I, Dr. Denise Hall, do hereby certify that all facts, figures, and representations made in this Federal Parent and Family Engagement Plan are true, correct, and consistent with the statement of assurances for these waivers. Furthermore, all applicable statutes, regulations, and procedures; administrative and programmatic requirements; and procedures for fiscal control and maintenance of records will be implemented to ensure proper accountability for the expenditure of funds on this project. All records necessary to substantiate these requirements will be available for review by appropriate local, state and federal staff. I further certify that all expenditures will be obligated on or after the effective date and prior to the termination date of the project. Disbursements will be reported only as appropriate to this project, and will not be used for matching funds on this or any special project, where prohibited.
The school will be governed by the statutory definition of parent and family engagement, and will carry out programs, activities, and procedures in accordance with the definition outlined in ESEA Section 8101;
Engage the parents and family of children served in Title I, Part A in decisions about how Title I, Part A funds reserved for family engagement are spent [Section 1116(b)(1) and (c)(3)];
Jointly develop/revise with the family that has custodianship of the student the school parent and family engagement policy and distribute it to parents of participating children and make available the parent and family engagement plan to the local community [Section 1116(b)(1)];
Engage parents and family, in an organized, ongoing, and timely way, in the planning, review, and improvement of programs under this part, including the planning, review, and improvement of the school parent and family engagement policy and the joint development of the school wide program plan under section 1114(b)(2) [Section 1116(c)(3)];
Use the findings of the parent and family engagement policy review to design strategies for more effective parent and family engagement, and to revise, if necessary, the school’s parent and family engagement policy [Section 1116(a)(2)(C)];
If the plan for Title I, Part A, developed under Section 1112, is not satisfactory to the parents and family of participating children, the school will submit parent and family comments with the plan when the school submits the plan to the local educational agency [Section 1116(b)(4)];
Provide to each parent and family an individual student report about the performance of their child on the state assessment in at least mathematics, language arts, and reading [Section 1111(h)(6)(B)(i)];
Provide each parent and family timely notice when their child has been assigned or has been taught for four (4) or more consecutive weeks by a teacher who is not certified within the meaning of the term in 34 CFR Section 200.56 [Section 1112(e)(1)(B)(ii)]; and
Provide each parent and family timely notice information regarding their right to request information on the professional qualifications of the student's classroom teachers and paraprofessionals [Section 1112(e)(1)(A)(i)(I) and Section1112(c)(1)(A)(ii)].
*click to select each assurance, this page will require an original signature and submission to the District.
Signature of Principal/School Administrator Date Signed
The Needs Assessment is the foundation of the Parent and Family Engagement plan. When meeting with parents and stakeholders, data from the needs assessment process provides previous year and trend data that can be used to make decisions about plan implementation for the upcoming year. That way decisions are not arbitrary but data-driven and purposeful.
(this section is not required for new Title I Schools)
Total Parent and Family Allocation from the Previous Year
Total Funds Expended
Total Funds Remaining
If funds remained at the end of the year, explain why funds weren’t fully expended and how parents will be engaged to plan for funds to be fully expended during the current plan year
2019-2020 funds were not fully expended due to low or zero parent participation with scheduled events/activities. Delay in making purchases and amendments.
(this section is not required for new Title I Schools)
Summative Overview of the Parent Resource Room
to the Parent Resource Room (Must be documented on the Resource Room Sign in Sheet)
Total Resources Checked Out from the Parent Resource Room
What plans do you have to fully use the Title I Parent Resource Room?
(include inventory that was not returned or any other information pertaining to parent involvement resource room)
More parents will be made aware of the resources available to them and how to access them this year.
Summary of Parent Engagement Events from the Previous Year
Name of Activity
Number of Participants (this number should equal the number of participants listed on sign in sheets in Digital Compliance)
Results of Evidence of Effectiveness
(How do you know the parents learned what the activity was intended to provide? Responses such as sign-in sheets or survey results are not sufficient.)
