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Welcome Families!�Annual Title I-A Meeting

Englewood Elementary School

October 10, 2024

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Purpose of Today’s Meeting/Agenda

Provide 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

Oregon Department of Education

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Title I-A Program

What is “Title I-A”?

A component of the 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

Oregon Department of Education

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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

Oregon Department of Education

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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

Oregon Department of Education

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Title I-A Program Components

Oregon Department of Education

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Curriculum

Monitoring Student Progress

Family Involvement

Program Design

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Strategic Plan

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Our School’s Program

Our school’s model

Schoolwide: Based off our school’s data, which drives our Needs Assessment, we use Title I-A funds to support all students’ sense of belonging and achieve higher levels of academic performance, especially those with the greatest needs

What does our program look like?

Literacy curriculum, including intervention resources and materials
Focused ongoing training and support for staff

Oregon Department of Education

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Our School’s Program Continued

What does our program look like?

Reading Specialist, Foundational Skills Specialist, Licensed Teachers, and Paraprofessionals trained in high-leverage, research-based intervention identified by SKPS to support daily literacy interventions
Math intervention program to support math fluency
Positive Behavior Intervention Supports (PBIS) and Social Emotional Learning (SEL) lessons to provide a sense of belonging, safety, and an inclusive school environment conducive for learning

Oregon Department of Education

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How We Monitor Student Progress

Assessments our school uses:

Star CBM
i-Ready Diagnostic
Panorama
Oregon Statewide Assessment System (OSAS)

Progress monitoring process:

Star CBM
i-Ready Comprehension Checks
In-program formative assessments
ElementaryCommunication of your child’s progress:
Progress Report - EPR
Teacher Conferences/Correspondence

Oregon Department of Education

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Our Data/How are we doing?

Oregon Department of Education

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Our Data/How are we doing continued

Oregon Department of Education

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Our School’s Curriculum

Interventions

Phonics for Reading
Early Reading Intervention
Reading Mastery
Read Well
Corrective Reading
Bridge the Gap

Oregon Department of Education

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CORE Content

ReadyGen - Literacy
Thinking Maps - Throughout Content
Integrated ELD
i-Ready Math
PurposeFull People - SEL

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Our Goals

Student Discourse as part of high-impact instructional strategies
Ensure fidelity of the 90-minute literacy block with whole group grade-level, standards-based instruction, small group instruction and foundational reading prioritized
Ensure projection maps are followed with fidelity
Ensure that i-Ready program is used with every student for approximately 45 minutes a week
Intentionally plan for student needs based on needs surfaced during the Core Review process and Collaborative Core Planning

Oregon Department of Education

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Our Goals Continued

Ensure students served in special education have appropriate access to general education
Ensure English Language Development instruction is integrated into the instructional day throughout content areas
Ensure that reading interventions are administered with fidelity, including progress monitoring and using data to drive next steps
Ensure families are invited to participate in the process of establishing and setting goals through feedback and sharing their perspectives on what they believe is important for their students to learn and achieve.

Oregon Department of Education

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Annual Review & Evaluation

Our school plan and compact between the school and families are revised during every school year and modifications and adjustments are made.
We invite feedback and input from families at our annual meeting in the fall.
Families that have specific questions may contact anyone in our school to schedule a time to meet with us.

Oregon Department of Education

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Family Engagement

Oregon Department of Education

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Annual Meeting

Family Engagement Plan

Compact

Building Family Capacity

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Families as Partners

Family Engagement Plan

Families provide feedback and input at our annual meeting.

Compact

Our school compact is shared with families during fall conferences.

Building Family Capacity

Back to School Night
Title I Annual Meeting
PTC
Conferences
Family Science Night
Family Math and Literacy Night

Oregon Department of Education

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The Every Student Succeeds Act (ESSA) requires that districts and schools that receive Title I-A funds communicate, collaborate and work as partners with parents and families with the goal of improving student achievement and promoting academic success. These provisions reflect good practice in engaging parents/guardians and families in helping to educate their children, because students do better when parents are actively involved in the education process, both at home and at school.

