Title 1
School Wide Title Program
Scotland County R-1 Elementary School’s Title I Program is a Schoolwide Program. A schoolwide program is designed to ensure that all students, especially those students most in need, demonstrate proficient and advanced levels of achievement on State academic achievement standards.
A schoolwide program is built upon schoolwide reform strategies rather than separate, add-on services. This schoolwide reform strategy requires that a school—
Conduct a comprehensive needs assessment
identify and commit to specific goals and strategies that address those needs;
Create a comprehensive plan; and
Conduct an annual review of the effectiveness of the school wide program and revise the plan as necessary.
A schoolwide program uses its Title I allocations to upgrade the entire educational program of the school in order to raise academic achievement for ALL students at the school. No longer are students labeled “Title I,” but instead all the students and all the teachers at the school use Title I dollars to improve the school’s entire academic program.
A schoolwide program collects, analyzes, and uses data to monitor progress continuously and improve teaching and learning for ALL students.
A schoolwide program makes parents and other community member’s full partners in learning by involving them in planning, problem solving, and conveying a consistent message of support and high expectations. Parents also sign a “compact” – a written commitment – with the school that specifies their roles in helping children learn at home, endorsing teachers’ high expectations, and helping to make the school a safe and caring place for learning.
Compact
Scotland County R-I Elementary - K-6
SCHOOL-PARENT-STUDENT-COMPACT
2013 - 2014
The Scotland County R-I Elementary and the parents of students participating in Title I.A activities, services, and programs, agree that this compact outlines how the entire school staff, the parents and the students will share the responsibility for improved student academic achievement.
School Responsibilities
The elementary school and its staff will:
Provide high-quality curriculum and instruction in a supportive and effective learning environment that enables participating children to meet the Missouri Learning Standards as follows-
Retain highly qualified principals and teachers,
Provide instruction, materials, and high quality professional development which incorporates the latest research, and
Maintain a safe and positive school climate
Hold annual parent-teacher conferences to-
Discuss the child’s progress/grades during the first quarter
Discuss this compact as it relates to the child’s achievement
Examine the child’s achievement and any pending options at the end of the third quarter
Provide parents with frequent reports on their child’s progress as follows-
Weekly information from the K-6 classroom teachers
Access to online grades in grades 3-6
Timely suggestions from the teachers when requested
Mid-quarter report sent from the school for students in grades 3-6
Quarterly grade cards/reports sent home by the school
Grades K-6 Star Reports are kept in each child’s school records
Monthly suggestions from the elementary counselor is sent in the school newsletter
Be accessible to parents through –
Phone calls or person-to-person meetings
Scheduled consultation before, during, or after school
Scheduled school visits
Access to available classroom web pages and email
Provide parents opportunities to volunteer and participate in their child’s class, and to observe classroom activities as follows-
Listen to children read
Help with classroom decoration, art projects, etc.
Present a program on your culture, a different country, etc.
Assist with holiday programs or parties, reading programs (Book-It, classroom sponsored reading activities, etc.), educational trips, etc.
Open House activities in grade K-6
Moonlight School for K-6
All School Family Fun Night
Honor Roll Assemblies
PTO member and/or volunteer
Attendance and volunteer opportunities during Science Fair, Art Show, Track and Field Day, Play-a-Thon
Parent Responsibilities
I, as a parent, will support my child’s learning in the following ways:
Reserve a time for family reading at home
Make sure they are in school every day possible and on time
Monitor the amount of music and screen time (TV, computer, video games)
Volunteer in my child’s classroom/school
Encourage the use of student planners for grades 3-6 / folders/envelopes for grades K-2
Be aware of my child’s extracurricular time and activities
Stay informed about my child’s education by reading all communications from the school and responding appropriately
Monitor appropriate dress (both for weather/climate and for appearance)
Monitor a reasonable bedtime to encourage a healthy lifestyle
Student Responsibilities
I, as a student, will share the responsibility to improve my academic performance to meet the Missouri learning Standards and will –
Attend school every day possible and be on time
Be respectful toward others and to myself
Do my homework every day, and ask for help when I need it
Read every day outside of school at my level
Use a student planner or folder/envelope to organize my time and to complete assignments
Give all notes and information from school to my parent/guardian daily
Please read and review this information with your child, then sign and send back to school. After the teachers sign the compact, a copy will be sent home to your family.
_______________________________________ ______________________
Classroom Teacher Date
_______________________________________ ______________________
Title I Teacher Date
_______________________________________ ______________________
Parent(s) Date
_______________________________________ ______________________
Student Date
DIBELS
All students at our school are screened for reading difficulties three times a year using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Next. This is one assessment that helps us identify students who may need extra help in learning skills needed to become a strong reader.
Nonsense Word Fluency (NWF)
Children with strong phonics skills know the sounds of letters and are able to blend them together to form words. On the NWF assessment, your child is shown a “nonsense word” containing 2 or 3 letters (e.g. bim, ob) and asked to read the word. Your child is given credit for each correct sound (Correct Letter Sound-CLS) and added credit if he/she reads the word without saying each individual sound (Whole Words Read-WWR). Nonsense words are used so that the teacher knows your child is connecting the sound to the letter rather than recognizing the word by sight.
DIBELS Oral Reading Fluency (DORF)
On the DORF assessment, your child will read three passages appropriate for his/her grade level for one minute and then be asked to retell what was read. First grade students with a strong sight word vocabulary and whose phonics skills are developed to the point of being able to quickly decode unknown words are typically able to read a grade level passage at a rate of 40 words correct per minute by the end of first grade. Being able to read text fluently means that the reader can concentrate on the meaning of the story rather than spend time and energy decoding the words.
DAZE
The DAZE is a measure of your child’s ability to understand what he/she reads. This assessment is typically administered to the whole class at the same time. Your child will be asked to silently read a grade level passage for 3 minutes. Every seventh word in the passage has been replaced by a box containing the correct word and two “distractor” words. Credit is given for circling the correct words that best fits the omitted the words in the passage.