Annual Meeting (Beginning of Year)
Parents developed an understanding of what Title 1 is.
Developmental Meeting (End of Year)
Parents and stakeholders were able to review the PFEP and make suggestions for changes.
Financial Aid Night
Parents were made aware of the opportunities of post-secondary financial and how to apply through FAFSA
Transition to High School
Many parents and stakeholders were made aware of high school progression requirements and how they could assist their child through high school and middle to high transition.
Transition to Middle School
Many parents and stakeholders were made aware of middle school progression requirements and how they could assist their child through middle school and elementary to middle transition.
Schools may add additional lines as it is aligned to the Parent and Family Engagement Plan from the previous fiscal year – activities must match activities included on the Parent and Family Engagement Plan from the previous school year. If an activity wasn’t held, a 0 should be included for the “Number of Participants” column with an explanation why the event wasn’t held in the “Results” column.
Summary of the evaluation information and parent feedback collected from the Developmental Meeting held to support the development of this Parent and Family Engagement Plan.
After reviewing parent feedback forms from Developmental Meeting, parents felt that we needed to ensure a variety of different parent meetings to meet their needs. Also, flexible dates and time schedules worked the best for parents who worked multiple jobs. The parents that met to make suggestions for different meetings during the upcoming year gave specific suggestions for meetings they felt would provide important information for them and make the best use of their time.
Using previous year financial and programmatic outcomes; district and school climate data; parent perception data; data from SAC meetings; parent attendance data; observational data; parent survey data; data from the Title I Developmental meeting; parent interviews and focus groups; teacher and administrator feedback; other forms of needs assessment data; and carry out a needs assessment process. Then, describe the barriers that hindered the participation and involvement of parents and family members during previous school years.
Barrier 1: Meeting times was the primary barrier expressed by parents.
Review- Offered flexible meeting times to encourage more parents to attend meetings. Some had a level of success, others did not. Parent meetings held before 6 were very difficult to attend.
Barrier 2: parents not receiving school call outs due to incorrect information in FOCUS
Review- Continued to take opportunities to update parent information in FOCUS. Did weekly call outs on Fridays for the coming week each week?
Barrier 3: feeling that specific events were not applicable to their student.
Review- With the wide variety of students at our school, the school holds different parent meetings. These meeting may be grade specific. Will continue to look into whole school needs.
(1) Prioritize the TOP THREE the barriers (it may be possible to combine some)
(2) Describe the steps that will be taken during the upcoming school year to overcome the parent and family engagement barriers (required - include how the school will overcome barriers for students with family members who have limited English proficiency, parents and family members with disabilities, and parents and family members who are migrants in accordance to ESSA Section 1116 (f)).
Steps or strategies that will be implemented to eliminate or reduce the barrier
1. Flexible Times
Incorporate virtual parent meetings. Offer flexible meeting time such as morning meetings to eliminate/reduce precious barrier.
2. Contact Information
Incorporate Update parent information at orientations and open house.
3. Parent Involvement/
Hold Middle School and High School meetings to address needs for each.
Considering your barriers and the strategies that are intended to reduce or eliminate them, what are the overarching outcomes/goals for the current school year for parent and family engagement?
Increase parent involvement in school activities and meetings to provide knowledge and information. Parents are actively participating in meetings and different school events.
One goal this year is to re-establish an active PTSA to work on establishing a parent partnership to increase parent involvement. Another goal this year is to be more strategic in planning meaning events that are meaningful to our parents. Start by conducting an interest survey to gather data during virtual Orientation. Continue to refine our practice to incorporate several ways to positively message school events and activities.
Communication is an extension of Needs Assessment as trend data has shown that parents comment that communication processes should be improved so they are fully engaged.
