Title I, Part A, Improving the Academic Achievement of the Disadvantaged Program, is the largest federal education program for elementary and secondary schools. Title I funds are targeted to low-income schools and districts and used to provide educational services to students who are educationally disadvantaged or at risk of failing. School districts spend much time and effort administering these funds.
Click here to visit the STSD Federal Programs Page.
- Elementary Academic Resources
- Title I Resources
- 22-23 Title I Schoolwide Plan
- Family Engagement Events 2022-23
Elementary Academic Resources
Elementary Resources
Tips for Encouraging Kids to Read
- "Read me a story!"
- Nearly every suggestion sent in by our tip-sters had this message at its core. Whether snuggled under the covers with peanut-butter sandwiches, or following along with a book on tape while on a road trip, reading together is a powerful tool in motivating your child to read.
- Beyond books
- Our tip-sters were quick to point out that reading material comes in many different shapes and sizes, some of which may be more accessible to a new reader. Video games, magazines, and comic books all provide opportunities for reading practice. Other suggestions for sneaking under a wary child's reading radar include playing board games that involve written instructions, corresponding with a pen pal, and turning on the closed captioning on your television. To illustrate the practical side of reading, have your child help you with the grocery list, or leave reminder notes for your child to discover throughout the day.
- Keep it fun, for everyone
- Another message that came through loud and clear was that if kids are going to enjoy reading, the experience has to be enjoyable. As you read with your children, keep them involved by asking questions about the story, and let them fill in the blanks. You can also create activities related to the stories you're reading. In one household, reading Little House on the Prairieprompted lively games of "wagon-train" and discussions about life on the frontier. Another family likes to create mini-plays, acting out the stories they read. While her grandson "helps" in the garden, one grandmother spells words for him to write out using a muddy stick. Once the word is complete, the two of them sound it out together, wipe the word away, then move onto the next. This reading game keeps her grandson occupied for hours.
- "Look at what I did!"
- Another successful approach to motivating your child is to use some sort of visible record of achievement. A chart or graph that marks the number of books a child has read gives him or her a sense of accomplishment. To spice it up a bit, choose a theme that goes along with your child's interests. One example would be a Reading Olympics, where the child goes for the gold by reading a certain number of books.
- A similar method can be used to help expose your child to the wide variety of genres available for exploration. Create a Bingo card or Passport where each space can be filled in by reading a mystery book, or a piece of non-fiction, to give a few examples. Once the goal has been reached, reward your child with something to celebrate his or her special achievement. It doesn't have to be anything elaborate – one-on-one time with a parent or teacher, or an ice cream cone are suggestions from our tip-sters – just something that lets your child know how proud you are of his or her accomplishment.
- "I want that one!"
- Reading should be a choice, not a chore. Make sure there are a variety of books, magazines, and other materials available for your child to choose from, wherever your child may be. Let your child's interests guide his or her reading choices. While it's fine to make suggestions, don't force your conceptions of what your child should be reading onto your child. And, keep an eye on the reading level of the books your children choose. Let them stretch to the best of their ability, but be ready to help if they get discouraged.
- Something to talk about
- Reading doesn't have to stop when you put the book down. Talk to your child about books you've read and books you think he or she might enjoy. Point out similarities between everyday events and stories you have recently read. If your child has a favorite author, help your child write him or her a letter. For a more structured discussion, consider joining, or starting, a parent/child book club.
- Hey, kids! What time is it?
- Regardless of how motivated your child is, he or she will not read if there isn't any time to do so. Carve time out of the busy day and dedicate it to reading, both together and on your own. By setting aside specific times, rather than trying to squeeze it in between soccer and dance lessons, you send the message that reading is an important activity, and something your child will enjoy.
