Title I
Title I, Part A:
What is 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.
Goals of Title I Part
- Helping students achieve proficiency and growth on rigorous State academic standard in Reading/Language Arts, Mathematics, and Science
- Providing a well-rounded education for all students
- Engaging parents in helping their children succeed through meaningful, high-quality, evidence-based parent, family, and community engagement activities
- Building teacher capacity through high-quality, on-going, job-embedded professional learning opportunities
- Closing achievement gaps
Parents Right to Know In compliance with the requirements of the Every Student Succeeds Act, Section 1112(e)(1)(A), this notification informs parents of their right to know the qualifications of their teachers and paraprofessionals.
As a parent of a student at a Title I school in Tooele School District, you have the right to know the professional qualifications of the classroom teachers who instruct your child. Federal law requires the school district to provide you this information in a timely manner if you request it. Specifically, you have the right to request the following information about each of your child’s classroom teachers:
Whether the student’s teacher—
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- 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, his or her qualifications.
If you would like to receive any of this information, please contact your building administrator.
Parent and Family Engagement Policy
All schools receiving Title I funds are required under section 1116 of Every Student Succeeds Act (ESSA) to develop a written Parent and Family Engagement Policy. This policy, developed jointly with parents, describes how the school will carry out meaningful parent and family engagement.
GENERAL
Parents and family members are engaged in developing the school parent and family engagement policy. At Anna Smith Elementary, we engage our stakeholders by reviewing data, setting school goals, and looking at school-wide needs during School Community Council and Building Leadership Team meetings.
POLICY INVOLVEMENT
Annual Meeting: An annual meeting is held each year in the fall. At this meeting, information is shared with stakeholders that consist of an explanation of Title I, how funds are allocated, student performance in literacy in math, intervention and enrichment opportunities for students, and ways that stakeholders communicate with the school.
Flexible Meetings: We offer flexible meeting times for parents and families to participate in decisions regarding their student. We offer extra-curricular clubs and school-wide activities during and after school. Involve Parents: We collect data from an annual survey, meetings with the School Community Council, and meetings with parents. Once data is collected, we review the data and assess needs. We use this information to create a plan with our School Community Council on how to involve parents.
SHARED RESPONSIBILITY-HIGH FOR STUDENT ACADEMIC ACHIEVEMENT AND INVOLVEMENT
The Anna Smith Elementary Parent/Family Compact outlines the shared responsibilities for high student academic achievement and is developed jointly with parents, teachers, administrators, and students.
BUILDING CAPACITY FOR INVOLVEMENT
To improve academic achievement and to ensure effective engagement of parents to support a partnership with the school, Anna Smith Elementary will:
*Share with stakeholders the Utah Core Standards, state and local assessment information, and how parents can monitor their student’s academic success. At Anna Smith Elementary, will share this information a minimum of 4 times per year via standards reports, parent-teacher-student conferences, and community activities.
*Provide materials and training for parents to work with their children to improve their child’s achievement in core subject areas such as literacy, math, and science. At Anna Smith Elementary, we do this during Parent Teacher Student Conferences and Parent Nights.
*Provide professional development for administrators, teachers, and instructional support personnel on the value of parents as equal partners and building ties between parents and the school. At Anna Smith Elementary, we provide parent engagement information during committee meetings such as School Community Council Meeting, Staff Meetings, Building Leadership Team Meetings, PLC meetings, and individual teacher coaching with administrators.
*Coordinate parent engagement programs and activities with other Federal, State, and local programs that encourage and support parents in participating in the education of their children.
ACCESSIBILITY
To the extent practicable, Anna Smith Elementary will ensure that information for parents, and family members (including parents and family members with limited English proficiency, parent and family members with disabilities, and parents and family members of migratory children) is in a language that they can understand. This includes standards reports and essential school information.
This document was developed by a team of parents, teachers, and administrators from September to October 2024.
