Title I at CE

Conshohocken Elementary School is a Title I school and as such, the school receives federal funds for staff, supplies, activities, services, and programs to enhance student learning.

Below you'll find information about what Title I means for Conshohocken Elementary School.

Parent/Family Engagement Policy

Conshohocken Elementary School Title I Parent/Family Engagement Policy 2017-2018

We believe that home, school, and community involvement is a shared responsibility among school staff, parents, students, and community members. The parent is recognized as the child’s first educator. In order to develop effective communication between the home and school, parental involvement in school activities is encouraged and supported by Conshohocken Elementary in the following ways:

  • All parents can become involved with their child’s education by joining the Parent Teacher Organization (PTO). Parents can participate through subcommittees of the PTO or through volunteering their services in various ways. Information is distributed at the yearly Back-to-School Night. The PTO has a link, with a PTO email address, on the Conshohocken Elementary page of the Colonial School District website or a parent can call the school and ask to be put in touch with a PTO representative.
  • All parents are invited to attend Parent-Teacher Conferences held in the fall and spring, as well as classroom, building, and district events. All parents are welcome to visit classrooms during American Education Week.
  • The District allocates a portion of its federal grant funds to support parent/family involvement workshops at Conshohocken Elementary. The Principal, Federal Programs Coordinator, math coaches, and the reading specialists are available to consult with parents at Open House and at Curriculum Night.
  • At least one parent/family meeting will be set by the Title I Coordinator so that parents/family are involved in the review of the Conshohocken Parent/Family Involvement policies. The Principal will share school goals, explain the school curriculum and assessment procedures, and discuss expected proficiency levels based on state standards with parents at PTO meetings, Open House, Curriculum Night and or at other events.
  • The School-Parent/Family Compact was designed to outline the ways in which staff, parents/family, and students share responsibility for student achievement. The Compact is sent home with Title I students during the first week of school.
  • Parents/Family of Title I students may complete a parent/family survey at the conclusion of each school year in order to give input concerning parent involvement activities and the organization of the Title I program for the upcoming year.
  • The Title I program and the Parent/Family Involvement policy will be reviewed on a yearly basis.

The support which parents give to the education of their students is a needed and appreciated part of the home, school, and community partnership.

Right to know letter

August 2017

Dear Parent:

As a parent of a student attending a school that is receiving Federal Title I dollars, you have the right to know the professional qualifications of the teacher(s) and instructional paraprofessional(s) who instruct your child.

Federal law requires every Title I school district to comply and to provide you with the requested information in a timely manner.

We are happy to provide this information to you. At any time, you may ask:

  • Whether the teacher met state qualifications and certification requirements for the grade level and subject he/she is teaching;
  • Whether the teacher received an emergency or conditional certificate through which state qualifications were waived; and
  • What undergraduate or graduate degrees the teacher holds, including graduate certificates and additional degrees, and major(s) or area(s) of concentration.

You may also ask whether your child receives help from a paraprofessional. If your child receives this assistance, we can provide you with information about the paraprofessional’s qualifications.

The Every Student Succeeds Act (ESSA) which was signed into law in December, 2105 and reauthorizes the Elementary and Secondary Education Act of 1956 (ESEA) includes additionally right to know requests. At any time, parents and family members can request:

  • Information on policies regarding student participation in assessments and procedures for opting out; and
  • Information on required assessments that include:
    • Subject matter tested,
    • Purpose of the test,
    • Source of the requirement (if applicable)
    • Amount of time it takes students to complete the test, and
    • Time and format of disseminating results.

Our staff is committed to helping your child develop the academic knowledge and critical thinking he/she needs to succeed in school and beyond. That commitment includes making sure that all of our teachers and paraprofessionals meet applicable Pennsylvania state requirements.

We look forward to the upcoming school year, and together we will make a difference in your child’s life.

Sincerely,

Maria Wileczek

Federal Programs Coordinator

School-Parent Compact

Conshohocken Elementary School-Parent Compact 2017-2018

Conshohocken Elementary School is a Title I school and as such, the school receives federal funds for staff, supplies, activities, services, and programs to enhance student learning.