Describe how the school will provide full opportunities for all parents and families (keeping in mind the diverse makeup of 21st Century families) to participate in all parent and family engagement activities. This includes strategies for parents who have specific needs such as parents with special transportation needs, parents who work multiple jobs, court appointed parents, parents who are disabled, parents who speak English as a second language, migrant parents, parents with multiple children in multiple schools, guardians, guardians with multiple students in a home, etc. Specifically, how will barriers be removed to ensure parents/guardians/family units are a part of their child’s education?
We will continue to share information related to school, parent, family programs, meetings, school reports, and other activities in an understandable, uniform format in languages that the parents and families can understand on the school website, and via our school social media accounts. Increase signage notifications brochures and flyers.
All parent and family engagement activities will be advertised to every family. All families are invited to participate in family and parents activities. School wide call outs and email blasts will be sent to the whole school population and not individual groups. Meetings will be offered using digital technology to record the presentations. Meeting times will be flexible as well. Additionally, communication about and from events will be offered in multiple language formats to ensure that any of our non-English speaking families have access as well.
Describe how the school will share information related to school and parent and family programs, meetings, school reports, and other activities in an understandable, uniform format and in languages that the parents and families can understand?
We have a very small ESOL population but can and will provide interpreters if needed including our own foreign language teachers. We will have meeting on different days of the week and at different times of the day to accommodate those parents that may work hours that normally prohibit them from attending school events. We will also provide handouts to all parents so that they have information that they are able to take home with them.
What are the different languages spoken by students, parents and families at your school?
English and Spanish
(1) Describe how the school will timely communicate information about Title I, Part A programs and activities during the year. (2) How will communication take place for parents with the different languages mentioned in the question above if applicable? (3) Include the tools and resources that will be used for communication.
2). Flyers mailed and/or hand delivered home
3). Schools social media accounts (I.e. Twitter, Instagram, Facebook)
Baldwin will utilize various forms of communication including the parent call out and email system (Blackboard Parent Link, FOCUS), the school website, the school marquee, the school newsletter as well as fliers sent home and mail outs when determined that they are needed. We will use these forms of communication to inform parents of meeting dates and times, test dates and times, of their ability to go on our FOCUS and look at class curriculum and student progress. These alerts will be delivered 2 to 3 weeks in advance and repeat the weeks to follow.
How will the school describe and explain (1) the curriculum at the school (2) the forms of assessment used to measure student progress (3) the achievement levels students are expected to obtain? (4) in all applicable languages?
2). Open House
3). School Advisory Council
4). School Events
5) Parent-teacher conference
The School will host parent evenings to explain the requirements and achievement levels on specific state assessments. These parent evenings are grade level specific.
(1) What decision-making opportunities are available for parents at the school site? (2) How will the school communicate opportunities for parents to participate in decision making?
1). Parents can attend monthly School Advisory Council Meetings and developmental sessions for School Improvement Plan.
2). Parents are welcome to participate in the annual Developmental Meeting and parents can be a partner in the decision-making opportunities via school website, call outs, and flyers mailed and/or hand delivered.
Parents can set up parent/teacher meetings through the guidance office to have meaningful discussions over the education of a students. Parents will be able to provide feedback at different parent nights throughout the school year.
How will the school submit parents’ and families’ comments to the district Title I office if there are parent concerns about the implementation of the Title I school-wide plan that is not satisfactory to them? [ESEA Section 1116]
The school will provide parent evaluation sheets to provide their comment and critiques to the school wide plan. The school will provide artifacts over parent and families comments to the District.
(1) How will the school publish and communicate THIS required Title I, Part A Parent and Family Engagement Plan to Parents and families (technology cannot be the only option). (2) How will this plan be communicated in all of the languages that apply to your school?
The PFEP will be posted on our school website via a link. Additionally, a copy will be in both of the deans’ offices and our media center where the parent involvement area is.
Incorporate surveys and parent feedback forms to complete after each event.
