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
School-Parent Compact – Pioneer Elementary
Show me a home where education and learning are central values, and where the parents are reasonably competent at the business of child rearing, and I\'ll show you the home of a good student. (William Rasberry)
THE SCHOOL AGREES TO:
- Provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the participating children to meet the State’s student academic achievement standards as follows:
- Conduct a comprehensive needs assessment annually.
- Use multiple sources of information in determining strengths and needs of the school.
- From the needs assessment, establish school goals and individual student achievement standards.
- Provide extended learning time opportunities for students.
- Ensure that high quality on-going professional development activities are available to staff and these activities increase teacher capacity in making instructional decisions.
- Ensure that educational services are provided by highly qualified teachers and paraprofessionals.
- Regular, two-way communication between family members and school staff:
- Hold SEP (student education plan) meeting during which this compact will be discussed as it relates to the individual child’s achievement. SEP meetings will be held: February 12th & 13th.
- Provide parents with frequent reports on their children’s progress. Specifically, the school will provide reports as follows: scheduled conferences, email, phone, written notes.
- Provide parents reasonable access to staff. Specifically, staff will be available for consultation with parents as follows: SEP conference, via email, scheduled appointment, before or after school.
- Provide opportunities for parents to volunteer, observe, and participate in decision-making.
- Students agree to:
- Work hard in language arts to become proficient on end of year testing
- Increase their reading level by the end of year
- Work hard in mathematics to become proficient on end of year testing
- Update data tracker with all assignments and assessments weekly
- Come to school on time each day 90% of the time
We, as parents, will support our children’s learning in the following ways:
- Ensure that their children attend school regularly.
- Monitor homework assignments.
- Read to/with their child for twenty minutes daily.
- Volunteer in their child’s classroom as time permits.
- Participate in school decisions as they relate to their child’s education by serving, to the extent possible, on policy advisory groups.
- Monitor their child’s screen time.
- Ensure that their children get proper rest.
- Attend parent-teacher conferences.
- Return school communication in a timely manner.
Parent Engagement Policy
Parental Engagement Policy
The staff at Pioneer Elementary School has always regarded parental involvement vital to the success of students achieving academic success. All schools have their individual characteristic and needs; Pioneer Elementary is not any different. Within our community there are many diverse cultures, languages, and students with special needs. We encourage parents and guardians to participate as school volunteers, in PTA and the Community Council.
- It is the intent that our communication with parents, such as materials or flyers, will be written in an understandable and uniform format and, to the extent practicable, provided in a language that is understandable. If anyone would like clarification, interpretation, or additional support, please contact the office 385-646-4966 for assistance. Each parent or guardian is highly encouraged to work directly with the teacher of the child to resolve any concerns.
- In order to accommodate our parents, an annual meeting will be scheduled where programs, curriculum, student academic and behavior expectations, parent concerns and input will be discussed. Near the end of the school year, a school survey will be sent to each home for input of how the parent or guardian perceived what was accomplished during the school year.
- A school-parent compact has been developed by the Pioneer El. Community Council, PTA and staff. A copy is available by contacting the office staff. The purpose of the compact is to increase each child’s academic achievement.
Our policy includes specifically how the following activities will be accomplished:
Some ways in which parents will be kept informed and assisted in understanding expected state, district and school academic standards, assessment used, and student achievement expectations.
- SEP conferences (translators when needed)
- Sending home information from the District Office
- School and teacher websites
- Email, teleparent, DOJO, School Facebook page
Some ways materials and training will be offered to parents to help them work with their children to improve achievement, such as literacy, numeracy and technology training.
- Family Nights which support academics at home
- Individualized help as requested or needed.
Some ways in which appropriate coordination of parent involvement activities can take place with various programs at the school. Some of the programs or activities may include the following: pre-school, after school tutoring, before school programs or activities, parent information and resource centers, parenting classes or any other program that might be beneficial.
- School weekly note
- Counseling center
- Assistance with translation in Spanish when registering and at conferences
- Translation of notes
- School marquee
Some ways parents and staff will work together, reach out, and communicate with each other to realize more fully the value and contributions that parental involvement adds to the success of the child’s achievement growth and the success of the school.
- Communication through phone calls, texts, emails and planners
- Small group meetings
- School marquee and teacher websites
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: September 12, 2022
- Time: 4:00 Pm
First item was FTE update. Although enrollment was down and normally would cause a reduction of 1.0 positions. We will likely use ESSER money to save a teacher from surplus.
2nd item was the budget. TSSA funds pays for our paraeducators, and provided funding for an additional 10 hours. Title 1 continues to pay for .5 FTE. There are no changes to the Trust Land Funds.
