St. Mary’s County Public Schools 2014-2015 Title I Schoolwide Program Plan (One Year) [Ten Components of a Schoolwide Program - NCLB Section 1114 (b)(1)(A-J)]
School: George Washington Carver Elementary School(draft) Schoolwide Program Plan Components Checklist [Schoolwide Components NCLB Section 1114 (b)(1)(A-J)]
All schoolwide program plans must be developed with the involvement of parents, and other members of the community to be served and individuals who will carry out the plan, including teachers, principals and administrators. Each school operating a schoolwide program must include all ten components in their plan. After completion of the School Improvement Plan, please reference the page numbers of the ten required schoolwide components on this page. Ten Components of a Plan Ten Components of a Plan Schoolwide Program Pages Schoolwide Program Pages 1. A comprehensive needs assessment of the entire 4-18 6. Strategies to Increase Parent Involvement 23 school based on information which includes the Such as family literacy services. achievement of children in relation to the State academic content standards and the State student academic achievement standards 2. Schoolwide Reform Strategies that - 9,16 7. Plans for Assisting Preschool Children in the 22 Provide opportunities for all children to meet the Transition from Early Childhood Programs to State’s proficient and advanced levels of student Elementary School Programs. academic achievement; (Such as Head Start, Early Reading First, Even Use effective methods and instructional strategies Start, or a State-run preschool program) that are based on scientifically based research that… strengthen the core academic program *May also include assistance in the transition from increases the amount and quality of learning elementary to middle school. time (before/after-school, summer programs, extended school year) include strategies to address the needs of all children, but particularly the needs of low- achieving students and those at risk of not meeting state standards; Address how the school will determine if such needs have been met. 3. Instruction by Highly Qualified Teachers 18-19 8. Measures to Include Teachers in Decisions 19 (Instruction by highly qualified teachers could Regarding the Use of Academic Assessments feature a section of the plan that outlines the school’s In order to provide information on, and to improve, strategies/timelines to ensure that all teachers and the achievement of individual students and the paraprofessionals are highly qualified. This could overall instructional program. cross-reference the section on professional development, assuming that teachers were involved in course work and other activities that improved their knowledge in respective content areas—Ruth 2 Grimes-Crump, USDE) 4. High Quality and Ongoing Professional 18-19, 9. Activities to Ensure that Students Having 20 Development for… IRLA Difficulty Mastering Proficient or Advanced Teachers PD Levels of Academic Achievement Standards Are Principals Plan Provided Timely Additional Assistance Paraprofessionals Shall include measures to ensure that students’ (High quality and ongoing professional development difficulties are identified on a timely basis and to could be something as simple as the school’s provide sufficient information on which to base calendar year training activities and additional effective assistance. information that links professional development to the findings of the needs assessment and teacher quality efforts mentioned in schoolwide component #3—Ruth Grimes-Crump, USDE) 5. Strategies to Attract High-Quality Highly 19 10. Coordination and Integration of Federal, 23 Qualified Teachers to “High-Need” Schools State, and local services and programs. (The plan could include how Title I dollars are used *New Guidance as of May 2006 pp. 47-55 as incentives for teachers and how the school and/or www.ed.gov/programs/titleiparta/fiscalguid.pdf district recruits and seeks to retain HQT and Paraprofessionals—Ruth Grimes-Crump, USDE)
3 NEEDS ASSESSMENT
A comprehensive needs assessment of the entire school based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards. (Component 1)
Core Assessment Used Assessment Data Identified Needs Factors Contributing Root Causes Subject Profile by Grade (include gender and to Root Causes subgroup gaps) Reading DIBELS Kindergarten All students Students do not . Students spend adequate time come to this Intensive: 12 reading at their grade level Strategic: 10 independent and unprepared Core: 69 instructional levels for MSC in school or at home content Students lack standards. general and literacy Specifically, concepts and high vocabulary frequency Many students in words, subgroups lack decoding motivation, skills, modeling and concepts encouragement for about print, reading at home and reading Attendance for process some individuals in strategies. need of intense intervention is a problem Teachers are not 4 trained in the use of supplemental instructional materials that are currently available All students Students do not . Students need First Grade spend adequate time to have reading at their entered first Intensive: 28 independent and grade having Strategic: 12 instructional levels mastered