards in the top-performing states in the nation and from around the world. They seek to make our children global competitors.

41. Common Core: It Takes All of Us!
Parents
Community members
Colleges and universities
Technical training programs
All stakeholders listed should share the idea that education is valuable and that schools are a place to shape the type of productive citizens we hope to see in the future. Each stakeholder has an important role to play in raising expectations for our schools and students.
Parents and community members need to be aware of and support the potential change in the level and quality of work that is expected of their children. It is a student’s right to have options to attend college and to be adequately prepared for careers. In order to help students achieve these goals, it is important that parents support the efforts of the school to challenge students more.
Colleges, universities, and technical training programs have a vested interest in the Standards as well. When students journey into post-secondary ventures, they should be academically ready to engage in learning that will lead them to success, not trying to learn or relearn concepts they should have already been taught K-12. Currently, too many students enter these programs not prepared to take credit-bearing courses, which leads to a significant loss of time and money.

42. What Should I Expect with CCSS?
More time to focus on preparing students for college and career readiness.
The Standards allow more time to focus on what matters most! Focusing on what matters most means teachers and students are able to slow down and go in depth with their learning. Prior to the Common Core, the structure of learning concepts stretched a mile wide and an inch deep, so while students covered a lot of material, the level of knowledge about the material they covered was typically shallow. This shallow level of understanding will not prepare students for the level of success we want them to have in college or in their careers. The Standards offer an opportunity to take time for authentic learning instead of rushing through concepts.
What will this look like? In mathematics, certain topics may no longer be included. Instead, students will have time to really develop understanding and fluency with key mathematics skills and concepts. In literacy, more time to focus means students may spend a lot of time with a particular text, reading and rereading it closely to gain meaning.

43. The Shifts in ELA/Literacy
Building knowledge through content-rich nonfiction
Reading, writing and speaking grounded in evidence from text, both literary and informational
Regular practice with complex text and its academic language
As we think about what it takes to help students become ready for college and careers, there are major changes, or “shifts,” in the way teachers will teach. The shifts represent what the standards now expect students to learn and teachers to teach. They are the headlines that describe some of what will change.
The shifts in ELA/Literacy are as follows:
Shift 1 – The first shift focuses on the need to incorporate more nonfiction text into the curriculum. This expectation is different from what is typically taking place in classrooms, where students mostly read stories. Reading nonfiction prepares your children for reading text that can support their learning about the world around them. Nonfiction reading has historically been the type of reading that students struggle with the most, but the only way students can get better at it is to practice more, with support from their teachers. As we talk about building knowledge and incorporating more nonfiction into the curriculum, parents can expect students to see more emphasis on literacy in science, social studies, and history.
Shift 2 - As in careers and education beyond high school, students need to be able to respond to, write, and speak about information they read. This seems like a common thing to expect, but many assessments or assignments prior to CCSS did not make this a requirement. Students are often asked to write about their personal experiences and opinions without being required to ground their thoughts in evidence. Such use of evidence in reading, writing, and speaking is essential to success in nearly all pathways following K-12 education.
Shift 3 – In the research about college and career readiness that informed the development of the Common Core State Standards, it was determined that standards in literacy need to address not only the skills of literacy, but also the level of text students read. In other words, not just how students read, but what they read. Many of the students who graduate high school struggle with reading the types of texts required either in the workplace or college and training classes. To address this issue, the Standards include expectations for the complexity of texts students read in each grade; it is a staircase that reaches college and career readiness by graduation. The features of a text that make it complex include vocabulary, sentence structure, and the subject and theme of the text.

44. ELA/Literacy Standards: College & Career Anchor Standards
Grade-specific standards define what students should understand and be able to do by the END of each grade.
They correspond to the College and Career Readiness (CCR) anchor standards.
Grade-specific standards and CCR standards together define the skills and understandings that ALL students must demonstrate.

45. How is EF supporting students in literacy?
Train and support teachers on strategies and best practices to teach reading, writing, speaking, listening, and language.
Provide instructional materials and resources that align with the standards.
Provide regular exposure to and practice with the standards.
Frequently monitor student progress towards mastery of standards.