Source: Reading Rockets
Title I Resources
22-23 Title I Schoolwide Plan
SARA LINDEMUTH EL SCH
1201 N Progress Ave
Schoolwide Title 1 School Plan 2022 - 2023
Steering Committee
|
Name |
Position/Role |
Building/Group/Organization |
|
|
Mr. Pat Raugh |
Federal Programs & Data Specialist |
STSD Administration |
praugh@hannasd.org |
|
Mr. Andrae Martin |
Principal |
Sara Lindemuth / Anna Carter Primary School |
amartin@hannasd.org |
|
Ms. Amanda Pressley |
Assistant Principal |
Sara Lindemuth / Anna Carter Primary School |
apressley@hannasd.org |
|
Mrs. Jill Debroisse |
School Counselor |
Sara Lindemuth / Anna Carter Primary School |
jdebroisse@hannasd.org |
|
Mrs. Jenn Hotsko |
Reading Specialist |
Sara Lindemuth / Anna Carter Primary School |
jhotsko@hannasd.org |
|
Mrs. Carrie Martin |
Director of Special Education and Pupil Services |
STSD Administration |
cmartin@hannasd.org |
|
Mrs. Jenn Mariano |
Reading Specialist |
Sara Lindemuth / Anna Carter Primary School |
jmariano@hannasd.org |
|
Mrs. Jo-Ellen Showers |
Kindergarten Teacher |
Sara Lindemuth / Anna Carter Primary School |
jshowers@hannasd.org |
|
Ms. Cara Klinger |
Education Specialist |
STSD Administration |
cklinger@hannasd.org |
|
Dr. Kristi Prime |
District Level Leaders |
STSD Administration |
kprime@hannasd.org |
|
Ms. Marie Rutherford |
Parent |
PTO |
mariecuster@comcast.net |
|
Ms. Judy Hodgson |
Parent |
Sara Lindemuth/Anna Carter Primary School |
jhodgson@hannasd.org |
|
Ms. Rebeca Chlebnikow |
Community Member |
Community in Schools |
rchlebnikow@hannasd.org |
Vision for Learning
World Class. Every Day. In Every Way.
Summary Of Strengths and Challenges
Strengths
|
Strength |
Consideration In Plan |
|
Our kindergarten diagnostic data shows that as a building we are 81% in 2021-2022 at core according to Acadience diagnostic. |
Yes |
|
-weekly teacher data meetings -coordinated data analysis with district data personnel -Enhanced Core Reading Instruction -RTI/SLD Determination -data reviewed after every 24 day intervention cycle. |
Yes |
|
Percent of English Learners meeting Imagine Learning goal. |
Yes |
|
Level of service from classroom and EL teacher. |
No |
|
Ensuring that English Language Learners are included with the grade levels peers and learning opportunities as much as possible. |
Yes |
|
Ensuring that English Language Learners are meeting their Imagine Learning goals. |
Yes |
|
Utilizing our attendance process in a timely structure to ensure guidelines are followed and obstracles for families are addressed. |
Yes |
|
Proactive well-versed school counselor assisting teacher staff in gathering artifacts. |
Yes |
|
Variety of opportunities given to create career readiness opportunities. |
No |
|
Positive behavior support intervention and supports. |
Yes |
|
MTSS process and procedure. |
Yes |
Challenges
|
Challenge |
Consideration In Plan |
|
There is a need to increase effective communication and outreach practices to non-english speaking parents. |
Yes |
|
Partnerships with community stakeholders. |
Yes |
|
Primary content available for k-2 students. |
No |
|
Community limitations due to Covid-19. |
No |
|
Utilizing multiple assessments to collect and review data. |
Yes |
|
Community Partnerships. |
Yes |
|
Re-establishing in-person learning |
No |
|
Re-structuring reading intervention |
No |
|
Additional teaching/specialized staff |
Yes |
|
Decrease in Hispanic sub group attendance |
Yes |
|
Growing population of EL Learners. |
Yes |
|
Limited number of EL qualified staff |
No |
Analyzing Strengths and Challenges
Strengths
|
Strength |
Discussion Points |
|
Our kindergarten diagnostic data shows that as a building we are 81% in 2021-2022 at core according to Acadience diagnostic. |
How can instructional practices used at the k level be distributed amongst 1st and 2nd grade teachers? |
|
-weekly teacher data meetings -coordinated data analysis with district data personnel -Enhanced Core Reading Instruction -RTI/SLD Determination -data reviewed after every 24 day intervention cycle. |
|
|
Percent of English Learners meeting Imagine Learning goal. |
|
|
Ensuring that English Language Learners are included with the grade levels peers and learning opportunities as much as possible. |
|
|