Core: 49 in school or at home Kindergarten content Students lack standards. general and literacy . Interventions: concepts and (Fundations, vocabulary Road to the Many students in Code and subgroups lack Phonological motivation, Awareness in modeling and Young encouragement for Children) reading at home need to be Attendance for taught with some individuals in fidelity. need of intense intervention is a problem Teachers are not trained in the use of supplemental instructional materials that are currently available Second All students Students do not . Students need spend adequate time to have 5 Intensive: 29 reading at their entered Strategic: 17 independent and second grade Core: 46 instructional levels having in school or at home mastered first grade content Students lack standards. general and literacy . The concepts and intervention vocabulary (classroom Many students in Fundations subgroups lack instruction) motivation, needs to be modeling and taught with encouragement for fidelity. reading at home Attendance for some individuals in need of intense intervention is a problem Teachers are not trained in the use of supplemental instructional materials that are currently available Third All students Students do not . Students need spend adequate time to have MSA: reading at their entered third Basic: 38.2 independent and grade having Proficient/Advance instructional levels mastered d: 61.8 in school or at home second grade content Intensive: 31 Students lack standards. Strategic: 15 general and literacy . The Core: 39 concepts and intervention vocabulary (classroom 6 Many students in Fundations subgroups lack instruction) motivation, needs to be modeling and taught with encouragement for fidelity. reading at home . Students also Attendance for lack some individuals in proficiency in need of intense communicatin intervention is a g ideas in problem BCRs. Teachers are not trained in the use of supplemental instructional materials that are currently available Fourth All students Students do not . Students need MSA: spend adequate time to have Basic: 26 reading at their entered fourth Proficient/Advance independent and grade having d:74 instructional levels mastered third in school or at home grade content Intensive: 25 standards or Strategic: 17 Students lack previous Core: 33 general and literacy grade level concepts and standards. vocabulary . Students also Many students in lack subgroups lack proficiency in motivation, communicatin modeling and g ideas in encouragement for BCRs. reading at home . Limited Attendance for interventions some individuals in for literacy 7 need of intense support for intervention is a identified problem students. Teachers are not trained in the use of supplemental instructional materials that are currently available Fifth All students Students do not . Students need MSA: spend adequate time to have Basic: 9.4 reading at their entered fifth Proficient/Advance independent and grade having d: 90.6 instructional levels mastered in school or at home fourth Grade Intensive: 16 content Strategic: 27 Students lack standards or Core: 23 general and literacy previous concepts and grade level vocabulary standards. Many students in . Students also subgroups lack lack motivation, proficiency in modeling and communicatin encouragement for g ideas in reading at home BCRs. Attendance for . Limited some individuals in interventions need of intense for literacy intervention is a support for problem identified Teachers are not students. trained in the use of . supplemental instructional materials that are currently available 8 NEEDS ASSESSMENT (continued) Priority Needs, Goals, Objectives, and Milestones List the Reading/Language Arts Priority Need(s): The needs should align with the needs assessment. Comprehension of Text: Increase the comprehension of text through the use of effective reading strategies, construction of BCRs, and emphasis on reading skills (phonics).
Development of language and vocabulary skills
Reading of independent text by students
Understanding of the Common Core
Reading/Language Arts Goal: (Include each subgroup identified in the needs assessment): The Reference district’s Master Plan & goals should align with the priority needs. Reading First, if applicable: N/A
Goal 1, Objective 1, Strategy 1: Implement a comprehensive, scientifically based and aligned literacy program, preK-8, that includes all of the components of Reading Firsts: phonemic awareness, phonics, comprehension, vocabulary, and fluency Goal 1, Objective 1, Strategy 4: Implement, monitor, and evaluate a revised instructional support model to strengthen literacy instruction Goal 1, Objective 2, Strategy 1: Implement, monitor, and evaluate a system of regularly administered formative assessments for reading and writing, PreK-8 Goal 1, Objective 3, Strategy 1: Supplement literacy program with
9 resource materials Goal 1, Objective 4, Strategy 1: Provide academic intervention to all students who are not yet proficient in reading and/or writing
Reading/Language Arts Objective:
All grades will show a 10 % improvement rate on DIBELS Next. This will show a decrease in the number of students who are intensive. All students will show a growth of one year as measured by the IRLA from baseline.
