Title I Annual Review July 7, 2014 Goal: Complete Title I Annual - - PowerPoint PPT Presentation
Title I Annual Review July 7, 2014 Goal: Complete Title I Annual Review Outcomes: Review and evaluate the effectiveness of schoolwide program Review and evaluate each of the Title I schoolwide components Review and update
July 7, 2014
Review and evaluate the effectiveness of
Review and evaluate each of the Title I
Review and update parent engagement
Focus Schools: review progress
Is there significant improvement in student
What are strengths and critical needs area?
Are there any trends in the data that raise
Key Questions SIP Alignment
What does the data tell you about specific programs? What data supports the SMART goal? Impact measures? What does the data tell you about specific subgroups? What data supports the SMART goal? Strengths? Opportunities for Improvement? Are there any recognizable trends in the longitudinal data? What data supports the SMART goal? Which students/subgroups are achieving at your school? Not achieving? Strengths? Opportunities for Improvement? Impact measures? What strategies and activities appear to be succeeding? Not succeeding? Action steps? Fidelity measures? Impact measures? What additional data needs to be collected this year? Next year? Information/data needed that you do not have
What scientifically-based research strategies
How are you increasing the amount and
What was done to strengthen the core
Have the schoolwide programs ensured that
School Percent HQ Spring 2013 Title I Elementary Schools 100 Central Cabarrus HS 95.4 Concord HS 97.62
96.5 Northwest HS 97.46 Hickory Ridge HS 98.66 JM Robinson HS 96.61 Concord MS 100 JN Fries MS 100 CC Griffin MS 95.24
95.59 Northwest MS 97.86 Hickory Ridge MS 98.66 Winkler MS 92.73
In what ways are these staff members
What about classroom teachers?
In what opportunities for professional
Was the professional development
Does the professional development improve
Does the professional development increase
How many teachers have less than 3
What is your teacher turnover rate this
What is the school doing to support
What can we do to decrease the loss of
In what ways do you use Discovery
How are the assessments used by all staff
Once low performing students are identified,
Did low-performing students receive
How is progress monitored?
US Department of Education, Parental Involvement, Title I Part A, 2004
Henderson, Anne T. and Mapp, Karen L., A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement, 2002, pg. 7
(Beyond the Bake Sale, 2007)
“Reach out with the goal of building partnerships based
respond”
Beyond the Bake Sale, Chapter 3, page 28
How does your school culture, staff, practices,
(Beyond the Bake Sale, 2007)
(Beyond the Bake Sale, 2007)
Review 4 Levels (page 14, Beyond the Bake Sale) Use scoring guide on pages 15 – 18 to examine
Discussion Starters
What do we want parent engagement to look like
at our school?
What do we need to do to get what we want?
Refer to Core Beliefs in Beyond the Bake Sale and Project Appleseed’s 6 Slices for action steps
(Beyond the Bake Sale, 2007)
Building Relationships – Chapter 4 Linking to Learning – Chapter 5 Addressing Differences – Chapter 6 Supporting Advocacy – Chapter 7 Sharing Power – Chapter 8
(Beyond the Bake Sale, 2007)
In support of strengthening student
(CCS, Parent Engagement Toolkit)
Review Parent Engagement Plan
Keep in mind…..
Core beliefs and 5 steps towards developing
Review required components and
Update Parent Engagement Plans
What services/programs were provided to parents
How do schools communicate with parents?
Are there other ways we can communicate with
Did parents have an opportunity to give feedback
A written agreement between the school,
(NCDPI, Title I, Part A, Handbook)
Compacts clarify what families and
Outlines shared responsibilities at home
(National Coalition for Parent Involvement in Education. Public Education
Parents and Community Leaders)
“Teachers and parents both find compacts to be helpful in making clear what each group should do to encourage students.”
Linking Learning compacts Are more specific to learning goals Are measureable Outline how pledges will be carried out by stakeholders Moving from - “I will set high expectations for my students” To - “Students are held accountable for their learning as they
analyze their data, set their own goals and learning plans for achieving goals.”
Beyond the Bake Sale, Chapter 5, pages 103-106 Guiding Questions How do the ‘linked to learning pledges’ link to academic success? How well do our compacts link to learning?
(Beyond the Bake Sale, 2007, Chapter 5)
Must be developed jointly with parents and
stakeholders.
Outline in writing how parents and the school staff will
share the responsibility for improved student academic achievement.
Outline how the school and parents will build and
develop a partnership to help children achieve.
Describe school’s responsibility to provide high-quality
curriculum and instruction in a supportive and effective learning environment.
Highlight the importance of communication between
teachers and parents on an ongoing basis.
(CCS Compact Toolkit)
Review Compacts
Keep in mind… Linking Compacts to
Review required components and
Update Compacts
Ready Rosie A Kindergarten Transition Guide for
Additional Kindergarten Registration Sites Popsicle and Playground Events