Stands for Adequate Yearly Progress. And yes, we made it for the 5 th year in a row!

How is AYP determined? Based on the percentage of 11 th grade students who score proficient or better on the PSSA. In Mathematics and Reading

Subject MATHEMATICS76.9%62.2% READING61.5%62.2% Percentage of students who scored proficient or above.

WHAT IS TITLE 1? PART OF NCLB LEGISLATION (Federal Education Law) Funding is used by school districts to create programs designed to increase children’s academic achievement (especially in Reading and Math) Currently we are a targeted assistance school vs. being schoolwide ABOUT $180,000 this year!!!!!

Parents rights under NCLB Request the qualifications of your child’s teacher Be notified if your child is taught for more than 4 consecutive weeks by a teacher who is not highly qualified Participate in discussions related to the education of your child Request oportuntities for regular meeting with staff in order to make suggestions Submit a written comment on the school-wide plan when the school makes the plan available.

HOW IS FUNDING DETERMINED? Based on percentage of low income students (surveys and free lunches) 80% of our students fit this description

Not the poorest, but those who need the most help. Identified through testing (IOWA) and teacher recommendations.

Parent Involvement Requirements Annual Title I meeting Parent involvement policy which parents are entitled to help develop and revise Parent School Compact

Extended School Day (Math, English, HH) Parent Involvement (Minimum of 1% of total funding; MACS exemption) Parent Resource Center Parent University

Activities for success (Getting involved) Get involved in school activities Field trips Volunteering in your child’s classrooms Attend conferences and communicate with staff often Get involved at home Periodically check assignments Ask your child about things they’ve learned in school Borrow texts from resource center Read the books your children read and engage in discussion

PARENT SCHOOL COMPACT WHAT IS IT? A n agreement between the school, parents, teachers and students. O utlines how all of the above parties will share in the responsibility for improved student achievement. L ists the specific responsibilities of all parties involved.

DEVELOPING OUR COMPACT Compacts are required to address three areas for families and the school to work together: 1) Student learning and high achievement; 2)Effective and frequent communication between school and home; and 3)Building capacity for the family/school partnership through volunteering and training.

Student Learning & High Achievement Discussion Questions: What does our current compact include to address student learning and high achievement? Parents: What do you see happening in your child’s school and/or classroom to support this topic? What can parents do at home and school to help students achieve? Are there any other things we can add to the compact?

Student Learning & High Achievement Discussion Questions: School: What can teacher/school do at school to help students achieve? What are the teacher/school responsibilities in the compact? Are there any other things we can add to the compact?

Discussion Questions: What does our current compact include that relates to communication between the home and school? Parents: What do you see happening in your child’s classroom to support this? Teachers/School: What do you see happening from parents to support communication? Define “effective” communication. Define “frequent” communication. Are those definitions reflected in the current compact? Is it enough? Do the parents feel that they are “kept in the loop” of their child’s progress in school? Do teachers feel that they are getting enough parent support? Effective and Frequent Communication Between Home/School

Suggestions for Compact: School agrees to communicate frequently (define frequently) with families about student progress through [agreed upon methods i.e., , phone calls, newsletters, etc.]. Parents agree to attend at least one parent-teacher conference each year, or teacher with questions, etc. Suggestions for compacts:

Building Capacity through Volunteering and Training Discussion Questions: Identify activities that parents could volunteer for or be trained to help their children do better in school. Are there opportunities for parents to be involved at a governance level at this school? How and what? How can we get more parents involved? What are the barriers? How are we eliminating them?

Building Capacity through Volunteering and Training Suggestions for Compact: School agrees to involve parents in school governance by….. Teachers will train parents on these strategies to help their children do better in school… Parents agree to volunteer at least ___ hours a year at the school.

USING THE COMPACT Moves the Compact from a Planning Document to an Action Document Get the Word Out! School Newsletter Web Sites School’s Voice Mail System Mailing Community Events Special School Events