Reading/Language Arts Milestones: County Benchmark Assessments will be given throughout the year. The results of these assessments will be the springboard for further instruction and remediation. In school assessments will be used to measure student growth of independent reading using IRLA.
NEEDS ASSESSMENT (continued) Strategies and Activities
Reading/Language Arts Strategies/Activities (Component 2) Schoolwide reform strategies that: 1. provide opportunities for all children to meet proficient and advanced levels of student achievement; 2. use effective methods and instructional strategies that are based on scientifically based research that – strengthen the core academic program; increase the amount and quality of learning time, such as providing an extending school year and before- and after school and summer programs and opportunities, and help provide and enriched and accelerated curriculum. 3. ADDRESS HOW THE SCHOOL WILL DETERMINE IF SUCH NEEDS HAVE BEEN MET.
Strategies/Activities P Timeline Goal 1: Increase the comprehension of text AWeekly basis with grade level team and monthly during collaborative planning with Implement and monitor effective S administrative team to discuss data and implementation reading strategies during the whole W R and small group reading blocks S Analyze text responses to guide B 10 further instruction M Utilize resources from the comprehension tool kit Utilize the strategies provided by the consultant, Kathy Bumgardner
Goal 2: Development of language and AWeekly basis with grade level team and monthly during collaborative planning with vocabulary skills S administrative team to discuss data and implementation Emphasis and use of Linda Mood W R Bell materials S M Consistency in use of Fundations
Mastery of key vocabulary
Word Work Block
Goal 3: Reading of independent text by ADaily monitoring of students’ reading habits through School Pace students M Students will read 30 minutes at M school daily
Encouraging of students to read for 30 minutes at home at their independent level
Goal 4: Understanding of the Common AMonitoring of lesson plans and assessments Core S W R S M M What evaluation will determine the effectiveness of each strategy/activity listed above?
11 The county assessments will be used to evaluate the effectiveness of these strategies. Comprehension of text will be measured using Dibels Next as well IRLA. The School Pace program will be used to monitor the number of minutes a student is reading as well as the independent level they are successful with. Additional data will be collected concerning the mastery of the Common Core using IRLA as well.
Needs Assessment Mathematics
Core Assessment Used Assessment Identified Needs Factors Contributing to Root Causes Subject Data Profile by (include gender and the Root Causes Grade subgroup gaps) Mathematic Fifth Grade African Overall: Overall: s American/White MSA: Weakness and lack of . Students Basic: 19.5 Special confidence in written experience Proficient/Adva Education/Regular communication frustration nced: 81.5 education causes students to and lack often skip BCRs perseverance in attempting Students are not using problems they or defining math perceive as terms in BCRs difficult.
Students lack written . Students lack communication skills proficiency in communicatin Lack of base 10 g understanding mathematical ideas for Fear of large numbers BCRs out of context . Student weakness in written 12 communicatio n . Lack of numeric Special Education/ experiences at Processes of Math home Classroom teachers have . Lack of not had adequate staff confidence in development in attending number sense to needs of Special when faced Education students, with larger especially in organization number in of information. more formal context . Special Education/ Processes of Math . Students struggle with ability to organize information African Overall: . Overall: American/White F Weakness and lack of . Students o Special confidence in written experience ur Education/Regular communication frustration th education causes students to and lack M often skip BCRs perseverance S in attempting A Students are not using problems they : or defining math perceive as B terms in BCRs difficult. as ic Students lack written . Students lack proficiency in 13 : communication skills communicatin 2 g 0. Lack of base 10 mathematical P understanding ideas for ro BCRs fi Fear of large numbers ci out of context . Student e weakness in nt