School-Parent/Family Compact
The Student Will
· Attend at least 90% of school days
· Avoid excessive tardiness
· Do assigned work completely and on time while striving to become college and career ready
· Spend time as necessary to complete homework and study
· Follow all reasonable requests made by faculty
· Follow all school and district rules
· Attend offered after school tutoring as needed
· Seek help from teachers when needed
· Demonstrate Academic Integrity by:
o Not cheating or plagiarizing
o Following procedures
o Clarifying about the appropriateness of collaboration
The Parents/Families will
· Ensure that their student attends at least 90% of school days
· Be familiar with classroom assignments and due dates
· Provide a distraction-free environment for homework/study time
· Be familiar with and support school expectations
· Attend Parent-Teacher-Student Conferences
· Contact ASE with any questions or concerns or if they wish to volunteer
· Track student grades, assignments, and attendance at least weekly
· Ensure that student is attending after-school tutoring if necessary
The Teachers will
· Mark attendance daily in Skyward
· Provide high-quality, engaging curriculum and instruction in a supportive and effective learning environment that enables students to meet the state’s challenging academic standards
· Provide timely feedback on homework and formative assessment
· Establish, post, and enforce clear classroom expectations
· Enforce school-wide behavior expectations
· Engage in regular two-way meaningful communication with students and parents including a minimum of 4 parent-teacher-student conferences per year
· Provide time to tutor students and respond to parent questions
· Update grades at least weekly
· Explicitly review with students the concepts of cheating, following procedures, and appropriate collaboration
The Administration will
· Notify parent/family when a student is absent or excessively truant
· Provide high-quality, engaging curriculum and instruction in a supportive and effective learning environment that enables students to meet the state’s challenging academic standards
· Provides progress reports 4 times per year
· Support and enforce all school-wide and classroom behavior expectations
· Engage in regular two-way meaningful communication with parents/family members including a minimum of 4 Parent-Teacher-Student Conferences per year
· Support tutoring and after-school help
· Provide opportunities for parents to volunteer in classrooms and with extra-curricular activities
· Support students’ and families’ ability to track student grades
· Ensure academic integrity
This document was developed by a team of parents, teachers, and administrators on various dates from September to October 2024.
La voluntad del estudiante
· Asistir al menos el 90% de los días escolares.
· Evitar tardanzas excesivas
· Realizar el trabajo asignado completamente y a tiempo mientras se esfuerza por estar preparado para la universidad y la carrera profesional.
· Dedicar el tiempo necesario para completar la tarea y estudiar.
· Seguir todas las solicitudes razonables hechas por los profesores.
· Siga todas las reglas de la escuela y el distrito.
· Asistir a la tutoría ofrecida después de la escuela según sea necesario.
· Buscar ayuda de los profesores cuando sea necesario.
· Demostrar integridad académica al:
o No hacer trampa ni plagiar
o Siguiendo procedimientos
o Aclarar la idoneidad de la colaboración
Los padres/familias
· Asegurar que su estudiante asista al menos el 90% de los días escolares.
· Estar familiarizado con las tareas del aula y las fechas de entrega.
· Proporcionar un ambiente libre de distracciones para la tarea o el tiempo de estudio.
· Familiarizarse y apoyar las expectativas escolares.
· Asistir a conferencias de padres, maestros y estudiantes
· Comuníquese con ASE si tiene alguna pregunta o inquietud o si desea ser voluntario.
· Realice un seguimiento de las calificaciones, tareas y asistencia de los estudiantes al menos semanalmente
· Asegúrese de que el estudiante asista a tutorías después de la escuela si es necesario.
Los profesores
· Marque la asistencia diariamente en Skyward
· Proporcionar un plan de estudios e instrucción atractivos y de alta calidad en un entorno de aprendizaje efectivo y de apoyo que permita a los estudiantes cumplir con los exigentes estándares académicos del estado.
· Proporcionar comentarios oportunos sobre la tarea y la evaluación formativa.
· Establecer, publicar y hacer cumplir expectativas claras en el aula.
· Hacer cumplir las expectativas de comportamiento en toda la escuela
· Participar en una comunicación significativa bidireccional regular con estudiantes y padres, incluido un mínimo de 4 conferencias de padres, maestros y estudiantes por año.
