{"id":33205,"date":"2021-05-19T16:30:30","date_gmt":"2021-05-19T22:30:30","guid":{"rendered":"https:\/\/schools.graniteschools.org\/southkearns\/?page_id=33205"},"modified":"2026-10-06T14:06:11","modified_gmt":"2026-10-06T20:06:11","slug":"title-i","status":"publish","type":"page","link":"https:\/\/schools.graniteschools.org\/southkearns\/title-i\/","title":{"rendered":"Title I"},"content":{"rendered":"\n            <p>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&#8217; capacity through professional development, and strengthening parents&#8217; abilities in helping their children succeed.<\/p>\n\n            \n            <h2 id=\"intro\">An Introduction to Title I<\/h2>\n            <ul>\n                <li><a target=\"_blank\" rel=\"noopener noreferrer\" href=\"https:\/\/www.graniteschools.org\/organizationaleffectiveness\/commonly-asked-questions\/\">Answers to Commonly Asked Questions<\/a><\/li>\n                <li>For other annual Title I parent information, Granite School District&#8217;s parent engagement policy, a summary of Granite School District&#8217;s Annual Title I Parent Meeting, and other information, please visit the <a target=\"_blank\" rel=\"noopener noreferrer\" href=\"https:\/\/www.graniteschools.org\/organizationaleffectiveness\/title-one\/\">Granite School District Title I website.<\/a><\/li>\n            <\/ul>\n\n                        \n            <h2 id=\"links\">Parent Compact, Policy &#038; Rights to Know<\/h2>\n            <ul>\n                <li><a href=\"#learning-compact\">Parent-School Learning Compact<\/a> <\/li>\n                <li><a href=\"#engagement-policy\">School Parent Engagement Policy<\/a> <\/li>\n                <li><a target=\"_blank\" rel=\"noopener noreferrer\" href=\"https:\/\/www.graniteschools.org\/organizationaleffectiveness\/title-one\/right-to-know\/\">Parents&#8217; Right to Know<\/a> (opens the District&#8217;s Title I website)<\/li>\n            <\/ul>\n\n            <h2 id=\"section-two\">Other School Information<\/h2>\n            <ul>\n                <li>\n                    <a href=\"#annual-meeting\">School Annual Title I Meeting<\/a>                <\/li>\n                <li>\n                    <a href=\"#goal-one\">School Title I Goals<\/a>                <\/li>\n                <li>\n                    <a target=\"_blank\" rel=\"noopener noreferrer\" href=\"https:\/\/reportcard.schools.utah.gov\/School\/OverAllPerformance?SchoolID=537&#038;DistrictID=480&#038;SchoolNbr=196&#038;SchoolLevel=K8&#038;IsSplitSchool=0&#038;schoolyearendyear=2024\">School Report Card<\/a>                <\/li>\n                <li>\n                    <a href=\"#sanctioned-status\">Sanctioned Status<\/a>                <\/li>\n            <\/ul>\n\n<h2 id=\"learning-compact\">Parent-School Learning Compact<\/h2><p><b>English South Kearns Compact 2026-2027 <\/b>(draft)<\/p>\n<p><strong>Partners in Education<\/strong>: South Kearns Scholars have the best chance to succeed when families and schools work together. Only when our high-quality classroom instruction is combined with your support for learning at home will every South Kearns Scholar reach his or her full potential.<\/p>\n<p><b>Academics<\/b><\/p>\n<p><b>The school will\u2026<\/b><\/p>\n<ul>\n<li>Hire additional teachers to reduce class size and increase individualized instruction.<\/li>\n<li>Implement research-based Tier I instruction and small groups.<\/li>\n<li>Create data books for students to track their own progress.<\/li>\n<li>Analyze and plan in PLCs as grade levels.<\/li>\n<li>Utilize paraprofessionals to support Tier II interventions.<\/li>\n<\/ul>\n<p><b>Top Cats will&#8230;\u00a0<\/b><\/p>\n<ul>\n<li>Work hard in language arts to become proficient on end of year testing<\/li>\n<li>Increase their reading level by the end of year<\/li>\n<li>Work hard in mathematics to become proficient on end of year testing<\/li>\n<li>Update data tracker with all assignments and assessments weekly<\/li>\n<li>Come to school on time each day 90% of the time<\/li>\n<\/ul>\n<p><b>You can help at home&#8230;\u00a0<\/b><\/p>\n<ul>\n<li>Read with or support your child\\\\\\&#8217;s daily reading<\/li>\n<li>Make reading fun!