Pershing

Pershing Annual Meeting

Title IAYP/School Improvement

Title I Annual Parent Meeting

Welcome and Purpose of Meeting

•To explain Title I •To review our parent involvement policy and school-parent compact•To let you know how our students are doing academically on state assessment data•To share information about our school’s curriculum•To talk about school improvement—what we are doing at school and what you can do at home

Title I

1960’s in America▫ Riots in the cities; desegregation of schools

▫ Congress looking for a way to supportinner city schools and desegregation.

POVERTY became the vehicle to move federal funds to public schools

Federal funds are supplemental: Cannot be used to replace local or state funds (unless

specifically authorized to do so)

School districts must maintain the same level of funding to the school, and use Title I funds in addition to these funds

Free and Reduced at Pershing- 64.2%

Accountability in NCLB

Adequate Yearly Progress (AYP) based on student performance on Nebraska State Accountability (NeSA) assessments

Annual measure of progress against State Goals established by NCLB requirements:o 9 groups: all students, race/ethnicity (5 groups), low-

income, special education students, English Language Learners

o All groups must meet 100% of State Goals to have made AYP

Adequate Yearly Progress Applies to all schools and districts

in Nebraska, but consequences for not meeting AYP only apply to Title I schools

Identified for Needs Improvement if do not make AYP for two consecutive years in same subject

Title I Consequences for Schools Identified for Needs Improvement

3rd Year of Needs Improvement: Parent Letter Must offer Public School Choice, if options

available Must offer Tutoring by an Approved

Provider Post School Choice/Tutoring on Website Submit a Corrective Action Plan to NE Dept.

of Education

Title I Parent Policy Requirements Convene an annual meeting Involve parents in the planning, review,

and improvement of the parent involvement policy

Provide parents with timely information regarding curriculum, academic assessments used, and proficiency levels

Provide opportunities for parents to participate, as appropriate, in decisions relating to the education of their children

Title I Parent Policy Requirements (cont.)

Jointly develop a school-parent compact outlining shared responsibilities for student academic achievement

Provide assistance and opportunities for helping parents understand topics related to student academic achievement

Provide information and opportunities for participation in a language parents can understand

Our Parent Involvement Policy

School-Parent Compact

Who Are Our Students? Early Childhood – 69 students Total number of students including EC- 390

students Free and Reduced Lunch- 64.2% Special Ed- 20% ELL- 11 students, 3.4% (K-5th) Ethnic Diversity- 24% Gifted- 6% Mobility Index- .100= 10% Attendance Rate 96.3%

Did We Meet AYP?Goal for 2013-2014: 100% in Reading and MathPershing:74% in Reading 71% in Math

We did not Meet AYP, so we are in Year 3 in Needs Improvement

Celebrations from 2013-2014 Goals3rd-5th grade 2014 NeSA Reading• The percent proficient in the subgroup of eligible for free and reduced lunch

increased 7%. • The percent proficient in the subgroup of special education increased 12%.

AYP Met: All students

Students eligible for free and reduced lunch3rd-5th grade 2014 NeSA Math• The percent proficient for all students increased 5%.• The percent proficient in the subgroup eligible for free and reduced lunch increased

8%.• The percent proficient in the subgroup special education increased 14%.

AYP Met: All students

Students eligible for free and reduced lunch • Increased family engagement - 86% participation in 2013-14 parent-teacher

conferences.

What Does That Mean?

• Parent Letter• Public School Choice• Tutoring• Post on School Website• Implement School Improvement

Plan

LPS Curricula

• Math: Math Expressions (Houghton Mifflin Harcourt)

• Reading: Reading Wonders(McGraw Hill)

What Else Are We Doing to Improve?

Data Teams through PLC:• Teachers meet weekly in grade level

teams to discuss student needs and make plans for student success.

• Teams include ELL, Special Ed and RtI Teachers, and involve monitoring and evaluating if plans are working for students

What Else Are We Doing to Improve?

Positive Behavioral Interventions & Supports:• Schoolwide model for social, emotional and

behavioral support for all students• Teaches skills to increase social skills and

reduce aggression• Teaches learning behavior expectations for all

students (Be respectful, responsible and safe)• Supports students that need additional

support with small group and individual strategies

What Else Are We Doing to Improve?

• Academic Clubs • Jump Start Summer School & Open

Library• Academic Support Teacher-

Interventionist• Early Childhood Preschool Program• Early Childhood Special Education

Collaborative Preschool Program• Reading Recovery/1st grade program• Behavior Intervention Support Team

Consultant monthly.• Full time Social Worker

What Else Are We Doing to Improve?

• Double reading groups for students as needed

• Math Expressions program in K-3. Having students explain their thinking in math in grades 3-5

• Tier I + intervention time for essential outcomes as needed—daily and weekly.

• CLC before and after school program and clubs for students

• PLC planning for students by teams weekly

• Family Learning Nights• BIST –Behavior Intervention Support Team• Social Skills Curriculum taught and

practiced.

What Can You Do At Home To Help?

• Work with students on their homework• Read to or with your student• Attend school-sponsored family events

and programs together• Contact your student’s teacher

whenever you want to visit about your student’s academic progress