written / communicatio A n d . Lack of v numeric a experiences at n Special Education/ home c Processes of Math . Lack of e Classroom teachers have confidence in d: not had adequate staff number sense 8 development in attending when faced 0 to needs of Special with larger Education students, number in especially in organization more formal of information. context . Special Education/ Processes of Math . Students struggle with ability to organize information African Overall: . Overall: Third American/White MSA: Weakness and lack of . Students Basic: 39.2 Special confidence in written experience Proficient/Adva Education/Regular communication frustration nced: 59.8 education and lack 14 causes students to perseverance often skip BCRs in attempting problems they Students are not using perceive as or defining math difficult. terms in BCRs . Students lack Students lack written proficiency in communication skills communicatin g Lack of base 10 mathematical understanding ideas for BCRs Fear of large numbers out of context . Student weakness in written communicatio n . Lack of numeric experiences at Special Education/ home Processes of Math . Lack of Classroom teachers have confidence in not had adequate staff number sense development in attending when faced to needs of Special with larger Education students, number in especially in organization more formal of information. context . Special Education/ Processes of Math . Students struggle with 15 ability to organize information Counting Profile Kindergarten All students Lack of practice . Number Subitizing of counting prior names Fact Fluency to school . Keeping track Lack of number skills name knowledge . Unit name prior to school . 1 to 1 corr. Lack of keeping . Cardinality track skills Counting Profile Pre-Kindegarten All students Lack of practice . Number Subitizing of counting prior names to school . Keeping track Lack of number skills name knowledge . Unit name prior to school . 1 to 1 corr. Lack of keeping . Cardinality track skills
Priority Needs, Goals, Objectives, and Milestones List the Mathematics Priority Need(s): The needs should align with the needs assessment. Computational fluency in all grades as defined by flexibility, efficiency and accuracy. Students are to attain that computational fluency through constructing own understanding and emphasis on problem solving in context. Students should show perseverance in problem solving.
Mathematics Goal: (Include each subgroup identified in the needs assessment): The goals should align with the priority needs. Have students master computational fluency as outlined in the Common Core.
Mathematics Objective: Perseverance in problem solving Subitizing Fact Fluency
Mathematics Milestones: Beginning, Middle and End of the year assessments (school system assessments): . County Benchmark assessments will be used throughout the year to measure student success. 16 . Fact fluency . Subitizing
NEEDS ASSESSMENT (continued) Strategies and Activities
Mathematics Strategies/Activities (Component 2) Schoolwide reform strategies that: 4. provide opportunities for all children to meet proficient and advanced levels of student achievement; 5. use effective methods and instructional strategies that are based on scientifically based research that – strengthen the core academic program; increase the amount and quality of learning time, such as providing an extending school year and before- and after school and summer programs and opportunities, and help provide and enriched and accelerated curriculum. 6. ADDRESS HOW THE SCHOOL WILL DETERMINE IF SUCH NEEDS HAVE BEEN MET.
Strategies/Activities Person(s) Responsible Timeline FASTT MATH- Students will be assigned to Forgue, Hill, Fisher, Fletcher, Carlson Beginning by September 20 as necessary this program to build fact fluency. Mitchell, Ballard, Terry, Williams, Harris, Denton, Kessler, Barnes, Wilkerson, Rycraft, Jackson, Estrada Do the Math –Students will be assigned to Forgue, Hill, Fisher, Fletcher, Carlson September 10 small group instruction based on need and pre IRTs: Wiesmann, Raley, Shepard, assessment. All second grade students will Stiefvater work through one unit at the beginning of the school year.
What evaluation will determine the effectiveness of each strategy/ activity listed above? Data will be used at team meetings to ensure the success. Further review of data from county assessments will be used to measure the effectiveness of these programs.