Families must be engaged in the development and annual review of the school-level Family Engagement and Title I-A plans, as well as have opportunities to share suggestions and feedback. The district must establish policies that ensure all interested families are prepared to participate in planning, decision-making and oversight groups such as boards, councils, committees or working groups.

Each school that receives Title I-A funds must develop, with their families, a compact that outlines how families, students and school staff will build and develop a partnership to ensure student success. This includes describing the school's efforts to provide high-quality curriculum and instruction as well as the activities and actions that families can take to support their child's learning.

Each school must provide opportunities for families to be engaged in their child’s learning. This includes sharing information with families on how their child is performing, including their child’s strengths, as well as strategies for how families can promote student progress.

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We’re In This Together!

Dawn L. Holmstrom

Principal, Englewood Elementary School

holmstrom_dawn@salkeiz.k12.or.us

Rob Schoepper

Director of State and Federal Programs and Grant Management

schoepper_rob@salkeiz.k12.or.us

Stephanie Nguyen

Program Associate for Federal Programs

nguyen_stephanie@salkeiz.k12.or.us

Ke’ alohi Tombleson

Federal Programs Administrative Assistant

tombleson_kealohi@salkeiz.k12.or.us

Oregon Department of Education

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Englewood Elementary Website: https://englewood.salkeiz.k12.or.us/
Salem-Keizer Public School Title I Information: https://salkeiz.k12.or.us/programs/title-i
Oregon Department of Education Title I-A: https://www.oregon.gov/ode/schools-and-districts/grants/esea/ia/pages/default.aspx

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Early Literacy Framework

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ODE Early Literacy Framework

What is it and why now?

House Bill 3198 –Early Literacy Success Initiative
Build statewide coherence, clarity, and common ground
Support districts and schools in the implementation of a comprehensive literacy vision and plan
Serve as a shared north star for educators, leaders, and community, in alignment with the Governor’s vision for improving student literacy

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Marco de alfabetización temprana del Departamento de Educación de Oregón (ODE, por sus siglas en inglés)

¿Qué es y por qué ahora?

Proyecto de Ley 3198: La Iniciativa para el Éxito de la Alfabetización Temprana.
Establece coherencia, claridad y puntos en común en todo el estado
Apoya a los distritos y las escuelas en la implementación de una visión y un plan integrales de alfabetización.
Sirve como estrella del norte (guía) compartida para educadores, líderes y la comunidad, en consonancia con la visión de la gobernadora de mejorar la alfabetización estudiantil.

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Literacy – Why it matters?

Reading = Access
Breaking the "code"
Value of language background and bilingualism
Monitor and intervene

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Lectura - ¿Por qué es importante?

Lectura = Acceso
Rompiendo el "código de lectura"
Valor en la formación lingüística y el bilingüismo
Monitorear e intervenir durante el proceso

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Early Literacy Framework Guiding Principles

Literacy begins at birth

Families and communities strengthen school-based learning

Every child is full of literary promise

Foundational skills matter

Every child must be taught to read and write

Value of multilingualism and its benefits

Educator knowledge and classroom practices are essential

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Marco de Alfabetización Temprana

El proceso de lectura comienza desde el nacimiento.
Las familias y comunidades fortalecen el aprendizaje
Cada niño está lleno de promesas literarias
Las habilidades fundamentales son importantes
A todos los niños se les debe enseñar a leer y escribir.
Valor del multilingüismo y sus beneficios
El conocimiento del educador y las prácticas en el salón son esenciales

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Early Literacy Support

What would you, as caregivers, want to learn about Early Literacy?
In what ways can the school support you in that learning?

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Apoyo para alfabetización temprana

¿Qué les gustaría aprender a ustedes, como padres/tutores, sobre la alfabetización temprana?
¿De qué maneras puede la escuela apoyarles en ese aprendizaje?

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Early Literacy Support Feedback

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