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									Effingham Elementary Schoolwide Plan

                              Effingham Elementary School
                                   Title I Schoolwide Plan

                                   Rewritten October 2009


    Effingham Elementary School is a Title I School-Wide School made up of 85
students in kindergarten through grade six. We have been focusing on improving the
reading and math instruction to have a cohesive alignment for students before
transitioning into Middle School. The 2008 NECAP scores show that academic
performance is on the rise in all grade levels and subgroups. The supplemental support
offered through Title I funds has afforded us the opportunity to provide a 50% Reading
Recovery teacher, reading assistants, 50% reading specialist, curriculum materials,
monthly newsletter, professional development opportunities, and parent educational


    The school’s NECAP scores over the past few years have shown deficits in the
areas of reading and math. Teachers looked critically at the results and analyzed the
overall strengths and weaknesses of students. After looking at the data history,
teachers were able to adjust their instruction to better focus on the specific areas that
needed improvement. This was done by unwrapping the GLE’s, aligning the math
curriculum to the GLE’s, increasing focus on grammar, and purchasing more language
arts materials to meet all standards.

   Analysis of the most recent data collected from the Education for the Future Survey,
NECAP, and NEWA MAP results show that we need to increase our focus on writing,
vocabulary, parent and community involvement, school climate, and professional
development. The following goals are written to address the school’s needs from 2009-
2012. Each of the eight components will be addressed throughout the following goals.

                             GOALS AND ACTIVITIES TIMELINE


To increase parent and community involvement.

2009-2012 activities:

      Continue to offer educational opportunities for parents
      Establish stronger partnerships with community organizations and parents

Effingham Elementary Schoolwide Plan

      Expand the Schoolwide Planning Team to include more parents and community
      Elicit additional parent and community members as volunteers
      Continue to distribute a school/parent newsletter
      Continue utilizing the AlertNow for communication
      Educate parents about academic demands
      Continue to access community agencies to provide services to students, staff
       and families, such as UNH Cooperative Extension, New Hampshire Higher
       Education Assistance Foundation, Starting Point, Effingham Library, Green
       Mountain Conservation Commission, Kingswood Regional High School National
       Honor Society, and Effingham Fire and Police Departments

Target date for completion: NEVER! We need to keep it going.

Evaluation and Feedback:

-Victoria Bernhardt Education for the Future Survey

-Track number of volunteer hours logged

-Track number of parents participating in school events


Staff and students will work to improve school climate.

2009-2010 activities:

      Focus on character development through the use of the Voices Reading Program
      Place greater emphasis on student-student respect by actively and publicly
       recognizing positive peer interactions and by addressing interactions observed
       that have a negative tone
      Actively encourage students to alert adults to situations involving disrespect
      Staff discussion/training on encouraging positive peer interaction

Evaluation and Feedback:

-Student feedback on Victoria Bernhardt Education for the Future Survey

-Analysis of discipline referrals

-Track students requiring counseling support for social issues centering on respect

Effingham Elementary Schoolwide Plan


To supplement district efforts to provide quality staff and professional
development opportunities.

2009-2010 activities:

      Provide technology training opportunities to all staff
      Provide an opportunity for support and professional staff to communicate their
       staff development needs
      Supplement professional development opportunities provided by the district when

Evaluation and Feedback:

-Staff participation in the Regie Routman Reading /Writing connection training

-School wide or district wide book talks


Students will improve their writing skills in all areas.

2009-2010 activities:

      School wide professional development on Regie Routman’s Transforming Our
       Teaching Through the Reading and Writing Connection
      Testing of new approaches learned while working in the classroom
      Teacher peer observation of effective strategies being used in other classrooms

Evaluation and Feedback:

-Students will show improvement in their performance on district and state assessments

-Follow-up survey to parents will assess parental satisfaction with instruction program
and progress

-School and district administration will collect and review assessment data on both
student achievement and change in instructional practices

-Analysis of data (from Literacy Folders, reading journals, local and state assessments,
and teacher anecdotal records) will guide future PD and classroom practices and

-Use of assessment practices that guide instruction will be ongoing.

Effingham Elementary Schoolwide Plan


Students will improve their ability to understand and use vocabulary.