Every Title I school has a school-parent compact. The school-parent compact is a written agreement that clarifies what families and schools can do together to help children reach high academic standards.

It is a commitment indicating how all members of the school community -- parents, teachers, principal, and students agree to share responsibility for student learning.

CE Staff Commitment:

We will:

  • create a partnership with every family in my class.
  • explain my approach to teaching, expectations, and grading system to students and their families.
  • monitor student progress in all areas of the curriculum and update parents.
  • make sure all students get help as soon as it’s needed.
  • send home learning materials.
  • assign work that is relevant and interesting.
  • make sure students understand the assignment and what they’ll learn from it, and grade it promptly.
  • accurately record student attendance.
  • provide high quality, challenging, and engaging instruction in a supportive environment.
  • provide opportunities for parents/caregivers to volunteer at school.
  • share responsibility with student and parents in striving towards student achievement.

Student’s Commitment:

I will:

  • come to school each day with a positive attitude and ready to learn.
  • demonstrate the respectful and responsible citizenship.
  • read every day on my own or with a family member.
  • give my parents or guardians my Daily Communication Folder and all notices given to me by the school.
  • complete my homework each night.
  • do my best each and every day

Parents’/Family Commitment:

We will:

  • let the school know that I am an equal partner in my child’s academic success.
  • learn about attendance policies, be firm about my child’s attendance and send in a note and call for every absence.
  • monitor my child’s progress and let the teacher know right away if I notice any problems.
  • stay informed by checking my child’s Daily Communication Folder and respond as appropriate.
  • provide my child with a healthy learning environment at home.
  • communicate with my child’s school and teacher often.
  • encourage my child’s learning at school and help my child see how to use reading and math to pursue his/her interests and goals.
  • allow myself to be empowered through education by attending workshops, PTO events, and family nights organized by the school and the district.
  • learn as much as I can about my child’s curriculum so that I can assist his/her learning.

Collaboration

Parents/families are:

  • encouraged to join and attend the Parent-Teacher Organization (PTO) which meets monthly.
  • encouraged to discuss any ideas, concerns, or questions with the Principal, Dr. Boegly.
  • invited to attend the annual Title I Parent meeting.
  • urged to complete and return the annual Title I Parent/Family Survey.
  • invited to attend District meetings hosted by the Superintendent.

The School District

The Colonial School District will take the following actions to involve parents in the process of school review and improvement:

  • At least one parent/family meeting will be set by the Title I Coordinator so that parents/families are involved in the review of the District School Parent/Family Engagement policies. The Principal will share school goals with parents at PTO meetings or other events.
  • The annual Title I Parent/Family Survey results will be used to improve existing policies and programs.
  • School newsletters will provide information and invite parents to discuss any concerns or ask any questions that they may have. Their child’s teacher(s), building principal or Title I Coordinator will be responsible in addressing these items.

Communication

Education is a partnership between home and school. We value parent/family engagement at every level and encourage you to partner with us. In order for this partnership to be effective, we need to be able to communicate.

Please feel free to call, write a note, or email us if you have concerns or questions about your child’s education. We are always available to schedule a conference to discuss any issue or concern you have regarding your child.

Conshohocken Elementary School
301 Harry Street
Conshohocken, PA 19428

Phone:
610-828-0362

Fax:
610-828-4582

Web Address:
www.colonialsd.org/our-schools/conshohocken-elementary



Conshohocken Elementary School Level Plan

Conshohocken Elementary School's Title I status is based on last year's school level plan, which is below:

Conshohocken Elementary School School Level Plan 07/01/2016-06/30/2017

School Profile

Demographics

Conshohocken Elementary School
3rd Avenue & Harry Street
Conshohocken, PA 19428
(610) 828-0362

Federal Accountability Designation: none
Title I Status: Yes
Schoolwide Status: Yes
Principal: Rose Rock
Superintendent: MaryEllen Gorodetzer