Ensuring that English Language Learners are meeting their Imagine Learning goals. |
|
|
Utilizing our attendance process in a timely structure to ensure guidelines are followed and obstacles for families are addressed. |
|
|
Proactive well-versed school counselor assisting teacher staff in gathering artifacts. |
|
|
Positive behavior support intervention and supports. |
|
|
MTSS process and procedure. |
|
Challenges
|
Challenge |
Discussion Points |
Priority For Planning |
Priority Statement |
|
There is a need to increase effective communication and outreach practices to non-english speaking parents. |
What strategies can we incorporate to connect with or English Leaner families? |
Yes |
We will continue to develop effective methods to meet English Learner family needs. |
|
Partnerships with community stakeholders. |
What strategies can we point in place to secure effective community partnerships? |
Yes |
We will be more proactive in seeking and securing effective community partnerships. |
|
Utilizing multiple assessments to collect and review data. |
|
No |
|
|
Community Partnerships. |
|
No |
|
|
Additional teaching/specialized staff |
|
No |
|
|
Decrease in Hispanic sub group attendance |
How does investigation and solutions look for this issue? |
No |
|
|
Growing population of EL Learners. |
Growing population of Nepali families, how do we bridge the communication gap? |
Yes |
We will become more proactive in our attempts to establish effective communication with our EL population. |
Goal Setting
|
Priority: We will continue to develop effective methods to meet English Learner family needs. |
|||||
|
Measurable Goal Statement |
Measurable Goal Nickname |
Target 1st Quarter |
Target 2nd Quarter |
Target 3rd Quarter |
Target 4th Quarter |
|
We will increase our EL family engagement in school sponsored events. Including conferences, literature nights, Title1 engagement nights, etc. from a baseline of 2.5% to 10% total for the year. |
EL family connection |
2.5% |
5% |
7.5% |
10% |
|
Priority: We will be more proactive in seeking and securing effective community partnerships. |
|||||
|
Measurable Goal Statement |
Measurable Goal Nickname |
Target 1st Quarter |
Target 2nd Quarter |
Target 3rd Quarter |
Target 4th Quarter |
|
SL/AC will increase community engagement and partnership opportunities by 50% for the 22-23 school year. This will be measured by participation in virtual events and community surveys. |
Bee Engaged |
15% |
30% |
40% |
50% |
|
Priority: We will become more proactive in our attempts to establish effective communication with our EL population. |
|||||
|
Measurable Goal Statement |
Measurable Goal Nickname |
Target 1st Quarter |
Target 2nd Quarter |
Target 3rd Quarter |
Target 4th Quarter |
|
SL/AC will increase the amount appropriately translated communications to parents by 50% during 22-23 school year. |
Communication is key |
15% |
20% |
30% |
50% |
Action Plan
|
Action Plan for: survey |
|||||
|
Measurable Goals |
Anticipated Output |
Monitoring/Evaluation (People, Frequency, and Method) |
|||
|
• EL family connection • Bee Engaged • Communication is key |
increases translated documents, increased participation |
surveys and parental sign in sheets. |
|||
|
Action Step |
Anticipated Start Date |
Anticipated Completion Date |
Lead Person/Position |
Material/Resources/Supports Needed |
PD Step? |
|
Increase the number of translated communications to families. |
08/29/2022 |
06/09/2023 |
andrae martin/principal |
$358,005.97 to employee 4 educators |
No |
Professional Development Activities
|
Communication and Engagement. |
|||||||||
|
Action Step |
Audience |
Topics to be Included |
Evidence of Learning |
Lead Person/Position |
Anticipated Timeline Start Date |
Anticipated Timeline Completion Date |
|||
|
• Increase number of translated communications to families |
Slac staff. |
translation services, engagement activities, Cultural relevancy. |
surveys, attendance, translated artifacts. |
Andrae Martin/Principal |
09/06/2022 |
06/09/2023 |
|||
|
Learning Formats |
|||||||||
|
Type of Activities |
Frequency |
Choose Observation and Practice Framework |
This Step Meets the Requirements of State Required Trainings |
||||||
|
Professional Learning Community (PLC) |
monthly meetings |
|
|
||||||