<\/li>\n<li>Point out when you use math in daily activities<\/li>\n<li>Review your student\\\\\\&#8217;s data tracker and check Gradebook consistently<\/li>\n<li>Ensure your child comes to school on time each day 90% of the time<\/li>\n<\/ul>\n<p><strong>Read with your child!<\/strong><\/p>\n<p><strong>DYAD, what is it?<\/strong><br \/>\nDYAD is a strategy to support you reading side-by-side with your child.<\/p>\n<p><strong>How do you DYAD?<\/strong><\/p>\n<ul>\n<li>Share 1 book.<\/li>\n<li>Sit side-by-side.<\/li>\n<li>Track words smoothly with 1 finger.<\/li>\n<li>Read out loud together.<\/li>\n<li>Keep eyes on the words.<\/li>\n<li>Don\u2019t read too fast, nor too slow.<\/li>\n<li>Write down unknown words.<\/li>\n<li>Have fun reading together!<\/li>\n<\/ul>\n<p><b>Social Skills &amp; Disposition<\/b><\/p>\n<p><b>The school will\u2026<\/b><\/p>\n<ul>\n<li>Purchase additional social worker hours.<\/li>\n<li>Pay teachers to visit homes and extend our support.<\/li>\n<\/ul>\n<p><b>Top Cats will\u2026<\/b><\/p>\n<ul>\n<li>Build relationships with staff and peers to create a safe and welcoming community.<\/li>\n<li>Participate in morning meetings to help improve communication and work through problems.<\/li>\n<li>Learn to ask for help when needed.<\/li>\n<\/ul>\n<p><b>You can help at home..<\/b><span style=\"font-weight: 400\">.\u00a0<\/span><\/p>\n<ul>\n<li>Ask your child about their day (i.e. What did you learn? What was your favorite part?).<\/li>\n<li>Communicate with teachers to work as a team in supporting your child\\\\\\&#8217;s success.<\/li>\n<li>Be an active participant in school activities like parent conferences or family nights.<\/li>\n<\/ul>\n<p><b>Positive Behavioral Interventions &amp; Support (PBIS)<\/b><\/p>\n<p><b>The school will\u2026<\/b><\/p>\n<ul>\n<li>Set clear expectations for behavior and create opportunities for practice.<\/li>\n<li>Give out R.O.A.R. tickets to reinforce positive behaviors.<\/li>\n<li>Provide a R.O.A.R. store for students to exchange tickets for prizes.<\/li>\n<li>Give our R.O.A.R. stickers to classes to reinforce positive behaviors.<\/li>\n<li>Provide R.O.A.R. class activities to reinforce positive school wide behaviors.<\/li>\n<\/ul>\n<p><b>Top Cats will&#8230;<\/b><\/p>\n<ul>\n<li>Earn tickets for displaying positive behavior.<\/li>\n<li>Use tickets to shop at the R.O.A.R. store on Fridays.<\/li>\n<li>Work collaboratively as a class to earn classroom treats and parties.<\/li>\n<li>Show integrity by doing their own work.<\/li>\n<\/ul>\n<p><b>You can help at home&#8230;<\/b><\/p>\n<ul>\n<li>Ask your child about their R.O.A.R. tickets and class parties.<\/li>\n<li>Review R.O.A.R. characteristics.<\/li>\n<li>Point out when they are showing R.O.A.R behaviors at home.<\/li>\n<li>Clarifying the appropriate level of assistance on assignments with teachers.<\/li>\n<\/ul>\n<div class=\"iYB33c\"><a href=\"https:\/\/drive.google.com\/file\/d\/1G3rQz5zcdi06q5ryHeYe1-1PfxFBZQhA\/view?usp=sharing\">South Kearns Compact 2026-2027<\/a><\/div>\n<p>&nbsp;<\/p>\n<p><b>Espa\u00f1ola<\/b><strong> Pacto de South Kearns 2026-2027 <\/strong>(reclutar)<\/p>\n<p><strong>Socios en la educaci\u00f3n<\/strong>: los estudiantes de Top Cat tienen la mejor oportunidad de tener \u00e9xito cuando las familias y el personal de la escuela trabajan juntos. Cuando nuestra instrucci\u00f3n en el aula de alta calidad se combina con su apoyo para el aprendizaje, cada estudiante de Top Cat alcanzar\u00e1 su m\u00e1ximo potencial.<\/p>\n<p><strong>Acad\u00e9mica<\/strong><\/p>\n<p><strong>La escuela va a\u2026<\/strong><\/p>\n<ul>\n<li>Contratar maestros adicionales para reducir el tama\u00f1o de la clase.<\/li>\n<li>Implementar instrucci\u00f3n de Nivel I basada en la investigaci\u00f3n y grupos peque\u00f1os.<\/li>\n<li>Cree libros de datos para que los estudiantes realicen un seguimiento de su propio progreso.<\/li>\n<li>Analizar y planificar en PLCs como niveles de grado.<\/li>\n<li>Utilizar paraprofesionales para apoyar las intervenciones de Nivel II.