2009-2010 Activities:

      Pre-teaching of vocabulary through instructional read aloud
      Effingham word of the day will be announced to students and staff daily
      Establish a word wall within the school building
      Words will be shared with parents via the school newsletter
      Staff will recognize students who use the words appropriately in conversation

Evaluation and feedback:

-Student achievement on NECAP and NWEA assessments

-Increase in the variety of vocabulary in student writing and speaking as measured by

       teacher observation


As per Title I regulations, Effingham Elementary will annually review many sources of
data. Aside from the evaluations listed above, staff and the Schoolwide Planning Team
will continue to review the original needs assessment, noting progress, and moving on
to other goals. Annual student assessment data, as well as data over time, will be
reviewed by the staff in order to develop an Annual Action Plan and District Report
Card. We will continue to assess parent, student, and staff perceptions using a variety
of tools. With the help of our district and our Evenstart program, we will also review
student/family demographics (including literacy rates, homelessness, income levels,
transiency rates, etc), discipline referrals and parent participation in activities. Only with
an annual review can we be sure that we are doing what’s best for the students and
staff at Effingham School.

Effingham Elementary Schoolwide Plan

    The following pages address the eight components as required
             by Title I and the Consolidated Application

1. Comprehensive Needs Assessment

Detail when your most recent needs assessment was completed. Your needs
assessment must take into account the needs of migratory and homeless

In the school year of 2008-2009, Effingham Elementary School collected data on
student achievement, student demographics, school processes, and stakeholder
perceptions. The parents, faculty, and students in grades 3-6 took the Victoria
Bernhardt/Education for the Future Survey to determine the perceptions of Effingham
Elementary School. The students in grades one through six participated in Northwest
Education Association’s Measures of Academic Progress assessments up to three
times in the year, in addition to the NECAP tests given to students in grade three
through six. All students participated in either Marie Clay’s Observation Survey or the
Fountas and Pinnell Reading Benchmark Assessments. The faculty set both formal
professional development goals and action research projects based upon classroom
challenges, and also created informal personal goals that were then collated by the

In analyzing our perceptual data, we found that the faculty is seeking improved
communication and increased professional development; students and faculty both
seek an improved school climate. Effingham Elementary School’s student achievement
data has shown an increase in test scores over the years, but consistently, our scores
need improvement on open responses in reading as well as in math. Vocabulary and
writing have been determined as a focus this year based on NECAP and NWEA Map

Inclusion of migrant and homeless children

Students who are migrant or homeless are automatically included in all aspects of our
programs. All new students are referred for assessment upon entry into the school and
have access to all services available. Since all classrooms use the same model for
identification, assessment, and instructional support, students receive services
immediately. Students who are determined to be homeless or from migrant families are
eligible to receive additional services as described in the McKinney-Vento Homeless
Assistance Act. Our Homeless Liaison, Even Start Director and Family Literacy
Advocate work in the community and with other agencies /services to consult with us
and provide what is needed to students from homeless and/or migratory families.

Effingham Elementary Schoolwide Plan

What steps will you take to keep this information updated?

As per Title I regulations, the Effingham Elementary School Planning Team will annually
review available sources of data. Staff and the Schoolwide Planning Team will review
the original needs assessment, noting progress, and move on to other goals. Annual
student assessment data, as well as data over time, will be reviewed by the staff in
order to develop an Annual Action Plan. We will continue to assess parent, student,
and staff perceptions using a variety of tools. With the help of our district and our
Evenstart Program, we will also review student/family demographics (including literacy
rates, homelessness, income levels, transiency rates, etc), discipline referrals and
parent participation in activities. By annually reviewing our information we can be sure
that we are doing what is best for the students, families and staff of Effingham School.

How does this data change your request for federal funds?

Our ongoing review of data drives our requests for district and federal funds. Our
district goal of increasing student achievement is at the forefront, and data analysis
continues to be our proof of need.

2. Research Proven Instructional Strategies

Describe how your SWP model is based on research-proven instructional strategies for getting all
students to reach high standards.