Stakeholder Involvement

Maria Wileczek, Administrator

Rose Rock, Building Principal

Stacey Baker, Community Representative

Cindy Crayder, Ed Specialist - Other

Hope Garfinkle, Ed Specialist - Other

Amy Campbell, Elementary School Teacher - Regular Education

Meghan Cappello, Elementary School Teacher - Regular Education

Sloane Colletta, Elementary School Teacher - Regular Education

Manuela Herbas, Elementary School Teacher - Regular Education

Roni Berman, Elementary School Teacher - Special Education Education

Michelle Gilbert, Instructional Coach, Mentor Librarian

Lisa Swartwood, Instructional Coach, Mentor Librarian

Missy Daddano, Parent

Rita Montemayer, Parent

Liz McKeaney, Student Curriculum Director/Specialist

Federal Programs

School Improvement

All Title I Schools required to complete improvement plans must assure to the Pennsylvania Department of Education the school's compliance with the following expectations by developing and implementing an improvement plan or otherwise taking actions that meet the expectations described by the Assurances listed below.

Assurances 1 through 12

No assurances have been identified

Assurance 13

No strategies have been identified

Coordination of Programs

Technical Assistance

The LEA provides guidance, technical assistance and support to schools developing schoolwide programs in the areas of needs assessment, comprehensive planning, implementation, and evaluation of schoolwide program and requirements.

Describe the technical assistance provided. Explain why it was considered high quality technical assistance.

Monthly School Improvement Team meetings were held with all stakeholders. Data was collected from various sources including, but not limited to Dibels , BAS testing, math, reading and writing benchmarks, as well as Unit assessments in all curriculum areas. Interventions were implemented based on analyzation of all data points. Data was collected on these interventions on a 6-week cycle. Interventions and core instructed were done with fidelity. Student growth was seen with 100% of students.

ProviderMeeting DateType of Assistance
Denise Marks10/14/16 12:00 A.M.Goal setting and BAS projections
Denise Marks

9/14/16 12:00 A.M.Initial Planning of School Improvement Plan
Denise Marks

9/28/16 12:00 A.M.Analyzing Data
Lisa Swartwood9/16/16 12:00 A.M.Next Steps in Guided Reading
Rose Rock11/16/16 12:00 A.M.Benchmarks
Rose Rock

1/18/17 12:00 A.M.

Mid-year Data Analysis
Rose Rock

2/2/17 12:00 A.M.Update Plan with Mid-year Data Points
Rose Rock

3/15/17 12:00 A.M.Update Community and School Culture Goals
Rose Rock

4/19/17 12:00 A.M.Interventions & GAIN Planning
Rose Rock

5/17/17 12:00 A.M.Math Benchmark #3
Rose Rock

6/8/17 12:00 A.M.Update SIT Plan with End of Year Data
Rose Rock10/28/16 12:00 A.M.Goal Setting and BAS Projections









Student Assessment of Progress

Describe strategies or processes that have included teachers in the decisions regarding the use of academic assessments to improve the achievement of individual students and the overall instructional program.

Professional Learning Team meetings were held on a weekly basis with a structured focus for the year. Please see attached PLT Schedule ( Exhibit A)

In order to assist students in meeting challenging achievement goals, increased instructional time is a necessity. Please indicate (yes/no) the options for increased time that students will have access to if identified as at-risk of failing or failing to meet achievement standards.

Options

Extended School Day/Tutoring Programs - Yes

  • Reading - Yes
  • Math - Yes
  • Science - No
  • Before School - Yes
  • After School - Yes
  • Lunch/Study Periods - No

Summer School Program - No

  • Reading - Yes
  • Math - Yes
  • Science - No

In-class Instructional Support - Yes

Pull Out Instructional Support - Yes

Coordination and Integration of Services and Programs

The purpose of a Title 1 Schoolwide Program is to improve the educational program of the entire school and to improve the educational opportunities for ALL students. In carrying out the SWP, schools are encouraged to consolidate/integrate funds from state, local and federal programs. This consolidation of funds provides flexibility in the use of the funds and maximizes the opportunities for students, teachers and parents. Funds eligible for consolidation are:

  • Any federal education program administrated by the United States Department of Education, except Reading First.
  • Competitive/discretionary grants may be part of the consolidation, but activities described within the competitive/discretionary grant application MUST be carried out.

  • All state and local resources available to the school (If state and local funds are consolidated within the SWP, the school must ensure that any state and/or local requirements regarding the use of funds are met.)
  • Is your school consolidating funds?