<\/li>\n<\/ul>\n<p><strong>Los mejores gatos&#8230;<\/strong><\/p>\n<ul>\n<li>Trabajar duro en artes del lenguaje para dominar las pruebas de fin de a\u00f1o.<\/li>\n<li>Aumentar su nivel de lectura para fin de a\u00f1o.<\/li>\n<li>Trabajar duro en matem\u00e1ticas para ser competente en las pruebas de fin de a\u00f1o.<\/li>\n<li>Actualice el rastreador de datos con todas las tareas y evaluaciones semanalmente.<\/li>\n<li>Llegar a la escuela a tiempo todos los d\u00edas el 90% del tiempo.<\/li>\n<\/ul>\n<p><strong>Puedes ayudar en casa&#8230;<\/strong><\/p>\n<ul>\n<li>Leer con o apoyar la lectura diaria de su hijo.<\/li>\n<li>\u00a1Haz que la lectura sea divertida!<\/li>\n<li>Se\u00f1ale cu\u00e1ndo usa las matem\u00e1ticas en las actividades diarias.<\/li>\n<li>Revise el rastreador de datos de su estudiante y verifique el Libro de calificaciones de manera consistente.<\/li>\n<li>Aseg\u00farese de que su hijo llegue a la escuela a tiempo todos los d\u00edas el 90% del tiempo.<\/li>\n<\/ul>\n<p><strong>\u00a1Lea con su hijo!<\/strong><\/p>\n<p><strong>DYAD, \u00bfqu\u00e9 es?<\/strong><br \/>\nDYAD es una estrategia para apoyarlo en la lectura junto con su hijo.<\/p>\n<p><strong>\u00bfC\u00f3mo se hace DYAD?<\/strong><br \/>\n\u2022 Compartir 1 libro.<br \/>\n\u2022 Si\u00e9ntense a uno lado del otro.<br \/>\n\u2022 Rastrea palabras suavemente con 1 dedo.<br \/>\n\u2022 Lean juntos en voz alta.<br \/>\n\u2022 No pierdas de vista las palabras.<br \/>\n\u2022 No leas demasiado r\u00e1pido, ni demasiado lento.<br \/>\n\u2022 Escribe palabras desconocidas.<br \/>\n\u2022 \u00a1Divi\u00e9rtanse leyendo juntos!<\/p>\n<p><strong>Habilidades sociales y disposici\u00f3n<\/strong><\/p>\n<p><strong>La escuela va a\u2026<\/strong><\/p>\n<ul>\n<li>Comprar horas adicionales de trabajador social.<\/li>\n<li>Pague a los maestros para que visiten los hogares y extienda nuestro apoyo.<\/li>\n<\/ul>\n<p><strong>Los mejores gatos\u2026<\/strong><\/p>\n<ul>\n<li>Construir relaciones con el personal y los compa\u00f1eros para crear una comunidad segura y acogedora.<\/li>\n<li>Participar en reuniones matutinas para ayudar a mejorar la comunicaci\u00f3n y resolver problemas.<\/li>\n<li>Aprende a pedir ayuda cuando sea necesario.<\/li>\n<\/ul>\n<p><strong>Puedes ayudar en casa&#8230;<\/strong><\/p>\n<ul>\n<li>Preg\u00fantele a su hijo sobre su d\u00eda (es decir, \u00bfqu\u00e9 aprendi\u00f3? \u00bfCu\u00e1l fue su parte favorita?).<\/li>\n<li>Comun\u00edquese con los maestros para trabajar en equipo para apoyar el \u00e9xito de su hijo.<\/li>\n<li>Ser un participante activo en actividades escolares como conferencias de padres o noches familiars<\/li>\n<\/ul>\n<p><strong>Intervenciones y apoyo conductuales positivos (PBIS)<\/strong><\/p>\n<p><strong>La escuela va a\u2026<\/strong><\/p>\n<ul>\n<li>Establezca expectativas claras para el comportamiento y cree oportunidades para practicar.<\/li>\n<li>Dar R.O.A.R. entradas para reforzar comportamientos positivos.<\/li>\n<li>Proporcionar un R.O.A.R. tienda para que los estudiantes intercambien boletos por premios.<\/li>\n<li>Dale a nuestro R.O.A.R. pegatinas a clases para reforzar comportamientos positivos.<\/li>\n<li>Proporcionar R.O.A.R. actividades de clase para reforzar comportamientos positivos en toda la escuela.<\/li>\n<\/ul>\n<p><strong>Los mejores gatos&#8230;<\/strong><\/p>\n<ul>\n<li>Gane boletos por mostrar un comportamiento positive.<\/li>\n<li>Use boletos para comprar en el R.O.A.R. tienda los viernes.<\/li>\n<li>Trabaje en colaboraci\u00f3n como clase para ganar golosinas y fiestas en el aula.<\/li>\n<li>Mostrar integridad haciendo su propio trabajo.<\/li>\n<\/ul>\n<p><strong>Puedes ayudar en casa&#8230;<\/strong><\/p>\n<ul>\n<li>Preg\u00fantele a su hijo acerca de su R.O.A.R. entradas y fiestas de clase.<\/li>\n<li>Revisi\u00f3n R.O.A.R. caracter\u00edsticas.<\/li>\n<li>Se\u00f1ale cuando est\u00e1n mostrando comportamientos R.O.A.R en casa.<\/li>\n<li>Aclarar el nivel apropiado de asistencia en las tareas con los maestros.