The Effingham Schoolwide Program bases its instructional model on research-based
“practices” rather than “programs”. Literacy instruction for children in grades K-6
involves a combination of reading, writing, and word study experiences that help them
learn the purposes of literacy, as well as how written language “works”. Our model is
part of a coordinated approach that combines whole group, small group, and individual
teaching as well as modeling, explaining, direct teaching, and application of learning.
Because our needs assessments continue to show us that literacy, which includes
critical reading, writing, and thinking, affects all aspects of the curriculum and learning,
our literacy program is the core program. Being a Schoolwide Program gives us that

Children from Effingham learn the pleasure of reading and writing and becoming familiar
with the structure and vocabulary of written language by hearing texts read aloud,
reading to each other and reading with their parents (phonemic awareness). Children
learn letter-sound relationships in several different ways, including direct lessons,
“hands on” active exploration with letters and words, and using this basic information in
reading and writing (phonics). Instruction in writing using the Sitton Spelling Program
contributes substantially to children’s understanding about words. In each classroom, a
systematic word study system is established to help children learn spelling principles
(phonics). Each lesson in primary grades each day also includes having children read
familiar texts to develop fluency, reading a new text that contains unfamiliar vocabulary,

Effingham Elementary Schoolwide Plan

and discussion of the texts before, during, and afterwards to develop comprehension.
One of the ongoing goals of the staff is to always link the unknown to the known when
introducing new concepts.

As the students mature in their skills at grades 4-6, their word study moves to exploring
the intricacies of language across multiple genres including literature, informational
texts, and poetry. Students investigate the meaning and structure of words (vocabulary
development) and the conventions and forms of written language. There is also much
more time scheduled for independent reading. Richard Allington, in his book What
Really Matters For Struggling Readers, quotes study after study that reinforces the
premise that the more kids read (books at the appropriate level), the better readers they
become (fluency). This is especially true for students who are behind to begin with.
The National Literacy Institute concurs with Allington. “Children learn many new words
by reading extensively on their own. The more children read on their own, the more
words they encounter and the more word meanings they learn.” (Put Reading First,
pl35) Students in Effingham read a variety of self-selected and teacher –selected texts
for extended periods. They construct meaning and make personal and textual
connections (National Reading Panel Summary p. 13) as they learn from and about
reading. The students learn effective comprehension strategies that they apply to fiction
and nonfiction texts as they participate in guided reading and literature study. “The
panel concluded that guided repeated oral reading procedures that included guidance
from teachers, peers, or parents had a significant and positive impact on word
recognition, fluency, and comprehension across a range of grade levels.” (National
Reading Panel Summary, p.12)

These five highlighted areas of literacy instruction are what the National Reading Panel
defines as the “essential elements” of quality reading instruction. The Governor
Wentworth Regional School District, (which includes Effingham School), prides itself in
the development and implementation of a quality literacy program that is based on
these five elements and that works daily, using multiple strategies and instructional
practices, to provide a comprehensive delivery system that meets the needs of all

Teachers in Effingham facilitate learning based upon observations of their students.
Their classrooms are full of student and staff generated print. There are lots of
appropriately leveled reading materials in each classroom. Purchasing texts that allow
students to apply and practice the letter-sound knowledge that they have learned in
order to independently “word solve” and practice phrased fluent reading, has been
another major focus of our program. Put Reading First, makes the statement that
“effective programs provide materials that give children substantial practice in applying
the knowledge that they have gained as they read and write.” We agree with this
statement and continue to work toward having an ample supply of texts that are at
appropriate independent and instructional levels, and are of high quality.

As Effingham has moved to expand its literacy framework through the entire school,
transitions were made across grades to adjust to children’s growth in reading, writing,

Effingham Elementary Schoolwide Plan

language, and word knowledge, as well as the development of study and test taking
skills. Kindergarten and first grade classrooms are characterized by productive active
learning, through which children gradually become more independent reading and
writing. Small group reading instruction, writing workshop, and explicit teaching of
phonics continues across the grades as children become more sophisticated in their
knowledge and use of written language. In grades 3-6, a combination of guided writing,
independent writing, and writing for exploration (research) is developed. At all grade
levels, interactive read aloud is a daily activity and one that serves as a foundation for
learning in all other components of the framework; additionally, children experience a
rich collection of children’s literature.

Based upon our data analysis, it was the decision of the school to embark upon a two
year professional development plan as a whole school. Using Regie Routman’s
“Transforming Our Teaching Through The Reading/Writing Connection” we will enhance
our skills as professionals through sharing professional literature, practicing research
proven teaching strategies, and peer coaching. We expect to see improvement in
students’ ability to communicate their thinking about reading, both in the content areas
and literature.

Teachers scheduled class time to block instruction for both literacy and math easing the
scheduling of Title I support staff within the classrooms. All staff members work toward
using a common language for instruction, making it easier for students to understand.
This strengthens the school program in all areas.

