Student
Selection: Students
are identified for the coming school year, if possible, by their
classroom teacher. New students are screened at registration by
their classroom teacher and specialists. Students are selected
on the basis of needs assessment status, highest need being served
first. The Title I Program is supplemental and since we are a
school wide plan, all students could be eligible for assistance.
Migrant
Education: The Title I Migrant Education Program provides
support services such as advocacy for migrants, guidance, and
tutoring services. In addition, the district is responsible for
continually identifying migrants as they move into the district.
Once identified, the migrant children may be eligible for Title
I services.
Instructional
Program: A thorough assessment program with intense
follow up will be a key component of the instructional program
of the school. All programs in the school will be developed through
collaboration.
Monitoring
and Evaluation of Student Progress: The Pateros Schools
will use the Washington Assessment of Student Learning (WASL),
STAR Assessments, LAS –O, Washington Language Proficiency
Test (WLPT), DIBELS (K – 6th grade) and Woodcock Johnson
Tests. Assessment data and teacher observations will assist in
helping identify students experiencing difficulty mastering skills
and meeting standards. Students experiencing difficulty will be
given timely assistance and specific support through summer school,
cross age tutors, reading specialists, Title I, Home Intervention,
Para-professionals assisting in the rooms or pull outs, and Student
Learning Plans.
Exit
Criteria: Exit criteria are established for each student
on an individual basis, but in general it involves being able
to function effectively and earn passing grades in the regular
classroom. At the time of selection, exit criteria are discussed
with the student, teacher, and when combinations of desired goals
are achieved, the student exits the Title I program.
Parent
Involvement: The Pateros Schools Title I program promotes
the belief that all children can learn and acknowledges that parents
share the schools’ commitment to educational success for
all students. We recognize that a student’s education is
a responsibility shared by school, family, and community.
Our goals
planned to increase meaningful parental/family involvement that
is designed to enhance home-school partnerships and improve student
learning are:
1. Increase
staff communication and collaboration in planning.
2. Increase notification through newsletters, newspapers, web-site
and announcements sent home with students
3. Strengthen web site
4. Education of parents on opportunities for involvement
The activities
planned to carry out our goals are:
1. Encourage
volunteering in classroom and after school programs.
2. Encourage attendance at all parent meetings – PAC, FAFSA
night, Open House
3. Provide frequent academic contact
4. Plan family events in the evenings – Family Literacy
evenings, Math night
Effective
parent involvement includes:
1. Implementing Parent-Teacher-Student Compacts
2. Surveying parents to determine their needs
3. Providing flexible times and locations for informational meetings
4. Communicating effectively and regularly – newsletters,
telephone calls, letters
Needs
Assessment: Data on student achievement is collected
and analyzed by teachers and the counselor as results come in.
A wide variety of classroom, state and national tests are taken,
and student strengths and weaknesses guide our class instruction
and the classes offered. Professional development, curriculum
and instruction are also planned by a process developed by the
administration and staff. There is input from all staff, students
and the community and we plan the most effective programs possible,
using the resources we have. We will continue evaluating and adapting
the best researched programs to fit the needs of our students,
in collaboration with staff, parents, students and community.
Professional Development: Professional
Development plays an essential role in successful education improvement.
Professional development serves as the bridge between where prospective
and experienced educators are now and where they will need to
be to meet the new challenges of guiding all students in achieving
to higher standards of learning and development.
The Pateros
School District has set aside seven half-days for in-service.
The district has worked closely with the North Central Education
Service District (NCESD) to prepare meaningful activities to ensure
that teachers and staff, are properly equipped to help participating
children achieve to high standards. Teachers endeavor to attend
workshops, classes and bringing educational speakers that raise
our professional educational development.
Program
Assessment: The Pateros Title I Program is evaluated
annually. Through the needs of the Title I students, their progress
in their classes and assessments, we can see the efficiency of
our program. Feedback from teachers and parents of our school
give us further indicators of the program’s effectiveness.
As this information
is received and evaluated, we discuss the results and make any
changes in our program to strengthen and make it more successful.