46. How can you help your child in literacy?
Ask your child specific questions about what they read.
Encourage children to read, then write and speak about, nonfiction text such as newspapers, magazines, and biographies.
Encourage children to research topics of interest and read series that relate to a central topic.
Have your child follow step by step instructions or a set of directions in order to accomplish a task, such as building a sandcastle or operating a game.
These are ideas for supporting students with the Common Core shifts in ELA/Literacy at home.
As students read, parents can read the same material and have conversations with their children that are focused on the text.
Give children multiple opportunities to engage in reading about things that interest them – especially informational texts (biographies, historical non-fiction, hobbies, sports, science topics, etc.) If your children are interested in games, have them read information about who invented the game, when it was invented, or have them explain step by step procedures to make their games operate in a certain manner. If they are interested in different historical figures, athletes, or science topics, encourage them to read books or articles that relate to those people.
As children inquire about different concepts or become curious about certain topics, encourage them to research their own questions by doing a web search and reading news articles or books that help them to find out new information.

47. Key Shifts in Mathematics
Greater focus on fewer topics
Coherence: Linking topics and thinking across the grades
Rigor: Pursue conceptual understanding, procedural skills and fluency, and application with equal intensity

48. Greater focus on fewer topics
The Common Core calls for greater focus in mathematics. Rather than racing to cover many topics in a mile-wide, inch-deep curriculum, the standards ask math teachers to significantly narrow and deepen the way time and energy are spent in the classroom. This means focusing deeply on the major work of each grade as follows:
In grades K–2: Concepts, skills, and problem solving related to addition and subtraction
In grades 3–5: Concepts, skills, and problem solving related to multiplication and division of whole numbers and fractions
In grade 6: Ratios and proportional relationships, and early algebraic expressions and equations
In grade 7: Ratios and proportional relationships, and arithmetic of rational numbers
In grade 8: Linear algebra and linear functions
This focus will help students gain strong foundations, including a solid understanding of concepts, a high degree of procedural skill and fluency, and the ability to apply the math they know to solve problems inside and outside the classroom.

49. Coherence: Linking topics and thinking across the grades
Mathematics is not a list of disconnected topics, tricks, or mnemonics; it is a coherent body of knowledge made up of interconnected concepts. Therefore, the standards are designed around coherent progressions from grade to grade. Learning is carefully connected across grades so that students can build new understanding onto foundations built in previous years. For example, in 4th grade, students must “apply and extend previous understandings of multiplication to multiply a fraction by a whole number” (Standard 4.NF.4). This extends to 5th grade, when students are expected to build on that skill to “apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction” (Standard 5.NF.4). Each standard is not a new event, but an extension of previous learning.
Coherence is also built into the standards in how they reinforce a major topic in a grade by utilizing supporting, complementary topics. For example, instead of presenting the topic of data displays as an end in itself, the topic is used to support grade-level word problems in which students apply mathematical skills to solve problems.

50. Rigor: Pursue conceptual understanding, procedural skills and fluency, and application with equal intensity
Rigor refers to deep, authentic command of mathematical concepts, not making math harder or introducing topics at earlier grades. To help students meet the standards, educators will need to pursue, with equal intensity, three aspects of rigor in the major work of each grade: conceptual understanding, procedural skills and fluency, and application.
Conceptual understanding: The standards call for conceptual understanding of key concepts, such as place value and ratios. Students must be able to access concepts from a number of perspectives in order to see math as more than a set of mnemonics or discrete procedures.
Procedural skills and fluency: The standards call for speed and accuracy in calculation. Students must practice core functions, such as single-digit multiplication, in order to have access to more complex concepts and procedures. Fluency must be addressed in the classroom or through supporting materials, as some students might require more practice than others.
Application: The standards call for students to use math in situations that require mathematical knowledge. Correctly applying mathematical knowledge depends on students having a solid conceptual understanding and procedural fluency.

51. Additional Resources
Council of the Great City Schools Parent Roadmaps:
ELA / Literacy
National Parent Teachers Association (PTA)
Achieve the Core
Common Core State Standards Text Exemplars
Alert parents to the websites for math and literacy parent guides, created by the Council of the Great City Schools. These guides should be printed out and distributed to parents at the end of the meeting. Calling their attention to the website will serve as a resource for them if they need to refer back to the Roadmaps over the course of the year.
Show parents the major emphases chart for math, for their child’s specific grade level, on
Show parents the Common Core text exemplar site for appendix B. This might be of interest for parents who support book fairs at school and want suggestions on the types of books they might choose for their child.

52. Door Prizes & Refreshments