17 NEEDS ASSESSMENT (continued)
SCHOOL Area Finding Identified Needs Factors Contributing to Root Causes Root Causes School Climate Clear Inconsistent Environmental understanding of attendance Frustration with rules Environmental academic process Student Inconsistent Lack of participation in discipline pattern understanding of developing school Lack of parental school procedures discipline plan communication and expectations Students tracking New to and taking community responsibility for Inconsistent behavior. parental support Students being a part of the solution Increased school/ parent communication Student Attendance 93.45 for the entire year Pre-kindergarten and . Homelessness . Basic needs not kindergarten . Parents not met such as understanding the housing importance of . Environmental school Parent Involvement PTA - < 30 members Increased involvement by . Working multiple . Basic needs not parents and/or guardians jobs met such as . Lack of housing transportation . Babysitting . Conflict with other . Inconsistent events family support systems
18 NEEDS ASSESSMENT (continued) TEACHERS and Instruction by highly qualified teachers (Component 3)
2012-2013 Number Highly Number of Classroom Qualified & Certified Teachers Rated Grade Level Teachers Satisfactory 2010-2012 Years of Experience (Teacher of Record) 4-10 11-15 16+ Pre- K – 3 Cutchin 1 1 Pre-K- 4 Reed 2 2 2 Ripple Kindergarten Derhammer 5 5 2 1 Dennie Rowe Payne Meyer 1st Cuthbertson 5 5 3 2 Connolly Mabry Rumpf Runkles 2nd Carlson 5 5 2 3 Fisher Fletcher Hill Forgue 3rd Mitchell 5 5 1 2 Terry Williams Ballard 4th Caldwell 4 4 1 Rycraft Wilkerson
19 Estrada 5th Denton 4 4 1 1 Kessler Harris Barnes
HIGHLY QUALIFIED TEACHERS
Instruction by highly qualified teachers (Component 3) Describe the strategies used by the school to ensure instruction is delivered by highly qualified teachers:
The administration at George Washington Carver does not hire teachers who are not highly qualified. This has been the practice since before NCLB. Therefore, the qualifications of all teachers who apply to teach at the school are reviewed both at the school site and in the human resources department. All teachers currently teaching at George Washington Carver, and all teachers hired in the future, will meet the NCLB requirements for being highly qualified.
Strategies to attract high-quality highly qualified teachers to high-need schools (Component 5) Describe the strategies used by the school to attract high-quality highly qualified teachers to high-need schools: Active retention strategies are employed throughout the school year to ensure the greatest likelihood that teachers will remain at the school. Active recruiting for highly qualified candidates begins during the winter months, thus giving the school a “jump start” on other schools and districts. In addition to being provided with a mentor, each teacher has the opportunity to work with 4 instructional resource teachers. At other schools of similar size, the number of resource teachers is two. Teachers are afforded the opportunity to participate in differentiated staff development, and be financially compensated for their additional time. The number of students in each classroom is significantly below the average of other elementary schools in the district. Teachers are given the opportunity to teach at the extended day program, where they are compensated for their time, and they are guaranteed 5 or fewer students for an academic hour.
TEACHERS AS DECISION MAKERS
20 Measures to include teachers in the decisions regarding the use of academic assessments in order to provide information on, and to improve, the achievement of individual students and the overall instructional program. (Component 8)
Discuss what measures are being taken to include teachers in decision-making regarding the academic assessments in order to provide information on and to improve the achievement of students and the instructional program?
Use of Technology: Teachers are able to use the Performance Matters system and the School Pace Program to monitor student achievement. These programs will allow teachers to access the assessment data of individual students at any time to make instructional decisions. The reports generated by these programs form the springboard for discussion at collaborative planning meetings. Collaborative Planning: Collaborative planning time is given so that teams can discuss instructional and assessment plans with support personnel and the administration. Weekly teams will focus on the strengths and weaknesses of students based on the data. During a month’s time, the team will work with the instructional resource teachers for math and reading, the special education teachers, and the administration to collaboratively look at instructional implications. County Assessments: County assessments will be administered in the areas of reading and math. The results of these assessments will be placed in the performance matters system. Teachers will interact with this data to regroup and re teach information that students did not master. Intervention/Enrichment: Teachers provide recommendations for students to receive intervention or enrichment in all instructional areas. Recommendations can also include referral to the Dream Team afterschool program, where teachers provide additional instructional support based on the CCS and the needs of the students.