Schools receiving Title I, Part A funds are required to convene an Annual Meeting. This meeting should be held at a convenient time for parents. Parents of participating children in the school shall be invited and provided with adequate notice and encouraged to attend the Annual Meeting. This meeting will inform parents of their school’s participation under ESEA Section 1116 and explain the requirements of the Title I, Part A grant and what is available to parents and the right of parents to be involved. [ESEA Section 1116 (c) (1)]
Explain how the school involves parents and families in an organized, ongoing and timely manner in the planning, reviewing, and improvement of Title I programs including involvement in decision making of how Title I, Part A Schoolwide funds are used [ESEA Section 1116(c)(3)].
Baldwin hosts a Parent Engagement Planning Night and provides notice to all stakeholders within the community. This meeting is advertised through the school marquee, school website, on weekly parent call outs and parent organizations (SAC and PTSA). Parents provide input and feedback on specific improvements towards Title 1 funding.
How will the school provide, with Title I funds, transportation, childcare, or home visits such services that relate to parent engagement to ensure barriers are removed so parents can participate in engagement events? [ESEA Section 1116 (c)(2)]
· Home Visits had to be reassessed due to social distance incorporate virtual settings conducted by Parent Involvement Liaison and/or Title 1 designee
· Jacksonville Transportation Authority (JTA) bus passes and./or parent Uber services
· Additional Services to remove barriers to encourage event attendance – Focus groups
How was parent input gained from the majority of parents about the times that best met their need for parent involvement meetings and activities? [ESEA Section 1116 (c)(2)]
From previously held meetings throughout the 2019-2020 school year parents were polled as to the best time to hold meetings. Due to the number of parents that work full time, flexible meetings best met parents schedule and incorporate virtual opportunities.
What documentation does the school have that parent needs for meeting times, transportation needs, childcare, and home visits for family engagement were assessed?
Meeting minutes and parent evaluation forms from previous meetings.
How flexible meetings will be offered to accommodate parents? Check all that apply.
☒ AM Sessions based on documented parent feedback
☒ PM Sessions based on documented parent feedback
☐ Mixture of AM & PM Sessions (Some meetings will be provided in the morning and evening)
☐ AM & PM Sessions (ALL meetings will be provided both in the morning at in the evening)
☒ Other - Virtual session
Describe the specific steps your school will take to conduct the Beginning of Year Annual Meeting to inform parents and families of participating students about the schools Title I program and parent and family engagement activities. [ESEA Section 1116 (c)(1)]
1. Step 1 – Set a date – Inform parents in multiple modes
2. Step 2 – Gather relevant data to share with parents and stakeholders
3. Step 3 – Prepare presentation
4. Step 4 – Set up for meeting
5. Step 5 – Cover relevant information with parents
6. Step 6 – Answer questions from parents and stakeholders
7. Follow up on previously raised questions or concerns.
Baldwin will advertise the annual family meeting through school wide call outs and digital display on the time and location of the Annual Family Meeting. An agenda and presentation will be developed to present the needed information for the annual family meeting. Parents and families will be provided with electronic communication methods to continue the conversation on Baldwin’s Title 1 program.
Describe the nature of the Title I, Part A Schoolwide program that will be shared with parents during the Annual Meeting. Feel free to use the PowerPoint on the Federal Programs site.
The nature of Baldwin’s Title 1 program is centered around student achievement and success in both the secondary setting as well as a post-graduate setting. Title 1 is geared towards providing parents with information that will assist their students with school based technology, school based programs, assistance with FAFSA, and ensuring that Baldwin is a community friendly school.
Describe how the Annual Meeting will cover (1) the adequate yearly progress of students broken down by subgroups, (2) school choice, and (3) the rights of parents when schools receive Title I, Part A funds. Feel free to use the PowerPoint on the Federal Programs site.
The annual meeting with display a wide variety of data. This data will include, but not be limited to, student achievement data on district and state assessments and school wide discipline data. Within the meeting, parents will be made aware of Baldwin’s three primary academic programs (AP Capstone, Communications, Robotics). Parents will also be provided with the process of school choice. Parents will receive printed or digital copies of the rights of the parents. The rights of the parents will be embedded within the annual meeting presentation.