The five highlighted areas of literacy instruction (phonics, phonemic awareness,
vocabulary development, comprehension, and fluency) are what the National Reading
Panel defines as the “essential elements” of quality reading instruction. By adding the
focus to writing, the Effingham School has strengthened its program. The Governor
Wentworth Regional School District prides itself in the development and implementation
of a quality literacy program that is based on these five elements and also the
importance of reading and writing being reciprocal methods of teaching literacy. The
district has a “statement on literacy instruction” which says that all teachers in the
Governor Wentworth Regional School District are expected to use a balanced approach
to literacy instruction comprised of reading, writing, and word study. They provide
explicit instruction every day in the strategies and skills necessary to create
independent readers, writers, and thinkers. Using multiple strategies and instructional
practices to provide a comprehensive delivery system is intended specifically to meet
the needs of All students, especially the historically underserved.

This year, we are incorporating themes of character education into our reading
instruction using the Voices Reading Program. Recent research studies have found a
strong correlation between the social development of young children and their learning
to read effectively (Miles & Stipek, 2006). The National Council of Teachers of English
find that “Reading is a complex and purposeful socio-cultural, cognitive, and linguistic
process in which readers simultaneously use their knowledge of the topic of the text and
their culture to construct meaning with the text.”

Effingham Elementary Schoolwide Plan

We believe that this introduction of character education into the curriculum will help to
improve the climate for students in the classroom.

3. Instructional Support for Children Experiencing Difficulties Mastering the

What strategies have you incorporated into the SWP design to ensure that
students experiencing difficulties are identified on a timely basis? How do you
provide additional support to these children? Please describe these
interventions and how they are funded. Describe the measures you will use to
include teachers in the decisions regarding the choice of and results of the
academic assessments for these students. How will you ensure that migrant and
homeless children will have access to timely assessments and, if applicable,
instructional interventions, regardless of the time of the year?

As soon as new students enroll in Effingham, the Reading Specialist and the classroom
teacher do a series of assessments as well as to review the student’s cumulative
folder. The results are communicated in order to plan for instruction, and if any
concerns arise, a meeting of a student support team may be called. This team may
consist of the Special Education/Diagnostic and Prescriptive Teacher, the School
Counselor, the Principal, the Reading Specialist, the Classroom Teacher, and other
interventionists such as the Reading Recovery Teacher, ESOL, Speech and Language

All students at Effingham Elementary School are screened multiple times a year both
formally and informally. In the fall, all students in Kindergarten are assessed on letter
and sound identification. Students falling below a score of 11/54 are immediately given
individual or small group support for phonological and phonemic awareness 30-60
minutes per week. First graders are all assessed using the Marie Clay Observation
Survey. Students are then ranked by their fall stanine scores and a determination is
made as to the first four and the second four students to receive Reading Recovery
Intervention. Students who do not make the first round of Reading Recovery are
supported daily in the classroom by a Title One Associate who is trained in guided
reading and writing instruction.

In grades two through six, students are assessed using the NWEA Measures of
Academic Progress in the areas of Reading, Language Usage, and Math. They are
also assessed for instructional reading levels using the Fountas and Pinnell Benchmark
Reading Assessment. Teachers determine reading levels and areas of need for each
student. Students performing below grade level are supported by Title One Reading
Assistants or Associates in the classroom.

Students performing more than a year below their peers are given direct instruction by
either the Reading Specialist or the Special Education teacher using the Wilson
Reading System, Edmark, or Leveled Literacy Intervention.

Effingham Elementary Schoolwide Plan

Evaluation of students is ongoing. Instructional text reading levels are recorded and
collected monthly for all students in grades one through six, and collected monthly in
Kindergarten beginning in November, so that all teachers and the Reading Specialist
can monitor the progress of all students. NWEA MAP tests are given three times a year
as well. As Effingham Elementary School is small, any students who are not receiving
extra support may be quickly identified and given additional instruction because we
have assigned our Title One and special education personnel to specific classrooms.
Our team approach allows us to be very flexible in our support groups- adding and
discontinuing students as needed. This also allows us to pick up new students
immediately who may have recently arrived and are at risk of failure.

