Livonia Public Schools 450 Students Grades Kindergarten through Four 44% Free and Reduced Lunch 15 Classroom teachers, Art, LMC,

Physical Education, Music, EST, Title 1 Early Learning Interventionist, Title 1 paraprofessionals, and other support staff.

Title I is one of the nation’s oldest and largest federal programs supporting elementary and secondary education. More than 90 percent of the school systems in the United States receive some sort of Title I funding.

Through Title I, the federal government disburses money to school districts based on the number of low-income families in each district as determined by census data. Each district uses its Title I money to supplement and improve regular education programs offered to help students meet state standards.

Title I is based on three important ideas: 1. All students should have a fair, equal, and significant opportunity to obtain a

high-quality education and to reach, at minimum, proficiency on state academic standards and assessments.

2. Local districts, schools, and parents know best what their students need to succeed. The Title I program allows them to decide how to use these funds to implement research-based proven practices to help students who are failing or who are at risk of failing in school.

3. Parents are partners in helping all students achieve. They have the right to be involved in the design and operation of their school's Title I program, and, at the same time, a responsibility to help their children succeed in school.

Tier 3

Tier 2

Tier 1

1. IST Process – Math, Literacy, and developmental skills – One on One Intervention – Through Early Learning Interventionist or Learning Specialist

•IST Process1.Teacher Consultation2.Behavior Plan Completion3.Accommodation Plan4.Co Teaching Support5.Sensory Motor Plan

1.Elementary Support Teacher guided groups2.Title 1 Literacy Groups – Essential Skill3.Title 1 Math Groups – Essential Skill4.Resource Teacher - led Math Groups6. TSLI – Vocabulary Intervention4. Social Work Groups5. After-School Tutoring / Homework Club - Essential Skills

•Workshop Model for Reading and Writing•Differentiated Instruction in Math, Science and Social Studies•Motor Moms and Dads•Safe, nurturing environment •Essential Skills Inventories

What Does Title 1 Look Like at Cleveland?

1. Early Learning Interventionist – Kim Zimpleman

2. Literacy Paraprofessionals - Donna and Darlene

All Title Support will focus on the following areas:

Leveled Literacy Intervention Groups

Reading and Writing Support

Pre and Post Assessment

Math Intervention (Essential Skills)

Grade Levels Supported:

Kim Zimpleman –3 &4

Donna Sobier – 2

Darlene Hoy – K & 1

Elementary Support Teacher: Richelle Ballard will also focus intervention work on grade 1.

  Leveled Literacy Intervention

by Fountas and Pinnell

Essential Skill Inventories

by Dr. Sornson and

the Early Learning Success Institute

 Espanded Expression Toolkits

Cleveland Elementary Title 1 Parent Involvement Policy

Cleveland Elementary is a targeted assistance Title 1 school. This means that the Cleveland staff will identify all students who are in jeopardy of failing and provide support to ensure progress is made. Cleveland Elementary will abide to the following guidelines in accordance with the No Child Left Behind Act of 2001. Cleveland Elementary will distribute this policy and update it regularly. Policy Guidelines

Provide parent information nights -A fall program overview will take place each year. - A Calendar of meetings for the school year. -Parent Compact will be explained. - Email addresses for all Title staff -Parent game and activity nights will take place in the end of January.

Have Title 1 meetings every week with all Title staff. Parents are invited and welcome to attend one meeting a month. They will be informed of the contents of all meetings.

Communicate Progress in a timely manner. The Cleveland staff will fill out a progress report and meet with Classroom teachers 2 weeks before Report Cards are due and Parent Teacher Conferences. Their feedback will be incorporated in the comments sections of the Report Card.

Provide parents with an explanation of the curriculum used (Fall Parent Night) as well as the assessments used to monitor progress.

Inform parents of things they can be doing at home to improve their child’s achievement.

A Title 1 Procedures manual will be available for any Title 1 parent to view upon request.

Educate school staff on how to build ties between home and school.

Cleveland Elementary School

School- Parent- Student Compact

A compact is a written statement outlining the partnership schools and families have for helping students achieve. The staff , f amilies and students of Cleveland Elementary share the responsibility of a goal of high academic achievement f or each student.