ADDITIONAL ASSISTANCE TO STUDENTS AND EXTENDED LEARNING ACTIVITIES
Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards shall be provided with effective, timely ADDITIONAL ASSISTANCE which shall include measures to ensure that students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance. (Component 9) Note: THIS SECTION DOES NOT PERTAIN TO EXTENDED LEARNING TIME (before/after-school, summer school) Grade level/subgroups Activities to ensure Measures of Effectiveness Timeline (As indicated in Component 1 – proficient or advanced levels (Evaluation) Needs Assessment) are met
21 Grades K-3/ All Subgroups as identified for Fundations- This structured, daily . DIBELS Next . Assessments intervention assistance program will focus on decoding . Progress Monitoring complete by and encoding words, spelling rules, 9/16 letter sound recognition, and . Intervention reading fluency. This program begins on will be taught by the classroom 9/22 teacher. . Mid year assessment data Grades 4 -5/All Subgroups as identified for Rewards- This program will teach . DIBELS Next . Assessments intervention assistance students a step-by-step strategy for . Progress Monitoring complete by reading multi-syllabic words. . Oral Reading Fluency 9/16 Prefixes and suffixes will be an . . Intervention additional focus. Repeated drill begins on and practice is extensive. This 9/17 program will supplement the core . Mid year reading program. assessment data Grades 4 -5/All Subgroups as identified for Read Naturally – This structured, . DIBELS Next intervention assistance daily program will help students to . Progress Monitoring . Asse read grade level texts more . Oral Reading Fluency ssments fluently. The program will be . Program assessments complete by provided as a supplement to the . 9/16 core reading program. The . Inter program directly addresses vention students who read haltingly, word- begins on by-word, with little or no 9/17 expression, and students who read . Mid at a rate less than 50% of that of year their peers. assessment data
. .
22 TRANSITION
Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Judy Center, Early Reading first, or a State-run preschool program, to local elementary school programs. (Also include transition from elementary school to middle school ) (Component 7) Discuss the school’s plans for assisting preschool children in transition from early childhood programs to elementary school.
A partnership exists between the school and the Judy Center Program. Activities for families are provided by both the school and the Judy Center. Additional services can be recommended for students by the Judy Center staff. Home visits are also made. An open house is also available to families to give them a chance to meet their child’s teacher as well as to see the school and have questions answered. Transitions meetings are held for students moving from a more restrictive environment in special education to a least restrictive environment here at their home school. Supports are put in place to make the transition smooth and aligned with specialized services as identified.
Discuss the school’s plans for assisting fifth grade children in transition from elementary school to middle school.
Time is dedicated in April to discuss transition plans for the fifth graders going into Middle school. Students are afforded the opportunity to visit the middle school in May as well as have the counselors come to the elementary school to discuss expectations. Further open house events will be in place at the middle school so that students can become familiar with the actual school and ask questions. At the end of the year, students were given the opportunity to practice on combination locks to ease anxiety about the use of lockers in the fall.
23 PROFESSIONAL DEVELOPMENT
High-quality and ongoing professional development for teachers, principals, and paraprofessionals, and if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the State’s student academic achievement standards. (Component 4) Please note that professional development activities must be planned for teachers, paraprofessionals, and administrators.
PARENTAL INVOLVEMENT
Strategies to increase parental involvement such as family literacy services. (Component 6) Please note that the school’s Parent Involvement Plan must be submitted with the School Improvement Plan.
Title I BUDGET
Coordination and integration of Federal, State, and local services and programs, including programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training. (Component 10)
Using the Title I budget, describe how resources are being coordinated and integrated.
In conjunction with the school operating budget and the Title I budget, we have various partners/grant to aid our endeavors to
24 increase student achievement. Monthly and sometimes bi-monthly parent involvement events are held at the school to encourage parents to be an active participant in their child’s education. Through this process, parents are provided strategies that assist them in working with their children at home. The Title I budget provides food for the families and a book for the children to take home on parental involvement nights. Partnerships with Ms. Jane Kostenko (Maryland Cooperative Extension) to provide monthly healthy snack and nutrition newsletters to each family. Ms. Kostenko also visits the school at evening events and during the summer to help further knowledge on healthy eating. A partnership will the Judy Center, allows families additional support. The program provides resources for families from birth to age 6. Parenting events are also sponsored by the Judy Center. Additional grants from Special Education and the 21st Century Grant are used to provide interventions and enrichment opportunities for our students.
