The focus of Title I schools is to help students achieve proficiency on core standards, closing academic gaps that may exist. These efforts include providing targeted supports to at-risk students, building teachers' capacity through professional development, and strengthening parents' abilities in helping their children succeed.
An Introduction to Title I
- Answers to Commonly Asked Questions
- For other annual Title I parent information, Granite School District's parent engagement policy, a summary of Granite School District's Annual Title I Parent Meeting, and other information, please visit the Granite School District Title I website.
Parent Compact, Policy & Rights to Know
- Parent-School Learning Compact
- School Parent Engagement Policy
- Parents' Right to Know (opens the District's Title I website)
Other School Information
Parent-School Learning Compact
This learning compact outlines shared responsibilities for high student academic achievement and is developed jointly with parents, teachers, administrators, and if appropriate, students. The term parent in this compact refers to the parent(s), guardian(s), or other trusted adult(s) assisting the student in his or her learning success.
School staff responsibilities:
I will strive to...
- Create a positive, safe and caring learning classroom including building positive relationships.
- Conduct a comprehensive needs assessment annually and from the needs assessment, establish school goals and individual student achievement standards.
- Involve parents and students in setting student goals and post progress toward proficiency regularly.
- Have meaningful two-way communication with students and parents about student’s progress and classroom learning via email, telephone, notes sent home, SEP’s, or other in-person visits.
- Have well prepared lessons each day that include clearly defined, student-based learning targets and success criteria..
- Provide a variety of learning experiences in an effort to meet all students’ needs including interventions and extensions of learning.
- Create a learning environment where all students are actively engaged in meaningful experiences that relate to the State’s academic grade level standards.
- Model respect and positive social interactions for students.
- Maintain consistency and high expectations for achievement and behavior.
- Provide opportunities for parents to volunteer and participate in the child’s class and observation of classroom activities.
- Ensure that educational services are provided by highly qualified teachers and paraprofessionals.
- Ensure that high quality on-going professional development activities are available to staff and these activities increase teacher capacity in making instructional decisions.
I will strive to…
- Actively participate in learning during each day at school.
- Have my materials ready for class and give my best effort on all assigned school work and assessments.
- Always complete assessments and practice assignments on time.
- Ask for extra support to strengthen my skills and be willing to retake assessments to show my increase in proficiency.
- Never be afraid to ask questions if I don’t understand what I am reading and studying or what the directions are.
- Make reading a daily habit.
- Communicate questions and/or problems to my teachers.
- Be respectful of others.
- Follow directions.
- Maintain KYFOOTY.
- Be safe in all areas of the school.
- Take responsibility for my own choices and actions and always work to make improvements.
I will strive to…
- Ensure that my child attends school regularly and is on time (at least 90% of the school year).
- Communicate with the school when my child will be absent and obtain the work they will have missed.
- Provide for my child’s physical and emotional needs, e.g. glasses, hearing aids, stability, support, etc.
- Make certain my child comes to school well rested and ready to learn.
- Monitor my child’s screen time and content.
- Communicate openly with my child and school staff and return school communication in a timely manner.
- Empty and/or check the backpack with my child each day and participate with my child in doing any necessary practice homework.
- Provide an appropriate environment and set a routine for studying and read to/with my child for at least twenty minutes daily.
- Participate/volunteer regularly in school and classroom activities as much as possible.
- Attend SEP meetings and be involved in setting learning goals with the teacher and my child.
- Support the school and teachers with the positive behavior program.
- Participate in school decisions as they relate to my child’s education by serving, to the extent possible, on policy advisory groups.
Parent Engagement Policy
Partnering with students and their families is essential. We value and honor the role of parents and other family members in their children\'s educational experience. The following engagement policy, developed jointly with parents, outlines our efforts to support this partnership between school and home. This policy will be updated periodically to meet the changing needs of parents and the school.
How will information about parent programs, meetings, and activities be communicated?