· Proporcionar tiempo para dar tutoría a los estudiantes y responder a las preguntas de los padres.
· Actualizar las calificaciones al menos semanalmente
· Revise explícitamente con los estudiantes los conceptos de hacer trampa, seguir procedimientos y colaboración adecuada.
La Administración
· Notificar a los padres/familia cuando un estudiante está ausente o tiene un ausentismo excesivo
· Proporcionar un plan de estudios e instrucción atractivos y de alta calidad en un entorno de aprendizaje efectivo y de apoyo que permita a los estudiantes cumplir con los exigentes estándares académicos del estado.
· Proporciona informes de progreso 4 veces al año.
· Apoyar y hacer cumplir todas las expectativas de comportamiento en toda la escuela y en el aula.
· Participar en una comunicación significativa y bidireccional con los padres/miembros de la familia, incluido un mínimo de 4 conferencias entre padres, maestros y estudiantes por año.
· Apoyo a tutorías y ayuda extraescolar.
· Proporcionar oportunidades para que los padres se ofrezcan como voluntarios en las aulas y en actividades extracurriculares.
· Apoyar la capacidad de los estudiantes y las familias para realizar un seguimiento de las calificaciones de los estudiantes
· Garantizar la integridad académica
Este documento fue desarrollado por un equipo de padres, maestros y administradores en varias fechas de septiembre a octubre de 2024.
School Report Card
Semester Plan
Anna Smith and Ibapah 2025-2026 Semester Plan
Principal: Gina Ruiz
Team Members: Gina Ruiz, Ana Escobedo, Francine Roland, Ken Castagno, Erika Kampman, Miranda Ramirez, Jobana Dorado
Campus Priority 1: Attendance
Annual Goal: For the 2025-26 school year, we will increase students’ daily attendance by 2% in comparison with last year’s 93% by educating and clearly communicating with families and students.
Semester Goal: Improve school-wide attendance including decreasing tardies.
Objective: Continue to implement our school-wide attendance challenge with any adjustments made from last year.
Prioritized Key Components: Daily, weekly, and semesterly positive reinforcements for students that are present and on time each day.
TCSD Strategic Model Area(s) and AHLP: Communication, Culture, Relationships
Metrics: Skyward Attendance Reports, Daily attendance spreadsheet.
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Specific Actions
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Person Responsible |
Resources |
Timeline for Implementation |
Evidence of Successful Completion (what a successful outcome looks like… “how you will know” you’ve accomplished this component). |
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Share last year’s attendance data with the staff. |
Gina Ruiz
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Skyward Data |
Aug 12 |
Data has been shared and discussed with the faculty |
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Share District Attendance policy, ASE/IES’s attendance challenge, and our attendance data. |
Gina Ruiz
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Back to School Letter Back to School Night District and school webpages Social Media |
Aug 14 |
Clear communication of data, policy, and attendance challenge |
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Monthly Communication with guardians |
Gina Ruiz Araceli Aranda DeAnne Bateman |
District updated attendance letters Skyward Social Media Class Dojo (Until Parent Square is implemented) |
End of each month. |
Communication to guardians through on elf the stated resources, about the importance of daily attendance. |
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Schedule and meet with guardians of chronically absent students to implement an improvement plan. |
Gina Ruiz Araceli Aranda DeAnne Bateman |
District Attendance Letters Phone calls Emails |
Oct. 1 |
Guardians understand the impact and importance of daily attendance. |
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Mid Semester Check-in:
End of Semester Review:
Campus Priority 2: Academic Growth and Achievement
Annual Goal: For the 2025-26 school year, we will improve the academic test scores on EOY (RISE, Benchmarks, Acadience) testing by properly creating, implementing, and evaluating Common Formative Assessments (CFA’s).
Semester Goal: Use CFAs as a standard practice to help drive tier 1 and tier 2 instruction using the Four Critical PLC Questions;
1. What do we want students to learn?
2. How will we know if they have learned it?
3. What will we do if they don’t learn it?
4. How will we respond to extend the learning of those that already know it?
Objective: To properly implement TCSD’s CFA Cycle using the Data Protocol sheet. Using the data from the protocol sheet, teachers will plan interventions accordingly.