4. Parent Involvement

Describe your plans for increasing parent involvement for this school year. How
are your parents involved in the planning, implementation and evaluation of this

Effingham is a very small, welcoming school. Teachers make a practice of ongoing
contact with parents through a variety of means: phone calls, notes in student planners,
parent/teacher communication journals, as well as the daily contact that happens for
many parents at Kindergarten pick-up time. We have our annual Fall Open House,
which in 2009 was co-planned with the Parent Teacher Organization, and involved a
presentation by the school principal and a family dinner in which nearly every family was
represented. We continue to have quarterly progress reports and report cards, as well
as parent conferences and a spring curriculum fair in which student progress is
communicated. At parent conferences, parents are educated about our Standards
Based Report Cards, NH Grade Level Expectations are shared, and samples of reading
materials at grade level are available. Parents, teachers and students discuss and sign
a Learning Compact outlining how each of us can help the student to provide a great
supportive learning environment.

Effingham School provides newsletters to families. We have maintained a weekly
newsletter with short articles from classrooms and specialists including announcements
about parent involvement activities, PTO news, and educational information and
activities that parents can do at home with their children. This year the newsletter is
going high-tech; it will be emailed to parents and posted on the school website. We
also send the monthly Title One Parents Make the Difference Newsletter home as well
as provide online access to it through the school website. Many teachers also write a
weekly note home outlining homework and upcoming events in their individual
classrooms. Title One brochures are distributed to all parents. This brochure includes
the parent involvement policy, which is also published in the school parent/student
handbooks and on the district website.

We are always working to improve communication with families and to work more
effectively with our PTO. With the PTO we are co-planning Family Fun Nights and had
successful events last year such as an author visit and dinner featuring Marty Kelly,

Effingham Elementary Schoolwide Plan

Children’s Stage Adventures and Celebrate the Arts Week, Read Across America, and
our Title One Summer Book Giveaway. This year we plan to continue these activities
and to partner with UNH Cooperative Extension on Parenting Classes, working with
Appalachian Mountain Teen Project on parent and child character education activities
that tie into the Voices Reading Program. Effingham has a few great volunteers from
the community and this year we hope to expand that volunteer base. We have two new
parent volunteer coordinators and hope to work with them to expand the number of
volunteers and to effectively use the parents offering their time. With additional parent
volunteers, we will provide some basic training in how to help children while listening to
them read and by reading to them.

5. Professional Development

Describe any professional development activities. Who will participate and how
does it support all children reaching high standards and support having highly
qualified staff? Include your evaluation component.

“My research and personal experience tell me that the single most important
determinant of success for a student is the knowledge and skills of that child’s
teacher.” (Linda Darling Hammond quoted in Goldberg, 2001, p.689)

Based upon teacher surveys, student achievement data and professional goals we have
outlined a year of professional development. Several years ago, our school district
instituted Everyday Math as part of the math curriculum without much training. We have
seen our math scores rise steadily over the years, but teachers would like even more
information on properly implementing the program as well as differentiating math in
order to meet the needs of all learners. They find that data gleaned from NWEA MAP
tests, and unit pre-tests help them to see areas of strength and weakness, but
integrating it all is a challenge. Nancy Dorsky, an Everyday Math consultant has made
two visits to EES and will be returning again this year.

Looking at both staff surveys and student achievement data, we have seen that writing
about reading and math is a weakness. To meet that professional development need,
we have used Title One funds to purchase the Regie Routman in Residence
Transforming Our Teaching Through Reading and Writing Connections professional
development resource. Our Reading Specialist and Principal have created a schedule
in which to facilitate this professional development monthly over the next two years. We
have decided to implement this schoolwide as it will create lasting change when it is
connected to each teacher, administrator, and building specialist. More effective than a
“one shot wonder” seminar, this professional development will be focused as
professional learning community in which we share theories of learning that are
research based, where we will follow the “Optimal Learning Model” of “I do it, We do it,
You do it”, and we will have professional conversations, collaborate, and visit one
another’s classrooms to coach each other in the best practices that we are learning.
DuFours and Eaker state that “although individual growth is essential for organizational
growth to occur, it does not guarantee organizational growth. Thus, building a school’s

Effingham Elementary Schoolwide Plan

capacity to learn is a collaborative rather than an individual task. People who engage in
collaborative team learning are able to learn from one another, thus creating momentum
to fuel continued improvement.” (1998).

In the end, we will be constantly evaluating: “do the students in our schools demonstrate
increased knowledge and understanding as a result of this effort?”