Gourley Elementary will provide meaningful communication with the parents about student progress via email, phone, written notes, or media apps and in-person at our SEP conferences. This information and other parent notifications, as well as this written policy, will be written in a format which parents can understand.
What are parents\' rights and opportunities to be involved?
Parents have rights to provide input on school engagement practices and to be active participants and decision-makers in not only their own student\'s educational experience, but in the development of school-wide initiatives through participating in school Parent Teacher Associations (PTAs), serving on our school\'s Community Council, volunteering at the school, receiving information about school programs, and have questions answered in a timely manner.
How will Gourley Elementary carry out our plans to enhance and improve parent involvement at the school?
Parents will not only give input on this policy, but also in developing a school compact that outlines the roles of teachers, students, and parents in academic success. The practices outlined in this document, which is posted on our school website, are supported by building the capacity of each group. For parents, we provide parent evenings which build their capacity to support their children academically. For teachers, we provide professional development to assist them in providing effective instruction and parent outreach. And for students, we provide quality instruction, as well as opportunities for after school tutoring and other needed interventions. These efforts align not only with best practice, but with the specific academic improvement needs of our school which has been identified as a Targeted Support and Improvement School for Students with Disabilities.
How will Gourley Elementary address the targeted needs of students and their families?
Gourley Elementary will provide timely feedback to students and parents on students\' academic and behavior performance. Through school behavior plans and systems of support, each student will be provided motivation to learn and try their best. In addition, Gourley Elementary sets high expectations for student and has students set goals in order to build self-efficacy and a love of learning. Teachers recognize the needs of students and provide reasonable differentiation, scaffolds, and student extensions to meet individual student needs. Gourley Elementary consistently supports parents by updating Gradebook regularly, by communicating students\' needs and supports being provided, and by offering strategies which parents can utilize to support continued learning at home.
How will parents with limited English proficiency, parents of migratory children, and parents with disabilities have access to opportunities to participate?
Parents will have reasonable access to staff, and will have information presented in ways to them that are timely and written in an understandable format. Written communication published on school websites is ADA accessible and can be translated into any language. Translation for in-person school meetings is available through either in-person or phone translation services. For parents of migratory children, Granite School District\'s Department of Educational Equity provides resources to families to help mitigate disruption to education so that students have full access to learning core standards. Parents with all language backgrounds and abilities can fully participate in school meetings, school events, in providing input, and in other parent engagement initiatives outlined above.Back to Index
School Annual Title I Meeting
Parent input is valued. Each year, a parent meeting is held where our school solicits input in the planning and implementation of school parent engagement activities.
- Date: 29 September 2021
- Time: 4 p.m. - 6:30 p.m.
At our annual meeting, we covered the following topics:
- What is Title I?
- How does our school use Title I funds?
- What services do students receive?
- What curricula, and assessments are used?
- What is a Parent and Family Engagement Policy?
- What is a School-Parent Compact?
- What are my rights as a parent?
- How can I be involved?
- Whom can I contact for more information?
School Title I Goals
Each year, our school conducts a needs assessment, reviews student performance data, and solicits input from various stakeholders in order to develop a meaningful Title I Plan. This plan is data-driven, evidence-based, and responsive to findings from data reviews, needs assessment findings, and stakeholder input. The school comprehensive Title I plan articulates how evidence-based strategies, action steps and milestones will support the goals listed below.
Students will increase their proficiency in each of the content areas (ELA, Math, SCI) of the RISE assessments in the spring of 2022 by five percentage points in all tested grade levels as compared to the 2021 Spring scores.
By the end of the 2021-2022 school year 63% of students school-wide will achieve typical, above typical, or well above typical growth as determined by the DIBELS Pathways of Progress (POP) report. This will be an increase of 5% as compared to the EOY 2020-2021 data.
Student performance on the 2022 WIDA will result in increasing the average change in scale score of at least 10 points in writing and an average overall composite scale score increase of at least 10 points .Back to Index