    No, the school does not intend to consolidate the funds.

    Needs Assessment

    School Accomplishments

    Accomplishment #1:

    Pride Night with Families Displaying Work from the 2016-2017 Academic Year

    Math Night with Families focusing on Homework Help, Dream Box, and Math games that families can play together at Home

    Literacy Night with Families reviewing Title 1 Books families can read together with I Read, You Read, Raz Kids, as well as phonemic games that families can play together

    All Incoming Kindergarten students received summer backpacks with magnetic letters and numbers , reading books, games and scissors along with multiple activities to help prepare for kindergarten

    All students at Conshohocken Received 8-10 books with backpacks from American Reading Company on June 2nd. These books are for the students to keep and read over the summer.

    Accomplishment #2:

    2015-2016 High Achievement Title 1 School

    94% of all third grade students demonstrated one year’s growth in reading according to Fountas and Pinnell text Level Gradient and Grade Level Goal expectations

    88% of all students demonstrated one year’s growth in reading according to Fountas and Pinnell

    Math Benchmark EOY Results

    Kindergarten- 73% Proficient and Advanced

    First- 81.4% Proficient and Advanced

    Second - 84% Proficient and Advanced

    Third -79% Proficient and Advanced

    ELA Benchmarks Results

    First- 75% Advanced and Proficient

    Second-71% Proficient and Advanced

    Third-51% Proficient and Advanced

    School Concerns

    Concern #1:

    Student Support Team Processes and Procedures

    Student Assistance Program as related to the Student Support Team Process

    Implementing GAIN (Colonials RTII model) with fidelity

    Closing the Achievement Gap for Historically Underperforming Groups.

    Prioritized Systemic Challenges

    Systemic Challenge #1

    (Guiding Question #4) Ensure that there is a system within the school that fully ensures consistent implementation of effective instructional practices that meet the needs of all students across all classrooms and aligns with the Pennsylvania Framework for Teaching

    Aligned Concerns:

    Student Support Team Processes and Procedures

    Student Assistance Program as related to the Student Support Team Process

    Implementing GAIN (Colonials RTII model) with fidelity

    Closing the Achievement Gap for Historically Underperforming Groups.

    School Level Plan

    Action Plans

    Goal #1: Ensure that there is a system within the school that fully ensures consistent implementation of effective instructional practices that meet the needs of all students across all classrooms and aligns with the Pennsylvania Framework for Teaching

    Indicators of Effectiveness:

    Type: Annual

    Data Source: PSSA Scores- Proficiency Increase

    Specific Targets: 2017-2018 Reading

    Grade 3 79% to 82%

    2017-2018 Math

    Grade 3 85% to 88%

    Strategies:

    25 Quick Formative Assessments for a Differentiated Classroom

    Description:

    Scholastic: Judith Doge - Formative assessments are ongoing assessments, observations, summaries, and reviews that inform teacher instruction and provide students feedback on a daily basis (Fisher & Frey, 2007). While assessments are always crucial to the teaching and learning process, nowhere are they more important than in a differentiated classroom, where students of all levels of readiness sit side by side. Without the regular use of formative assessment, or checks for understanding, how are we to know what each student needs to be successful in our classroom? How else can we ensure we are addressing students’ needs instead of simply teaching them what we think they need? (Source: HYPERLINK "http://store.scholastic.com/content/stores/media/products/samples/21/9780545087421.pdf" http://store.scholastic.com/content/stores/media/products/samples/21/9780545087421.pdf) Resource: HYPERLINK "http://effectivestrategies.wiki.caiu.org/Assessmen..." http://effectivestrategies.wiki.caiu.org/Assessmen...

    SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction, Materials & Resources, Safe and Supportive Schools

    Implementation Steps:

    Principal

    Description:

    Daily walk throughs in all classroom with focus on differentiation and formative assessments.

    Start Date: 9/13/2017 End Date: 6/13/2018

    Program Area(s): Professional Education, Teacher Induction, Special Education

    Supported Strategies:

    25 Quick Formative Assessments for a Differentiated Classroom

    Appendix: Professional Development Implementation Step Details

    No Professional Development Implementation Steps have been identified for Conshohocken Elementary School.


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