Title I
Title I is a federal education program under the Elementary and Secondary Education Act (ESEA) of 1965, which was renamed as No Child Left Behind (NCLB) in 2001. Title I, Part A provides Utah with Federal funds each year to help higher poverty schools provide supplemental educational services to meet the needs of disadvantaged students.
What are the Goals of Title I?
- Help students to achieve academic success in Reading/Language Arts and Mathematics
- Increase student performance in high poverty schools through school-wide reform
- Enhance parents’ abilities to help their children succeed through quality parental involvement activities
Title I School Coordinator: Mrs. Amy Jaskowick; ajaskowick@tooeleschools.org
Parent-School Learning Compact
PARENT COMPACT 2023-2024 ENGLISH
PARENT COMPACT 2023-2024 SPANISH
Sterling Elementary
School-Parent-Family Compact
2023-2024
Safe. Optimistic. Accountable. Respectful
The Student Will
● Attend school regularly and on time.
● Complete assignments and homework and return them to the teacher on time.
● Be safe. Be Optimistic. Be Accountable. Be Respectful.
The Parent Will
Support my child(ren) in their learning by:
● Making sure my child is well rested and has breakfast/lunch/dinner each day
● Making sure my child attends daily and is on time
● Establishing a routine for homework and support their efforts
● Encouraging a positive attitude towards school
● Reviewing information and work sent home and respond as necessary
Participate in decisions relating to the education of my child(ren) by:
● Attending all scheduled conferences
● Supporting the school and staff in maintaining safety and discipline
Support my child with a positive use of extra-curricular time by:
● Reading with my child
● Facilitating healthy activities
The Teacher Will
Provide high quality, engaging curriculum and instruction in a supportive and effective learning
environment that enables children to meet challenging State academic standards by:
● Providing a safe environment for students to learn and building relationships with every
family in my class.
● Holding high expectations for all students and having the belief that all students can learn
● Providing high quality curriculum and instruction, including necessary interventions and
extensions for each student.
Engage in two-way, meaningful communication through:
● Parent-Teacher conferences, phone calls, emails, and notes sent home.
● Frequently report student progress
● Reviewing School-Parent-Family Compact
● Responding to parent contacts in a timely manner
The School Will
Provide high quality, engaging curriculum and instruction in a supportive and effective learning
environment that enables children to meet challenging State academic standards by:
● Creating a culture of continuous progress for all students
● Promoting a kind, safe, and responsible learning environment
● Providing opportunities for parents to volunteer, observe, and participate in decision making
This document was developed jointly by a team of parents, teachers, and administrators on various dates of summer
2023
Parent Engagement Policy
School Title I Plan
School Semester Plan Goals Title I Plan
Semester Plan Goals
Goal Area 1: Teachers, Leaders, Support Staff
Campus Goal: Sterling Staff will be proficient teachers of:
· Literacy through using Wonders/Study Sync Basals (K-6) and LETRS strategies (k-3).
· Science by increasing their capacity to teach the SEED Standards using 3-Dimensional Science Strategies (4-6).
Metrics: Acadience Benchmarks, RISE Benchmark and Summative data, stakeholder survey information, LETRS completion and mastery reports, Wonders/Study Sync completed trainings and implementation.
Prioritized Key Components |
Actions |
Person Responsible |
Resources |
Timeline for Implementation |
Evidence of Successful Completion |
BLT Data Review and Semester Plan meeting |
Review data from Acadience/Rise assessment and Stakeholder Survey |
Marble, White, Paige, Hunt, Riddle, Jordan |
Assessment Data, Stakeholder Survey, Semester plan |
August 1st – 15th |
Semester Plan Draft completed. |
Staff Meeting presenting Semester plan draft
|
During PLC meeting present draft for staff to review and add changes if necessary |
Marble, White, Riddle, Paige, Jordan, Hunt |
Data and survey presentation. Semester Plan
|
Sept. 7th |
Semester plan completed; Goals presented to staff.