How will the school ensure parents without access to technology will receive notification of parent events, communication, information about parent events, school updates, and student progress updates?
Parents will receive written communication that is sent home with students to inform them of upcoming meeting dates and times as well as the agenda of the meeting.
The Developmental Meeting is held at the end of the year. It can be looked at as an End of Year evaluation of your Title I, Part A Parent and Family Engagement process. Additionally, it is an opportunity to connect with parents to start planning for the upcoming year. Even if your school is not Title I the following year, the best practices of parent engagement should continue. This meeting should evaluate how well barriers were reduced or eliminated and celebrate the successes of the year.
Describe the steps and strategy that will be implemented to conduct the End of Year Developmental Meeting to evaluate Parent and Family Engagement that occurred during the year and to prepare for the upcoming year if the school continues to qualify for Title I, Part A funding.
At the final meeting, parents will assist the leadership team to brainstorm ways to continue support student achievement through Title 1 and allocation of funds and resources.
When a school receives Title I, Part A funds, it is responsible for building the capacity of each parent to improve their child’s academic achievement. This includes activities and strategies for parents to understand challenging State academic standards; State and local assessments; how to monitor their child’s progress and work; literacy training; how to use technology; and other strategies of how parents can assist their child with the learning process. All funds expended under this section should align to this section and to achieving the goals in the Title I Schoolwide plan by engaging parents and families. [ESEA Section 1116 (e)]
Reflecting on the needs assessment process, what is an overview of how the school will implement activities that will build the capacity for meaningful parent and family engagement?
Baldwin will implement activities that focus on increasing parent communication and knowledge centered around student academic success. Consideration will be taken involving the increase of classroom technology and school wide programs to better educate parents on the programs diverse value. Flexible meeting times and different communication methods will be utilized to focus on increase parent attendance at each meeting.
How will the school implement activities that will build relationship with the community to improve student achievement?
Baldwin will involve the community on multiple levels. Community members will be invited to participate under the theme “We Are Baldwin” to unify community members and the school. Baldwin students will also participate in Teen Trendsetters with the local elementary school. These students will spend time throughout the school year reading to elementary students. Baldwin will also host parent nights to provide information on Academic technology and programs available at Baldwin. Baldwin will continue to build upon the idea of being a “Community Friendly School”
(1) How will the school implement the Title I Parent Resource Room to support Parent and Family Engagement? (2) Explain how the Parent and Family Engagement Room is advertised to parents. (3) Explain how school staff (teachers and office staff) are trained on how to use the Parent Resource Room with parents.
(1) The school will provide parents with materials and trainings through different parent informational nights and printed informational materials.
(2) Information will be sent home with students, posted on the school website, communicated via a School Messenger call, and advertised on the school marquis.
(3) Teachers and staff will receive a training on the various resources for parents and stakeholders and how they can support parents’ access and use of them.
If there are additional ways resources are provided for parents through the use of Title I, Part A funds, how are they provided and what trainings are provided to adequately prepare parents to use the resources and materials at home with their children?
The school will provide parents with materials and trainings through different parent informational nights and printed informational materials.
If Parent and Family Engagement events are funded with Title I, Part A funds, they must be supplemental and cannot supplant activities that are funded with state and local funds. Additionally, events should contribute to the achievement of goals outlined in the Title I Schoolwide Plan.