3rd item was information about the potential move of 6th grade to junior high. Due to the earthquake damage to Westlake Jr High, this issue will not be addressed at this time, and will be back on the table after Westlake is repaired or rebuilt, estimated to be 2 years or more.
Final item of discussion was how to get more support for the Community Council and the PTA. Ideas included incentive to join, such as class parties or rewards, such as boxes of chocolate for classes who have success. The conversation included a plan to send home a communication encouraging PTA participation, and clarifying that membership did not require any meetings or extra work.
Parent compact was shown and talked about. We addressed if there should be anything added or taken off of this compact form. We all decided that it looked good and painted a good picture of what TItle 1 is and the best way we could meet the needs of the students in all three areas.
I then shared the school data that ended last school year and how we did in comparison of previous school year(s).
What is Title 1:
Title I was passed in 1965 under the Elementary and Secondary Education Act (ESEA). It is the largest federal assistance program for our nation’s schools.
Title I schools receive extra funding (Title I dollars) from the federal government. These dollars are used to:
- Identify students experiencing academic difficulties and provide assistance to help these students;
- Fund additional staff, programs, materials, and/or supplies; and
- Conduct parent and family engagement meetings, trainings, events, and/or activities.
Our Title 1 Plan:
- Each year, parents and educators work collaboratively to develop a school-wide Title I plan.
- This plan includes a needs assessment, development of school goals, and identifying evidence-based strategies to support these goals.
- School Title I plans are integrated into our school’s Continual Improvement Plans.
- These plans are developed in the Spring for the following school year.
How we spend our Title 1 money:
- Staffing: Providing quality instruction through additional teachers and paraprofessionals. Funding is also used to train these teachers, as well as providing time for additional PLCs.
- Supplies: Providing students with enhanced access to technology and supplemental supplies in classrooms to better learn core concepts.
- Other supports: Providing students with increased access to Social and Emotional Learning supports, as well as funding efforts to engage families in the learning process.
The families and parents of Title I students have a right, by law, to:
- Be involved in decisions made at the school, including developing the parent engagement policy and school-wide Title I program;
- Contact our district’s Title I director if you believe these school plans are not satisfactory.
- Be provided with information on your child’s level of achievement, our school’s Title I plan, the qualifications of your child’s teacher and paraprofessionals who are working with your child, district policy about student participation in assessments and your right to opt out of these assessments, and whether your child has been taught for four consecutive weeks by a teacher that does not meet State licensure requirements; and
- Request opportunities for regular meetings to give suggestions and to participate, as appropriate, in decisions about the education of your child.
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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.
At least 60% of students will be at Benchmark or Above on the End of Year Acadience Reading assessment. This will be an increase of 5% over last year\'s scores.
In line with this goal, we will see an increase of 5% proficiency in the language arts RISE test for grades 3-6.
Social Skills and Dispositions Goals:
At the end of the 2022-2023 school year, there will be a 20% reduction in the number of office disciplinary referrals associated with disrespecting teacher authority or engaging in disruptive classroom behavior compared to the number that occurred during the 2021-2022 school year.
Talent Development Goals:
By the end of the 2022-2023 school year, each of our grade level PLCs will meet at least 40 times per grade level team, 40 minutes each, with an established agenda, reviewing student performance based on core standards, and have the PLC engage in a data protocol to determine reteaching.Back to Index
3860 South 3380 West
West Valley, UT 84119
September 30, 2022
Dear Parent or Guardian,
We are writing to let you know that Pioneer Elementary School has been designated as a Targeted Support and Improvement school English Language Learners, Students with Disabilities. This designation means that these student populations score among the lowest-performing five percent in Utah’s Title I schools in academic performance and growth.
The program improvement designation provides an opportunity for principals, teachers, and parents to focus on areas of school improvement. The Granite School District and the Utah State Board of Education are working with our school to improve teaching and learning, especially in the areas of reading and mathematics by providing technical assistance and professional development opportunities to the teachers and administrators within our school.
Pioneer Elementary School is working to improve its academic program by undergoing a rigorous school improvement effort led by a school system of support team. We are providing professional development in both areas to enhance the teaching and learning of the students. We are also providing essential data to support both subgroups. This way we will know how to best support these students. However, parent support is essential to the success of the school improvement efforts.
Parents can effectively assist student achievement improvement in the following ways:
- Communicating frequently with your student’s teachers
- Making sure your student attends school regularly
- Helping your student with homework
- Monitoring your student’s screen time
- Reading aloud to your student
- Volunteering in the classroom
- Participating in school decision-making
We want to request your help as the school addresses its academic needs and will invite parents to serve on the committee that will develop a school improvement plan.
Rich K. Nye, Ph.D., Superintendent
Aaron R. Wilson, Ed.D., Title I Director
Doug Johnson, PrincipalBack to Index