<\/li>\n<\/ul>\n<a class=\"button\" href=\"#links\">Back to Index<\/a><h2 id=\"engagement-policy\">Parent Engagement Policy<\/h2><p><b>South Kearns Elementary Parent and Family Engagement Plan<\/b><\/p>\n<p><b>Preface<\/b><span style=\"font-weight: 400\">:\u00a0 To our parents and families, we honor your role as the first and most important teachers of your children.\u00a0 Thank you for partnering with South Kearns Elementary in helping your children achieve their academic potential and social emotional well-being.\u00a0 Such partnerships allow for two-way communication to better enable student success and the continual improvement of our school.<\/span><\/p>\n<p><b>How this Plan is Developed<\/b><span style=\"font-weight: 400\">:\u00a0 Our plan was developed jointly with parents through surveys and parent groups including our<\/span><a href=\"https:\/\/www.graniteschools.org\/communications\/distri\"> <span style=\"font-weight: 400\">Community Council<\/span><\/a><span style=\"font-weight: 400\"> and Parent Teacher Student Association (PTAs).\u00a0 The feedback was reviewed by all stakeholders to identify barriers of engagement and the needs parents have in supporting their children\u2019s learning.\u00a0 This feedback was reviewed by school administration and our leadership team to meet the changing needs of parents and the school in facilitating successful family-school interactions.<\/span><\/p>\n<p><b>Your Rights and Opportunities<\/b><span style=\"font-weight: 400\">:\u00a0 <\/span><span style=\"font-weight: 400\">We believe parents have rights to provide input on school engagement practices and to be active participants and decision-makers in not only their own student\u2019s educational experience, but also in the development of school-wide initiatives through participating in school PTAs, attending school Community Council meetings, volunteering at the school, attending SEPs and other school events, receiving information about school programs, and having questions answered in a timely manner.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Our school conducts an annual school Title I meeting that shares information about the school, explains<\/span><a href=\"https:\/\/www.graniteschools.org\/organizationaleffectiveness\/commonly-asked-questions\/\"> <span style=\"font-weight: 400\">your rights<\/span><\/a><span style=\"font-weight: 400\">, outlines school parent and family engagement efforts, and receives parents\u2019 input on school engagement plans and other policies. Parent stakeholder groups also assist in the development of the school\u2019s Continual Improvement Plan (CIP). This document outlines the goals and strategies that guide school improvement.<\/span><\/p>\n<p><b>Supporting Parents and Families<\/b><span style=\"font-weight: 400\">: School administrators meet regularly to receive training on effective parent and family engagement strategies, strategies that involve parents and families in a meaningful way to partner in improving student academic achievement and school performance. Improving student learning is a team effort. Along with parents as key partners in this endeavor, Granite School District coordinates district initiatives pertaining to parent and family engagement through a District Improvement Steering Committee (DISC). This committee oversees this important endeavor as well as other district initiatives, coordinating Federal, State, and local laws and programs. Its goal is to provide seamless support to families and students.<\/span><\/p>\n<p><b>Resources to Assist Parents and Families<\/b><span style=\"font-weight: 400\">:\u00a0 All parents in Granite School District have access to<\/span><a href=\"https:\/\/www.graniteschools.org\/curriculuminstruction\/\"> <span style=\"font-weight: 400\">curricular resources<\/span><\/a><span style=\"font-weight: 400\"> to assist their children in learning core standards, the opportunity for a<\/span><a href=\"https:\/\/www.graniteschools.org\/edequity\/\"> <span style=\"font-weight: 400\">safe and equitable learning environment<\/span><\/a><span style=\"font-weight: 400\">, and other forms of<\/span><a href=\"https:\/\/www.graniteschools.org\/studentlearning\/\"> <span style=\"font-weight: 400\">student learning and support<\/span><\/a><span style=\"font-weight: 400\">.