TITLE I INPUT MEETING ASA PHILIP RANDOLPH ELEMENTARY

TITLE I INPUT MEETING ASA PHILIP RANDOLPH ELEMENTARY FEBRUARY 19, 2020

WHAT IS TITLE I? Title I provides federal funding to schools to help students who are low achieving or at most risk of falling behind. Title I is allocated to schools based on the percentage of student receiving free/reduced lunch. Schools with 40% of student eligible for free/reduced lunch are considered a schoolwide program.

HOW DOES TITLE 1 WORK? The federal government provides funding to states each year for Title I. To receive the funds, each state must submit a plan describing what all children are expected to know and be able to do; the high quality standards of performance that all children are expected to meet and ways to measure progress. State Educational Agencies (SEAS) send the money to school districts based on low income percentages. The local school district (LEA) identifies eligible schools and provide Title I resources. The Title I school (parents, teachers, school staff and administrators) set goals for improvement; measure student progress using standards set forth in the state Title I plan, develop programs that add to regular classroom instruction and involve parents in all aspects of the program.

TITLE 1 DESIGNATION STATUS? As a part of Georgia's waiver from the Elementary and Secondary Education Act (ESEA), Ga. DOE created a one-time designation of Priority and Focus Schools that would receive intensive state support over a three-year period. The Priority designation focused on the performance of all students in a school, whereas the Focus designation emphasized within-school achievement gaps between subgroups. Only Title I schools could receive either designation. Non-Title I schools were not identified as Priority or Focus schools. Per US ED guidelines, the Ga. DOE named 5% of Title I schools as Priority and 10% of Title I schools as Focus. Additionally, the Ga. DOE created three categories (Graduation, Subgroup and Subject) of Alert Schools that are to receive the same level of state support as Focus Schools for three years, but they do not have to be Title I schools. Unlike Priority and Focus Schools, which were named once, the state identifies Alert Schools each year. Neither Randolph Elementary School does not appear on any of the aforementioned list.

WHAT IS THE AIM OF TITLE I IN FULTON COUNTY SCHOOLS? • Title I schools receive federal money to provide additional resources to… q Support student instruction q Improve teaching strategies q Increase family engagement

K-5 Math Coach K-5 Teacher Parent Liaison Additional Instructional Materials HOW WILL RANDOLPH ES USE OUR FY 21 TITLE 1 FUNDING?

WHAT ARE SCHOOLWIDE TITLE I REQUIREMENTS ? The school uses Title I funds to upgrade the entire educational program of the school. Title I funds are used to serve all children in order to raise academic achievement. Title I funds will be used to provide additional assistance to all students who experience difficulties in meeting the State’s performance targets.

Marissa Wilson, Principal Victoria Grubbs, Assistant Principal Theresa Revels, Curriculum Support Teacher TITLE I PLANNING TEAM Shena Small, RTI/SST Coordinator Erika Blackstock, Literacy Coach Sonya Floyd, Math Coach Catherine Rowell, School/Parent Liaison Raynal Harris, Parent Renee Johnson, Parent Candace Reid, Teacher Seinisha Cooper, Teacher

NEEDS ASSESSMENT SUMMARY: How? We have developed our schoolwide plan with the participation of individuals who will carry out the comprehensive schoolwide/school improvement plan. Those persons involved were: Members of our Title I Planning Committee, Members of our Leadership Team, the School Governance Council, and parents. What? We have used the following instruments, procedures, and processes to obtain the specific needs and goals for our Strategic and 90 -Day plan. Data. We reviewed analyzed our 2018 -19 Georgia Milestones Data, i. Ready Screening/Diagnostic analysis, Write Score Read, Developmental Reading Assessment (DRA), and unit post assessments to create specific focus goals. Now What? The Title I Planning Committee, members of our Leadership Team, and faculty and staff members discussed professional learning opportunities for teachers, master schedule adjustments, student support programs, and opportunities for remediation to support the development of our school-wide strategies and monitoring plan.

