Teachers are grouping students based on skill deficits among their grade level. What interventions will the school Teachers are planning and preparing materials needed to teach the skills provide for students experiencing needed for each group. Assistants in the classroom are working with students difficulty in mastering academic who are on or above level while teachers are working with students with the standards? most needs. Teachers are the experts in the classroom so they are most skilled when working with students who have difficulty mastering skills. How will the school evaluate the Teachers get the opportunity to meet for three consecutive hours to discuss and effectiveness of the chosen analyze their data. If adjustments need to be made, teachers will discuss why interventions and make adjustments as the changes need to be made as well as how they will be made. The leadership needed? team will discuss other interventions that may be needed and support teachers with the implementation of suggested interventions that are research based. 10. Coordination of Budgets (Federal, Local funds) ESEA 1114 (b)(1)(J) (#14 of Title I Part A Monitoring Handbook) In schoolwide program schools, is coordination and integration of federal, state, and local services and programs. Program Allocation Describe how the funding sources will support the schoolwide plan. Funding Source Funds will be used to provide an assistant principal, additional assistants, purchase Title 1 $376,362 additional materials and supplies, after school program, summer literacy program, compensate additional hours for teachers, professional development, APTT materials and supplies, provide time for teachers to plan, collaborate, and analyze data. Majority of the funds will be used for professional development for teachers based on the Trust Lands $45,574 needs of our students and coaching for teachers. Beverly Sorenson grant helps to pay for our music teacher in order for teachers to PLC $9,351 collaborate.
What interventions will the school provide for students experiencing difficulty in mastering academic standards? Teachers are grouping students based on skill deficits among their grade level. Teachers are planning and preparing materials needed to teach the skills needed for each group. Assistants in the classroom are working with students who are on or above level while teachers are working with students with the most needs. Teachers are the experts in the classroom so they are most skilled when working with students who have difficulty mastering skills. How will the school evaluate the effectiveness of the chosen interventions and make adjustments as needed? Teachers get the opportunity to meet for three consecutive hours to discuss and analyze their data. If adjustments need to be made, teachers will discuss why the changes need to be made as well as how they will be made. The leadership team will discuss other interventions that may be needed and support teachers with the implementation of suggested interventions that are research based. 10. Coordination of Budgets (Federal, Local funds) ESEA 1114 (b)(1)(J) (#14 of Title I Part A Monitoring Handbook) In schoolwide program schools, is coordination and integration of federal, state, and local services and programs. Program Funding Source Allocation Describe how the funding sources will support the schoolwide plan. Title 1 $376,362 Funds will be used to provide an assistant principal, additional assistants, purchase additional materials and supplies, after school program, summer literacy program, compensate additional hours for teachers, professional development, APTT materials and supplies, provide time for teachers to plan, collaborate, and analyze data. Trust Lands $45,574 Majority of the funds will be used for professional development for teachers based on the needs of our students and coaching for teachers. PLC $9,351 Beverly Sorenson grant helps to pay for our music teacher in order for teachers to collaborate.
Title-1-Plan-17-18-.docx