Staff of Cleveland Elementary School will support student learning by:

Providing a high-quality curriculum based on the Michigan Curriculum Framework and Michigan Grade Level Content Expectations

Providing a saf e, welcoming and supportive learning environment Assessing students in a variety of manners to measure student progress and work toward meeting or

exceeding established proficiency levels Providing f amilies opportunities to volunteer and participate in their child’s classroom, and to observe

classroom activities as needed Providing quarterly reports to f amilies on student progress Actively participating in collaborative decision making with parents and school colleagues to make our school

accessible and welcoming for f amilies Respecting the school, staff , students and f amilies of Cleveland Elementary

Families of Cleveland Elementary students are responsible for supporting their child’s learning by:

Assuring their child’s regular attendance in school as well as adequate sleep, regular medical attention and proper nutrition

Monitoring homework/ schoolwork completion and providing a quiet time and place f or schoolwork Assisting your child in responsibly returning homework, books and other school materials Being aware and setting appropriate limits on their child’s amount of television viewing, video game playing

and computer use Attending parent/ teacher conferences and maintaining contact with the teacher and/ or principal if their

child is experiencing diffi culty Staying informed about their child’s educat ion and communicating with the school by promptly reading all

notices f rom the school or the school district and responding as appropriate Volunteering in their child’s classroom and/ or school if available Following guidelines set f orth in Cleveland’s Student Handbook Respecting the school, staff , students and f amilies of Cleveland Elementary

Students of Cleveland Elementary School are expected to:

Come to school ready to learn and to work hard Bring necessary materials, completed assignments and homework Know and follow school and classroom rules Be responsible f or f ollowing the guidelines set f orth in Cleveland’s Student Handbook Communicate regularly with their f amilies and teachers about school experiences so that they can help

them be successf ul in school Limit my TV watching, video game playing and computer use Study or read every day af ter school Respect the school, staff , students and families of Cleveland Elementary

Parent Signature: __________________________________

Skill

Not yet Beginning Developing Proficient

Quickly recognizes number groups to 100

Using manipulatives, recognizes numbers groups of fewer than 25

Using manipulatives, recognizes number groups of 25 to 75

Using manipulatives, quickly recognizes number groups to 100

Show a groups of objects by number (to100)

Shows a group of objects of fewer than 25 using an abacus

Shows a group of objects to 50 using an abacus

Shows a group of objects to 100 using an abacus

Can add on or take away from a group of objects

Needs assistance to add to a group of objects and recognize the sum

Can accurately add to a group of objects but needs assistance with subtraction

Can accurately add to or subtract from a group of objects

Adds or subtracts single digit problems on paper

Needs assistance to add single-digit problems on paper

Accurately adds single-digit problems on paper but needs assistance with subtraction

Accurately adds or subtracts single-digit problems on paper

Adds or subtract double-digit problems on paper

Needs assistance to add double-digit problems on paper

Accurately adds double-digit problems on paper but needs assistance with subtraction

Accurately adds or subtracts double-digit problems on paper

Counts by 2, 3, 4, and 5 using manipulatives

Unable to skip count using manipulatives

Counts by twos and fives and is beginning to count by threes and fours using manipulatives

Consistently counts by twos, threes, fours, and fives using manipulatives.

Solves written and oral story problems using the correct operations

Unable to solve written and oral story problems with guidance

Able to solve written and oral story problems with guidance

Consistently able to solve written and oral story problems by developing a plan, solving problems using correct operations, and evaluating the solution

Lovell 11/9/09 PRETEST

Skill

Not yet Beginning Developing Proficient

Quickly recognizes number groups to 100

Using manipulatives, recognizes numbers groups of fewer than 25

Using manipulatives, recognizes number groups of 25 to 75

Using manipulatives, quickly recognizes number groups to 100

Show a groups of objects by number (to100)

Shows a group of objects of fewer than 25 using an abacus

Shows a group of objects to 50 using an abacus

Shows a group of objects to 100 using an abacus

Can add on or take away from a group of objects

Needs assistance to add to a group of objects and recognize the sum

Can accurately add to a group of objects but needs assistance with subtraction

Can accurately add to or subtract from a group of objects

Adds or subtracts single digit problems on paper

Needs assistance to add single-digit problems on paper

Accurately adds single-digit problems on paper but needs assistance with subtraction

Accurately adds or subtracts single-digit problems on paper

Adds or subtract double-digit problems on paper

Needs assistance to add double-digit problems on paper

Accurately adds double-digit problems on paper but needs assistance with subtraction

Accurately adds or subtracts double-digit problems on paper

Counts by 2, 3, 4, and 5 using manipulatives

Unable to skip count using manipulatives

Counts by twos and fives and is beginning to count by threes and fours using manipulatives

Consistently counts by twos, threes, fours, and fives using manipulatives.

Solves written and oral story problems using the correct operations

Unable to solve written and oral story problems with guidance

Able to solve written and oral story problems with guidance

Consistently able to solve written and oral story problems by developing a plan, solving problems using correct operations, and evaluating the solution

Lovell 1/25/10 Post TEST

Title 1 is most effective when there is a strong school and parent relationship.

As a team we can accomplish great things this school year!

Questions or concerns? Please contact us at any time: 734-744-2700

Mike Daraskavich : mdaraska@livoniapublicschools.org Kim Zimpleman: kzimplem@livoniapublicschools.org Donna Sobier: dsobier@livoniapublicschools.org Darlene Hoy: dhoy@livoniapunlicschools.org