25 SCHOOL PARENTAL INVOLVEMENT POLICY
Section 1118 (b)(1)
1. Each Title I school shall JOINTLY DEVELOP WITH PARENTS, a written PARENTAL INVOLVEMENT P OLICY, agreed on by parents that shall describe the means for carrying out (1) parent involvement, (2) shared responsibilities for high student academic achievement, (3) building capacity for involvement, and (4) accessibility. Parents shall be notified of the policy in an understandable and uniform format and in a language parents can understand. Such policy shall be updated periodically to meet the changing needs of parents and the school. 2. Documentation should be made available upon request: Letters inviting parents and community to meet for this purpose. Meeting dates, agendas, and sign-in sheets The final approved school parental involvement policy
PARENT INVOLVEMENT Section 1118 (c)(1-5)
1. Each Title I school shall convene an annual meeting inviting all parents of participating children, informing parents of their school’s participation in Title I and to explain the requirements of Title I and the rights of the parents to be involved; 2. Offer a flexible number of meetings (a.m., p.m.) and may provide with Title I funds, transportation, child care, or home visits related to parent involvement; 3. Involve parents in an organized, ongoing, and timely way, in the planning, review, and improvement of Title I programs, including the planning, review, and improvement of the school parental involvement policy and the joint development of the schoolwide program plan- includes adequate representation of parents of participating children; 4. Provide parents of participating children timely information about Title I; a description and explanation of the curriculum in use at the school, the forms of academic assessment used to measure student progress; and the proficiency levels students are expected to meet; and regular meetings to comment, make suggestions and participate in decisions relating to the education of their children if requested; and 5. If the schoolwide program plan is not satisfactory to the parents of participating children, submit any parent comments on the plan when the school makes the plan available to the LEA. 6. Documentation should be made available upon request: Meeting dates, agendas, and sign-in sheets Copies of information given to parents to inform, explain or describe
26 Any comments submitted by parents
VERIFICATION OF COMPLIANCE
Section 1119 (i)(1)(2)
1. The principal of each school operating a program under 1114 (SW) or 1115 (TA) is required to ATTEST ANNUALLY in writing as to whether such school is in compliance with the qualifications requirements of teachers and paraprofessionals; 2. Copies of attestations shall be maintained at each school operating a program under 1114 or 1115 and at the main office of the LEA; and 3. Shall be available to any member of the general public on request.
The Verification of Compliance Attestation document (See copy of draft on next page) must be submitted with the School Improvement Plan on school letterhead with the Principal’s original signature.
27 George Washington Carver Elementary School 46155 Carver School Boulevard Lexington Park, MD 20653 Phone: (301) 863-4076 Fax: (301) 862-1217 Principal: Annette M. Wood Assistant Principal: Ms. Deanna Mingo
VERIFICATION OF COMPLIANCE ATTESTATION To Whom It May Concern:
In keeping with the requirement of the No Child Left Behind Act of 2001 Section 1119 (i)(1)(2),
1. The principal of each school operating a program under 1114 (SW) or 1115 (TA) is required to attest annually in writing as to whether such school is in compliance with the requirements of this section. 2. Copies of attestations shall be maintained at each school operating a program under 1114 or 1115 and at the main office of the LEA. 3. Shall be available to any member of the general public on request.
I hereby attest to the following: Teachers All teachers hired to this school since the enactment of the No Child Left Behind Act of 2001 and supported with Title I funds are highly qualified. Paraprofessionals All paraprofessionals working in a program supported with Title I funds, regardless of their hiring date, have earned a secondary school diploma or its recognized equivalent. All paraprofessionals working in a program supported with Title I funds shall have: Completed at least 2 years of study at an institution of higher education; Obtained an associate’s (or higher) degree; or Met a rigorous standard of quality and can demonstrate, through a formal State or local academic assessment, knowledge of, and the ability to assist in instructing reading, writing, mathematics, or reading readiness, writing readiness and mathematics readiness. 28 Paraprofessionals working in a program supported with Title I funds may be assigned to: Provide one-on-one tutoring for eligible students, if the tutoring is scheduled at a time when a student would not otherwise receive instruction from a teacher; Assist with classroom management, such as organizing instructional and other materials; Provide assistance in a computer laboratory; Conduct parental involvement activities; Provide support in a library or media center; Act as a translator; or Provide instructional services to students working under direct supervision of a teacher.
Principal’s Signature: ______
29