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Title 1 Plan (Part 2)

3.                Program components:  Does the program include the following components to  
     support the above strategies?

**Table would not copy to Webpage.  Please request a copy of the Program Components
        Table from Laura Caudill Title 1 Coordinator.

4.         Professional Development.  (In what ways is PD data-driven, tied to your plan, instructional, and measurable?  What follow-up is needed?  What PD is provided to instructional assistants?  Does the PD for the assistants match the activities in the school’s consolidated plan?)

The Professional Development committee based Professional Development on our school’s consolidated plan and contributions.  The 2010-2011 plan includes the following sessions:

·         AIMS Web Training

·         Writing Training

·         RTI

·         Technology Integration Training

·         Reading Strategies

·         MAP/TPRO

·         Formative Assessment

·         Study Island/ Education City

·         Clicker & Goal Calculator Training


Follow up will be provided in monthly curriculum meetings and Teacher Talk sessions among grade levels.

5.                 Parent Involvement.  (How were the parent evaluations used to develop parent activities?  How will parental participation be expanded in existing activities?  What new activities are planned to increase parental participation?)

Parent evaluations help determine appropriate parent activities.  Mapleton will continue the use of Agenda books, Communication Folders, Back to School Bonanza, school and class newsletters, parent-teacher conferences as needed, informal assessment meetings, PTSG, Family Fridays, Family Reading Night,
and Teacher Web Pages. 

On-line specific activities and resources correlated to T-Pro subtests will be provided for family involvement in targeting identified areas of weakness. 

10 Teacher Licenses are funded for Reading A-Z to provide on-level “take home” reading materials for families.


6.         Assists transition.  (What will your school do to emotionally and academically ease student transition from level to level – Preschool to Kindergarten, Kindergarten to 1st, Primary to Intermediate, Intermediate to Middle to High School?)

To assist students to make successful transition to the next level we have planned the following events:
3rd grade students will receive percentage grades and 5th graders will visit the middle school in May.  Preschool to Kindergarten parents can sign up at the Kindergarten Registration.  Jump Start, a two week session designed to assist Kindergarten children entering in the fall, is planned.   Prior to the last day of school, Mapleton Movin’ On Up Day is scheduled to meet their teacher for the following school year.

Literacy and Math folders are compiled each year to provide cumulative test data and work samples.


7.         Decisions about assessments.  (How are teachers included in determining the selection of assessment instruments  How are teachers included in interpreting the data from the assessment?  How are the data used to improve student performance?)

Teachers review assessment options and choose the one that best serves the needs of the students at Mapleton Elementary.  T_Pro (K-3)AIMS WEB), STAR Reading (1-5),CTBS(3), Thinklink(3-5), and Core Reading Program Assessments  were selected for assessing reading.  After compiling the results, the information is presented to the faculty.  Each teacher will make instructional decisions that address
deficits in reading.  Also, assessment data is compiled in Literacy folders that follow students to each grade.  A literacy assessment timeline was developed based on teacher surveys that were conducted and reviewed by the Literacy committee. 


8.                 Highly qualified staff.  (Are all teachers certified in fields in which they are teaching?  What is the educational background of instructional assistants?) 

All Mapleton teachers are certified teachers for the appropriate grade levels.   The Houghton Mifflin
Early Intervention program has trained the Reading Specialists.  The Reading specialist
has an endorsement in reading and Masters of Education. Support Personnel (FRC, ESL teachers)
will be invited to attend professional development in appropriate reading strategies.  

Staffing:  List all Title I funded personnel at the school.  Explain the need(s) that person will help address and the instruction/activity(s) that person will carry out.


Title I Funded Position(s)

Instruction/activities to Address Needs

Building Coordinator

Oversees Title 1 Activity

1 Full-time Reading Specialist

Harcourt Intervention Programs, Early Reading Intervention,
Early Success, SOAR to Success programs are used
for K-5, Literacy Committee Chair, RTA Data Coordinator

1 Full-time Intervention Assistant

Assists with at risk- students

.7 Curriculum Specialist

Oversees Curriculum Development and Instructional Strategies


1 Full-time Intervention Teacher

Works with at risk 1st grade students


1 Half-Time Intervention Teacher                      Works with at risk 1st and 2nd Grade students


9.        Effective, timely additional assistance.  (How and what type of effective, timely, and additional intervention does the school provide to students in danger of not meeting state standards?)


            Students not meeting state standards in Reading are involved in our reading intervention programs.  Spreadsheets are maintained by intervention staff to identify students and to track on-going progress.  Students are also encouraged to attend E.S.S..  Students who receive migratory assistance are offered at home summer school.  The ELL teacher coordinates with the reading specialist to meet the needs of ELL students.



10.      Coordination of Services.  (List all local, state, and federal programs that will be 
      included in the Schoolwide program and describe how all funding sources will help
      implement the Schoolwide program (ex. SEEK, Title 1, Title II, Title IV, Migrant, ESS, 21st
      Century, local etc.)



Program/Funding Source                                                  Description of How Program Will Help Implement the SWP



1.  Family Resource Center                                                                              Provides link between parents and school

2. Migrant                                                                                                             Provides support for migrant students

3.Title II                                                                                                               Classroom size reduction

4.Parent Teacher Support Group                                                                  Provides incentives for the Accelerated Reader program

5.Technology Grant                                                                                            Provides additional computers and software

6.ESS                                                                                                                    Provides supplemental instruction for at risk students

7.Big Brothers/ Big Sisters                                                                            Mentors at risk students

9. RTA (Reading Grant)                                                                                    Provides 1.5 day reading specialists


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