Our district is invested in providing opportunities for staff to remain current in
educational literature. Books are made available through the district for book talks.
Most recently, Effingham is meeting as a whole school as we read and discuss
Adolescents Lives in Transition by Donna San Antonio and Unequal Childhoods by
Annette Lareau. Both of these books outline the differences between the lives of
children living in poverty and its effects on education.

How do these activities relate to your master plan and teacher evaluation?

The professional development activities sited above relate to the GWRSD Professional
Development Master Plan. Professional Development Plans connect the work of the
District with the daily activities of teachers in the classroom and student learning.
Professional Development provides educators with support, nurturance, and challenge.
Plans must be data-driven (qualitative and quantitative) and linked to student learning
and achievement.

6. Preschool Transition

Describe your steps for assisting preschool children in the transition to your

Our school district is fortunate to have an Integrated Developmental Preschool Program
that serves both special needs and regular education students from the communities of
Effingham and nearby towns. There are also other daycare and preschool opportunities
for Effingham students both in town and in nearby Ossipee including the Ossipee
Preschool, Ossipee Headstart and the Evenstart Program. Each of these programs
help to reinforce the importance of early literacy and family involvement in education.

In the spring, we offer Kindergarten registration with an opportunity for parents and
prospective students to visit for the morning. We provide parent resources and ideas
for parents on preparing their child for school in the fall. In the spring, professional staff
from Effingham School prepare for upcoming students and their families by visiting
Ossipee Headstart and the Ossipee Integrated Preschool Program when applicable.
This early communication between families, preschools and Effingham Elementary
School help us with our transition process.

Effingham Elementary Schoolwide Plan

This summer we provided extended learning opportunities for preschoolers making the
transition into Kindergarten. Our summer reading and math program was opened to
these preschoolers so that they may benefit from the educational and social learning
opportunities that will prepare them for school. We were fortunate to have the group led
by a very highly qualified former Kindergarten and Reading Recovery teacher who
currently teaches Second Grade.

Our Title One Summer Book Giveaway was also further opened this year to include
parents and community members in the organization and storytelling. We invited
preschool siblings to join our event and thus were able to put many free books into the
hands of our youngest community members.

7. Instruction by Highly Qualified Staff

If you have staff that are not certified teachers, describe the supervision model
that is in place to ensure that instructional planning and evaluation is done by a
NH certified teacher.

All of Effingham’s Title One Tutors meet the federal definition of “highly qualified”. One
tutor holds a NH teacher certification, one holds a Massachusetts teacher certification,
and the professional staff that are paid in part with Title One funds both hold Master’s
Degrees and are Reading Recovery trained. However, because not all support staff are
NH certified, they are under the direct supervision of the Reading Specialist and the
building Principal. All of the classroom teachers with whom they work are certified and
provide them with day to day plans and information regarding assigned students. The
support staff meets at least weekly with the Reading Specialist to discuss planning of
instruction and student progress. They keep weekly records of the instructional needs
of each student with whom they work. The building Principal and the Reading Specialist
observe periodically and complete an annual formal evaluation of all support staff.

8. Extended Learning Opportunities

In what ways does your Title One Schoolwide Plan increase the amount and
quality of learning time?

Effingham Elementary School has maintained its own summer program at the school for
the past five years. In addition to a tutorial program in literacy and math, we offered one
on one tutoring for students entering grades Kindergarten through seven. We also hold
a “reading camp” one day a week for five weeks that is designed to keep kids reading
and thinking and learning throughout the summer. It has been very successful. We
also held a Title One Summer Book Giveaway that involved participation and planning
with our parents and the Effingham Public Library. It included a family and staff lunch,
storytelling, and a local bookseller who set up a “free bookstore” in our gymnasium.
The reaction of children and parents was overwhelming. The booksellers remarked on
how happy they were to have been a part of the special day, especially at the seeing
the smiles, sparkling eyes, and amazement of the children selecting their free books.

Effingham Elementary Schoolwide Plan

We have also been able to use Title One funds to provide before school tutoring and
homework help to students in Kindergarten through Sixth grade. We had two highly
qualified Title One tutors involved in the program last year, and hope to continue the
program using Title One funds again this year. Students were recommended by their
classroom teachers or by parent request based upon assessment data in the areas of
literacy and math. The tutors utilized technology whenever possible as this was very
motivating for the students who were voluntarily adding up to forty five minutes to their


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