Annual Title I Meeting Presentation

Providing information about our school’s Title I-A program

• Explanation of Title I-A
• Rights of Parents and Guardians
• Sharing Our School’s Program
• Annual Review and Evaluation
• Parent and Family Engagement

Title I-A Program

What is “Title I-A”?

• Title I-A is a component of Elementary and Secondary Education Act (ESEA), our nation’s largest education assistance program for schools
• Provides additional support to students with the greatest need
• Can support behavioral and social emotional needs as well as academic needs

All ESEA programs, including Title I-A, are about ensuring the right supports get to the right students.

Each Title I-A school must…

• Complete an annual needs assessment
• Create and annually update a school-level plan and compact
• Develop and implement a Family Engagement Plan
• Engage families as partners in their child’s learning
• Maintain documentation of staff qualifications

Parent/Guardian Rights Under ESSA

• Right to request educator qualifications
• Request opportunities to meet with staff
• Participate in decisions affecting your child
• Review school’s Title I program and make suggestions
• Participate in school activities

Title I-A Program Components

• Program Design
• Curriculum
• Family Involvement
• Monitoring Student Progress

Our School’s Program

Our school’s model

• We use Title I-A funds to serve all students to generate high levels of academic achievement in core subject areas, especially those students most in need.

What does our program look like?

• Supplemental Literacy Resources
• Schoolwide Organization Resources
• Before & After School Academic Support
• Additional Staff: Instructional Mentor, Behavior Specialist, AVID Tutors

Our Goals

Our areas of focus are to improve instruction for English Language Learners, as well as use HMH and MidSchool Math curriculum in our Language Arts and Math Classrooms to improve assessments.

During this school year…

• English Language Learners
  • 75% of CCMS English Language Learners will earn passing grades in Math, Language Arts, Social Studies, and Science each trimester.
• Math:
  • 31.7% of our 6^th graders will meet OSAS proficiency.
  • 26% of our 7^th graders and
  • 29.3% of our 8^th graders will meet/exceed the state OSAS averages in Math.
• Language Arts:
  • 41.5% of 6^th graders,
  • 39.3% of 7^th graders, and
  • 40.7% of 8^th graders will meet/exceed the state OSAS averages in the ELA assessment.

Our School’s Curriculum

We will improve tier 1 instruction by focusing on intentional integration of language acquisition, development strategies, and assessment practices across all content areas in order to increase the supports for and success of our students designated as English Language Learners.

100% of our English Language Arts (ELA)/Spanish Language Arts (SLA) and Math classrooms will be using HMH and MidSchool Math curriculum resources in the following ways.

• ELA/SLA – Engagement with high quality, complex texts though evidence-based questions, meaningful tasks, and student-to-student discussion that deepens comprehension per the HMH curriculum.
• Math – Student-to-student discourse, collaborate to solve math problems, explain/justify thinking, and show ownership in their learning per the MidSchool Math curriculum.

How We Monitor Student Progress

Assessments our school uses

• Common formative assessments developed by the team
• Diagnostic tools including tests within the literacy and math curriculum

Progress monitoring process

• Student identification process through grade level team meetings

Communication of your child’s progress

• SBAC results are mailed annually
• Grade Reports are mailed at progress grading (for students receiving D or F grade marks) and at trimester (all students)

Our Data/How are we doing?

Our needs are to…

• improve in reading schoolwide
• build a culture of achievement with scaffolds for support; trauma informed
• continue professional development for our staff with language scaffolds to support all students (including emerging bilinguals and pre-emerging bilinguals)
• build connection with others (students, staff) in the community

Our strengths are…

• writing systems that are stronger than our reading systems
• incentives-based systems to help improve student attendance
• dual language program implementation

Annual Review & Evaluation

• Our school plan and school-family-compact are reviewed throughout the school year, and refinements and revisions are made.
• We request family feedback and input at our annual meeting in the fall.
• Families who have specific questions or requests can reach out to anyone in our school to discuss and meet with us.
• Family Engagement
• Families as Partners

Family Engagement Plan 

Families provide feedback and input at our annual meeting

Compact

Our School-Family-Student Compact is shared at our annual meeting

Building Family Capacity

• Title I Back-2-School Night Open House
• Student-Led Family/Teacher Conferences
• Targeted Outreach & Interventions
• Academic Focused Family Support Nights
• CCMS Comprehensive School Improvement Plan

We Are Family | Somos Familia | Our Ohana

Comprehensive School Improvement Plan

Instruction

• We routinely implement and scaffold AVID WICOR strategies with an emphasis on supporting ACADEMIC LANGUAGE, so ALL students can access rigorous instruction school-wide…
• We consistently implement WRITING TO LEARN strategies, with an emphasis on all five phases of the FOCUSED NOTE-TAKING process as a tool for learning...
• We continue to maximize RIGOR through student driven higher-level questions, using COSTA’S LEVELS OF THINKING, by utilizing focused note-taking, problem solving activities, as well as culturally relevant class and text-based discussions across all content areas...
• We continue to explicitly teach our students’ organizational and time-management skills using AVID BINDERS, PLANNERS & RESOURCE GUIDES, and DIGITAL TOOLS to support learning...

Culture

• We continue to build culture of COLLEGE & CAREER READINESS through AVID SCHOOL-WIDE...
• We continue to develop a culture of academic and behavioral PRIDE, STUDENT OWNERSHIP, and a SENSE OF BELONGING, through ongoing implementation of POSITIVE BEHAVIOR INTERVENTIONS & SUPPORTS (PBIS)...
• We continue to build RELATIONSHIPS with our students based on RESPECT, TRUST and ACCOUNTABILITY...

Leadership

• We continue to support and build an innovative and dynamic AVID SITE LEADERSHIP TEAM to lead school improvement and accountability…
• We continue to BUILD CAPACITY and UNDERSTANDING of INSTRUCTIONAL LEADERSHIP in our teachers and staff…
• We continue to monitor the implementation and impact of our AVID SITE PLAN and TITLE I SCHOOL IMPROVEMENT PLAN…

Systems

• We engage in effective practices and implement MULTI-TIERED SYSTEMS OF SUPPORT through PROFESSIONAL LEARNING COMMUNITIES (PLCs) to MONITOR student growth and the effectiveness of instruction, support, and intervention…
• We support implementation of AVID WICOR strategies through embedded INSTRUCTIONAL COACHING and regularly scheduled LEARNING WALKS…
• We EXTEND LEARNING opportunities BEYOND THE SCHOOL DAY through our 21^st Century Grant and partnership with United Way...
• We continue to refine our AVID ELECTIVE RECRUITMENT, INTERVENTION, and RETENTION to ensure gender and racial equity...
• We strive for EQUITABLE ACCESS to learning by effectively using school-wide CLASSROOM MANAGEMENT strategies and ROUTINES to build inclusive learning environments that empower students and staff to thrive...

ALL students at Claggett Creek Middle School will graduate high school, ready for college or careers.