Understanding �Title I

Everything you need to know about Title I funding at Providence Hall Charter School

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Title I Defined

• A federal allocation of funds for schools classified as low income for the purpose of assisting students to demonstrate proficiency related to the state’s academic standards.

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• Providence Hall receives partial Title 1 funds to assist students

Schools Eligible for Title I

A Title I school receives Title I funds under the following guidelines:

• The percent of low-income children in a given school must equal or exceed district average poverty.
• To be eligible for Title I funds, a charter school must have at least 10 low income children.
• In Utah, low income students are typically identified through the free/reduced lunch application (or proxy methodology).

Purposes of Title I

• Help students to achieve proficiency on state academic standards (primarily in Reading/Language Arts and Mathematics)

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• Build teacher capacity through quality professional development

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• Enhance parents’ abilities to help their children succeed through quality parental involvement activities

Targeted Assistance Schools

• Use Title I funds only for supplementary educational services for eligible children.

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• Identify as eligible those students who are failing or most at risk of failing to achieve state academic standards.

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• Prioritize eligible students in rank order to provide services to those in greatest need.

Targeted Assistance Schools

• Establish staffing patterns and schedules of services to meet the needs of students.

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• Minimize the removal of students from the regular classroom during classroom instructional time.

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• Actively involve the classroom teacher in assessing individual student performance and planning additional services.

Title 1 Family Engagement Compact

Found on our website under policies:

Providence Hall will:

• provide high-quality curriculum for effective learning to demonstrate mastery
• Offer parent conferences
• Provide frequent progress reports
• Provide reasonable access to staff
• Provide parents the opportunity to volunteer and participate in their child’s classroom

Title 1 Compact

Parents will support student learning by:

• Attend school
• Make sure homework is completed
• Monitor social media and TV watching
• Participate in supporting the learning
• Encouraging students to read daily
• Reading and responding to all notices from the school
• Sharing ideas for school improvement

Title 1 Parent Compact

As a student I will:

• Follow school discipline policies
• Complete all assignments to the best of my ability
• Read daily for at least 20 minutes outside of school time
• Giving my parents all notices and information sent home from the school

Use of Title I Funds

• Implement school goals and objectives.

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• Support individual student achievement.

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• Avoid supplanting programs created by other State and Federal funding sources.

Effective Uses of Title I Funds�

• Personnel
• Textbooks and Supplies
• Extended day/year program
• Early childhood program
• Full and/or extended day kindergarten
• Counseling
• Accelerated, high quality curriculum that enables disadvantaged students to achieve challenging standards

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Improving Student Achievement

• Title I schools are to implement research-based instructional strategies.
• Consider extended learning time options to help students needing additional help.
• Before and after school programs
• Summer school programs
• Intersession or Saturday school programs
• Other extended-day programs

Improving Student Achievement

• Instruction delivered by highly qualified staff
• Timely identification of learning needs through assessment
• Targeted interventions for those students who need additional instructional help
• Annual review of school academic progress

Highly Qualified Staff

• Teachers meet the Highly Qualified Teacher (HQT) requirements

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• Paraprofessionals must meet (HQ) qualifications

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• Services provided by paraprofessionals are under the direct supervision of and in close proximity to a Highly Qualified Teacher

Professional Development

• School plans describe the professional development that will be provided to support teachers in meeting student needs.

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• Quality professional development includes strategies that are ongoing and provide follow-up support to help teachers successfully implement strategies.

Parent Involvement

• LEA Parent Involvement Policy

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• School Parent Compact

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• Parents “Right to Know” requirement

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• Input into planning and implementation of parent involvement activities

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• Access to assessment and evaluation data

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Parent and Family Engagement Policy

Found on the website under policies - 6000 Instruction

• Title 1 Participation information provided during student orientation meetings
• Parent Representation
• Invite parents to participate in our community planning team.
• Meet 2 times a year to discuss Title 1 plan, curriculum, student performance and improvement plans
• Student progress will be communicated by the school
• Engagement Policy feedback provided through community planning committee
• Encourage all who are interested to participate
• Surveys will also be used to gain feedback

Overall School Performance - RISE

3rd Grade ELA

Overall School Performance - RISE

5th Grade ELA

Overall School Performance - RISE

3rd Grade Math

Overall School Performance - RISE

4th Grade Math

Overall School Performance - RISE

5th Grade Math

Overall School Performance - RISE

4th Grade Science

Overall School Performance - RISE

5th Grade Science

Improvement Plan

Providence Hall Mission & Vision

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Mission Statement: Think critically, communicate effectively and act responsibly in an ever-changing global community.

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At Providence Hall Charter School we expect all staff, students and parents to embrace and make every effort towards each component of the mission statement. As a Board and Administration, we have outlined each component into value statements that Providence Hall Charter School holds for all stakeholders.

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• The Providence Hall community will Think Critically by being open-minded, purposeful and solution-driven, which encompasses the IB Learner Profile attributes of Inquirer, Reflective and Knowledgeable.

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• The Providence Hall community will Communicate effectively by being clear, timely, collaborative, and respectful.

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• The Providence Hall community will Act Responsibly by being Principled, Caring, accountable and a contributor, which encompasses the IB Learner Profile attributes of Balanced and Risk-Taker.

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Improvement Plan

PHES Purpose Statement

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• We serve the elementary students, their parents, and our teachers by providing an engaging and well-rounded foundational education which helps all stakeholders progress toward exemplifying the IB Learner Profile. By doing this, we help our school create lifelong learners who are prepared to participate and contribute effectively in their communities.

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• Think: Assessment growth (RISE, Acadience,etc) and Student Achievement, Professional Development and Diversity Education

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• In the 2022-2023 school year, Providence Hall Elementary students and staff will analyze standardized assessments (including RISE and Acadience data) to identify teaching and learning needs, to improve student performance outcomes, and meet or exceed state growth percentages.

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• *Kid-friendly version: I will increase my academic skills and I will SHOW WHAT I KNOW through personal assessment data.

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Improvement Plan

1. Goal for ELA School-wide: Students will achieve 35% proficiency in grades 3-5 on the SAGE/RISE Assessment. 80% of students should be demonstrating growth toward proficiency standards (at the benchmark level) on all school-wide benchmark assessments. (increase by 4%)

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2. Goal for Math School-wide: Students will achieve 40% proficiency or higher in grades 3-5 on the SAGE/RISE Assessment. 80% of students should be demonstrating growth toward proficiency standards (at the benchmark level) on all school-wide benchmark assessments. (increase by 4%)

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Improvement Plan

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3. Goal for Science School-wide: Students will achieve 40% proficiency in grades 3-5 on the SAGE/RISE Assessment. 80% of students should be demonstrating growth toward proficiency standards (at the benchmark level) on all school-wide benchmark assessments. (increase by 4%)

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We will know we are reaching our goals through:

• Acadience progress monitoring
• RISE test practice
• Writing analysis (CBMs)
• Unit benchmarking assessments
• PLCs (structured, support, mentoring, implementation)
• Professional Development and Trainings
• Accelerated Learner Development
• MTSS Support
• Reading/Math Intervention
• Curriculum Implementation and Support
• SPED Services

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