Name of Activity
What will parents learn that will have a measurable,
Anticipated impact on student achievement
Month Activity will take Place
Evidence of Effectiveness
Example: FASFA and Scholarship Writing Night
Principal Brad Pitt
Parents will learn:
1. How to complete the parent portions of FASFA
2. How to research college websites for what their child need for admission
3. How to use OneDrive and Focus to keep up on graduation indicators
4. About the most popular scholarship websites and tips for receiving funding
October 2020, February 2021
Sign-in; Evaluation/ Feedback;
Parent screen shot of completed FASFA parent page;
Evidence of one completed scholarship application after 3 weeks;
Completed parent worksheet for the in-state and out of state college admission requirements
Title I Annual Meeting (required)
Inform Stakeholders of the current state of our school
To analyze student achievement
October 2020 by January 2021
Parent Sign In & Evals
Title I Developmental Meeting (required)
Parents will review PFEP & Compacts and make suggestions for necessary changes
Parent Sign In & Evals
September Parent Communications Mailer
Parent will receive a mailing about updated parent involvement news and resources as well as information about how to support student success for the opening of the year.
Copy of Mailer and parent response.
Middle School / AVID Parent Nights
Update parents on current AVID implementation status and gather feedback.
Parent Sign in and Evals
Financial Aid Night – College and Career Readiness
Parents will be aware of the FAFSA process and graduation requirements. Parents will be better prepared to assist their child (ren) with these goals.
Parent Sign- in sheets and evals
Transition to High School Night
School Counselors/ Ms. Kohn
Parents will receive information on graduation requirements and course progression for students high school careers
Parent Sign-In sheets; Parent evaluations; Individual school tour sign ups
December Parent Communications Mailer
Parent will receive a mailing about updated parent involvement news and resources as well as information about how to support student success for the remainder of the year.
Copy of Mailer and parent response.
Middle School Transition Night
Mr. Adams & Mrs. Takach
Parents will receive information on graduation and course progression for middle school students
Parent sign-in sheets; Parent Evaluation; Individual school tour sign-ups
College and Career Night for Seniors Senior Night)
Mrs. Granger and Ms. Kirk
Seniors will understand the necessary graduation requirements, college entry requirements, and deadlines to have a smooth senior year
Parent Sign In Sheet, Parent and student evaluations
FSCJ FAFSA Lab for Parents and Students
Seniors who missed Financial Aid Night can bring in their parent to complete the FAFSA for financial aid.
Parent Sign in Sheet, Student Sign-up Sheet; Evals
High School Parent Night
Mrs. Granger & Mrs. McGill
Parents will learn about students’ progression and progress academically, scholarships, planning for college etc.
Parent Sign in Sheet, Student Sign-up Evaluations
Schools may add or remove rows as needed.
The LEA shall ensure that each participating school, in conjunction with the parents of participating students, has jointly developed a school-parent compact that describes the school's responsibility to provide high quality curriculum and instruction in a supportive and effective learning environment; addresses the importance of ongoing communication between teachers and parents; describes the ways in which each parent will be responsible for supporting their child's learning; and is discussed with parents of elementary aged students.
As a Title I school, what evidence will you provide that will show that you have jointly developed a school-parent compact and that conferences were held with parents describing the compact?
Parents will receive a copy of the current compact during orientation. Each parent will have the opportunity to provide feedback and suggest modifications. Once this feedback has been collected, the compacts will be discussed in a developmental meeting in September. Signed compacts will be filed as well as discussed at parent conferences.
How will the principal ensure required conferences are implemented with ALL parents pertaining explaining the Parent Compact?
School Counselors are required to schedule conferences for students. As part of the conference, the counselor or staff members review the compact with the parents and the students. Additionally, each parent is given a copy of the compact at orientation and signs a copy once the staff member receiving all of the demographic information and emergency information is received. The compact a part of the registration paperwork at orientation.
The LEA shall ensure that each school implementing a Title I program devotes sufficient resources to effectively carry out high quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all students to meet the state's academic achievement standards.
The LEA shall ensure that all instructional staff working in schools, funded wholly or in part with Title I, Part A, meet the statutory requirements of being state certified. The LEA must ensure instructional paraprofessionals work under the direct supervision of a teacher.
If the LEA hires teachers or paraprofessionals to provide Title I services to private school students, the LEA shall ensure the teachers are state certified and paraprofessionals are highly qualified. The LEA shall ensure that paraprofessionals providing direct instruction to participating students are under the direct supervision and in close and frequent proximity to a state-certified public school teacher.