\u00a0 In addition, we host a<\/span><a href=\"https:\/\/schools.graniteschools.org\/southkearns\/community-center\/\"> <span style=\"font-weight: 400\">Family Engagement Center<\/span><\/a><span style=\"font-weight: 400\"> that helps families with a variety of classes to support language acquisition, improved student learning, and overall health.<\/span><\/p>\n<a class=\"button\" href=\"#links\">Back to Index<\/a><h2 id=\"annual-meeting\">School Annual Title I Meeting<\/h2><p>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.<\/p><ul>\n<li><strong>Date:<\/strong> August 13, 2026<\/li>\n<li><strong>Time:<\/strong> 5:30 PM<\/li>\n<\/ul>\n<p>Our annual meeting was held in conjunction with our Back to School Night.\u00a0 We discussed this <a href=\"https:\/\/drive.google.com\/file\/d\/1xsWqjkMClfuWgVuLe-oSUmkzDfTTy3gI\/view?usp=sharing\">PowerPoint<\/a> during our Meeting.\u00a0 If you have any question please feel free to reach out to Kim Babka at kbabka@graniteschools.org.<\/p>\n<a class=\"button\" href=\"#links\">Back to Index<\/a><h2 id=\"goal-one\">School Title I Goals<\/h2><p>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.<\/p><h3>Academic Goal(s)<\/h3><p><span style=\"font-size: 12.0pt;color: #212529\">This year in our 2026-2027 school year, we conducted 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.<\/span><\/p>\n<h3>Academic Goal #1<\/h3>\n<p><strong><span style=\"font-size: 12.0pt;color: #212529\">K-2: When comparing beginning of year data to end of year data, the number of students at or above benchmark will increase on Acadience reading by 3%.<\/span><\/strong><\/p>\n<h3>Social Skills and Dispositions Goal(s)<\/h3><h3>Academic Goal #2<\/h3>\n<h4><strong><span style=\"font-size: 12.0pt;color: #212529\">K-2: When comparing beginning of year data to end of year data, the number of students at or above benchmark will increase on Acadience math by 3%.<\/span><\/strong><\/h4>\n<h3>Talent Development Goal(s)<\/h3><h3>Academic Goal #3<\/h3>\n<p><strong><span style=\"font-size: 12.0pt;color: #212529\">3-5: When comparing beginning of year data to end of year data, the number of students at or above benchmark will increase on Acadience reading by 3%. At the end of the year, 26% of students will be at or above proficiency on the reading portion of the RISE assessment.\u00a0<\/span><\/strong><\/p>\n<a class=\"button\" href=\"#links\">Back to Index<\/a><h2 id=\"sanctioned-status\">Sanctioned Status<\/h2><p>Not Applicable<\/p>\n<a class=\"button\" href=\"#links\">Back to Index<\/a>","protected":false},"excerpt":{"rendered":"","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_cbd_carousel_blocks":"[]","inline_featured_image":false,"_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","footnotes":""},"coauthors":[63],"class_list":["post-33205","page","type-page","status-publish","entry"],"featured_image_src":null,"featured_image_src_square":null,"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/P3kbiE-8Dz","_links":{"self":[{"href":"https:\/\/schools.graniteschools.org\/southkearns\/wp-json\/wp\/v2\/pages\/33205","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/schools.graniteschools.org\/southkearns\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/schools.graniteschools.org\/southkearns\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/schools.graniteschools.org\/southkearns\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/schools.graniteschools.org\/southkearns\/wp-json\/wp\/v2\/comments?post=33205"}],"version-history":[{"count":2,"href":"https:\/\/schools.graniteschools.org\/southkearns\/wp-json\/wp\/v2\/pages\/33205\/revisions"}],"predecessor-version":[{"id":34361,"href":"https:\/\/schools.graniteschools.org\/southkearns\/wp-json\/wp\/v2\/pages\/33205\/revisions\/34361"}],"wp:attachment":[{"href":"https:\/\/schools.graniteschools.org\/southkearns\/wp-json\/wp\/v2\/media?parent=33205"}],"wp:term":[{"taxonomy":"author","embeddable":true,"href":"https:\/\/schools.graniteschools.org\/southkearns\/wp-json\/wp\/v2\/coauthors?post=33205"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}