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

23-24 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 1^st – 15^th	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. 7^th	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 16^th 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 2^nd	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	5^th unit, Aug- Oct 6^th 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. 22^nd at 4:00 Checkup 2: November Thursday Dec. 8^th at 4:00 End of Semester Review: Thursday Jan. 26^th 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 2^nd 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 3^rd 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 5^th 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, 6^th 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, 4^th 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, 1^st Grade Team	Definition, purpose, and examples	March 2, Staff Meeting	Interventions are successfully implemented in every classroom

Checkup 1: October Thursday, Sept. 22^nd at 4:00 Checkup 2: November Thursday Dec. 8^th at 4:00 End of Semester Review: Thursday Jan. 26^th 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.