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
What is a Parent Student School Learning Compact?
A Parent Student School Learning Compact is an agreement that outlines how parents, the school staff and students share the responsibility for student achievement.
- Defines the learning responsibilities of parents, school staff and students. The contract provides guidelines for everyone involved in each student’s success.
- Is as strong as the people who believe in it and use it.
- Is a “work in progress.” The compact is formally reviewed and adjusted every year.
I will strive to . . .
- Participate with my child in doing school assigned learning activities
- Check Class DoJo for my student and the school‘s website for updated information about homework, activities and school information
- Participate regularly in school and classroom activities
- Attend SEPs and APTT being involved in setting student goals with teacher and student
- Communicate openly with my child and school staff
Social Emotional and Dispositions
- Make certain my child comes to school well rested, fed and with assigned practice that has been checked
- Have my child attend school everyday and on time
- Provide an appropriate environment and set a routine for studying
- Provide for my child’s physical and emotional needs, e.g. glasses, hearing aids, stability, support, etc.
- Support the school and teachers with the positive behavior program
- Encourage students to participate in school activities
I will strive to . . .
- Fully engage in the learning process
- Demonstrate what one knows and can do
- Monitor’s one progress
- Challenge oneself to achieve at high levels
- Seek help and ask questions when needed
- Share thoughts, questions, ideas, and solutions
- Listen to and consider other’s views and respond appropriately
- Work cooperatively in a group or team setting
- Attend and arrive on time
- Follow procedures for absences
- Demonstrate kindness, maturity, helpfulness, and set and example
- Listen for understanding, recognize personal boundaries, follow rules, and use appropriate language
- Respect surroundings
- Demonstrate understanding for others; value how personal comments and actions impact others
- Demonstrate self-respect and promote personal wellbeing and self-advocacy
- Come prepared and use time and materials effectively
- Fulfill obligations, complete tasks, and meet deadlines
- Demonstrate accountability for actions and consider the implications of choices
Hard work and resilience
- Show enthusiasm and positive outlook for learning
- Display consistent effort and engage in self-reflection
- Persevere and problem solve effectively under changing and/or stressful conditions
- Look for ways to demonstrate growth
School Staff Responsibilities
We will strive to . . .
- Establish school goals based on school’s needs assessment
- Involve parents and students in setting student goals
- Use clearly defined, student-based learning targets
- Provide a variety of learning experiences in an effort to meet all students’ needs
- Post proficiency based learning scores after each assessment and follow the PBL students’ rights
- Have intentionally planned lessons each day
- Create a learning environment where all students are actively engaged in meaningful experiences
- Create consistency and high expectation for achievement
- Implement vocabulary, academic conversations, anchor chars, engagement and feedback
- Communicate with students and parents about student’s progress and classroom learning.
- Post homework, activities and school information on Class DOJO and school’s website
Social Emotional and Dispositions
- Create a positive, safe and caring learning classroom building positive relationships
- Model respect for students
- Create consistency and high expectations for behavior following the school’s PBIS plan
- Participate and implement school and district professional development to meet Plymouth’s goals
- Actively participate in PLCs in analyzing data, intentional planning lessons and assessments
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Parent Engagement Policy
Plymouth\'s Parent and Family Engagement Policy
The staff at Plymouth Elementary has always regarded parent engagement vital to students’ achieving academic success. Within our school 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 school’s 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 to all. Each parent or guardian is highly encouraged to work directly with the teacher of the child to resolve any concerns.
The community and school have developed a school-parent-student compact. A copy is available by contacting the office staff or visiting the school’s web site. 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 informed and assisted in understanding expectation of the state, district, and school academic standards, assessments used, and student achievement expectations.
- SEPs and APTT (Academic Parent Teacher Team)
- Yearly home visits
- Sending information home that comes from the district
- Attendance outreach worker
- Monthly calendar of activities
- Ways in which 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.
- Home visits
- SEPs and APTT (Academic Parent Teacher Teams)
- Family night activities at the school
- An annual meeting will be scheduled where the school’s goals, programs, curriculum, student academic and behavior expectations, parent concerns and input will be discussed. 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.
- Parents and staff will work together, reach out, and communicate with each other to realize the value and contributions that parental involvement adds to the success of the child’s achievement growth and the success of the school by:
- One on one meetings with parents
- Notes to home/school
- Small group meetings
- 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 integrated arts activities, lending libraries at mobile home parks and apartments with materials that parents may check out, parent information and resource centers, parent training that might prove beneficial.
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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: August 17, 2022
- Time: 4:00 p.m.
The annual parent meeting is held to share and discuss the Plymouth\'s Continual Improvement Plan. Each year input is solicited from out families to best meet the needs of our students.
At our annual meeting, we covered the following topics:
- What is Title I?
- What are the benefits or being a Title 1 school?
- What benefits and services students receive?
- What are our school goals for 2022-2023?
- How are Title I funds spent at Plymouth to maximize student learning?
- What curriculum, supplemental resources and assessments are used at Plymouth?
- What is a School-Parent-Student Compact?
- What are home visits and APTT (Academic Parent Teacher Teams)?
- What is Plymouth\'s Parent and Family Engagement policy?
- How can I be involved in my student\'s learning at Plymouth?
- What are my rights as a parent?
- 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.
Goal 1: Reading and Math
- Reading and Math Achievement - 30% of students below benchmark on Reading and Math Acadience at BOY will be benchmark or above at EOY 2023.
- Reading and Math Growth: 80% of all K-5 students will meet typical or above on Acadience Pathway to Progress (POP) comparing their BOY to EOY 2023.
Goal 2: ELA and Math
- Achievement: Reduce the number of non-proficient students 3rd – 5th grades by 10% on Math state assessments comparing EOY 2022 to EOY 2023 scaled scores and raise the level of proficiency by 4%.
- Growth: On the 2023 RISE Assessment school MGP will have at least 55 in ELA, Math and Science.
Goal 3: Lowest 25%
- Growth of the lowest 25% will increase by 10% per year on the 2023 RISE as compared to the 2022 RISE summative assessment for ELA and mathematics.
Goal 4: ELL
- Seventy percent of ELL students will make their targeted progress goal each year as measured by the 2023 WIDA.
November 1, 2022
Dear Parent or Guardian,
We are writing to let you know that Plymouth Elementary has been designated as a Targeted Support and Improvement school for English Language Learners and Students with Disabilities. This designation means that this student population scores 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.
Plymouth Elementary is working to improve its academic program by undergoing a rigorous school improvement effort led by a school system of support team, professional development as a school learning the science of reading, participating in A2A Plus for Multilingual Language Learners, improving our Tier 1 instruction, providing targeted intervention groups and focuses on the individual needs of each student. 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
Malynda K. Cloward, PrincipalBack to Index