As a Title I school, what evidence will you provide that will show that you (1) notification informing parents that their child was assigned or was taught for four or more consecutive weeks by a teacher who was not properly licensed or endorsed (2) provided a list of teachers who were ineffective, out-of-field, or inexperienced according to the statewide definitions described in Florida’s Approved ESSA State Plan.
Letters will be sent home with any students that is being taught by a teacher that is not fully licensed or certified as well as the plan of action for that teacher to become fully in compliance.
When a school receives Title I, Part A funds, it is responsible for educating teachers, specialized instructional support personnel, administrators, and other staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. To the extent possible, parents should be involved in the development of training for teachers and educators to improve the effectiveness of training. [ESEA Section 1116(e)(3)]
Describe the professional development activities the school will provide to educate teachers, specialized instructional support personnel, principals, and other school leaders and other staff on…
1. The assistance of parents and families and in the value of their contributions.
2. How to reach out to, communicate with, and with parent and families as equal partners.
3. Implementing and coordinating parent and family programs and building ties between parent and families and the school.
These topics will assist teachers’ and staff members’ ability to incorporate parent involvement in the school and classroom. Additionally, teachers and staff members will have a greater understanding of the challenges parents face as it results in involvement with school-based activities and their child’s academic endeavor. Teachers will be trained to effectively use various mechanisms such as Focus and Blackboard to communicate with parents about what is going on in the school and their classroom as well. Finally, our teachers and staff will be trained on how to extend our programs within the school to parents and families.
Name of Activity
Correlation to Student Achievement
Month Activity will take Place
Evidence of Effectiveness
Poverty Simulation with the Title I team
Improved ability for staff to work with parents and families
Sign-in sheets, evaluation sheets, follow up with teachers
Engaging Students with Poverty In Mind
ILT Team – Various Lead Teachers
Assisting teachers with engaging students working with varying level of students
Teachers’ collaboration via Teams based on their reading.
Each subject area team
Student common assessment data will be discussed to inform specific differentiation needed for students
Ongoing – Begin in August 2020
Weekly common assessment data and PLC Minutes
ILT weekly meetings
Lead teachers will meet together to discuss observations and best practiced. Feedback will then be shared with each department through coaching and PLCs
Ongoing – Begin in August 2020
Weekly ILT meeting minutes and observation data.
AVID – Schoolwide
Each teacher will receive PD on how to implement AVID strategies which are best practices (I.e.: Focused note taking, critical reading, etc.)
August 2020 – Pre Planning
Lesson Plans and implementation observations
Understanding your data – who needs to move
Teachers will receive PD on how to read FSA data and how to move students from one silo to another and how this correlates with test item specs and standards based instruction.
September 2020– Early Release
PD presentation, data, and observation data.
Monthly AVID Site Team
AVID Site Team Members
Team will review implementation of the AVID program in the school as well as monitor progress of students that are in the AVID elective.
Monthly – August 2020-June 2021
Notes, presentations, and meeting minutes.
Choose all that apply
Grant Project, Funding Source, or Program
Explain how the school coordinates and integrates school level Parent and Family Engagement funds, programs, and activities with other Funds and Programs.
[ESEA Section (a)(2)(C)]
IDEA - The Individuals with Disabilities Education Improvement Act
VPK - Voluntary
Title I, Part D – Prevention and intervention programs for children and youth who are Neglected, Delinquent or At Risk.
Title IX, Part A - The McKinney-Vento Homeless Assistance Act provides equitable opportunities to children and youth experiencing homelessness.
SAI - Supplemental Academic Instruction – Super Categorical fund created to assist districts and schools provide supplemental instructional opportunities.
Title II, Part A – Supporting Effective Instruction through professional development targeted to administrators and teachers.
Title III, Part A – Helping English Language Learners achieve English proficiency