OUR SCHOOL ACADEMIC GOALS: Randolph Elementary School will increase student performance in literacy/reading (lexile score) and math across all grade levels by May 2020. » 80% of students in K-2 will demonstrate their phonemic awareness through intensive phonics instruction and site word mastery as measured by the i. Ready diagnostic assessment. » All students in 3 -5 will increase their reading proficiency by 10% as measured by the Georgia Milestone Assessment. » 80% of students in K-2 will demonstrate their proficiency in mathematics based on the i. Ready math diagnostics. » All students in 3 -5 will increase their math proficiency by 10% as measured by the Georgia Milestone Assessment. Focus Areas: » K-2 Intensive phonemic awareness and instruction » 3 -5 cite text evidence for assertions and inferences » K-5 build math fluency in addition, subtraction, multiplication and division

Units of Study Reading WHAT CURRICULUM DO WE USE TO SUPPORT LEARNING & TEACHING Units of Study Writing Mc. Graw Hill Math Programs of Inquiry for Science and Social Studies

MORE OPPORTUNITIES FOR LEARNING!! EXTENDED LEARNING DISTRICT FUNDED FOCUS: LITERACY AND MATH SEPTEMBER – MARCH GRADES 3 RD-5 TH 2 DAYS PER WEEK FOR 2 HOURS

ASSESSMENTS WHEN AND WHY? Assessment Dates Why Universal Screener i. Ready August 2019 January 2020 May 2020 Screener: To determine the needs of our students prior to the start of the school year; mid-year and end-of-the year Risk level is determined G-Kids August: Readiness Semester 1 Semester 2 Inventory of Developing Skills (GKIDS) is a yearlong, performance-based assessment aligned to the state mandated content standards Unit Pre and Post Assessments Ongoing (Full-Year) Beginning of unit/end of unit of each content area Pre-Instruction: To determine what a student currently understands about the standards/skills before instruction = small groups; instruction; scaffolding Post Instruction: To assess how much the student has learned upon completion of instruction = Mastery Level Write Score Write Grades 3 -5 December 2019 February 2020 Write Score fully aligns to the Georgia Standards of Excellence for English Language Arts K-12 for Writing and Reading and provides materials to help measure and instruct on those standards. IOWA Assessment Grades 3 & 5 October 2019 The Iowa Tests are nationally normed standardized tests that offer educators a diagnostic look at how their students are progressing in key academic areas. Georgia Milestones Assessment Grades 3 -5 April 2020 The Georgia Milestones Assessment System (Georgia Milestones) is a comprehensive summative assessment measuring how well students have learned the knowledge and skills

PARENTS/FAMILY RIGHTS UNDER TITLE 1: Ask for meetings and trainings (Parent University workshops) Review the results of our Annual Parent Engagement Survey Review the School’s Achievement Data Review the School Improvement Plan Review and have input on the Title I Parent Engagement Plan and Family/School Compact To know the credentials of faculty/staff and Professional Qualification Status

REVIEW OF ANNUAL PARENT ENGAGEMENT SURVEY RESULTS What ways can the school better involve parents in school planning? Planning different activities and outreach events for the community, if food is involved parents will come! Send letters out as events occur Use email, text and social media to communicate with parents Communicating in advance for scheduled opportunities Update parents and welcome/solicit regular feedback What ways can the school improve communication between the school and parents? Continue present process / doing a great job Parent portal Email and send text messages more frequently Distribute communications at least two weeks in advance with weekly reminders. Offer an easier mode of communication between teacher and parent (something other than email or a note in the backpack/VIP Folder).

REVIEW OF ANNUAL PARENT ENGAGEMENT SURVEY RESULTS Title 1 Schoolwide Plan: What types of programs and activities will engage parents? How can we best share student assessment results? Email or call the parents with their childs results and explain exactly what it means and how it affects the overall school Emails work for sharing information Holding a presence in the community or more community events (I. e. , math night at Kroger, Spirit night at Chick- fil-A, Spring festival with face painting and bounce house) will engage the community. Assessment results can be shared online for overall school performance, and indivually via email or parent conference. School-Family Compact: How can the school support you in assisting your child at home to achieve the school and district goals? What are the best ways to communicate with parents about student learning? Communication between parent and teacher through quarterly meetings would be a good time to communicate about the student's learning. Additional communication via email or some other app such as Class Dojo would be helpful. My child personally can benefit from additional support in reading comprehension. Ability to bring textbooks home Different online activities like Starfall and i. Ready Communicate via text and emails

REVIEW OF ANNUAL PARENT ENGAGEMENT SURVEY RESULTS Parental Involvement Budget 1% set-aside and additional carry-over funds: What instructional materials, supplies and/or learning games would you like to have available in the Parent Resource Center? If the school receives additional Title 1 funding during the year, how should those funds be spent to support student learning and parent engagement? Books, technological apps or devices, and different resources that allow children to learn and explore. Learning workshops or after school programs Building Staff Capacity: How can our school more effectively communicate with, reach out to and work with parents as equal partners in their child's education, as well as implement and coordinate parent programs? What makes you feel valued in the school and how can parents be utilized? Wherever a teacher is lacking a parent should be able to help out with whatever is necessary. Ask for parents' suggestions and include them Being kept informed