Prioritized Key Components: Bear Data Day schedule for monthly data meetings, participating in PL.
TCSD Strategic Model Area(s) and AHLP: Curriculum, Instruction, Assessment
Metrics: BEAR Data Meetings and PLCs- discuss how they are using their CFA data to guide their instruction.
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Specific Actions
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Person Responsible |
Resources |
Timeline for Implementation |
Evidence of Successful Completion (what a successful outcome looks like… “how you will know” you’ve accomplished this component). |
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Present SIP to faculty, staff and parents explaining the “why” of each goal. |
Gina (parents) Guiding Coalition (staff) |
Copies of Goals Power Point |
Principal’s Day and Back-to-School Night. |
Presentations go smoothly with all questions answered. |
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Professional Learning on CFA’s and the CFA Cycle |
Gina Guiding Coalition |
Data Protocol sheet CFA PowerPoint |
Sept. 16 |
Teachers can successfully make CFA’s and use the data protocol sheet correctly. |
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Creating individual class CFA |
Teachers |
GVC spreadsheets
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Dec. 1 April 1 |
Teachers understand and have correctly implemented a CFA Cycle. |
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Develop a monthly Data Review PLC schedule for each grade-level (BEAR Data Day) |
Gina Francine Roland |
Grade level specific BEAR Data Day schedule, Acadience data analysis spreadsheet, progress monitoring/benchmark data, feedback data on specific students and teaching strategies used for tier 1 and 2 instruction, interventions, and enrichments. Progress Monitoring |
Sept. 15 |
Collaboratively review the implementation of data analysis protocol at the end of each quarter and adjust it based on teacher and para feedback. A steady increase individual student BOY baseline scores. |
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Mid Semester Check-in:
End of Semester Review:
Campus Priority 3: Math
Annual Goal: Implement our new math curriculum, Into Math
Semester Goal: Familiarize, train, and start implementation of Into Math
Objective: Successful implementation of Into Math
TCSD Strategic Model Area(s) and AHLP: Curriculum, Assessment, Instruction
Metrics: Teacher observations watching for Into Math implementation.
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Specific Actions
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Person Responsible |
Resources |
Timeline for Implementation |
Evidence of Successful Completion (what a successful outcome looks like… “how you will know” you’ve accomplished this component). |
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Training for all teachers |
Gina Chantel Cowan (scheduling) |
Into Math Curriculum |
Aug 31 |
All teachers attend and engage in their grade-level Into Math training. |
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Math PLCs- Once a month at PLCs, the focus will be math. Teachers will share what is or isn’t working and work collaboratively to resolve any issues |
Gina Guiding Coalition |
PLC schedule Math curriculum |
Monthly |
Teachers will understand and implement Into Math. Teachers will be open to sharing and constructive feedback. |
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Mid Semester Check-in:
End of Semester Review:
Long Term Outcomes
Long term outcomes should be focused on students (e.g., RISE, ASPIRE+, ACT, Attendance, Behavior, etc.). When determining these outcomes conduct a data review of the past few years (see your data dashboard in OneDrive) and identify reasonable trajectories.
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School Vision: |
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Indicator(s) |
Data Source |
Baseline Data (23-24) |
Y1 Results (24-25) |
Y2 Target (25-26) |
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Outcome 1: |
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RISE Data |
RISE |
PROFICIENCY ASE Math 27% Science 49% ELA 39.6% IES Math 23% Science 25% ELA 21% |
PROFICIENCY ASE Math 41% Science 64% ELA n/a IES Math 18% Science 32% ELA n/a |
Increase RISE proficiency by at least 5% compared to last year’s scores. |
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Acadience Literacy Data |
EOY school results |
ASE 29.7% IES |
ASE 29.7% IES |
ASE 39.6% IES |
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Acadience Math Data |
EOY school results |
ASE 62% IES 72% |
ASE 75% IES 75% |
ASE 80% IES 80% |
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