|
Wonders/ Study Sync Training
|
Grade level training and creation of curriculum map Monthly PLC’s |
District, Marble, White, Riddle |
District trainers, Wonders/Study Sync outlines |
August 16th And Monthly School-wide PLC |
Curriculum Map created. PLC Agendas and data |
Para Training in Literacy Interventions |
Para’s will be trained in SPIRE interventions |
Riddle, White |
SPIRE Literacy Curriculum
|
August 29 – Sept 2nd |
Paras run SPIRE intervention groups with teachers. See student growth in reading. |
LETRS Training (K-3) |
Teachers complete online LETRS training for the next two units |
LETRS trainers K-3 Teachers |
LETRS manuals and resources |
5th unit, Aug- Oct 6th unit, Oct - Jan |
Teachers are using strategies in class and pass the exams. |
Wonders/Study Sync units taught in class |
Teachers implement Wonders or Study Sync as their literacy curriculum |
Teachers, Marble, White |
Wonders/Study Sync. Curriculum |
Aug 24 – Jan |
Curriculum Map followed, evidence in observations, incorporated into PLC |
Benchmarks and Progress Monitoring |
Students will be assessed to measure growth in Reading |
Teachers and Staff |
Acadience and RISE Benchmarks |
Aug – January |
All students will be assessed. |
Data Review |
Grade level PLC will review student reading growth |
Grade Level PLCs, Marble, White, Riddle |
Acadience and RISE |
Every month and January |
Sterling achieves 70% student reading growth. |
Science 3-Dimensions Training (4-6) |
Teachers engage in 3D science training using Inspire Science and SEED Storylines |
White, District, 4-6 teachers |
Inspire Science, SEED Storylines, TCSD instructional framework |
Aug – January |
Teachers are using strategies in class, student achievement on RISE Benchmarks |
Checkup 1: October Thursday, Sept. 22nd at 4:00 Checkup 2: November Thursday Dec. 8th at 4:00 End of Semester Review: Thursday Jan. 26th at 4:00
Goal Area 2: Curriculum, Instruction, Assessment
Campus Goal: All Teachers will be trained and effectively implement the TCSD Instructional Framework with their lesson planning.
Metrics: Each month the Administration will observe the use of the Instructional Framework and give feedback. Positive examples will be shared with the staff each month.
Prioritized Key Components |
Actions |
Person Responsible |
Resources |
Timeline for Implementation |
Evidence of Successful Completion |
Framework Overview |
Share overview with staff. Define each aspect. |
Marble, White |
Framework slideshow and activities |
August 18, 2022 |
Teachers incorporate framework in math lessons. |
DAO Desired Academic Outcome |
Review definition of DAO and how use it to direct the lesson |
Marble, White 2nd Grade Team |
Definition, purpose, and examples from classes |
September 1, Staff meeting |
DAO is attached to lessons and students recognize DAO in math, literacy, and science lessons. |
Bell Ringer (AKA warm-up, self start, etc.) |
Review definition of bell ringer and give examples |
Marble White 3rd Grade Team |
Definition, purpose, and examples from classes |
October 6, Staff meeting |
Bell Ringers are used in math, Literacy, and Science lessons. |
Core Instruction Class, group, individual |
Review Engaging whole class, small group, and individual instructional practices. How to plan and execute engaging lessons. |
Marble, White, Riddle Kindergarten teachers and 5th grade team |
Definition, interactive activity. Teachers' examples |
November 3, Staff Meeting |
Lesson plans detail engaement strategies and is evident in observations. Coaching cycles and check-ins. |
Assessment/Check for understanding. |
Review progress on how diverse types of both informal and formal assessment are being taught in the classroom |
Marble, White, 6th Grade Team |
Definition of various types of assessment, their purpose, and examples |
January 5, Staff Meeting |
Teachers use various types of assessment that match their DAO Observations, lesson plans include assessment piece |
Common Formative Assessments |
Review elements of CFA’s, purpose, and follow through |
Marble, White, 4th Grade Team |
Definition, purpose, and examples |
February 2, Staff Meeting |
PLC teams are using CFA’s and engaging in student data and intervention plans. |
Interventions
|
Review key components of intervention and best practices |
Marble, White, 1st Grade Team |
Definition, purpose, and examples |
March 2, Staff Meeting |
Interventions are successfully implemented in every classroom |
Checkup 1: October Thursday, Sept. 22nd at 4:00 Checkup 2: November Thursday Dec. 8th at 4:00 End of Semester Review: Thursday Jan. 26th at 4:00
Parents Right to Know
According to Title I federal regulations, parents have the right to access the following information:
Parents Right to Know
• Whether the teacher of your child meets the state qualifications and licensing criteria for
the grades and subjects he or she teachers.
• Whether the teacher of your child is teaching under emergency or provisional status
because of special circumstances.
• The teacher of your child’s college major, whether the teacher has any advanced
degrees, and the field of discipline of the certification or degree.
• Whether paraprofessionals provide services to your child and, if so the qualifications of
those paraprofessionals.
You can receive this information by contacting the office or Title I Coordinator.