REVIEW OF ANNUAL PARENT ENGAGEMENT SURVEY RESULTS School Parental and Family Engagement Plan: How can the school effectively communicate with parents? What types of workshops would you like for the school to provide for parents or teachers? How can the school partners with parents in building ties between home, school and community and implementing parent programs). I like to be informed as to what lessons my children are partaking so I can reinforce those lessons at home. I also like to know how they are progressing each week. Tips on study habits How to make homework fun and engaging? Different projects (project-based learning) Informative emails and text alerts

REVIEW OF SCHOOL IMPROVEMENT PLAN

RECAP OF SCHOOL ACHIEVEMENT DATA 2016 – 52. 6 2017 – 73. 2 2018 – 73. 1 2019 – 66 Ø 3 rd grade ELA +17 pts Ø 3 rd grade Math +10 pts Ø 4 th grade ELA +4 pts Ø 4 th grade Math -15 pts Ø 5 th grade ELA +2 pts Ø 5 th grade Math - 1 pts Ø 5 th Science -27 pts Ø 5 th Soc. Studies -17 pts

TITLE 1 REQUIREMENTS (DOCUMENTS' TO BE REVIEWED OR COMPLETED TODAY) Parent Engagement Plan School-Family Compact Parent/Family & Community Engagement Survey

OVERVIEW OF EACH DOCUMENT Parent Engagement Plan establishes the school’s expectations for parental engagement, and describes how the school will implement a number of specific parental engagement activities to promote learning at home. Each school that receives Title I, Part A funds, must develop jointly with, agree with, and distribute to, parents of participating children a written parental engagement plan. All students participating in the Title I, Part A program, and their families are encouraged and invited to fully participate in the opportunities described in this plan. Randolph Elementary School will provide full opportunities for the participation of parents with limited English, parents with disabilities, and parents of migratory children. The school will provide information in a format, to the extent practicable, in a language the parents can understand. A School-Family Compact for Achievement is an agreement that parents, students, and teachers develop together. It explains how parents and teachers will work together to make sure all our students reach grade-level standards. Link goals of the school to the Title 1 Schoolwide Improvement plan and focuses on improving student learning Describes how teachers will help students develop those skills using high-quality instruction Shares specific strategies parents can use at home Describes opportunities for parents to volunteer, observe, and participate in the classroom Parent, Family & Community Engagement Survey – In order to solicit continuous feedback, our Title 1 program surveys parent/guardian/family and community members. Collectively, their input is vital in the planning and implementation of the parental engagement program and activities at our school. The survey is confidential, and will be used to assist with planning (SY 20202021) for future events and activities to support parental and family engagement at Asa Philip Randolph Elementary School.

PARENTS RIGHT TO KNOW In compliance with the requirements of the Every Student Succeeds Act, parents may request the following information about their child teacher's qualifications: Whether the student’s teacher — has met State qualification and licensing criteria for the grade levels and subject areas in which the teacher provides instruction; is teaching under emergency or other provisional status through which State qualification or licensing criteria have been waived; and is teaching in the field of discipline of the certification of the teacher. Whether the child is provided services by paraprofessionals and, if so, their qualifications.

ASA PHILIP RANDOLPH ELEMENTARY SCHOOL WILL INCORPORATE THE FOLLOWING STRATEGIES TO MEET THE NEEDS OF OUR STAKEHOLDERS: PARENT ENGAGEMENT OPPORTUNITIES RESOURCES and SUPPORTS Open House Educational Materials Title I Meeting Parent Liaison PTA/ Curriculum Night Title I Surveys Parent Workshops Gently Used Uniforms Academic Workshops Access to Technology Coffee and Conversations w/ Principal Wilson Title 1 Input Meetings

Parent Involvement! You can help by: üJoining PTO - $20. 00 membership üAttend School Governance Meetings ü Talking with and assisting your scholar with homework ü Read weekly and monthly information blasts ü Ensure your scholar is PRESENT and ON TIME every day: ü Breakfast: 7: 10 -7: 35 AM ü Class Begins: 7: 40 AM ü School Day Ends: 2: 20 PM ü Participate in our school wide uniform initiative

VOLUNTEER ONE HOUR EACH MONTH PLEASE SHARE YOUR TIME! IN-KIND DONATIONS COMPLETE VOLUNTEER INFORMATION TODAY (ACCESS VIA SCHOOL HOME PAGE)

Upon the request of parents, the school RIGHT TO REQUEST MEETINGS must provide opportunities for regular meetings for parents to formulate suggestions and to participate, as appropriate, in decisions about the education of their children. The school must respond to any such suggestions as soon as practicably possible. Staff Contact Information is found on the school website.

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